“Second Choice” College? It Really Can be an Epic Win!

The leaves aren’t turning yet, but with dorm supplies in stores and packed-up cars on the highways, it’s clear that it’s time to go (back to) college. While that should put joy on the faces of many students and parents, at times it raises skepticism and doubt. What happens when students are headed off to a college that wasn’t their top choice – maybe not even their second or third choice?

It happens all the time. The key for a student is turning it into a success story.

I’ve long subscribed to the theory that things work out for the best. But students aren’t as wise as adults, and they need to find this out “on the job.” I recently had a call from the mother of a rising sophomore. Her son, my former student, had been accepted to his first-choice college – all he ever talked about – but was not guaranteed a slot in the academic program he really wanted. In the end, he opted for another school and had a wonderful freshman year in a far more intimate setting. Meanwhile, he’s already been guaranteed a spot in the graduate program of his choice. During my son’s freshman year at his runner-up college, he met President Obama, volunteered to help others with their course assignments, got a top GPA, and explored nearly every inch of a major metropolitan area he otherwise would not have lived in (and he’s a prospective urban planner). This city offered him access to a life-changing internship at 19 which would not have happened at those other colleges. Again, the benefits of going to a “second choice” school are many.

Students and parents should not approach the freshman year as the be all and end all of experiences. That creates far too much pressure than it’s worth. Over time, students realize that they may have fixated on a school more because of reputation or location than actual benefits. Moreover, if a situation does not work out, there are numerous transfer opportunities. The son of a dear friend just transferred after two years at his second-choice school to a college at which he had originally been waitlisted. He is now more mature and enters his junior year fresh off a summer internship. He knows what he wants to study and looks at the transfer as a fresh start. As many his age say, this is an epic win!

I remember attending a session at my own freshman orientation where I was told the next four years would be “the best of my life.” They were very good – I appreciate them now more than ever – but can I really say that they were the best? I loved working in New York after graduation, making friends as a young adult, transitioning to a second care, and sharing my own knowledge with teenagers even more!

In a year or two, don’t be surprised if you find yourself saying, “Had ______ gone to ______, this (good thing) never would have happened!”

Maximizing College Visit Effectiveness

As I meet with high school students and their parents this summer, the subject of college visits inevitably comes up. I tell them what a close friend told me when my son was a rising sophomore: there will always be one school visit that won’t materialize because the student refuses to get out of the car!

Less than a year after hearing that, I found out what my friend meant firsthand. As we drove back home from New England, I just happened to turn off the interstate. My son thought I was making a pit stop but soon realized that Mom had something else in mind: another college visit! He looked at the town as we navigated the city, next saw the outskirts of the campus, and then absolutely refused to get out of the car. So, it was true! A year later, as we drove through bucolic Vermont and Massachusetts, we made another “drive by.” This time, he told me, the college looked like an office park! Again, he would not get out of the car.

I tell these stories to my wonderful families so that they are prepared for the unexpected during the college visit. Indeed, it is usually the case that no amount of market research can prepare a student for the vibe he or she gets when pulling up to a campus – or walking inside of it.

Here are some pointers for those who visit:
• Take notes during the information session (or appoint a designated note-taker).
• Pay close attention to tour guides and matriculated students, and ask them questions. I had one student last year who crossed a college off her list after the feedback she received from matriculated students she stopped at random.
• Take steps to avoid tension; if necessary reduce the number of family members permitted on the visit.
• If building interiors are not part of your tour, sneak into lecture halls and dorms.
• By all means, if your student is familiar with a professor or wants to sit through a class, contact the admissions office in advance of your trip.
• Try to see the campus while school is in session. (This is understandably difficult with our packed schedules and break times.)
• Check to see if on-campus interviews are available before you visit; just be sure your student is prepared and practiced for that interview.
• Jot down reactions while they are fresh in your mind. You’ll be glad you did.

A note to parents: Do not hesitate to use incentives if starting the process early. When my son was a sophomore, I would link a pleasure trip to a college visit. Wasn’t the Ben & Jerry’s factory tour a worthy prize for seeing an elite Vermont college? How about Busch Gardens as an ample reward for a trip to Charlottesville?

Remember, you will grow increasingly confident and knowledgeable with each college visit. When we became veterans of the process, my son and I actually looked forward to our trips. We found out that visits could be full of pleasant surprises (like the tour guide who explained that students could take finals in bed at midnight), bad first impressions (such as the admissions officer who forgot about his information session) or natural occurrences (like snow in late April). We learned to break away from the tour if necessary and explore on our own, sometimes stopping for a light meal or snack on campus or in the college town – yet another way to assess fit.

If possible, enjoy the college visits and the precious family time you have when away from your everyday routines. In a year or two, your student may be the one conducting the tours!

SAT and ACT Preparation: Making Sense of the Choices

Over the last few years, I have been increasingly called upon to provide SAT and ACT guidance to my students, even if those students did not originally come to me for that purpose. While I have mixed feelings about standardized testing – it surely adds to a student’s burden during the roughest times in high school – I believe it can also be a valuable learning tool and confidence builder. So given that the SAT and ACT are part of students’ lives, how can they best prepare for these tests?

First, I recommend starting with materials offered by the testing organization, that is, the College Board and the ACT, Inc. True, there are many choices on the (virtual) shelves, and some are very good. However, why use another vendor or publisher when the real deal is available? I always advise my students to get the College Board’s blue books, available for both the SAT and the SAT Subject Tests. Students who are taking the ACT should get the The Real ACT Prep Guide. Only when these resources have been exhausted would I advise students to supplement with books from various publishers. (The College Board’s thick SAT book unfortunately does not come with answer explanations, but the Subject Tests guides do.)

There are more great sources available. Students taking the PSAT get their original booklet back, so why not use it as a study tool? For those taking the SAT and ACT more than once, the College Board and ACT both allow students to get their test booklets from certain test administrations. Also, both organizations make some available free, so see those respective websites. (I am a huge fan of the SAT and ACT Questions of the Day.)

What about online resources and iPad apps? These can be very good as well. (I recently advised a 15-year-old creator of a vocab app whom I believe has a really solid chance of success.) They should rarely be used as a first resource, however, because the student does not get the “look and feel” of the actual test, especially since he or she cannot write all over the test. (I urge all my students, especially the brainy ones who tend to do so many math questions in their heads, to mark up their test booklet. I believe it gets them actively involved in the process. In Critical Reading, writing in the test booklet is important as well so that students can identify main and supporting ideas and make links between the text and questions.)

Depending on the student, some sections warrant more prep that others. In the case of ACT Science, for example, a student needs to run through at least one complete sample section to become comfortable with it and get a sense of the timing. The SAT and ACT essays are very doable, but I encourage students to have an inventory of leaders, favorite books, movies and TV shows before the test. Why struggle under the pressure of the clock?

Unlike the ACT, the SAT includes vocabulary in context (i.e., sentence completions) prior to the Reading Comprehension sections. I recommend that my students get Charles Gulotta’s 500 Words for the SAT and How to Remember Them Forever! Whether or not they like Gulotta’s methodology, he has a winning word list. To study, they should break the book into manageable components rather than trying to study it all at the same time. Experts tell us that is how we learn most effectively. (I often suggest to rising juniors and seniors that they take the book along on vacations and long flights.) If time permits, writing context sentences is better than memorizing the definition in a “one off” fashion. (That’s also the way they appear on the SAT.)

There is no student who will not benefit from preparing to some degree. Some need one-on-one help, while others can be very successful just by working on their own. Students shouldn’t cram, nor should they expect to master test taking at the busiest time of year (e.g., junior year). Rather, they should ease into the process, start early, and use summers wisely. The trick is not to make SAT and ACT prep feel like studying. In fact, I often use SAT questions in one-on-one sessions with younger students; they get experience and don’t fear the test when they are older.

Remember, SATs and ACTs are important but are just one component of the overall college admissions package, which means students and parents alike should keep the tests in perspective. Using some of these prep tips, students will begin to think like the test maker – rather than the test taker!

Enhancing Career Readiness through Summer Jobs

With the end of every school year, there are more graduating students to miss. Whether they’ve come just for college prep, or if they’ve been with me for some time, there’s a good chance we’ve established a very strong bond. I am a better teacher and mentor from having had the pleasure of working with and learning from them.

Fortunately, those same students are always part of my life, even when their high school days are over. Sometimes at the request of their parents, or perhaps when I come across an interesting opportunity, I help the students find internships that make their summers during college more meaningful. Increasingly, there is the chance that the right summer opportunity can have a dramatic impact on a student’s career readiness.

For College Students

To college students, my advice is to start a spreadsheet of future possibilities now. Many organizations require a student intern to be a rising junior, for example. But if a rising sophomore really likes the idea of working for ______, he or she should keep a record of the entity, contact information and prerequisites. This can serve not only as a motivator for selecting courses, but it also enhances the possibility of getting a jump start on applying in the future. (What if, for one day during a student’s 2012-13 winter break, he or she were to e-mail these contacts, anticipating that they may have summer 2013 openings not yet advertised?)

Most parents, and understandably so, really see the summer as a time to earn money. This raises a sticky question: what about unpaid internships? I can address this concern from personal experience. When my son came home after his freshman year at GW, he did not yet have firm summer plans. Each of us looked diligently on the Internet (he welcomed my help, unlike during the high school years) and one day, I came across an ad from a boutique real estate company which was offering an unpaid internship. My son, always interested in urban planning, followed up, got an interview and, fortunately, an offer. This internship had countless benefits, allowing my son to see how his skills could be used on the job and how people in the “real world” lived. He loved it! He continued writing for the firm from his college dorm in the fall – this time for pay – and by the winter of 2012, he discovered and landed a salaried internship in Washington, DC, in part because of the skills and experience he picked up the previous summer! In addition to a paycheck, he earned college credit. What he learned in that internship laid the seeds for a paying summer job this summer and helped him gain the confidence needed to deal in the world outside the college campus.

For High School Students

It is not easy to be employed during the summer between years of high school. There is fierce competition for jobs with peers and college students. Often, the position goes to the most ambitious or the most willing to show initiative in caring for others (for example, house sitting, pet sitting, teaching peers your favorite subject). So what if other high school students used their talents to find summer opportunities? For example, I have a student who draws Manga characters and has taught herself sign language. I’m hoping she tries to get some of her Manga work published, offers sign workshops, or volunteers in some way. This is career readiness, communication skills development, job experience, and college “brag sheet” material all wrapped together!

For All Students

I do have advice for all my students, high school or college, which is to keep up their skills in social media. They should blog about subjects they like and get a company or an association to pick up their work. It will be helpful to learn about search engine optimization (SEO) and Internet commerce, which will so much be a part of their lives. (This is especially true for individuals who are aspiring entrepreneurs, academics or journalists.) If an individual is an athlete, he or she should consider volunteering at a sports camp and keeping up with listings for jobs in sports (maybe even signing up at http://www.jobsinsports.com/). Students should set up the skeleton of a resume on their computers and, before going back to school in the fall, stop by a prospective employer and inquire about next summer. All students should jump on any opportunities to interview; this is a life skill in the making.

Certainly, nothing about the job search process is entirely fair, especially when it comes to prospective workers who lack experience. Corporations cut staff and farm out projects to business school students. Internships that may have come with a salary attached no longer do. People with connections grab positions before a company can post a job. Yet those who overcome the odds and take risks have a chance to thrive. In a sense, that’s what career readiness is all about.

Sorting through Options for College

If you’re the parent of a high school senior, getting through March may be somewhat like stepping on eggshells. Soon enough, the fate of your son or daughter will be sealed with a click of the mouse – to be followed by feelings of elation, relief, despair or uncertainty.

Many students, especially those here in the competitive Northeast, learn in a heartbeat that their master plan for college won’t be happening after all. That, of course, is how the world sometimes works. Your student may have to make a choice between two options that weren’t at the top of the list. Barring financial issues, what will help your student make the big decision?

Take advantage of visitation days. These give your student the opportunity to mix with other accepted students while picking up the latest vibe on campus. When my son was weighing his options a few years ago, we ventured to see the only school he hadn’t visited, a last-minute addition to his target list. The journey through endless Upstate New York farms, along with the panel discussions on campus, convinced him to go with his gut and to attend a city school instead. These quick visits to campuses have similarly helped many of my students; in fact, they have eliminated options based on conversations with matriculated students and the “look and feel” of the dorms and campus buildings.

Encourage your student to join social networking groups for prospective students. In this case, be glad he or she can harness the power of the Internet to meet and greet. It’s the next best thing to a visit (and for some students, less nerve wracking).

Reassess access to internships at each college. Often internships are invaluable resume credentials; in some cases they are a source of inspiration and stimulation that classes may not able to provide. Some colleges, by virtue of their reputation or location, have greater reach into the marketplace than others (even though student accomplishments and initiatives help seal the deal).

(Re)consider the location. This is huge! Remember you get to pull away in August or September, leaving your student in a new environment. Before sending in a deposit, he or she may once again wish to weigh the need for a city, community or downtown. During my Upstate New York visit, my son and I sampled local pizza and a movie. While we felt safe and comfortable, we realized that the downtown had only a few streets – far fewer than he needed in a college town. (Snowflakes in April didn’t help either.) I recall a similar story from a neighborhood student who had been admitted to an Ivy college. He called his mother from the visit and said, “Send that deposit to _____. There’s nothing to do here!”

Don’t forget the elite factor, which often goes hand in hand with size. I can’t overemphasize the importance of this to many of my students who thrive at being around smart students. Does your student want to be one of many intellectuals, or does he or she want to be the star?

Consider the prevalence of Greek Life. The significance of fraternities and sororities is another deal breaker. Do they dominate the campus and weekend activities, or are they off to the side? I currently have a student evaluating this factor at a good school in a rural setting. If he’s not a frat man, will he be happy?

For Those Thinking About Waiting Lists and Future Transfers . . .
For my College Counseling practicum with UCLA, I researched elite-school transfers. I learned that in most cases, the chances of gaining admission as a transfer are even lower than those of freshman applicants (with a few notable exceptions). So be cautious when advising a disappointed student that he or she “can always transfer” to that sought after elite university. (The same is true of getting off wait lists, even though I have had students be successful in that regard.)

If you think you may have a prospective transfer applicant on your hands, note that colleges look at GPA first, so students who are thinking of transferring need to be proactive and upbeat with their academics. That means studying far in advance of exams, creating original and insightful written work, and really impressing professors (even if the school was not their first or second choice.)

Most importantly, remember that barring financial issues, the choice of colleges should be the student’s – not the parent’s. Most likely, your student will emerge from his or her freshman year more responsible and mature than even you thought possible.

Questions? Contact me: nberler@myuncommonapps.com.

When Choosing Courses, Do You Take the Road Less Traveled By?

It’s that time of year. Football season is almost over. It’s too cold to plant, but not too early to think about it. But there is one event that’s in season: course selection.

No matter where my families live and students go to school, I see many of the same issues relating to selecting next year’s courses. If you’re the parent of an underclassman – or someone who advises one – here are some tips that you might put to use when choosing courses for 2012-2013.

• Should my student pick the regular, honors or AP course? This is a function of the student’s ability, workload and target college list. Of course, when asked if it’s better to get an A in an easy course or a B in a harder one, admissions officers from most competitive colleges will say they want to see As in honors and AP courses. However, I have seen students hurt and overwhelmed by a hard course or a demanding teacher. The student starts to fall increasingly behind, and the parent spends time and resources to help that student recover. The student’s confidence is blown. Believe me; I have had this experience as a parent, and it’s not worth it. Consider the difficulty factor when signing off on your student’s choice of courses, and be understanding if he or she wants to “drop down” next year.

• How many AP courses do I need for college? There is no right answer to this question. College admissions officers trace courses from semester to semester and, when evaluating that all-important transcript, they want to see a natural progression in courses. Students should be aware of the nature of the AP course work and the teacher’s style when deciding whether to go the AP route. (By the way, it is possible to take AP exams even when a course isn’t offered, so that’s another option.) The College Board makes sample questions from past exams available, and that is a very good way for a prospective student to determine whether or not a particular course would be appropriate.

• How much should my student challenge himself or herself? A student should always be challenged. If all things were equal, I would advise having the most positive and most academic role models around your student. However, some of the same advice given above applies here. In addition, if your student is passionate about a nonacademic activity, he or she will sacrifice valuable study hours. Some of today’s courses are really difficult – far more than they were back when we went to high school. Moreover, colleges don’t want nerdy kids; they want kids who love what they do and use their hours productively.

• Does my student need more than three years of the same language? Language is cumulative, and knack for language is to a large extent innate. So some students will have an easier time than others. In today’s global marketplace, competitive colleges and universities expect applicants to have at least three years of the same language, and many prefer four. It would seem strange to see a candidate drop a language after two years and start a new one. At the same time, if a student had room in the schedule, it would be impressive to add a new language.

• How demanding a senior year does my student need? The (unfortunate) answer is that applicants to competitive colleges need to sport a very demanding senior year course load. College admissions officers scrutinize the first half of the senior year, looking both at course difficulty and grades. If a college applicant is deferred or rejected in an Early Decision round in the fall, that first semester will be huge. So the message to seniors: Choose your courses wisely, and don’t slack off!

• What courses are hot? I’ve noticed that AP Psychology is a very hot course selection among my rising juniors and seniors. There are a number of reasons why: some schools accept AP Psych as a history course; students like the idea of analyzing themselves and their friends; and AP Psych may provide placement credit so that a student doesn’t need to sit through Psych 101 in college. AP Psych requires extensive knowledge of theories and theorists, so if you’re student doesn’t find that appealing, he or she may opt for a different AP. Get a preview on the College Board website: http://apcentral.collegeboard.com/apc/public/repository/ap-psychology-course-description.pdf.

Contact me with questions. I’ll look forward to hearing what path your student decides to follow.



Nina
Aristotle Circle Expert Network
Unigo Expert
nberler@myuncommonapps.com

Calling All Students!

The Early Decision notifications are creeping in. A friend of mine was the first to check in with her daughter’s acceptance. I was so impressed when she told me that Muhlenberg actually calls its admitted students directly - but astonished to hear that the college leaves messages on students’ cell phones rather than their land lines! After all, how many students only respond to text messages?

If you're the parent of an ED senior, you will help set the tone over the next few days and weeks. Here are some suggestions:

If your student is accepted ED, celebrate! Short of an honor code violation or disciplinary matter, he or she can enjoy a well earned break from the stress of senior year.

If your student is denied, move quickly to activate the backup list. Forget trying to see any more schools. Your student needs to buckle down and author the most personal, thoughtful responses possible on the supplements of colleges on that backup list.

If your student is deferred, he or she should compose himself or herself, then write to the admissions officer(s) handling the ED I decision, bringing the college up to date on any recent accomplishments and asserting continued interest in the college. The letter should be on task and the tone upbeat.

If your student - deferred or denied - has an ED II option at a second-choice college, it's time to go for it! Don’t count on any deferrals coming through as acceptances in the spring. ED II candidates must submit first quarter grades, so that might be a consideration.

For more details, see my blog postings “The Early Bird Gets the Worm . . . But Should it Apply ED II?” and “After Hitting ‘Submit,’ is it Finally Over?”

Follow me on Unigo or Twitter, @nberler, or write to me, nberler@myuncommonapps.com.

After hitting “submit,” is it finally over?

This fall, nearly all the students with whom I worked applied Early Decision. Many of them hit the submit button with a sigh of relief, especially here in the Northeast where charging stations were at a premium. (Fortunately, many colleges extended their deadlines because of the power outages.) So now is the process essentially over, or is it just the beginning of the end?

It will be a while until we know how this year’s early application volumes compare to those of 2010. However, consider this advice to deferred students from Christoph Guttentag, Dean of Admission at Duke, published in Jacques Steinberg’s New York Times column:

“The hard truth is that if you applied early decision and were deferred, for most of you, unfortunately, the process is essentially over. Take a look at the defer letter — does it say what the admit percentage is for defers? If it does, take that number seriously. Keep that list of other colleges you’ve applied to close to your heart, because the odds say you’re going to be choosing from among one of them.” (New York Times, 2/9/10)

If your student has applied ED I, now is not the time to rest. He or she should get comfortable checking into an online account assigned by the ED I school. If the ED I college offers an alumni interview, the student should be ready when called. (See my blog “Answering Questions about the College Interview.”) Make sure your student stays out of trouble and keeps grades high between now and the mid-year report. These grades are critical for students who wind up in the Regular Admissions pool. Also, should there be a noteworthy accomplishment (e.g., being named a team captain or winning an academic award.), the student should contact the appropriate rep in the admissions office.

If your student plans to apply ED II, make sure that application is done and ready to go. ED II is a wonderful option, especially for students who do want to avoid competing with Regular Decision applicants. Most ED II applications are due in early January with a decision rendered in mid February. (See my blog “The Early Bird Gets the Worm, but Should It Apply ED II?”)

If your student has already been accepted to a rolling admission or nonbinding Early Action program, he or she is very fortunate indeed. There is still time to go “fishing” to see what else is out there. Whether it’s a better financial package or a better fit, choice can be a good thing.

The bottom line: no student should be left without a fallback plan. If a student is deferred or declined in mid-December, there will not be much time until Regular Decision applications are due. Make sure these apps receive as much care as an Early Decision I app. For those schools you’ve yet to visit, I would advise taking a virtual tour and checking on unigo.com in order to narrow down choices. Your student should be sure to load backup choices on the Common App and to draft essay questions for target colleges.

While I hope to hear all good news from parents in mid-December, I also understand that in many cases, parents and counselors may be the ones picking up the pieces after a child is deferred or declined. That’s why you need to urge students to be as productive as possible between now and January 2012. We all know how quickly time goes around the holidays. It seems to go by even faster when college applications are due. But remember that next year at this time, you'll be welcoming your student home for Thanksgiving, anxious to hear about freshman-year adventures and grateful that college applications are part of the past.


Any questions? Contact me at nberler@myuncommonapps.com.

The Early Bird Gets the Worm . . . But Should it Apply ED II?

It’s mid October, and chances are you or someone you know is in the throes of college applications. To clarify questions you might have about early options, particularly Early Decision II (ED II), I am providing some guidance. Early birds, take note!

What exactly is ED II, and how does it differ from other early options?
Early Decision II is an early application option initiated by some colleges over the last ten years. As opposed to Early Action, which is almost always non-binding, Early Decision II is a binding option, meaning students must attend the college if accepted under ED II. The difference between Early Decision I and Early Decision II is timing. This year, most colleges offering both options ask ED I students to apply by November 15, 2011, and they render a decision in mid-December. The deadline for ED II, on the other hand, is on or about January 1, 2012. Students have a decision in late January or early February at the latest.

Note that the application deadline for ED II is generally the same as Regular Decision. So what is the difference? Under ED II, students will have a decision about two months earlier than Regular Decision applicants (just as colleges will have deposits that much earlier). The college is happy to fill its next class with candidates who want to be on that particular campus.

There are some colleges that offer both Early Decision and Early Action, creating some very nice flexibility for students who aren’t sure of their preferences and financial aid options. At Bennington, for example, a student can opt for ED I, ED II or Early Action. Early Action candidates need to apply by December 1, 2011, and they hear back from Bennington by February 1, 2012.

Why would a student apply ED II to a first-choice college rather than ED I?
Some students – and their parents and counselors – may be concerned that a disappointing junior year transcript may have an unfavorable impact on a student’s candidacy. ED II allows a student to get some better grades and activities as well some late-year standardized testing. (For example, there is a December 3, 2011, SAT administration and a December 10, 2011, ACT.)

Is it ever a strategic risk to apply ED II?
Yes, that can definitely be the case. Transcripts for ED I are current through the end of the junior year. However, ED II candidates must submit first quarter senior year grades. So a student off to a rocky start in the senior year might look better as an ED I rather than an ED II candidate.

Can students apply both Early Action and Early Decision?
Usually, the answer is yes, but students should check the policy in each college to be certain. Also, a few colleges, notably Yale, Harvard and Princeton, have moved to an option known as single-choice early action. This non-binding policy forbids candidates from applying to any sort of early program at another private college, yet they may be able to apply to another college's rolling program. Here’s how Yale explains its option:

• You may apply to any college's non-binding rolling admission program.
• You may apply to any public institution in your home state at any time provided that admission is non-binding.
• You may apply to another college’s Early Decision II program, but only if the notification of admission occurs after January 1. If you are admitted through another college’s Early Decision II binding program, you must withdraw your application from Yale.
• You may apply to any institution outside of the United States at any time.
(Yale website)

Are there any circumstances under which a student is released from this binding agreement?
The answer is yes – for financial aid reasons. As NYU explains, “Students will only be released from the Early Decision agreement if they believe their estimated financial aid package does not enable them to attend. Students must be aware that applying Early Decision will not enable them to compare financial aid packages from other universities. If comparing financial aid packages will be necessary for a student, the student should apply under our Regular Decision program.” (NYU website)

Early candidates are generally treated the same as regular candidates for purposes of awarding financial aid. Admissions are considered by admissions departments, with aid decided by a separate office and using the same required forms and methodologies. Colleges notify accepted candidates of a preliminary financial aid package on or around the same time they are admitted under an early plan provided the students have submitted the required forms in a timely manner. A student needs to agree to the college's financial package when he or she accepts an ED I or ED II offer.

What if a student really loves his or her ED I school and gets deferred? Should that student then apply ED II to his second-choice school or risk going back in the regular pool in hopes of getting into that first-choice college?
This is the question colleges don’t dare answer on their websites! The fact is that colleges admit a larger percent of candidates applying ED I and ED II rather than Regular Decision. When students are deferred after applying early to an elite college, they are often denied admission in the regular round. So using ED II as an alternative admissions strategy with a second-choice college may be appealing. Yet it is a decision the student has to make with his or her family and counselor: the people who know that student best. It is a very emotional decision and not one to take lightly.

What else do I need to know?
Some colleges automatically consider candidates who do not receive a favorable early decision in the regular pool, but others, such as Tufts, do not. Students must check each college’s rules on this matter. A student may not apply ED I or ED II to more than one college.

By the way, a student must withdraw any applications to other colleges once admitted under an ED plan. Also, colleges can share the names of those admitted with other institutions.

Questions? Contact me at nberler@myuncommonapps.com. I have been awarded Unigo Expert status this fall, including Top Expert in many categories!

Answering Questions About the College Interview

Question: What’s one of the most valuable experiences of the college admissions process?

Answer: The interview, of course!

As if the college application season isn't full of enough uncertainty, the prospect of first interviews is enough to unnerve many a high school senior. These days, college interviews can happen in many places, a result of the sheer volume of applications facing admissions officers. Depending on the colleges your student selects, he or she may be interviewed by an admissions officer on the college campus, a rep in a nearby coffee shop, or an alumnus in a conference room. Some colleges are even using student volunteers or interns to conduct interviews.

No matter who is interviewing your son or daughter, certain rules apply, starting with what to wear. I advise candidates to go with a smooth, preppy look that’s sure to work in any venue: for guys, a polo and khakis, and for gals, a nice shirt and conservative skirt or slacks. The student should know the basics starting with a firm handshake and eye contact. But he or she should also practice with a parent, friend, counselor, webcam or mirror.

Certain classic interview questions are a great place to start. (What are your strengths and weaknesses? Describe a challenge you’ve faced and how you overcame it. What is your favorite book? What subjects do you do best at in school?) Every interviewer is different; some use set questions, while others go with the flow. Sometimes the best interviews are those where the applicant and interviewer find common ground, and that can really put the candidate at ease. Regardless of the interview dynamics, however, the student has to be careful with his or her opinions and meanderings. It is never a good idea to offend the interviewer.

Interviewers are always impressed when the student comes armed with a few good questions. Make sure your son or daughter does the same. The questions can be on anything from a tour guide’s comment to the interviewer’s own college experiences. The student shouldn’t hesitate to take out previously written questions or jot down notes. (I find that very impressive.) He or she should bring a copy of a resume (“brag sheet”) which will help the interviewer write up a report. Another professional touch is asking for the interviewer’s business card at the conclusion of the interview. Thanking the interviewer goes without saying.

The interview rarely makes or breaks the candidacy. There are just too many factors that make up an applicant’s profile, starting with the transcript and difficulty of courses. But believe me, if an interviewer sees a student who doesn’t seem to know about the school or indicates a preference for another college, it could cause some serious damage. Would you be impressed with an interview candidate who doesn’t seem well versed on your company's products and services or speaks glowingly of your competitor?

In my 20+ years as a Brown Alumni Schools Committee interviewer, I’ve seen it all. One student got into a car accident on his way to the interview. Another came across the room, sat down on the floor, and looked right up at me before she answered a question. I’ve had students bring paintings, sketches and recordings, all in the hopes of furthering their cause. Your student has to understand that there isn’t always a short-term gain from doing well in an interview and that not all interviews will go smoothly. But the ability to interview well is a skill your student will use forever. That is something to be pleased about.

Filling in the Blanks on Standardized Tests

Fall and spring are busy seasons in the business of applying to college, fueled by more than just the Personal Essay. I get many questions about standardized testing, so I decided to address them at the start of the academic year . . .

The SAT or the ACT? Schools requiring standardized tests no longer prefer one over another. I find my students really prefer either the SAT or the ACT, however. The engineering types and intuitive mathematical thinkers tend to bring home the big scores on the ACT, while all-around strong students and those who prefer language arts tend to do better on the SAT. I recommend that students try both, but they should only repeat the test with which they felt most comfortable. Not sure about which to report? SAT and ACT comparisons are readily available. (Here's a chart from the ACT organization.)

The Writing Component. Keep in mind that both the SAT and the ACT have writing components; the SAT’s comes first and is mandatory, while the ACT’s is last and optional. The jury is still out as to how much colleges look at the essay score. Certainly, the essay serves as a writing sample, so students who are tempted to ask a parent or peer to write his or her Personal Essay should think twice. (None of my students are included in that group.) I firmly believe that students should do at least some practice for this essay, even the talented writers out there. Why? The essay is timed, and that creates discomfort, in some cases causing a student to go off topic. Note: Raters have not been overly generous with scores, although I have had a few students garner perfect scores. I caution students to load their essays with examples − and to come up with those examples before writing.

What to do about SAT Subject Tests? SAT Subject Tests really lend credence to an application, so much so that some colleges and universities (e.g., NYU) will consider them in lieu of the regular SAT. I’m often asked which Subject Tests a student should take. The good news is that a student can take up to three at a sitting and can select which of those scores to report. With the exception of engineering schools, the bulk of colleges do not dictate which subjects to take. Students should be sure to test in their favorite subject areas when the subject matter is freshest in their minds (if possible). They should not sign up in advance to have tests scores sent to colleges but instead wait until they see results. Also, students should not assume that a test should be easy because of its title, especially a test like Math Level 1. In fact, good math students are often so removed from the subject matter that they need to practice before the big event. (The College Board blue book is a worthwhile investment.) Regarding taking Math 1 or Math 2, a student should not submit a mediocre Math 2 test result just because he or she thinks it’s expected. Students should carefully read the testing policy and requirements for each target school.

When and How to Prep? This is an issue which varies depending on a student’s innate ability, budget and choice of vendors. Some students are totally capable of practicing for the SAT or SAT on their own, while others need the structure of a test prep professional. Some may need help in only one or two sections. (Note: Anyone taking the ACT must try a sample Science section before taking the real deal!) My recommendation is to make sure to work with official College Board or ACT materials or those which have been structured to closely resemble them. If enlisting help of a professional, check references and make sure that this person totally understands and communicates the structure of the test.

What about SAT-optional colleges? Some students struggle on both, so for them SAT optional schools might be appealing. Certainly many big-name colleges have gone the optional route, including Bowdoin, NYU and Trinity. (For a complete list, consult fairtest.org.) That is not to say that students applying to SAT-optional schools shouldn’t bother sending their scores. Good test-takers should publicize those scores to make themselves shine! Those that have had a bad test day or are otherwise disappointed in their scores should tout other strengths inside and outside the classroom to put their best foot forward. Remember, tests are only one aspect used by admissions offices in forming their impressions.

Once a student matriculates, he or she will be glad to have standardized tests over and done with. Knowing, however, that the future is filled with tests of many sizes and shapes, practice in test-taking may pay back down the road.

Essay Writers: Thanks for the Memories!

The end of the school year is bittersweet. Each year, I say goodbye to many wonderful students, some of whom first came to me when they were in middle school. By the time they graduate, these students have gained not only size and maturity but also a sense of perspective that will take them far in life. They know that they’ve survived the rigors of high school and have the skills to thrive during their college years. As I tell their parents, anything that I teach these students is more than paid back by what they have taught me.

What stood out about the members of the Class of 2011 was their essay writing. This year, I had a bumper crop of original essays. I loved the topics. One student equated his approach to problem solving to that of a method for analyzing baseball using in-game statistics. (What did I say about learning from my students?) One of my students’ essays was so wonderful that I submitted it to college expert Bruce Hammond, and I’m thrilled to say that it will appear in the next edition of Fiske Real College Essays That Work. Each time I read that essay – it’s about old movies – I felt as if I were on a journey.

A common theme for student authors was misconceptions. A young lady wrote about the contrast between her tiny handwriting and her real-life self. A student athlete wrote how his imposing size is not an indicator of his values and intelligence. A budding engineer with impeccable test scores decided to focus on erroneous perceptions people had of him for a variety of reasons, from living in Kansas to being an only child. As I said to all of these students, “Only you could write that essay!” Thanks for having me along for the ride.

Note to applicants: Up until now, the Common App placed no word limit on the Personal Essay. However, for 2011-2012, the organization is asking applicants to write 250-500 words. When announcing the change, Rob Killion, director of the Common Application, explained that essays with no word limit proved “far too long, less well-written . . . often skimmed rather than read by admissions officers.” I understand that admissions officers are overwhelmed with record-high volumes of applicants. However, many of my students found that they could readily write about 700 words once they found a topic that was truly their own. For some students, the new rule may present an editing challenge; for others, it will be a relief. By the way, the Common App had a 500-word cap on its essay for over 30 years – long before automated word and character counts became commonplace. (To see the 2011-2012 Common App, click here.)

Another note: Many times, students are tempted to write about serious topics such as overcoming an illness, compensating for a learning disability or dealing with a death in the family. I usually do not recommend that students focus on these topics in the Personal Essay. However, certain cases warrant an explanation, so the Common App tells students, “Please attach a separate sheet if you wish to provide details of circumstances or qualifications not reflected in the application.” That is the place to elaborate on extraordinary circumstances.

I’m writing this blog on the day of the Summer Solstice. We all know that summer is a great time to get fit, spend some quality family time and clean up the clutter. However, I strongly encourage rising seniors to, at a minimum, come up with a list of possible Personal Essay topics, and try to draft the essay by August. After all, the start of school isn’t too far away.

Getting Off Wait Lists: Will April Showers Bring May Flowers?

Here in the Northeast, it’s supposed to feel like spring, but it doesn’t. We’re still waiting. So are scores of high school seniors. They’d like to know where they’ll be going to college in the fall, but they’re uncertain. They’ve been placed on college wait lists.

Two years ago, my neighbor’s son had the good fortune to gain admission to Georgetown and University of Virginia, and he was torn about where to go. Just when he thought he had made up his mind, he heard from Duke, which had waitlisted him. He’s now a Blue Devil (who actually walked on to the lacrosse team that won a national championship). That same year, one of my students was waitlisted by another highly regarded Southern school. During his April break, the student and his mom flew down Southtoured the campus and stopped in at the admissions office unannounced. They expressed their enthusiasm about the university to an admissions officer. A few weeks later, my student was admitted. (Those who read my February blog on showing love may recognize this syndrome at work!)

So there is proof that students can indeed get off wait lists. Should they count on this? Experts say absolutely not. Should waitlisted students sit back and wait for May flowers? Not a chance! If a student really would like to attend a school at which he or she is waitlisted, that student should take action. Here are some suggestions:

• First of all, a reply card is included when a student is notified of a wait list decision. If he or she is serious about the school, he should return the card as soon as possible.
• However, that’s not enough. The student should compose a letter to the Admissions Director or Regional Rep – by name – that expresses his or her desire to attend. If finances are not an issue and the student really wants that school, he should state, in no uncertain terms, “If accepted, I will attend.” I advise my clients to use real U.S. mail or Federal Express to send this letter rather than having the message lost in a sea of e-mails.
• Students who really want to gain admission to a school at which they have been waitlisted should not stop there. They should meet with their college counselor and enlist that counselor as an advocate. The counselor can call the admissions rep – hopefully they’ve established a dialogue during the school year – and reaffirm the student’s interest.
• Should there be a meaningful development (e.g., being named team captain or winning an award), the student or counselor should inform the target school.
• Some students go as far as asking for an additional letter of recommendation or getting in touch with someone influential, such as a member of the board of trustees. They should do so carefully, making sure not to flood the college with information or harm existing relationships with any contacts.


In the meantime, send in your deposit to be sure your student has somewhere lined up for the fall. And remember: as certain as warm weather will eventually come, good things will happen to those who are waitlisted.

Mark Your Calendar!

I used to get a kick out of fooling people on April 1st. But since I’ve been in the college advisory business, April 1st has taken on an entirely different meaning. For high school students (and their parents and counselors), April 1st tops many lists of anxiety-producing days because many colleges use it as the decision notification date. In honor of this special day, I reached out to clients to find out what April Fool’s myths were on their minds.

Truth or April Fool: The legacy factor is more important in early decision than it is in regular decision. Truth! Penn acknowledges that legacy status plays a smaller role in regular versus early decision. Rumor has it that Penn opens an office each year just to review the ED applications of legacies but closes it once the early decisions have been made. Interestingly, the Penn alumni website states that two-thirds of its legacy applicants are not admitted – period. A recent study by a Harvard doctoral candidate stated that the “legacy advantage varied enormously: one college was more than 15 times as likely to accept legacy applicants, while at another, the effect was insignificant.” By the way, this same study clarified that primary legacy (a child of an alum) was much more significant in terms of admission than a secondary connection (such as a parent going to grad school at the university or a grandparent having attended).

Truth or April Fool: Schools are need-blind when it comes to admissions. April Fool! According to a February 2011 article in The Wall Street Journal, some schools are more need-aware than they are need-blind. As a result, they may take more international students who can pay their own way. Financial status may also be a factor in taking students off wait lists or when accepting transfers. Among those schools cited in the Journal article were Williams, which increased its international pool, and Stanford, Yale and Dartmouth, which adjusted their formulas for determining aid.

Truth or April Fool: It is easier to get in early than to get in regular decision. Truth! Most research I found confirms that early decision is a good choice for students who know what they want. In his blog, college admissions reporter Jacques Steinberg shared information from “The State of College Admission,” published annually by the National Association for College Admission Counseling. According to the study, the acceptance rate was 15 percent higher for binding early decision than for regular decision applications. School officials “chalk it up” to higher quality in the early round. A consultant cited in a November 2009 Smart Money report agreed, explaining that students accepted early have “first crack at the money.” Incidentally, Harvard, Princeton and University of Virginia have opted to reinstate early options. Despite the argument that early decision is unfair to those who depend on aid, an official from Lafayette College points out that “although early decision is binding, no college will hold a student to a contract if a family determines that the financial aid package is inadequate.”

Truth or April Fool: A thin envelope means “no thanks.” April Fool! Don’t toss those thin envelopes! They could very well contain information about being put on the waiting list. To remain on waiting lists, for example, students may have to return a form or reply card. (If your student is placed on a waiting list, be sure to express in no uncertain terms his or her willingness to attend that school.)

Truth or April Fool: No one gets in off the wait list. April Fool! I know students who are happily enrolled at universities to which they had originally been wait listed. Some students receive phone calls from admissions representatives asking, “If we take you, will you go?” One may argue that this puts a student, particularly one which needs to compare aid packages, in a very difficult position, but these calls really do happen.

Truth or April Fool: Decisions really are rendered on April 1st. April Fool! Many schools will notify students in advance of that date. Students can usually find out the actual date through the Internet. Some schools, however, still use the U.S. Postal Service to send out decisions.

Keep sending those myths! And remember to show your sense of humor on April 1, 2011.

Works Cited and Suggested Reading:

Smart Money, Do Early Decision Students Get More Aid?

The New York Times, The Case for Early Decision

The Chronicle of Higher Education, At Elite Colleges, Legacy Status May Count More Than Was Previously Thought

The New York Times, Early Action Could Aid in Admission, Report Finds

The Wall Street Journal, What to Do As Colleges Cut Back on Financial Aid

In February, Is it Important to Show Your Love?

This brutal winter is all too familiar. Snow and ice cover our yards, driveways, and walkways. We spend too much time indoors. (In my case, that means too many hours at the laptop, and not enough in the workout room!) College admissions officers are huddled up as well. In most cases, they spend the bulk of February reading applications, much to the dismay of their loved ones.

As a parent, you may spend the cold, winter nights wondering where your child will end up. If you’re the parent of a senior, you’re relieved the apps are in, but you might not be able to withstand the tension between now and early April. (Hopefully you’re not doing too much second-guessing.) If you’re the parent of a sophomore or junior, you may be reading Fiske’s, scrolling through admissions blogs, or setting up college visits. As you think about your son’s or daughter’s future standing with the schools on the latest hot list, you may wonder: Do they need to show their love?

Apparently, that need varies by school. At Brown University, for example, showing love isn’t going to affect a candidate’s status. Brown has too many applications – about 31,000 this year (up 3 percent from a year ago, when the increase over the prior year was a whopping 20 percent). In fact, when I attended a lecture featuring Brown’s Dean of Admissions James Miller back in 2008, he made it abundantly clear: too many students love Brown, and showing their love just isn’t going to sway Brown’s admissions officers.

However, there are cases where showing love is very important. A few years ago, a student of mine was wait-listed at a selective Southern school. During April break, the student and his mother flew to Atlanta, walked the campus, and showed up unannounced at the admissions office. The officer to whom they spoke took down some notes about them, and two weeks later, the candidate was admitted. He’s now happily immersed in his sophomore year. Showing his love was important indeed.

In this era of instantaneous communications, I always urge students to know how to reach their admissions reps. Sometimes, students meet these reps in the fall while attending school-specific information sessions. Especially with national universities, these visits are important to the rep as well as important to the student; that rep will subsequently read the applications from his or her assigned geographical region, make decisions about their candidacy, and defend those decisions in front of the admissions committee. So for your sons and daughters, it may be helpful – sometimes necessary – to show their love to those reps. This is especially true when there is a development that could enhance the student’s application in the eyes of the admissions office. This could happen when a student receives a departmental award, wins a leading role in the musical, or is named captain or MVP of his or her team. While we hope that school counselors keep in touch with the reps to update them on candidate news, counselors service many clients. That’s why nothing beats a personal note or e-mail from the student announcing an important development . . . as long as he or she uses them sparingly!

So this month, make sure to show your loved ones how much you care. I, for one, adore all your sons and daughters – as if they didn’t know . . .

Sincerely,


Nina Berler
Founder and Blogger
unCommon Apps

Welcome, 2011!
The Year of the Realistic Resolution

Sometimes, we just have too much on our plates. It’s ironic to use that expression around the holidays, but it certainly can be appropriate. We’re torn between schoolwork and housework, friends and family, year-end tasks and New Year’s resolutions. That’s why I’m always glad to move past the holidays and begin a new year. Sure, it’s scary and unknown. But it’s also exciting, fresh and new. So clear that plate; it’s on to a new year!

Whether or not we make resolutions, we generally start the year with good intentions: setting objectives, eating healthy, exercising more, listening to others, or [you fill in the blank]. We’re filled with nervous energy, and we’re anxious to effect positive change. Some of us make the most of the situation. Others, however, fall back on old habits. This is especially true for parents of college applicants, and the students themselves.

Take the overanxious parent, for example. Who could argue that it’s not tempting to step in and help an overwhelmed junior by making phone calls to admissions offices and arranging college visits, even if they’re to parents’ top choices? Are parents acting at the request of their sons or daughters, on behalf of their children or for their own peace of mind? Students, grappling with quizzes, tests and papers, get bogged down in details, and when they need guidance and validation, they would just as soon e-mail a friend than go see a teacher. Others succumb to the tempting Internet rather than concentrating on the tasks at hand.

So it sounds like resolutions would be very welcome, but only if they’re realistic. Here are some suggestions:

Realistic New Year’s Resolutions – Parent
• Set realistic expectations for your child
• Don’t do your child’s work
• Check online grading systems regularly
• Step in if needed to avert a crisis
• Insist that your student see his or her teachers

Realistic New Year’s Resolutions – Student
• See your teachers regularly, even if you’re doing well
• Be choosy about your extracurriculars; don’t overbook!
• Work on vocabulary, critical reading and test-taking skills
• Post a list of target schools, and look at it regularly

Post these resolutions and look at them regularly.

Best wishes for a productive 2011!

(Soon to be) Giving Thanks

Look at the background on my laptop or in my home office and you’ll see it: a shot of my son, Phil, engaged in conversation with President Obama. How did he do it? He found out online (of course) that, in conjunction with MTV, the President was hosting a youth town hall meeting in Washington, DC. Hot to make the most of his college experience – he’s a freshman at GW – my son applied, was interviewed and offered a spot in the audience. By a sheer act of randomness, Phil was seated directly in front of the President and adjacent to his water glass! Since they didn’t have time to meet during a break, the President approached Phil after the show and they talked. Needless to say, Phil was thrilled, as were his parents.

When I think back on where we were a year ago, I certainly didn’t think I’d be writing about Phil meeting the President. Instead, we were caught up in our own world of college admissions. How many schools should he apply to? (I had heard 12 was the going number.) Did his Personal Essay do enough to woo the readers in the many admissions offices? Why wasn’t he seeing his college counselor, that very person who was writing his recommendations? Would he withstand the pressures of his very competitive high school and come up with a better-than-respectable mid-year report? Who else was applying to his top choices?

If you are the parent of a senior, perhaps you are facing some of these challenges. You’re probably wondering, “Why didn’t they tell me that the first half of the senior year is actually worse than the junior year? What if [fill in the name] messes up and schools get a negative report in January? What if [fill in the name] doesn’t get in anywhere?” If you are the parent of a junior, you may have similar fears or questions. Knowing that your student is facing a sea of tests, quizzes, quests, SATs, ACTs and APs in the coming months doesn’t do anything to ease your nerves.

Here’s the good news: you will all make it! Parents: Your student will survive, and maybe even thrive. (You’ll probably settle for survive.) Next year he or she will be in a great school, and instead of worrying about applications, you will be talking about roommates, dining options and holiday break. Seniors: You need to divide what seem like insurmountable tasks into manageable pieces. For example, don’t attempt to apply to 12 schools at once, but plan to have all those applications in on time, breaking up your list by priority schools and priority dates. The more applications and essays you do, the more the experience will pay off. Have a set of trusted eyes handy to check key dates and help proofread applications. Juniors: Select the timing of your standardized tests with care. Curtail unproductive activities, but keep those about which you are passionate. See your teachers (please)!

Be thankful that by next year at this time, you will have even more expertise as a parent, friend and adviser. Be thankful for the friends who support you. Who knows? Maybe a year from now, someone you know will be meeting the President!

Early Decision: A Trick or a Treat?

As temperatures drop and leaves fall, thousands of high school seniors decide whether or not to apply Early Decision. Ideally, the student has done his or her homework, completed the college visits, analyzed the curriculum and attended on-site sessions by the college representative prior to firming up this decision. However, we don’t live in an ideal world. Students have been known to apply early for reasons such as:

• The Guidance Department has established an early deadline so it can get all paperwork where it needs to be, and the student feels that he or she must also rush.
• The student can’t cope with the anxiety of waiting beyond December.
• The student believes that the slot in his or her school of choice would be unattainable, or he or she would rather not compete head-to-head with a friend or classmate, so that student is applying ED to his or her second-choice school.
• Applying early is part of a broader strategy to maximize the student’s chances.

I have heard all these reasons from my students. I have also heard college admissions staff deny that applying early improves a student’s chances of admission. But look at the statistics: Brown filled nearly 40 percent of its Class of 2014 with early applicants, and nearly 20 percent of those applying were admitted. The remainder of the class came from regular decision, yet only 9.3 percent of those applicants were admitted, a record low. Brown’s early pool last year, by the way, was up 21 percent.

Is ED for everyone? Absolutely not. Some students just can’t make up their minds and decide to wait it out until late March or early April. Others need to show colleges that they can earn top grades in challenging courses, particularly if they showed inconsistencies in junior year. Moreover, there are some students who need to wait because they are candidates for financial aid who need to compare offers. Many opponents of ED – or schools like Harvard and Princeton which eliminated the option – assert that ED puts well-off students at a competitive advantage.

Be sure to check policies on a school-by-school basis. Some colleges have non-binding Early Action options, but students should understand the differences between programs. For example, Stanford's program is non-binding but restrictive, meaning a candidate cannot apply to any other college's early programs. Some colleges use rolling admissions, allowing students to be able to say, “I’m in.” The University of Michigan engages both policies, allowing students to apply Early Action while evaluating students applying after the deadline on a rolling basis. Early Decision 2, available at some schools, can be a very attractive option should a student be deferred or rejected from an his or her Early Decision college. Again, ED 2 will not be a solution for a student wanting to compare financial offers, but it is a great option for students applying to the most competitive schools, as so many do here in the Northeast. Vassar College, for instance, requires ED 1 applicants to submit their information by November 15th. However, Vassar has an ED 2 option, the deadline for which is January 1st. The student will get a result in late January.

No student – no matter how well qualified – should bank on ED. A diligent student will draft or complete applications to several other schools. He or she should show up at information sessions and introduce himself or herself to touring reps. Some college counselors encourage applicants to keep in touch with applications officers via e-mail, though I would do so sparingly, either as follow-up to seeing a rep in person or accomplishing a feat after the application is filed.

Last year, my son told me, “I could never live with myself [if I didn’t apply ED to _____].” It was good enough for me. However, I also cautioned him to keep his decision to himself. Fueling friends or peers with information only raises questions and fuels expectations.

A few years ago, I heard a college admissions director say, “Early Decision should be just that – a decision – and not a strategy.” Many counselors and students know better.

September 2010: Back to School for Students

Do you dread the fall? Too many students do. After all, fall means no more sun, surf, unlimited TV and Internet and hanging with friends. Some students, however, are anxious for school to begin. They delight in having a routine, regular interaction with friends, fun extracurriculars and perhaps new teachers and more inviting courses than the previous year.

For juniors and seniors, however, the start of school may be particularly unsettling. Will the course load be overbearing? Will the studying be unmanageable? Will the social pressures be too distracting? More importantly, will there ever be time for college visits, interviews or the Common App?

If those challenges seem insurmountable, listen up! You can take some important steps to take charge of your year:

Develop a good relationship with your guidance counselor. Like it or not, this professional will be very important in the year ahead. After all, he or she will be writing your college recommendation. Do you want someone to write about you if he or she hardly knows you? So stop by and see your counselor. Make a point of telling him or her how you feel about your courses, what you did over the summer or where you’re thinking of applying.

Maximize your time on the road. Group college visits geographically to avoid making extra trips. If you’re applying to schools that offer onsite interviews, take full advantage of the opportunity while you’re there. (Just be sure you have written down what you find attractive about that particular college community and what you’d like to ask the interviewer.) Bring along homework or reading for long rides or overnight stays.

Be proactive with your studying. Don’t just do your homework or study the night before a quiz or a test. Instead, do practice tests at the end of your chapters. If you’re in AP courses, go online and look at previous exams to understand the scope of your course. Get used to how you’ll be tested, for example with document-based questions (DBQs).

See your teachers! Going to see a teacher can be particularly anxiety laden for many students. However, it is a crucial behavior to develop now. Here are some situations that might warrant a teacher visit: clarifying a thesis statement for an essay or research paper; asking advice about what to study before a test; or showing the teacher writing in progress. As I always tell students, the visit to a teacher can make the difference in borderline situations.

Fall is new, fresh and crisp. Breathe deeply; positive change is in the air!

September 2010: For Parents

The Weather: Lovely, With Change in the Air

What time of year do you view as a fresh start? For some, it is the beginning of a calendar year. For others, it may be an anniversary or family celebration. For me, that time has always been early September which means back to school. I smell the air for signs of dropping temperatures. I look through stores, catalogs and websites to see the new sweaters, boots and slacks. But mostly, I wait to see children walking to school, lining up at the bus, and sharing their nervous energy with others.

This year, I have a special challenge: the transition not only from summer to fall, but from having one child at home to becoming an empty nester. So far, it’s been a mix of disbelief, excitement and anxiety. I watch young children at the pool or in town and want to “borrow” them. I wonder what their parents are doing in terms of their education. Are they making sure the teachers meet their needs? Are they finding out what teachers are doing to sharpen math and language arts skills? When I see teenagers, I wonder if what they are doing at home and school to be better and, yes, more marketable students. Are they selecting the appropriate extracurricular activities? Are they allotting the appropriate amount of time for studying, college visits and applications? Are they using technology productively?

This fall, I’m continuing my own studies by taking my third course with UCLA Extension. The topic is Financial Aid Fundamentals, my third in a series of courses that will enable me to have another certification. Online learning doesn’t always satisfy my cravings for desks, whiteboards and teachers, but it can be incredibly stimulating, not to mention wonderful for “meeting” other motivated professionals. I recommend it!

Fall. It’s exciting for some, dreaded by others. I can’t get enough of it. The challenge will be keeping the motivation high enough to accomplish so many objectives before the leaves are off the trees.