The Calhoun School, College Handbook For The Class Of 2010

Calhoun CEEB & ACT code: 333505

Class of 2010 Class of 2010 Class of 2010 Class of 2010 Class of 2010 Table of Contents THE COLLEGE PROCESS Introduction

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College Search Timeline

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Starting Your Search

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Filing College Applications

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Standardized College Entrance Examinations

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Writing College Admission Essays

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Letters of Reference

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Visiting Campus & Interviewing

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Financial Aid

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RESOURCES College Admissions Terminology

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College Search Resources: Books & Internet

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Calhoun Web site

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COMMON APPLICATION Introduction

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REMINDERS College Checklist

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Handbook Introduction Dear Juniors and Parents, Take a deep breath, and for a moment—if only a moment—think about how thrilling it is to have made it to this point in your life. Juniors, you’ve almost completed high school; you’ve had some fun exploring the world around you, making good friends, and learning about yourself, both in and out of the classroom. Parents, you’ve raised a child who is nearly grown and almost ready to leap into the world beyond the protective walls (and area dividers!) of Calhoun. This is a time that can be both exciting and intimidating. For those of you who had to endure the trials and tribulations of applying to high schools, applying to college is quite different. For parents who watched as older children weathered the college application process, this time around will be different, too. Not only has the climate of college admissions changed subtly over the last few years, but it is inevitably a different experience for every student. Yes, getting into a good school is the final goal, whether your definition of “good” is an institution that has a topnotch performing arts program, one with a Division I powerhouse basketball team, a school with a renowned political science department, or a combination of the three. A good school is defined differently for every student, and while some schools are extremely selective, admitting less than ten percent of all applicants, the majority welcome more than half of their applicants. Even with all of the competition and pressure surrounding this process, it is entirely possible for every student to find, apply to, and gain admission to a number of good schools that will be wonderful places to learn for the next four years. As you step into this process as a family, I want to encourage you to think not only about the final goal, but also about how you want to experience the year ahead. The amount of stress you endure over the next few months depends in great part on how you approach the adventure. The reality of the population bubble of children born in the late 1980s/early 1990s does make the application process more competitive and anxiety-laden than it was even ten years ago, but much of the experience is within your control. Try to avoid being unduly influenced by sensationalistic media, by know-it-alls at dinner parties, by SAT tutors who promise great improvement if you spend hundreds of dollars each week, and by ranking systems (such as the one used by US News and World Report) that are regularly denounced by colleges, admissions personnel, and college guidance counselors as inaccurate representations of the true value of each college. There are voices of sanity and wisdom in this process, though they are often overwhelmed by the frenzied cries of the masses. I will do my best to be a voice of reason for you, and a reliable resource as you sift through the often-conflicting messages by which you are besieged in your daily lives. In the next few months, I will help each student create a list of colleges, give advice on standardized testing, provide feedback on college essays, write a letter of reference for each student, answer any questions that students and parents may have, and help you keep everything in perspective. Hopefully, this College Handbook will be a valuable reference throughout the process. This coming-of-age ritual is a rite of passage for students, and, just like any challenge, with the appropriate amount of introspection, wisdom, and diligence, this hurdle will be cleared gracefully, with a sense of pride and accomplishment. Sincerely, Sarah Tarrant Director of College Counseling

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College Search Timeline Use this timetable as a guide for managing your college application and search process. There are many tasks to accomplish between the time you begin to construct your first list of colleges and when you finally decide which school to attend. Keeping up with each step at the appropriate time will help you organize and manage your search. This is, however, merely a guideline; it is subject to your own choices, priorities and needs. FRESHMAN YEAR 1. Course Selection: Challenge Yourself. In the long run, the most important factors in gaining admission to the college of your choice are the strength of your course selections and your academic performance. Over the next four years, you should explore your academic strengths, work to overcome weaknesses and pursue your passions. Take the most challenging courses you can reasonably handle in science, math, English, social studies, foreign language and the arts. Work with your advisor and your parents to make a four-year plan. Remember, each year of your high school career should include at least five academic solids. (A “solid” refers to a challenging academic course, such as English, history, science, math and foreign language.) 2. Extra-curriculars: Get involved. Colleges value students who make a positive impact on their school and their greater community. Students with significant experience in drama, clubs, athletics, the school newspaper, the literary magazine, community service and other activities have a decided advantage in college admissions. Consider participating in Calhoun’s international travel/study trips or Network of Complementary Schools exchange program. Engaged students are usually happier, more fulfilled, better organized and more successful in the classroom than students who aren’t active in the community. 3. Summer Activities: Make them count. Investigate summer activities to make the most of your free time; explore your options. In the past, Calhoun students have taken courses at Cambridge, Yale, Carnegie Mellon, and other universities. Others have volunteered in an animal sanctuary in Utah, attended a medical professions/leadership conference in Maryland or pursued a host of other enriching experiences. Finally, many students have secured rewarding summer jobs or internships. The College Counseling Office keeps a small library of summer opportunities. A partial list of such programs is also available in the College Counseling area of the Calhoun Web site. SOPHOMORE YEAR 1. Academics & Extra-curriculars: Continue the good work you’ve done in the freshman year, challenging yourself academically and being engaged. 2. Practice PSAT: Calhoun administers the PSAT in October. Remember, however, that this year’s test is merely practice for sophomores. Do not pursue formal test preparation through an outside class or tutor for the PSAT.

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FALL OF JUNIOR YEAR 1. Your first priority must be your grades throughout your entire junior year. Because it is the last full school year that admissions officers will see on your transcript at the time you apply for admission, it is also the most important. Continue to challenge yourself fully, but reasonably, by taking a solid and stimulating course load. 2. PSAT in October. The PSAT for most juniors is still primarily practice for the SATs they will take in second semester and in senior year. As in sophomore year, most juniors are strongly advised not to pursue test prep for the PSAT. The only exception to this rule of thumb is for those students who are naturally strong testers, and whose sophomore year PSAT scores indicate that they might qualify for the National Merit distinction. The National Merit Scholarship is a prestigious award given to a select number of students nationwide each year that perform in the top 3 percent of all students nationwide. If you think you might be one of these students, speak with the Director of College Counseling at the end of sophomore year or early in your junior year about preparing for the PSAT. 3. Extra-Curriculars: Stay involved in meaningful clubs and activities. WINTER OF JUNIOR YEAR 1. Attend Calhoun’s College Night, in late January. This is the first official college meeting for juniors and their parents. At this meeting, families receive an overview of the college application and selection process at The Calhoun School. Also, questionnaires are distributed to students and their parents that will help both the Director of College Counseling and the student in the beginning stages of the college search. Complete these questionnaires in the next few weeks and return them to the Director of College Counseling. 2. College Seminar for Juniors. Each February, the Director of College Counseling begins an ongoing class for juniors. One period each week is devoted to discussions of issues that frequently arise throughout the college process. The seminar continues until early May and resumes in the senior year. 3. Submit your Junior and Parent Questionnaires. After the Director of College Counseling has reviewed your completed questionnaires, she will schedule a meeting with you and your parents. At this time, she will provide you with an initial list of colleges for you to investigate. Make sure that you submit your questionnaires in time to have this meeting -- no later than mid-spring of your junior year. 4. Research colleges on your list. Use books, directories and other resources – there are many located in the library of resources located on the fourth floor. Also, refer to the resources named later in this handbook, including Internet sites. Of particular interest should be the colleges and universities’ own Web sites.

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5. Talk to people. Meet with the Director of College Counseling, talk to your parents, teachers and other mentors, about particular schools and areas of study that interest you. 6. Check college catalogs and college Web sites for factual data on courses, activities, faculty and other characteristics of schools. Once you have begun to identify a large group of colleges, look more closely at college Web sites and guide books (several good ones are listed in the “College Search Resources” section of this handbook) to figure out whether a school’s philosophy and atmosphere are right for you. 7. Visit Colleges. If at all possible visit colleges starting in the winter and spring. The best time to do this

will vary with your interest and needs, but try to visit on a day when the college is in session. Arrange for an official tour of the campus and try to meet with an admission officer whenever possible. Also, many colleges allow students to spend a night or two on campus at little or no cost. Take advantage of this opportunity to have an inside look at the life of the school. For more information on this topic, see the handbook section entitled “Visiting Campus and Interviewing.” SPRING OF JUNIOR YEAR 1. Attend the Manhattan College Fair in April. Cosponsored by Calhoun and ten other leading New York City independent schools, the fair is an excellent opportunity to “shop” for schools and make initial contacts with admissions officers from the colleges and universities in which you are interested. The Director of College Counseling will provide more information on this important event as the time approaches. 2. Take the SAT (or ACT) exam once before you begin the summer before your senior year. The SAT is offered three times in the second semester of your junior year. The Director of College Counseling strongly recommends that you take the SAT in March or May. 3. Consider taking SAT Subject tests in June. By taking your first SAT no later than May, you leave the June test date open to take SAT Subject Tests. Not all students will need to take SAT Subject Tests, however, and you should discuss your individual situation with the Director of College Counseling. For those who will need to submit SAT Subject Test scores, it is best to take your first ones in June because of their proximity to final exams. You may find that studying for a particular final will help you prepare for an SAT Subject Test. Most highly selective colleges require at least two SAT Subject Test exams as part of their admission criteria, and you can take up to three tests at a time. 4. Consider taking the ACT Exam in April. The SAT and ACT are structured differently; some students will score higher on one than they will on the other, though most score about the same. Almost all colleges now give the SAT and ACT scores the same consideration. For more information about these exams, see the Standardized College Entrance Examinations section of this handbook and speak with the Director of College Counseling. Try to choose one test that is better for you and stick with it. 5. Plan your Summer. As you did last year, look for interesting summer programs or a job. 6. Over the Summer, begin drafting college essays using what you learned in Junior College Seminar. Plan to return to school in September with at least two different drafts completed. 6

FALL OF SENIOR YEAR 1. Focus on doing well in your classes. The first semester of you senior year will be the last complete set of grades a college is likely to see before they make a decision on your application. Also, do not back off from the extra-curricular activities you have pursued for the past three years. 2. College Seminar continues for seniors. The Director of College Counseling resumes weekly meetings with groups of seniors, focusing on the nuts and bolts of the application process. 3. Meet with College Representatives as they visit Calhoun and at college fairs and receptions in the area. It is appropriate to leave class to meet with a few college representatives. Choose carefully which representatives to meet, and make sure that your absence from class does not negatively affect your performance. Obtain permission to leave class from your teachers well ahead of time. 4. Finalize College Choices; Obtain Applications. By October 15, it is wise to have a plan outlined for yourself and your list narrowed to about ten colleges; however, you may make changes to your list through mid-December. 5. Visit Colleges. Use specified Senior College Visit Days, during which Calhoun seniors are released from classes, to visit college campuses. (Faculty-approved dates will be announced by letter in August.) Try to avoid missing school for college visits, if possible. If you must miss classes, secure permission from the Director of College Counseling at least two days before your trip. It is recommended that you not miss more than three class days for college visits. 6. Reference Letters. Speak with two teachers whom you will to ask to write letters of reference for you early in the fall. You must choose your referees carefully and give them sufficient time to complete their task. More details will be covered in College Seminar. 7. Take SAT/ACT/Subject Tests: Seniors should take the standardized test they selected a second time, in most cases, and should take any required Subject Tests in October or November. 8. Work on Completing Your College Essay(s). Choose one mentor who you trust to advise you on your essays. Good choices might include the Director of College Counseling or a teacher. 9. If You Are Considering Early Decision or Early Action, speak with the Director of College Counseling no later than September or early October. Most early decision and early action deadlines fall in November. It is appropriate to apply under an early decision program only if you have a clear first choice college, and if you are ready to commit to attending there if you are accepted. Remember, if you apply early, the last set of grades a college will see before they decide on your application is your first interim grades. Early Action programs are not binding decisions, so you may apply without explicit commitment to attend if you are accepted. DECEMBER 1. Regular Application Deadlines. Many colleges have January 1 application deadlines. Make sure that your teachers and the Director of College Counseling are prepared to help you meet these 7

deadlines by giving them all the proper forms by the dates posted on the Calhoun Web site and on the fourth floor college bulletin board. 2. Final Chance for SAT and Subject Tests. The December test date is normally the final time for students to take the SAT and SAT Subject Tests and still meet January application deadlines. 3. Early Acceptances: Students who applied through early decision, early action or early rolling programs will normally begin to hear from colleges in mid-December. 4. Back-up Applications: Remember, even if you applied through an early plan, you will still need to have your back-up applications ready to go according to the regular deadlines (normally in January). JANUARY 1. Meet or Beat All Deadlines. Many selective colleges require that you complete your application by January 1 or 15. Be prepared well in advance; the College Counseling Office will mail all transcripts and school recommendations for January 1 deadlines by the start of Winter Break, and Calhoun will be closed over the vacation. Meet or beat all deadlines set by the Director of College Counseling and the colleges themselves. 2. Keep Up Your Academics! College acceptance letters will come soon, but they are contingent on your continued success as a student. Colleges have the right to rescind a letter of acceptance to any student who does not continue to perform as they did when they were accepted. 3. Financial Aid Applications Due. If you are applying for financial aid, complete your FAFSA, PROFILE and other applications in January. Many private colleges require that these forms be submitted no later than February 1. Do not be late with these forms. If your parents normally complete their taxes later than mid-January, as is the case with most of us, they should estimate their income for financial aid form purposes. Everything can, and will be, confirmed by the colleges later. APRIL 1. Admissions Decisions. Many colleges notify students of their admission decisions in late March and April. Let the Director of College Counseling know whenever you receive such a letter, whether it is good news or bad. This information is not widely distributed. 2. Visit Again, if necessary. If you are trying to make the decision between two or more schools that have accepted you, another visit is a good way to answer lingering questions. Likewise, many months may have passed since you last visited the school. You have grown and changed. One last visit can help to give you, and your parents, peace of mind that you are making the right choice. MAY 1 1. Enrollment Deposits Due. It is important that you submit your enrollment deposit to the college you will attend no later than May 1. Unless you apply under an early decision program, you do not have to notify schools of your decision until May 1. You should notify all colleges of your final decision shortly after May 1, but not until your deposit is confirmed by the school you will attend. 8

Starting Your Search In many ways, beginning and refining your list of colleges is the most time consuming part of the admission process. It takes several months of careful thought and research to develop an appropriate list of colleges to which you will apply. Furthermore, remember that your list is likely to remain dynamic throughout the fall of your senior year, changing as you discern your needs, desires and competitiveness for particular colleges. This section of your handbook is intended to serve as a guide during this process. SELF-EVALUATION People love to give advice, and it seems that everyone has opinions about colleges, but what you think is most important. You know yourself best, and ultimately you must decide where to attend. You will be sitting in the classroom, living in the dorm and eating in the cafeteria, not your parents, friends or relatives. Get started by taking a self-evaluation. Complete the Junior Questionnaire provided by the Director of College Counseling and consider your responses carefully before you return it. Keep a copy of your responses to refer to later. Also, ask yourself questions:  How do I learn best? In large lecture-style classes or in small discussions and seminars?  Do I like to be one of the top students in a class, or do I enjoy being surrounded by peers who really challenge me? Am I comfortable when struggling to keep up, or do I prefer a more easy-going pace in classes?  Do I learn more effectively when structure is clear and uniform, or does the freedom to make choices and follow my own path fit me better?  What extracurricular activities are most important to me? Which do I want to continue in college? Are there new ones I want to explore?  What have I learned about my academic interests and abilities that will influence what I might study in college?  Who are my friends? Do I want my relationships in college to be similar or different to the ones I’ve had at Calhoun? Answers to these questions, and others you devise for yourself, should help you identify the characteristics of colleges that are most important to you. INVOLVING PARENTS IN THE PROCESS Though the responsibility for finding a college is ultimately on your shoulders, it is important to involve your parents in the process early. Have candid conversations to determine their perspective. If you and your parents are on the same page, that’s great, but differences of opinion are not uncommon. Do not let questions about financial aid, distance from home, potential areas of study and other issues go unchecked until too late. Many eleventh-hour surprises can be avoided by good communication. Also, the Director of College Counseling strives to be a resource for parents as well as students; making her aware of family priorities will facilitate her support.

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COMPARING COLLEGE CHARACTERISTICS The next step is to make a list of your college priorities. Some considerations will be unique to your situation, such as the strength of a particular athletic program or access to private music lessons. Others should be considered by all students. Institutional Mission While not an exhaustive list, most students attend institutions that fall into one of the following categories. Keep in mind, however, that there are exceptions to every rule. Liberal Arts Colleges focus on undergraduate education. Professors who see teaching as their primary responsibility will generally teach your classes. Because most liberal arts colleges are smaller than universities, classes tend to be smaller and more personal attention is available. Students at liberal arts institutions typically pursue one area of in-depth study, referred to as a major. Typically, however, they are also required to take a broad range of courses, which spans several disciplines. For instance, though you may major in physics, you are also likely to take courses in the arts, social sciences, humanities and other areas. Many employers and graduate schools actively recruit liberal arts graduates, valuing their broad-based education. Universities are generally larger than liberal arts colleges. They may consist of several divisions (colleges), including a college of arts and sciences, which has a similar curriculum to liberal arts colleges; and professional colleges, such as business and engineering. Universities tend to offer a wider range of academic choices than liberal arts colleges. They will likely provide more extensive resources in terms of a library, laboratories, and fine arts or athletic facilities. At many large universities, class size will reflect institution size, with most introductory courses being taught in lecture format. Graduate students may teach many classes. Professors at major universities are typically involved in research as well as teaching. While this may draw energy and expertise away from undergraduate teaching, it can also add to the vitality of the academic community. Art Colleges or Music Colleges, also known as Conservatories, provide intensive training for students interested in careers as artists and musicians. Admission to such schools can be highly competitive, with portfolios and auditions playing the central role in an application. Essays, letters of reference, grades and even SATs can also weigh into admission decisions, though to a lesser extent than at more mainstream colleges. While the focus of such schools is artistic or musical training, many institutions offer limited assortments of liberal arts courses for students as well. Historically Black Colleges originated during the times when African-American students were systematically denied access to most other colleges and universities. These institutions typically make class size and access to faculty priorities. They have long histories of meeting the needs of African-American students, and many are among the finest schools in the nation. Women’s Colleges, with their higher proportions of female faculty and administrators, offer college women a variety of opportunities. They provide confidence-building role models, and a heightened awareness of women’s educational and professional needs and opportunities. Women’s colleges educate a higher number of female science majors and students who continue on to graduate and professional study than do most coeducational institutions. 10

Community and Junior Colleges generally offer the first two years of liberal arts education in addition to specialized occupational preparation. An associate’s degree is awarded at the end of two years of study, following which many students transfer to a four-year institution. Institution Size The size of a college or university will have an impact on many of your opportunities and experiences. The range of majors offered, extracurricular activities, amount of personal attention and the library resources will be affected by the institution’s size. While considering size, however, it is essential that you look beyond the raw number of students attending. Consider the average class size for both first year students and upperclassmen. Investigate not just the number of faculty a school or a particular department has, but also how accessible they are to students. Do not forget that you can find small departments within a large school, as well as small schools that are part of consortia. Location The distance of a college or university from your home may be important to you. Is it important that you are able to visit home frequently, or are you looking forward to living in a different part of the country? You may prefer to be in an urban area with access to museums, shopping, restaurants and entertainment. On the other hand, you might be more successful in a small town, near to wilderness or further away from easy distraction. Academic Programs If you have a good idea of something specific you want to study in college, or a career for which you want to prepare, look for well-respected academic departments in this discipline. Talk with professors and students in these departments. Try to research school reputations by surveying adults who already work in your field of interest. Bear in mind, however, that a lot of printed material ranking academic reputation is available. Use the annual U.S. News and World Report college ranking issue and other similar resources cautiously if at all. These publications are frequently unreliable judges of academic quality, and they are perpetually at the center of criticism from counseling and admission professionals. Despite the revenues they create for publishers, their credibility is questionable at best. Do not limit your college search by the choice of a major. Studies show that the majority of college students change their major at least once. Additionally, it is estimated that 70% of college graduates never work in the field of their major. While an academic match between you and a college is important, you must also be socially comfortable with your final choice. Try looking for distinctive academic programs, study abroad opportunities, alternative scheduling options, internships or other plans that are particularly interesting to you. It is perfectly fine to be undecided with respect to your major. Once again, explore your options; you never know what you might find. Student Life Going to college involves much more than merely attending class. For most students, it represents a substantial increase in both their freedom and responsibility. It is also a place to explore new social waters. Find out what is available in terms of extracurricular activities, athletics (intramural and intercollegiate) and special interest groups. Does the community in which the college or university is located provide outlets that interest you? What impact, if any, do fraternities and sororities have on campus? If you choose to live on campus, and most students do at least in the freshman year, residence life will have an important impact on your experience. Many colleges offer alternative living situations, such as freshman11

only dorms, smoking/drinking/substance free dorms, co-ops, special interest/affinity housing and singlesex dorms. Examine in-dormitory study assistance, computer facilities and counseling services. Also, especially in urban areas, be sure to find out what security precautions are taken to ensure safety. Finally, ask whether housing is guaranteed for all four years. If it isn’t, find out how difficult is it to arrange your own housing. Cost Educational costs have risen dramatically over the last couple of decades. Do not, however, let the fear of high tuition dominate your college choice. Refer to the Financial Aid & Scholarships section of this handbook for a more complete understanding of actual college costs. Diversity At Calhoun, you have been fortunate to have peers from a variety of backgrounds. Racial, religious and socioeconomic diversity affect the education you will receive. If it is important to have organizations such as Hillel, a church group, or racial/cultural affinity groups on campus, find out how colleges on your list compare to each other. FINALIZING YOUR LIST By comparing the different characteristics of colleges, at the start of your senior year you should be able to narrow down your list to about a dozen colleges. Throughout the fall, this number should dwindle to the six to eight colleges to which you will apply. If you have done your research well, these institutions should have common characteristics that reflect your priorities. They will have one significant difference: selectivity. It is important that you have three ranges of selectivity: one or two colleges to which you are sure to be accepted (safeties), a few mid-range schools (targets) and one or two schools which present a reasonable admission challenge (reaches). This assortment of schools will allow you to pursue your dream school and cover all of your bases. You want to give yourself every possibility to achieve at the highest level available to you, yet not gamble unnecessarily. Keep in mind, however, that even your safety schools must be places where you feel that you would be happy for four years. When trying to categorize colleges and universities into safety, mid-range and reach schools, be sure to work closely with the Director of College Counseling. Average SAT scores and GPAs do not give a complete picture. The Director of College Counseling will help you interpret your chances at all of the institutions on your list and make sure that it includes all ranges of schools. On a final note, avoid the shotgun approach to college applications. Applying to a long list of reach schools, meaning a dozen or more, does not necessarily improve your chances of attending a highly selective college. In fact, it may work against you, because you will be less able to research each school carefully, discern whether it is an appropriate match, complete thoughtful applications, and build a meaningful relationship with the admissions office. Long lists normally lead to three things: a lot of paperwork, excess college application fees, and unfortunately, too many rejection letters. Be sensible and be strategic in making your list. The Director of College Counseling will help you compile your list carefully.

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Filing College Applications There are many components to a college application; some are filed directly by the student while others are mailed by Calhoun’s College Counseling Office. The Counseling Office will mail transcripts and the school report/recommendation. The student is responsible for mailing (electronically or by U.S. Mail) the actual application and for having the testing agency send SAT or ACT scores. In addition, teachers who write letters of reference on behalf of students submit those directly to the colleges. It is critical that students meet all deadlines set by the College Counseling Office; late applications run the risk of missing the colleges’ deadlines. PROCEDURE: 1. Make sure you have requested that your official SAT or ACT score report is sent directly to each college. The easiest way to do this is through the College Board’s Web site, www.collegeboard.com. At the time when you register to take the SAT or ACT, you have the option of sending scores to four colleges at no additional charge. When you send scores after taking the test, there is an additional charge per school. 2. Request a copy of your Calhoun School transcript at the beginning of senior year. Review it carefully with the Director of College Counseling and your parents for accuracy. 3. Keeping track of each college’s deadlines, and the application materials required, is your responsibility. Application deadlines are available in many resource materials, but a college’s own Web site is normally the most up-to-date. 4. Request letters of reference from two teachers who you think will speak well of you. Give them the names, addresses and deadlines for each college or university to which you are applying. In addition, provide addressed, stamped envelopes for each college on your list. Be sure to request these letters well in advance of your first college application deadlines. Normally, three to four weeks notice is sufficient. 5. Submit a completed blue Release of Records Request (and ADA Disclosure Permission Form, if applicable) to the Director of College Counseling. Along with this form, include a Secondary School Report sheet, if provided in the colleges’ application materials, for each college to which you are applying. Note: the Release of Records Request and ADA Disclosure Permission Form must be signed by both the student and parent if the student is younger than eighteen years old. 6. Mail your completed essay, college application forms, application fee and any other necessary materials directly to the colleges and universities to which you are applying. Be sure to keep photocopies of all the application materials you send to colleges. Occasionally, things are lost in the mail, so you want to have backup copies on hand. Most applications are now filed online. 7. The College Counseling Office mails your transcript and official school letter of reference, written by the Director of College Counseling, on or before the school’s deadlines. If, however, you do not meet the College Counseling Office deadlines, you run the risk of an application being sent late to a college. 13

You will receive e-mail confirmation from the College Counseling Office that your materials have been sent on the day they are mailed to schools. 8. In cases where a student is applying under an early action, early decision or early rolling plan, the school will also send first quarter interim grades to colleges. This step does not apply, however, to applications submitted according to a regular decision plan with a deadline of January 1st or later. 9. About two weeks after Calhoun sends in your materials, check with each college to confirm that they have been received. It is your responsibility to make sure that all components of your applications are complete. 10. Wait for colleges to notify you of their decisions. Let the Director of College Counseling know about the decisions when you hear, and celebrate the positive ones!

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Standardized College Entrance Examinations Calhoun’s CEEB & ACT code is 333505. This code is required for all test-taking registration forms. Standardized tests can be a significant source of anxiety for many students. For others, they are viewed as an opportunity to bolster a student’s chances with selective schools. One thing is certain, standardized tests are often surrounded by rumors, misconceptions and misinformation. Keep the following key points in mind: 1. 2. 3. 4.

The SAT and ACT are not intelligence tests. The SAT and ACT are not infallible. The SAT and ACT are not the most important components of an application. You can prepare for standardized tests.

SAT REASONING TEST The College Board’s SAT Reasoning Test measures critical reading, writing and mathematical abilities. Scores on each section range from a low of 200 to a high of 800. The SAT is the oldest and most established standardized test used in the United States today. It is given at official test centers on specific test dates. All Calhoun students should take the SAT at least once.

ACT The ACT is a widely accepted alternative to the SAT, most often taken by students in the Midwest. It consists of four sections: English, Mathematics, Reading and Science Reasoning. The ACT composite score represents an average of the individual scores on each of these sections. ACT scores range from a low of 1 to a high of 36. Nearly all colleges accept the ACT as an equal to the SAT. In fact, an increasing number of colleges now accept the ACT in lieu of the SAT and two SAT Subject Tests. You should consider taking the ACT if the following conditions apply: 1. You did considerably better on an ACT practice test than an SAT practice test. (Some students score higher on the ACT than on the SAT. Do not expect miracles, however; just as many students do better on the SAT than they do on the ACT.) 2. You are applying to a school that requires ACT or Subject Tests and you wish to take fewer standardized tests.

SAT SUBJECT TESTS Some very selective colleges require SAT Subject Tests. These exams, formerly referred to as achievement tests and SAT IIs, are hour-long tests tied to specific academic subjects. Check with each college to see if and how many SAT Subject Tests are required. Highly selective colleges frequently require two or three SAT Subject Tests. Sometimes, students are given the freedom to choose which subjects to take. Up to two or three exams may be taken on one test day, but no more than one may be a language exam. 15

The following SAT Subject Tests are currently offered by the College Board: Literature US History World History Math Level 1 Math Level 2 Biology (Ecological/Molecular)*

Chemistry Physics French German Modern Hebrew Italian

Latin Spanish Chinese Japanese Korean

Note: Hebrew, Italian and Latin offer reading tests only. Chinese, French, German, Spanish, Japanese, and Korean offer reading and listening tests. All Subject Tests are one-hour, multiple choice tests. Not all tests are offered on all testing dates. See the College Board Web site for more information, www.collegeboard.com. * The Subject Test in Biology E/M contains 80 multiple-choice questions. The last 20 questions emphasize either ecological or molecular topics; students choose to complete one of the two topics.

SUBMITTING SCORES TO COLLEGES It is your responsibility to request that official score reports be sent directly to the colleges and universities on your list. Test scores can be sent to four colleges, without additional charge, each time the test is taken. Additional reports can be sent via phone by calling 800-SAT-SCORE or online at www.collegeboard.com. Once a request for an additional report is received, it takes 1 to 4 weeks for The College Board to send it to the institution. There is a “rush” option, at an additional cost. Not all colleges, however, accept rushed scores. Note: Regarding Score Choice: As of March 2009, Score Choice is allowing students to send scores from one specific SAT date or scores from individual SAT Subject Tests to colleges. However, as of the date of publication of this handbook, colleges have the right to request to see the results of ALL tests taken, even if the student has used Score Choice. So please discuss all testing decisions with your college counselor. TEST DATES AND REGISTRATION DEADLINES SAT DATES 2009 Test Date SAT March 14, 2009 SAT & Subject Tests May 2, 2009 SAT & Subject Tests June 6, 2009 SAT & Subject Tests** October 10, 2009 SAT & Subject Tests** November 7, 2009 (includes Language Tests with listening) SAT & Subject Tests** December 5, 2009

Deadline February 10, 2009 March 31, 2009 May 5, 2009

*If registering for Subject Tests, confirm which tests are offered on each test date. **At press time, these dates were tentative and deadlines had not yet been posted. Confirm at www.collegeboard.com

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ACT DATES 2009 ACT ACT ACT* ACT* ACT*

Date April 4, 2009 June 13, 2009 September 12, 2009 October 24, 2009 December 12, 2009

Deadline February 27, 2009 May 8, 2009

*At press time, deadlines had not been posted for these dates. Follow up at www.actstudent.org Note: ACT testing in New York State adheres to the schedule listed above; there are only limited test dates in NYC. Please refer to www.actstudent.org for locations and additional test dates in the tri-state area.

PREPARING FOR STANDARDIZED TESTS Though it was once thought that the only way to prepare for standardized tests was to read Thomas Hardy and drill math problems, increasing numbers of students are using commercial services. Many local and national companies have emerged in the race for students’ money. Many of their techniques seem to be effective. The best firms provide quantifiable data of their success rates and spend significant resources keeping up to date with changes in the SAT and ACT programs. Choosing whether to utilize a test preparation program should entail an honest and thoughtful discussion within a student’s family. Miracles rarely happen, but many students do see significant improvement in their scores. If you elect to take an exam preparation course, the Director of College Counseling recommends that you use an established firm with a track record of success. Students with special educational needs should consult with Calhoun’s Learning Specialist. Mainstream test preparation companies may not be the best choice for many of these students. In some cases, an individual tutor might be more helpful. The Learning Specialist maintains a list of tutors who have worked well with Calhoun students in the past; she can assist you in identifying an appropriate tutor. Beware, however, of wolves in sheep’s clothing; there are many independent college consultants who use test prep as their means to get clients. Finally, a less expensive route is to purchase books or software designed to prepare you for standardized tests. If you choose this route, you must be diligent in following instructions. It is important to set your own schedule of preparation and stick with it. You do not need to spend a lot of money to do your best on standardized tests, but you should take your preparation seriously. Note:

Each test preparation course contains an integrated set of testing techniques. It is best to stick with one method rather than trying to mix several philosophies. Once you choose to use a particular program, see it through to the end.

TAKING STANDARDIZED TESTS MORE THAN ONCE Most students take standardized tests as juniors and repeat them as seniors. Frequently students do improve their scores the second time around. Also, by taking the SAT or ACT in the junior spring semester, you will have ample time to take a test preparation course, or otherwise get ready for your second try. It is, however, not a good idea to take an exam too many times. Significant score increases after the third sitting 17

are very rare. Prolonging the testing process also leads to significant stress on students, especially those with test anxiety. Be kind to yourself; remember that SAT and ACT scores complete only one of many parts of your application packet. EXTENDED TIME and OTHER TESTING ACCOMMODATIONS Students with legitimate, diagnosed learning or other disabilities may qualify to take standardized tests under special conditions, such as extended time. Normally, students apply for accommodations on College Board tests at the end of the freshman or beginning of the sophomore year, in anticipation of the PSAT. The Calhoun Learning Specialist facilitates this process for students and parents. The process to apply for extended time and other accommodations is: 1. The student presents the school with an appropriate, current diagnosis (within the last three years) of his or her disability, made by a licensed psychologist who specializes in educational testing. It must state that the accommodation requested is necessary, not merely beneficial, for the student’s ability to perform in a standardized testing situation. 2. In accord with The College Board’s policy, the accommodations for the SAT and SAT Subject Tests, PSAT or AP exams must: a. be one which the student uses in his or her normal school testing situations, and b. have been in place for at least four months of the school year 3. Once the above conditions are met, the family should then request a College Board Services for Students with Disabilities Brochure and Eligibility Form. The first half of the Eligibility Form is to be completed by the student and the parents, no later than six weeks prior to the planned testing date. The rest will be completed and submitted by the school. 4. Once approved, the student’s accommodation will be valid for all College Board tests. The process of applying for an accommodation for the ACT is similar to those outlined above. The primary differences are in the nature of the application forms themselves and that Calhoun must submit a copy of the actual diagnosis directly to the American College Testing program as well. Historically, the ACT has been much more stringent in approving accommodations for disabilities than has The College Board. In recent years, however, due to suspected abuses of accommodations, even The College Board has become increasingly stricter in allowing for extended time. FINAL NOTE REGARDING STANDARDIZED TESTS The following is an excerpt of a letter that Karl Furstenberg, former Dean of Admission & Financial Aid at Wesleyan and now at Dartmouth, wrote to college counselors, which helps to put the use of SATs at selective colleges into perspective. It speaks to the controversy surrounding test preparation and provides a good explanation of how selective colleges use test results. [Regarding] the value and validity of the SATs, the current debate appears generated by the controversy surrounding coaching for the SATs. I see this as a healthy debate which keeps the standardized tests in perspective. It also seems to me that standardized tests do have value in a selective admissions process if they are used judiciously. No doubt, admissions officers have added to the concern about testing. Our use of testing inadvertently creates the impression that test scores are the decisive element in admissions deliberations. It is 18

ironic that at selective colleges, where the anxiety about testing is the highest, the role of testing is clearly secondary to other factors in the applications. The selection process is designed to gather as many reference points as possible on each prospective student. The more quality information contained in the application file, the better the judgment about a candidate. The factor of central importance, however, is the secondary school record. SAT and SAT Subject Tests are two additional reference points available to an admissions office. It must be understood that this test is not viewed as a single reference point. The SAT and SAT Subject Tests offer two distinct reference points, each of which supplements the information in the high school transcript. Admissions offices tend to look for patterns in testing as a way of further understanding the high school record. Scores may have some bearing when differences either between individual candidates or deviations from the college’s average for its freshman class exceeded thirty points, but normally there will be little effect until the scores approach a fifty point difference. The pattern of scores is as important as the absolute value of scores. A few examples: 1. Mediocre high school performance, high SAT and modest SAT Subject Tests. Obviously a student who is not working to full potential, not a strong prospect. 2. Strong secondary school performance, average SAT and high SAT Subject Tests. A motivated student who is achieving at a high level, a good college prospect. 3. Average secondary school performance, high SAT and SAT Subject Tests. An able student who has learned a great deal and is perhaps at a very strong secondary school, someone to consider seriously. Many people now believe that coaching for the SAT and SAT Subject Tests must also be taken into account. What are admissions officers to do in response to the coaching controversy? In my view, coaching is simply one more in the list of items that must be recognized as a part of the context in which the SAT and SAT Subject Tests exist. Factors such as quality of the secondary school attended, family educational and socioeconomic background have always informed our evaluation of test results. Coaching is yet another element admissions officers must be aware of as they evaluate applications. Assuming that responsible admissions officers are using the test results while cognizant of the factors outlined above, the addition of the coaching factor should not present a problem. I believe it is a mistake to disregard or de-emphasize test results because of the possibility of coaching. If admissions officers use test results as one of many reference points in judging an applicant and recognize the context and limitations of the tests in individual circumstances, there is no need to be apologetic about using the tests. --Excerpts of a letter sent to college counselors by Karl Furstenberg, Dean of Admissions & Financial Aid at Dartmouth

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Writing College Admission Essays Much has been said about the process of writing college admission essays. Indeed, crafting your college essays can be a time consuming, challenging task. It is also, however, a great opportunity to express yourself and to help admissions committees get to know you more individually. Take your time in writing your essays. Start early in your senior year, or perhaps even in the summer, by brainstorming topics and writing rough drafts. For general essay questions, refer to the Common Application, accessible at http://www.commmonapp.org, which provides several questions that can be used in applications to most colleges and universities. Don’t assume, however, that a basic Common Application essay will work for all of the colleges on your list. Make sure you get application forms, generally available online or via mail, from the colleges on your list early in the senior year. Double check to see if you can write a more general essay for each college, or if a unique one will be necessary. The following are a few suggestions to consider as you begin to write. 1. College essays offer a great way for you to add a unique touch to your application. Like the interview, this is how you interject your personality into the admission committee’s decision. 2. Choose topics that are interesting and that say something about who you are. You can take some risks in what you write, but be careful; remember that you know little or nothing about the people who will evaluate your essay. You want to give the committee a clear idea of your writing ability and your personality, but personal revelations should be done only after careful consultation and consideration. 3. We have all heard stories about students who wrote their colleges essays on earth-shattering experiences such as surviving cancer, saving someone’s life, or other topics. Sometimes students fear that their essays won’t measure up if they don’t write about something so momentous. In reality, most people’s daily lives aren’t that exciting. The topic on which you choose to write is of secondary importance; how you write on a particular subject is what matters most. You’d be amazed at how many poorly written essays admissions officers read each year on astounding topics. These essays don’t serve applicants well. 4. Do not start your essays at the last minute. Write them, put them away for a little while, return to them and rewrite them. Give yourself time for significant reflection on what you have written. 5. Always type essays, unless specifically directed to do otherwise. 6. Admission essays rarely “get you into college.” They are merely pieces of the overall picture which admission committees use to make their decisions. Your academic history is still the most important aspect examined by colleges and universities. 7. You should not limit your college list in order to avoid writing college admission essays; many topics can be adapted for more than one college.

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8. Having the Director of College Counseling or a teacher give you feedback on your essays is appropriate; however, make sure the work remains your own. 9. In addition to one or more longer essays (1-2 pages) for each college, you will be asked to answer several shorter questions (1-2 paragraphs). These sometimes ask why you want to attend a particular school, what extracurricular activity has meant the most to you, or other similar questions. These brief statements should be given the same care and attention as you give to the longer essays. They represent your writing ability just as much as the primary essays do. Furthermore, college admissions officers know that you can often use an essay for more than one school. So they sometimes focus on these shorter pieces, since they are more likely to be tailored to their particular college or university. 10. Above all, make sure that it is your voice that comes through in your essay. SEEKING HELP WITH YOUR ESSAY Suggestion number 8 recommends that you get help in writing your essays. This point needs a little further clarification. First, many cottage industries have formed around the college admission process, fueled largely by those who capitalize on students’ and families’ anxieties. You can now find private tutors, often at great expense, who specialize in coaching students through the college essay writing process. Frequently, these individuals lack the professional backgrounds that would qualify them for such a position in a school. In addition, because they rarely belong to the National Association for College Admissions Counseling or other professional organizations, they are not guided by a code of ethics. For these and other reasons, hiring a private tutor who specializes in college essay writing is generally not a good idea. Second, remember the old saying that too many cooks spoil the broth. If you’ve ever worked in a kitchen with too many people in it, you know how maddening the experience can be; both the cooking process and the meal are unpalatable. It is appropriate to get some help in writing or revising your essays, but it is also possible to have too much help. Limit the number of people who help you on your essays to one. Don’t have your English teacher, tutor, parents, college counselor and your best friend give you feedback on your essay. Choose one of them, two at the very most, to be your editor. Two things happen by doing this: you are much more likely to keep your voice clear in the essay; and you won’t be frustrated by running back and forth between editors, whose advice can often be in conflict with each other. A Note Regarding Essay Length Normally, colleges will give guidelines regarding the length of particular essays. When the colleges require a specific word limit, stay within those boundaries. In cases where less specific guidelines are provided, normally one to two pages (300 to 600 words) is sufficient for essays. Try not to write too much. Remember, concise writing is normally better writing. With this point in mind, don’t worry too much if your essay is slightly longer, or shorter, than a college recommends. In the end, you should look at the college essay as an opportunity rather than an obstacle. This is your opportunity to craft a thoughtful, personal statement that is uniquely yours. At the end of the writing process, you should feel good about the work you’ve done and you’ll have a fine essay to show for it.

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Letters of Reference Letters of reference from teachers, supervisors, mentors and others can play a pivotal role in admission decisions. Like your interview, essays, extracurricular activities, and other factors, letters of reference help admission committees look beyond statistics and gain a more complete picture of who you are. It is important that you choose an appropriate group of people to write letters of reference. Typically, colleges will require you to submit three letters of reference. The Director of College Counseling writes the official school letter on behalf of all seniors. It is very important to complete the Junior Questionnaire and provide the Director of College Counseling with a copy of your most recent résumé, to assist her in writing this letter. The remaining two letters of reference are typically written by teachers. Some colleges require that teachers be from particular academic areas (often math or science, English or social studies). When this is not the case, however, you have more leeway. It is not usually necessary that the writers be your current teachers. In fact, because teachers of seniors are frequently asked to write references, it may be best to seek others. You should, however, request letters of reference only from teachers who have taught you in your junior or senior year. In addition to these letters, or perhaps as an occasional substitute, you may wish to have someone outside of the Calhoun community write a letter of reference for you. Pastors, rabbis, supervisors of internships or jobs, teachers you have had during summer programs and mentors can write on your behalf. It is best, however, to limit the number of these references. Do not ask anyone who does not know you well to write a letter, regardless of how important he or she may be. Do not overload your application. Be merciful; admission officers read more applications than you might imagine. Early in your senior year, have a brief conversation with each person you have asked. You want to make sure that they are willing and able to write on your behalf. You should feel that they will be able to write honestly and objectively, and that they will give you a positive recommendation. If they are uncomfortable in writing a letter, ask another teacher to take their place. In any case, give them plenty of time to complete your letter. No less than a month before the admission application deadline, you should give each writer a list of schools to which you are applying, deadlines and any additional forms required by the institutions. The teachers will mail their letters directly to each college, so be sure to give them addressed, stamped envelopes as well. Finally, most colleges provide a signature area on their forms for you to relinquish your right to read a letter of reference. By law, you have access to all educational records once you enroll in a college. Admissions officers, however, may feel that letter writers will not be completely honest if they know you can see their letters. Therefore, you are given an opportunity to remove this apprehension by signing away your right to see such letters. If you have chosen your writers well, you should have little to worry about. Let your teachers words make the strongest positive impact possible, and consider waiving your right to access the letters.

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Visiting Campus and Interviewing PLANNING A VISIT The best way to know whether a particular school is a good choice for you is to see for yourself. All colleges and universities welcome visits from prospective students, though the services they offer to visitors vary. Many institutions will allow you to stay on campus for little or no cost. This can be on an individual basis, or as a part of a group. There are benefits to be received from either situation. Several times a year, many colleges host open house programs. Groups of students are invited to campus for a specific time period. Special programs are held, and students meet others who are applying to that particular school. Open house programs tend to provide a busy schedule of events designed to inform you about the institution and to paint it in the best light possible. One of the benefits of attending these programs is that you can have conversations with more faculty and administrators than if you were to visit at a time during which they are involved in their regular daily routine. Also, open house programs tend to have a more complete schedule of events for parents than if you visit as a family for a general tour. If you choose not to be part of the crowd, you can usually visit an institution on a regular weekday. Instead of being at the center of a program, you can be more of a fly on the wall, observing the daily life of the school. It is usually possible to have a tour led by a student. Frequently, you can also schedule a formal interview during your visit. If you choose to visit a school outside of an open house program, however, follow two simple guidelines. First, make a formal appointment to visit with the admission office directly. Second, plan in advance; give the college at least two weeks advance notice of your visit. During fall and spring peak times, tours and interview slots fill-up early. Remember, regardless of the circumstances of your visit, when you set foot on a college campus you are a guest. How you act may impact your chances for admission. You also represent The Calhoun School when you visit colleges, so be cognizant that your behavior has an impact on how all Calhoun students are perceived by those with whom you come into contact. Be polite, present yourself well, and be appreciative of the opportunity to learn more about the schools you visit. Admission officers have long memories; they remember students who behave poorly during a visit to their campus. INTERVIEWING As a Calhoun student, you have an advantage in interviewing for admission. You have been educated in an environment that values you as an individual and has taught you how to communicate well with others. Make the most of this opportunity; do not look at it casually. Like your college essays, this is an opportunity to give the admissions committee a glimpse into who you are as a person, not merely a set of numbers in an application file. With that said, however, don’t be too nervous about your interviews. They can’t “get you in” to colleges where you are not already a competitive applicant, and they rarely “keep you out.” Interviews are merely one part of the overall mosaic that is your college application. With a few notable exceptions, the majority of colleges and universities offer interviews by admissions officers, faculty members, alumni or students. Interviews may be held on campus or near your home.

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Follow these general guidelines for interviewing: 1. Always make an appointment ahead of time. Usually, two weeks’ notice is sufficient, but more advance notice is advisable around holiday time. 2. Know something about the school before arriving for the interview. Do not show carelessness by asking questions that you could easily answer for yourself with a little effort. 3. Ask questions that are important to you and are not answered by the school’s catalog or other materials. As always, you should have a thoughtful set of questions prepared before the interview. 4. Be prepared for potential questions an interviewer may ask you. Do not rehearse canned answers, but be ready to think about your educational experience, family life, social activities, hobbies, books you’ve read recently and issues which are important to you. Putting some thought into your preparation will help you to have an interesting conversation with the interviewer. 5. Be a curious and active participant in the interview. 6. It is always permissible to take a little time to think about your response to a particular question. Do not be afraid of a little silence during the interview; simply ask for a moment to think. It is much better to give thoughtful, well-reasoned responses than it is to jump to a hasty, meaningless one. 7. Remember that interviews work for both sides involved. You may feel like you are on the hot seat, but you should also be examining the appropriateness of the institution for yourself. 8. The way you dress and behave is critical to the impression you will give to the interviewer. Be true to who you are, but put your best foot forward. Dress neatly. Suits and ties or dresses are not necessary, but you should dress better than you do on a regular school day. Also, be polite and thank the interviewer for the opportunity you’ve been given. 9. If you care – show it. If you don’t care, don’t waste the interviewer’s time. 10. Follow-up all interviews with a brief, handwritten thank you note mailed directly to your interviewer. Be sure to get their business card or contact information before you leave, in order to make this step easier. Remember, an interview cannot work miracles, but it certainly can help you to become more informed and to show the admission office another view of who you are.

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Financial Aid and Scholarships One of the simplest mistakes to make in the college search process is to discount consideration of a school based solely on its tuition. Like any significant financial commitment, the sticker shock of tuition and fees, especially at a private college, can be frightening. In reality, however, most students do not pay the sticker price. Since the origination of the GI Bill, the first large-scale program that allowed people from all socioeconomic backgrounds to attain a college degree, access to education for people from all walks of life has been a priority for public and private colleges alike. While it is true that many students do not receive financial assistance to attend college, most do receive some form of aid. Financial assistance is not offered solely to low income students. A significant amount of scholarship and even need-based aid is now available to middle and upper-income students. In order to take advantage of these opportunities, you should be familiar with some basic information. Before describing the various forms of financial aid and the process of applying for them, it is critical to understand one fundamental concept. Education in America is not free; someone must pay for it. Financial aid offices work from one basic premise: the primary responsibility of paying for a college education belongs to the student and his or her family. Federal, state and institutional need-based aid is intended to supplement family resources, not to replace them. With this understanding, however, it is also important to know that some of the money given by the colleges themselves is not tied directly to financial need. Traditional scholarships based on academic, athletic, musical or other talents are available to some students. Furthermore, while the initial impetus to provide financial aid and scholarships was historically to provide access, a key function of such programs now is to use merit money as a marketing tool. Many colleges routinely use merit money to entice students to matriculate into their programs rather than into a competitor’s school. The process of applying for financial aid and scholarships can be as complicated as applying for admission in the first place. It is important that you understand the following terms: Merit-Based financial aid is awarded according to a particular student’s talents or achievements. Art, music, drama, academic, athletic and other scholarships that recognize a student’s strengths are considered merit-based awards. They are usually not dependent on the student’s financial situation or that of his or her family. Need-Based financial aid is awarded according to a student’s and his or her family’s ability to pay for his or her education. Estimated Family Contribution (EFC) – This is the estimated amount of money a family can spend for one year of a student’s educational expenses. It is important to remember that the cost of attending college includes much more than the tuition of a particular school. It includes room and board, fees, books, transportation and other personal expenses. Each of these factors is generally included in the federal and institutional methodology that determines a student’s EFC.

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Need refers to the difference between the cost of attending a particular college or university, and the student’s EFC. In essence, it is the amount of financial aid you will “need” in order to attend that school. APPLYING FOR FINANCIAL AID In order to know whether you qualify for need-based financial aid, you must apply for it at each college that you are considering. This is generally done at the time you apply for admission and must be repeated for each year you are enrolled. If you do not apply as a freshman, you can generally still apply as an upperclassman. Each school determines its own process of applying for need-based aid, but some application forms have been standardized. The following is a list of forms of which you need to be aware. Free Application for Federal Student Aid (FAFSA) – All schools that administer federal money, which includes nearly all public and private colleges, require that financial aid applicants file a Free Application for Federal Student Aid (FAFSA). It must be completed after January 1 of the academic year before you enroll, and is generally due very soon thereafter. Most of the data it requires can be taken directly from the family’s income tax returns. If your family tends to file its tax forms later than January or February, it is better to use estimated figures rather than delay submitting the FAFSA. If this is the case, check with each financial aid office directly to determine a school’s policy. Paper copies of the FAFSA forms are available in the college counselor’s office or online (see page 33). There is no cost to file the FAFSA, but make sure reports are sent directly to each school on your list. PROFILE – The College Scholarship Service (CSS) of The College Board developed the PROFILE in 1995. It provides supplemental information that does not appear on the FAFSA. Many private colleges and universities require that financial aid applicants submit a PROFILE, which is completed online (see page 33). The CSS requires a base fee for the PROFILE, and adds charges for each school to which you send results. The PROFILE may be completed anytime during the fall or winter of senior year, before the earliest deadlines established by the colleges to which you are applying. Institutional Applications – Aside from the PROFILE and FAFSA, many colleges require financial aid applicants to complete an institutional application. This is a form designed by the individual college or university. APPLYING FOR SCHOLARSHIPS There are three general sources for scholarships. First, most merit-based scholarship money is awarded directly by colleges and universities. In many cases, merely applying for admission makes you eligible for scholarships, but special forms, essays, portfolios, recommendations or interviews are sometimes required. It is up to you to research the process of applying for these funds.

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Private foundations, corporations and other organizations also offer scholarships. Competition for the CocaCola, Gates Millennium and other scholarships is fierce. Research your options and apply for these resources early. Also, in addition to the well-known scholarships, there are many smaller awards offered every year. Local organizations, churches and special interest groups are active in funding education. In many cases, they are looking for students with distinctive qualities. Finding these scholarships requires significant research. Resources can be found in the College Counseling Office, on the Calhoun Web site, public libraries, bookstores and, of course, on the Internet. A list of resources is also included in the next section of this handbook. Finally, employers sometimes provide scholarship money as an employee benefit. This by far is the largest amount of unclaimed funds each year. Have your parents dust-off their employee handbooks and check with the personnel office to see if their employers offer these awards. As a final note, please keep one thing in mind. Most students try to go after big scholarships, hoping to win the jackpot. Many smaller scholarships go unclaimed. Five two hundred-dollar scholarships are just as good as a thousand dollar one. Don’t ignore the small ones. COMPARING FINANCIAL AID PROGRAMS Unfortunately, you will not know how much financial aid and scholarship money you will receive until after you have been accepted. The real cost of a year in college is impossible to know until you’ve found out the results of your applications. Despite the rising cost of an education, colleges have limited resources. They have been under increasing pressure to cut expenses and stretch tuition dollars. In spite of the media frenzy regarding the increasing selectivity of college admissions, however, competition among peer institutions for students is high. As mentioned earlier, merit money has become an increasingly important marketing tool. The following is a list of different ways colleges administer need-based and merit-based aid: Need-Blind admission signifies that a college or university will not hold a student’s need for financial assistance against him or her in making an admission decision. You will not be rejected solely on the basis of your need for help in paying for college. Need-Conscious or Need-Sensitive admission programs may take a student’s financial resources into consideration when deciding whether or not to admit him or her. Some colleges are need-sensitive with their entire applicant pool; others limit their use of financial resources as criteria to a certain percentage of the pool. While it is not considered unethical for colleges and universities to be need-sensitive, it is very important that colleges be honest as to whether they are need-blind or need-sensitive with regard to admissions. Full-need – Colleges that guarantee to meet the full financial need of their students promise to provide 100% of the financial support a student needs to attend a particular college, as defined by federal, state and institutional methodology. Need may be met through grants, scholarships, loans and work-study. 27

Gapping – Rather than guarantee to meet the full need of all students who receive financial aid, some institutions gap their aid packages. A college with a 10% gap would provide 90% of the money each student would need to enroll. It is then up to the student to find the extra funds needed to attend that particular institution. Admit/Deny is a philosophy that admits students without regard to their financial need, but provides financial assistance only to those whose academic records are competitive within the college’s applicant pool. If accepted, the student has the option to attend the institution, but she or he must find alternative ways of paying for their education. Preferential or Differential Packaging is a means of distributing financial aid using a combination of financial need and academic merit. The use of preferential packaging has increased dramatically over the past several years. Financial Aid Leveraging is a particular form of preferential packaging. It uses financial aid as a marketing tool. Money is distributed to students based upon their estimated likeliness to enroll. Colleges will increase the financial aid of the most sought-after students in order to lure them away from competitor institutions. One good reason to wait until May 1 to decide which college to attend is that you can compare the various offers of financial aid you receive. As always, diligence, creativity and patience are invaluable in the financial aid application process.

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College Admissions Terminology The following are definitions for some of the more commonly used, though often confusing, terms of college admissions. For definitions of financial aid and scholarship terms, please refer to that section of this handbook. ADMISSIONS PROCEDURES AND PLANS Regular Decision is the way most students apply to colleges. Typically, students will apply for admission in January or February, and be notified in late March or early April. If you apply to a college under its regular decision program, you are not required to notify it of your intention to enroll until May 1. If you feel pressure to decide whether to attend a particular institution, or whether to submit a deposit, before May 1, consult the Director of College Counseling immediately. Rolling Admission is a particular kind of regular decision program. You submit your application by the recommended deadline, and the college immediately begins its consideration of your candidacy. Generally, you will be notified of the college’s decision within four to six weeks of its receiving your complete application. Again, you do not have to notify the school of your intent to enroll until May 1. Rolling Admission programs, once very common, are becoming less so. Early Decision plans are “binding” programs. If you apply under an Early Decision program, you promise that, if accepted, you will attend that college. You may apply Early Decision to only one college or university. The deadlines for applying Early Decision generally range from October 15 to January 1; notification usually happens on or around December 15. Increasingly, colleges are also offering an Early Decision II option as well. The deadlines for these programs are normally January 1 or 15, with notification in February. The choice to apply through any Early Decision program must be well reasoned and you must obtain the Director of College Counseling’s permission to do so. Early Action, like its cousin Early Decision, permits you to apply to a college or university of your choice and receive a response early in the senior year. The primary difference is that Early Action programs are “nonbinding”; you are not required to decide which college you will attend until the first of May, and you may usually apply Early Action to more than one school. Single Choice (or Restrictive) Early Action – Some colleges and universities require that you limit yourself to one early application. These plans offer students the opportunity to apply to a school and to hear a decision early, but they also enable a student to signal a strong preference to one particular college or university. Early Admission is a plan by which colleges admit students, usually exceptionally strong ones, at the end of their junior year. Wait List is a term used by institutions to describe a process in which they initially delay offering, or denying, admission to you. The institution extends to you the possibility of admission, based upon how the school’s freshman class develops in the spring and early summer. Schools are required to end their use of waitlists by August 1. 29

Deferred Admission allows students to begin a semester, or even a year, later than originally planned. If you want to take a year off after high school, it is usually best to apply to colleges in your senior year and then notify a college of your desire to attend later than the upcoming semester. Colleges will sometimes require a deposit from a student to hold his or her place in a later freshman class. STANDARDIZED TEST ABBREVIATIONS CEEB – This acronym refers to school codes used by The College Board, the non-profit corporation that oversees many standardized tests and services connected with the admission process. Calhoun's CEEB code is 333505. ETS – The Educational Testing Service is an agency employed by The College Board to produce and score SAT and SAT Subject Tests. PSAT/NMSQT – Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test is a practice test for the SAT. All sophomores and juniors are registered to take the PSAT in the fall at Calhoun. It is also used to as the initial qualifying examination for National Merit scholarships, but only juniors are eligible to compete for this distinction. SAT – The Scholastic Assessment Test is usually taken in the spring of junior year and again in the fall of senior year. Scores on each of three sections (critical reading, mathematics, and writing) range from 200800. The national average is now slightly above 500 on each test. The SAT (or its ACT alternative) is required for admission by most colleges and universities. Normally, only the highest individual scores are considered in admissions decisions. ACT – The American College Testing Program an alternative to the SAT. The ACT consists of four sections: English, math, reading and science. The test focuses more on subject matter than the SAT, which is really an aptitude test. Students who "do not test well" are encouraged to try the ACT as an alternative to the SAT. The ACT is not an easier test than the SAT; it is merely structured differently. The vast majority of colleges accept the ACT in lieu of the SAT; in fact, most are even allowing it to be substituted for an SAT and Subject Tests. Calhoun’s ACT code is 333505, the same as its CEEB code above. SAT Subject Tests – These are subject tests (formerly known as achievement tests) offered by The College Board, designed to evaluate one's level of knowledge in a variety of academic subjects (e.g. biology, US history, Spanish, math, et cetera.) Some, but not most, colleges require up to three SAT Subject Tests for admission. Increasingly, the ACT is accepted in lieu of an SAT and SAT Subject Tests. AP – Advanced Placement examinations are designed for strong students who have completed a proscribed and demanding AP syllabus of college-level work in high school. National AP tests are given in specific subjects in May; scored on national norms on a 1-5 basis, 5=strongest. The examination scores are used to determine whether or not a student may enter college with advanced standing.

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College Search Resources for Students & Parents BOOKS The Fiske Guide to Colleges, Edward B. Fiske, Sourcebooks – Edward Fiske was the first, and maybe still the best, editor of college guide books. His annual guide provides excellent, detailed profiles of many of the most selective colleges in America. The College Handbook, The College Board – This guide contains helpful data on American two- and fouryear colleges and universities. It is a good source for statistical information, deadlines and other information. The data in this guide book is updated annually, and its information is also in a searchable form at The College Board’s Web site, described below. Colleges That Change Lives, Loren Pope, Penguin Books – Loren Pope is on a crusade for America’s small, distinctive colleges. His disapproval of Ivy League institutions is a little heavy-handed and not always believable, but he does an excellent job of showing many liberal arts college as appropriate options for students. Also, he centers the reader on valuable questions to ask admission officers. Remember, however, that these are not the only forty colleges that can “change lives.” Less Stress, More Success: A New Approach to Guiding Your Teen Through College Admissions and Beyond. This book, by Marilee Jones, former Dean of Admissions at MIT, and Kenneth Ginsburg, pediatric doctor and professor at UPenn, offers excellent advice for parents and students navigating the college search and admissions process. Letting Go: A Parent’s Guide to Understanding the College Years, Karen Levin Coburn & Madge Lawrence Treeger, Perennial Currents, 4th Ed. – How involved should parents be in the college search process? This is a favorite of many college counselors who work closely with parents and students alike. It addresses issues of transition and separation as well as giving helpful advice regarding the college search and application process. College Unranked, Lloyd Thacker, The Education Conservancy – Twenty essays by college admissions deans and others about what really matters in college admissions. This book cuts through the hype and myths of college admissions. College Rankings Exposed, Paul Boyer, Peterson’s – Finally, a book that addresses head-on the damage to the college search process caused by rankings such as those published by US News & World Report. College rankings offer an enticing, but simplistic and misguided, means to select a college. Boyer draws our attention to the fact that there is not “one best college” for everyone; but that the focus should be on the match for each student. K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder, 7th Ed., Princeton Review – Almost all schools have special services for students with learning disabilities, but how do you differentiate between them? This book provides information on a large number of schools. 31

The Gatekeepers: Inside the Admissions Process of a Premier College, Jacques Steinberg, Penguin – This was perhaps the most talked about book on college admissions in 2003. Jacques Steinberg, a writer for the New York Times, traces the journeys of six applicants to Wesleyan University from the time they first meet an admissions officer through their ultimate acceptance or rejection. Steinberg’s writing is very readable and his treatment of the issues is fair. Remember, however, that Wesleyan is among the most selective colleges in America; these are not the stories of the “average” college applicant. Kaplan Parent’s Guide to College Admissions, Marjorie Niewenhuis, Kaplan – Written by the college counselor at the United Nations International School, this book answers many questions for parents and students. It is an excellent, well-written and interesting resource. The Official SAT Study Guide: For the New SAT, The College Board – This book includes practice SAT exams. It is an excellent resource for students who want to take real practice tests. Remember, SAT tests are the property of The College Board, so any other practice tests that you can buy are merely approximations of SAT tests. Cracking the SAT, Adam Robinson and John Katzman, The Princeton Review – This book contains much of the information taught to students in The Princeton Review’s regular, and very expensive, SAT prep courses. While Calhoun’s Director of College Counseling doesn’t endorse any one test prep firm, The Princeton Review expends a great deal of energy and resources to help students prepare for the SAT and other standardized tests. The book also includes a CD-Rom that has good practice tests, though be cognizant that the most authentic practice tests come from The College Board itself in 10 Real SATs. Kaplan SAT and PSAT, Kaplan Press – Like Cracking the SAT above, this book provides much of the information provided in Kaplan’s regular SAT prep courses. Again, the Director of College Counseling does not recommend any one test prep firm, but Kaplan tends to be among the most reputable companies in the business. It also comes with a CD-Rom that has good, though not actual, practice tests. INTERNET Naviance, www.connection.naviance.com/calhounny -- Naviance is a web-based program that students and parents may access for personalized college list management, college search tools, access to admissions data for past Calhoun applicants applying to colleges, and for general college admissions data. Students and parents may use this site to research specific colleges, majors offered, admissions requirements and acceptance rates, and to manage the student’s application plans. This is not a site that is used to submit applications, or that colleges may view, but rather a resource tool for students, parents, and the counselor. Common Application, www.commonapp.org – The Common App is the application of choice for over 300 public and private colleges in the United States. This excellent Web site allows students to access information on colleges, to download many application supplements, and to complete the Common App online. 32

The College Board, www.collegeboard.com – The College Board is the parent organization of the SAT, PSAT, PROFILE, and many other college admissions-related programs. Its Web site contains financial aid information, a college search, test dates, practice SAT questions and much more. It is one of the best resources on the net, and it is particularly helpful when students register to take the SAT or SAT Subject Tests, as well as when they send scores to colleges. Also, students who receive extended time or other testing accommodations will find this site useful. The American College Testing Program, www.act.org – The vast majority of colleges give equal weight to ACT scores and their SAT counterparts. In fact, many now accept the ACT in lieu of the SAT and two SAT Subject Tests. This site provides helpful information regarding ACT programs, as well as the opportunities to register for a test and send scores online. Hillel, www.hillel.org – This Web site is the most complete resource to find out about Jewish life on campus. The Hillel Foundation operates about 500 centers at colleges and universities across the nation. This site’s “Guide to Jewish Life on Campus” link is particularly helpful to students who want to know about the size of a particular school’s Jewish population, kosher dining and other services available to Jewish students. Financial aid FAFSA, www.fafsa.ed.gov – All schools that administer federal money, and almost all of them do, require that you file a Free Application for Federal Student Aid (FAFSA) if you apply for financial aid. You can complete the FAFSA online or in paper form. (Stay away from www.fafsa.com, however; it is not associated with the US Department of Education!) PROFILE, www.profileonline.collegeboard.com/index.jsp – Many private colleges require applicants for financial aid to submit the College Scholarship Service (CSS) PROFILE. This form can be completed online at The College Board Web site. FastWEB, www.fastweb.com – FastWEB is generally considered to be the best college scholarship search on the Internet. It is free. (Always be skeptical of scholarship services that charge a fee.) FinAid.org, www.finaid.org – FinAid is a Web site managed in connection with FastWEB. It provides a comprehensive, annotated collection of information about financial aid, including information about loans, scholarships and tips on how to complete financial aid forms. FinAid.org also provides a handy Estimated Family Contribution calculator. US Department of Education, www.studentaid.ed.gov – The largest single source for financial aid in the U.S. is the federal government. This Web site provides information about the Pell Grants, PLUS Loans and other aid programs. New York 529 Savings Plans, www.nysaves.org [redirects to: nysaves.uii.upromise.com] – One of the more interesting developments in college savings strategies over the past few years has been the introduction of 529 savings plans. This Web site provides information to help families understand the nature of 529 plans and to decide whether such a plan is for them. Remember, however, that saving for college is merely one part of a family’s overall financial planning strategy. 33

Calhoun Web site www.calhoun.org/college Calhoun’s Web site is an easy-to-use source of information in your college search. You will find the entire Calhoun College Handbook posted, including links to internet sources, as well as calendars of events, visiting college representatives, and frequently updated lists to help you make the most of your summers! ON CALHOUN’S WEB SITE

www.calhoun.org/college (For password-protected information, check the Parent and US Student community pages by clicking on the Community Login at the top of the Web site; personalized logins are sent out in monthly Headline News emails or available by emailing [email protected].) The College Process  General information on the College Process at Calhoun  E-mail link to Sarah Tarrant, Calhoun’s Director of College Counseling  Calhoun’s CEEB & ACT code: 333505  E-mail link to Naviance, the personalized college search engine, list tracker and data manager. The Calhoun College Handbook  Download the Introduction to the College Process  Link to the PDF version identical to this publication College Quick Links – Students can access information on colleges, download application supplements, learn more about financial aid, and find out about standardized test dates and requirements. College Calendar  Standardized test dates and important reminders for Juniors and Seniors  Updated list of Visiting College Reps  Dates of upcoming college events/workshops in the local area and on campus Research Resources – lists of recommended books and internet sites. College Placement –List of schools attended by Calhoun graduates over the last five years. If you are interested in a particular school currently attended by a Calhoun graduate, the Director of College Counseling can help you connect to the student for advice and tips! Scholarships – includes merit-, need-, and diversity-based scholarships, as well as college-specific awards. Information on essays, contests and projects is also available. Jobs/Internships – updates list of opportunities for high school students Summer Opportunities – extensive list of study, travel and community service programs 34

Introduction to the Common Application www.commonapp.org The Common Application is a wonderful tool intended to simplify the college application process. It is now accepted in lieu of a school’s own application by over 300 colleges and universities in the United States. In fact, at about 40 institutions, the Common Application is the only form now accepted. Originally intended exclusively for use by private institutions, several selective public universities have begun to accept it as well. The application can be completed online at www.commonapp.org or in paper form. The Director of College Counseling strongly recommends using the Common Application whenever the option is given, and she will instruct Calhoun students on the use of the site throughout the application process. A perennial question asked by students and parents is whether the colleges that allow students to apply via their own form or the Common Application prefer the former. In fact, many fear that a student’s chances of admission will be significantly lessened if he or she chooses to submit the Common Application instead of a school’s own application. This is not something over which you should lose any sleep. The colleges that accept the form have pledged not to give preference to applicants who use the institution’s form. In fact, discriminating against users of the Common Application is considered unethical, as explained in the following excerpt of the National Association for College Admission Counseling’s Statement of Principles of Good Practice: College and university members will not discriminate in the admission selection process against applicants based on the particular application form that an applicant uses, provided that the college or university has agreed explicitly, as in common application membership, or implicitly, as in on-line or other computer-based technology, to accept the particular version of the application. So, whenever possible, you should use the Common Application. It cuts down on the busywork of applying to college and lets you focus on aspects of the process that are more meaningful. If you do use the Common Application, however, be sure to check whether the colleges on your list require supplementary forms or essays to be submitted. This information, and oftentimes the forms themselves, can be found on the Common Application Web site.

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College Checklist This reminder list can be photocopied and attached to an individual folder for each school to which you are applying. College______________________________________________

School Code ___________

Address ____________________________________________________________________ Admissions Office Contact_______________________________________________________ Interviewer __________________________________________________________________ Phone #____________________________________

E-mail_________________

_________ Application Due Date: Early 1 ____________Early 2____________ Regular________________ COMPLETED ___ ___ ___ ___ ___ ___

Preparation Tour Visit Interview Thank you note to interviewer Register for/take SATs/ACTs Register for/take SAT Subject Tests (if applicable)

___ ___

Application Materials (to be sent by student) Application Supplement to the Common Application (if applicable) Essay(s) # required ___ Fee for application: $______ (occasionally waived if application is sent on-line) Portfolio/Audition materials (if applicable) Additional materials required by the school

___ ___ ___

Application Materials (to be sent by school or references themselves) School Transcript Teacher References # required_____ Additional References (if appropriate – consult Director of College Counseling)

___ ___

Test Scores (sent by College Board/ACT as ordered by student) SAT (or ACT) scores SAT Subject Tests (or ACTs) # required ___

___ ___

Financial Papers CSS Profile: due date ______ FAFSA (Financial Aid): due date ______

___ ___ ___ ___

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