College2018_2019

COLLEGE COUNSELING at MILTON ACADEMY “College is a match to be made, not a prize to be won.” Frank Sachs, College Counselor, Blake School, Minnesota

"Please note that the materials herein are the sole property and creation of Milton Academy’s College Counseling office and are intended for use by Milton Academy students and their families only. This material may not be copied or distributed to any other person, in any format, without Milton Academy's advance written consent. The cartoons and illustrations contained herein originally appeared in the New Yorker or other publications and are not the creation of Milton Academy's College Counseling office."

Revised, December 2017

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TABLE OF CONTENTS

Page

I.

Introduction and Philosophy Welcome Letter College Counseling Philosophy

5 6 8

The Milton College Counseling Process

II.

Timetable College Admission Calendar

13

III. The College Search

Assessing Your Goals

16 18 19 22 24 25 26 28 35 35 36 40 41 43 45 46 49 51 51 52 53 54 55 57 58

Resources for Beginning a College Search

Developing a College List

Factors to Consider in Compiling Your College List Helpful Hints for a Successful College Visit

Questions to Ask Your Tour Guide Evaluating a College Visit College/University Visit Clusters

IV. The Application

What the College Office Sends

Transcript

Profile of the Upper School 2017-2018

Teacher Recommendation

School Letter

Writing College Essays

Thoughts About the Personal Essay

College Interviews

V .

Special Talents Athletics and the College Process

NCAA Clearinghouse Sample Email to Coach

Athletic Resume

Music Recordings for College Applications

Music Resume

Art Portfolios for College Applications Sample Email to Special Interest Person

Theatre/Tech Resume

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TABLE OF CONTENTS

(continued)

Page

VI.

Financial Aid and Scholarships Introductory Advice About Financial Aid

61 64 65 69

Know Your Forms

General Advice for Completing Forms What to Look for in a Financial Aid Award Letter

VII. Final Thoughts

Words of Wisdom Taking a Gap Year

71 72

VIII. Forms & Websites Bibliography

74 76 82

Glossary

Forms & Websites

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I. INTRODUCTION AND PHILOSOPHY

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January 2018

Dear Students and Parents,

Welcome to the College Office at Milton Academy! We look forward to getting to know you and to working very closely with you over the next year. This venture is a partnership in which each of us has a vital role. We have compiled information that we believe will help you understand the college process at Milton. Our expectation is that you will be an active participant in this process. Parents, we welcome your calls, emails, and visits. In our many years of experience, we have found that regular and honest communication between the students, parents, and counselors is the key to a thoughtful and satisfying experience. We look forward to working with you in the coming year!

Sincerely,

Julia Esquivel Amy Kirkcaldy Rachel S. Klein-Ash Rod Skinner Terri James Solomon

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COLLEGE COUNSELING PHILOSOPHY In ancient Greece a legendary robber named Procrustes used to force his victims to fit a certain bed by stretching or lopping off their legs. While this approach served Procrustes well in his chosen profession, it would have made him a terrible college counselor. And he would not have stood a chance with Milton Academy students. True to our motto and to our rich history of individualism, Milton students are not cookie-cutter types. Each burns with a particular fire; each defies generalization. The College Office at Milton builds its program around this individualism. We believe that the college counseling process begins and ends with the student. We know that each student has a different story to tell. We do not expect students to proceed lockstep through this process. Some students will camp on our doorstep from the first day and seek input on a regular, sometimes weekly, basis. Some will make only minimal use of our office and proceed quite independently. A few may find they are not ready for the college process at all and choose not to participate. We will be ready when they are. Our guiding principle is much like that of a good teacher: Start wherever the student is. At the same time, we expect students to take control of the process. Our job is to guide, counsel, probe, recommend, refer, suggest, and inform. We do not decide, require, command, or package. Decisions about where to apply, what to write about in their essays, and whom to ask for recommendations, must, in the end, be the students’. Students are responsible for submitting applications on time, signing up for tests on time, asking teachers for recommendations, sending test scores, and filling out forms. We do not do these things for our students – nor should their parents or anyone else. To do so, in fact, would be to short-circuit the developmental process that is so central to the college process. Michael Thompson, a well-known psychologist, has noted that the college process is really about separation or individuation, about the students defining themselves in terms independent of their parents. Where the student eventually goes to college is secondary to that first, profound step into adulthood. So it is incumbent upon the adults (parents, counselors, teachers, coaches) in students’ lives to provide an atmosphere that allows students to find their distinctive voice in this process. The first utterances may seem garbled or misguided to our more mature ears, but they must be heard and responded to in a way that encourages the student to try again. We encourage parental input as long as the student remains in the driver’s seat. When parents begin to take over, they rob their children of an important “rite of passage” into an adult decision-making role. Openness and sensitivity to a student’s personal journey through the college process do not mean we sugar-coat the truth, however. In helping a student build a college list, we will be straightforward and honest in our assessment of chances for admission. To do otherwise would be a disservice. True maturity comes when a person’s sense of self is grounded confidently in reality, not when it is flying on the gossamer wings of easy promise. While some find this honesty daunting at first, most come to realize that calling a school a reach does not mean that we

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COLLEGE COUNSELING PHILOSOPHY (continued) won’t support a student’s desire to apply. Students and their families need to be armed with accurate information as they make decisions. If a student decides to take a high degree of risk, that is a choice; our responsibility is to point out the possible fallout, not to make the final decision for the student. Parents, too, must be voices of reason and reality. Ridiculously high expectations can create all kinds of psychological issues for the students. If, in response to outsized expectations, students focus only on the top and then simply add schools to which they have paid no attention, they can end up emotionally devastated. Ultimately, students who are happiest about the college process are those who understand their abilities and needs best and who are, therefore, able to find schools that fit them best. They have researched their lists well, they have asked the tough questions, and, as a result, they have found good matches, schools they can truly embrace. Historically, Milton students have had the gumption and the self-awareness to make such matches. They listen to their hearts and their heads; they let insight, not college rankings, guide them. No Procrustean bed awaits them in their college dorm room. They sleep comfortably.

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THE MILTON COLLEGE COUNSELING PROCESS TeamWork

At Milton we have a team approach to college counseling. While we assign each student to a college counselor, we are very committed to the idea that all counselors are working with and for all students. The important aspect of our team approach is that we consult each other regularly – in twice-weekly department meetings, office retreats, and daily conversation – on behalf of each student. We review college lists, share essays, ask one another for advice, and read one another’s recommendations. We have been using this team approach for over thirty years and it works! Getting Started The “entrance ticket” for a junior’s first college meeting is a completed Student Response Form. The student must submit this form to the College Office one day prior to the first college meeting. This form may be downloaded at www.milton.edu in the Academics–Academic Resources–College Counseling–Resources–Class II Resources section. At this first meeting we review the student’s selection of senior courses and plans for standardized testing. Using the Student Response Form, we start to get to know the student. Our goal in this meeting is to learn as much as we can about the student’s past experiences, present situation, and future goals. Ordinarily, the student’s advisor accompanies the student to this first meeting and helps to facilitate the process. The first meeting must take place by March 8. The goal of the second meeting, which must take place by April 13, is for the student and counselor to develop an initial list of colleges for the student to investigate. The student brings to this meeting a list of desirable characteristics in a college and the names of any particular colleges that might be of interest. Students, parents, advisors, and counselors can all play a role in making these suggestions. Many students know very little about specific colleges and largely rely upon others for the list. Other students have ideas of their own and need very little help with this task. At this stage the list is intended to serve as a foundational starting-point for the college search, but it is often updated, added to, and changed throughout the process. In May/June we will email copies of this list to students and advisors and mail a copy home. In addition to these two required meetings during the junior spring, many students will stop in to get further advice or to share new ideas as they arise. We welcome these additional meetings . Parent Input We encourage appropriate parent involvement in the process. After we have had at least one meeting with a student, we like to meet with parents and/or communicate with them by phone, letter, or email. The Parent Response Form is especially helpful to us in getting to know the student better and in writing the school letter; we encourage all parents to fill it out and return it to us as soon as possible. This form may be downloaded at www.milton.edu in the Academics– Academic Resources–College Counseling–Resources–Class II Resources section. Summer Tasks Armed with an initial list, the student will find guidebooks and the internet especially useful at this stage. After careful research, the student should set up a summer visiting program if possible. The optimum time for visiting colleges and having interviews is in late August/early

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THE MILTON COLLEGE COUNSELING PROCESS (continued) September, when colleges are in session and Milton has not yet begun. We STRONGLY encourage students to draft the main Common Application essay, and, where needed, supplements, as well as complete the Common Application over the summer. In the past, seniors who have followed this advice have experienced an easier fall. The College Office will be glad to review college essays starting the last week of August. The Dean of College Counseling will also be available periodically throughout the summer to work with students and review materials. A letter detailing specific timing of availability will be sent to families this spring. College Visit Days Seniors can miss two academic days of their choosing between Monday, September 10 - Friday, November 9 for visits. After November 9, exceptions may be made on a case-by-case basis. Students need to fill out and submit a Special Absence Form (available in the College Office) a week before their chosen day. Please plan accordingly. We also encourage students and their families to plan college visits for the long weekends in the fall; check the school-wide calendar for specific dates. Planning ahead is one of the keys to success in this process. ADD THESE DATES TO YOUR CALENDAR NOW! Some students will want to visit colleges in junior spring. This is possible, but students should know that they will need to use their senior fall visit days to do so. Senior Fall During fall of senior year, students should meet regularly with the college counselors. The focus in the fall is for each student to come up with a thoughtful and appropriate college list and to continue refining applications and essays. With some students, this work takes two meetings; with others it takes six or seven or even ten. Everyone is different, and we have flexibility built into our process to accommodate these differences. For example, we are available and eager to read essays, but we do not insist on reading them. Our general philosophy is to empower each student to be in charge of the process and to encourage all students to use our advice as often as they need or want it. Some students will have a scant four meetings with us during the entire process and will do a perfectly fine job. Others will become weekly visitors, and they, too, will do a fine job. We respect and encourage individual styles as long as students do not become paralyzed by procrastination or exhibit stubborn and foolish independence. If we are tipped off by a wise parent or an alert advisor, we will check with the student to see what is going on and to move the process along. In order to be as helpful as possible and to stay on top of the significant paperwork required in the process, we ask that students adhere to the following deadlines: Monday, October 1 Secondary School Report Form for Early Decision/Early Action/Rolling applications and for any school with a 12/1 or earlier deadline due. Online Recommendation Release Form due. ED/EA essay review deadline.

Friday, November 30

Final List, generated in consultation with a college counselor, due. Also, deadline for any drafts of college essays that students wish the counselors to review for regular decision.

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THE MILTON COLLEGE COUNSELING PROCESS (continued) Final College List By November 30, students will generate a Final List in consultation with a college counselor, indicating the colleges to which they will apply. Even those who have applied early will need to create a Final List at this point because they will not yet have received responses from early applications. In December, we will send home a copy of the Final List, indicating our approval or any concerns we may have. Letters of Recommendation The school letter of recommendation is a team effort. We draw information from students’ cumulative academic folders and from other materials, including Student Response Forms and Parent Response Forms. We include insights from students’ advisors in writing the letters. We do not release school letters to parents or students as the letters are considered confidential communication between Milton Academy and the colleges. The Buckley Amendment gives students the right to examine their recommendations at the school where they finally matriculate. On teacher recommendation forms and counselor forms, students have the option to waive this right of access. While this is a choice, we strongly encourage students to waive their right of access. Admission offices will weigh more seriously what writers say if students have waived their right. Test Scores Milton Academy does not report SAT, ACT, or AP scores on the school transcript. Students must send official score reports from the College Board or the ACT program to each college. Sending official scores of any kind is the student’s responsibility. Students should check the score-reporting policy of each college to which they apply; recently, a number of colleges have allowed students to self report. Please note: Students need to send official AP scores only to the college where they eventually matriculate. For applications, students can simply self-report AP scores in the test score section. (We recommend that students only share scores of 4 or 5. We include scores of 4 or 5 in the school recommendation letter.) Financial Aid For those applying for need-based financial aid, the FAFSA and/or CSS PROFILE may be due by the same deadline as the admission application. For more details, see the Financial Aid section of this handbook. Second Semester Senior Year Our involvement will continue until late spring when every student has made a final decision. We will provide assistance with wait lists and help interpret financial aid packages. We will be there every step of the way.

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THE MILTON COLLEGE COUNSELING PROCESS (continued) Disciplinary Procedures The Common Application and many other college applications ask the student and the counselor whether the applicant has ever been suspended. In accordance with our motto, Dare to be True, we will answer these questions truthfully and we expect students will do the same. Whether a college asks or not, Milton will report all suspensions that have resulted from serious integrity violations, such as lying, cheating, stealing, and other unethical behavior. In the senior year, Milton will report all appearances before the Disciplinary Committee to colleges, regardless of the time of year in which they occur and regardless of the outcome of the Committee’s deliberations. If a student’s disciplinary status changes at any time during the senior year, the counselors and the student will notify the colleges. It goes without saying that students are responsible for knowing, understanding, and abiding by Milton’s rules and regulations. We strongly recommend students and parents review Milton’s Student Handbook. Special Circumstances Colleges may also ask whether the student has ever taken an extended leave from school for medical, personal, or other reasons. While privacy rights prevail here, there can be compelling reasons to report extended leaves. First, Milton and its students need to be truthful with the colleges. Second, extended leaves can result in lower grades on the transcript. Reporting extended leaves allows the College Office to explain the grades and give the grades a useful context. Without an explanation, colleges may assume that the student simply stopped working to potential. Finally, the root causes of the extended leave may be ongoing to the point where the student may be in need of support and assistance in college as well. Reporting truthfully to the colleges ensures that the student will receive appropriate care and support once at college. If the student has taken an extended leave, we strongly recommend that the student and family discuss it with the College Office and the Health Center to determine the appropriate way to report the leave to colleges. Final Words We urge students and parents to stay in close communication with the College Office. There are no silly questions. sandi_dunnington@milton.edu 617-898-2310 julia_esquivel@milton.edu 617-898-2477 amy_kirkcaldy@milton.edu 617-898-2312 rachel_klein-ash@milton.edu 617-898-2315 rod_skinner@milton.edu 617-898-2311 terri_james_solomon@milton.edu 617-898-2485

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II. TIMETABLE

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COLLEGE ADMISSION CALENDAR

     CLASSOF 2019

DATE

EVENT

January, February, March, 2018

Begin college meetings with counselors and advisor

January 12, 2018 February 9, 2018 February 10, 2018 March 8, 2018 March 9, 2018 March 10, 2018 April - June, 2018

Registration deadline for February ACT Registration deadline for March SAT

ACT — Milton is NOT a test site

Complete first meeting with college counselor

Registration deadline for April ACT SAT Test — Milton is NOT a test site

Parents encouraged to meet with college counselor and complete Parent Response Form

April 6, 2018 April 13, 2018 April 14, 2018 April 22, 2018 May 3, 2018 May 4, 2018 May 5, 2018

Registration deadline for May SAT and Subject Tests Complete second meeting with college counselor

ACT — Milton is a test site

College Fair at Milton — Parents are welcome

Registration deadline for June SAT and Subject Tests

Registration deadline for June ACT

SAT and Subject Tests — Milton is a test site

May 7 - May 18, 2018 June - August, 2018

AP Exams

Write college essays and supplements and complete Common Application

June 2, 2018 June 9, 2018 June 15, 2018

SAT and Subject Tests — Milton is a test site

ACT — Milton is NOT a test site Registration deadline for July ACT

July, 2018

Registration deadline for August SAT and Subject Tests

July 14, 2018

ACT — Milton is NOT a test site

August - September, 2018

Visit colleges and have interviews (where available) SAT and Subject Tests — Milton is NOT a test site

August 25, 2018 September, 2018 September, 2018

Registration deadline for October SAT and Subject Tests and October ACT Sign up for individual meetings with college counselor — See college counselor as frequently as needed. Students must bring a draft of the Common Application main essay AND a draft of a Why (Name of College)? essay to that first meeting.

September, 2018

First College Mini-Fair

September - November, 2018

Parents encouraged to meet with college counselors

September 8, 2018

ACT

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COLLEGE ADMISSION CALENDAR            CLASSOF 2019 DATE EVENT October, 2018 Registration deadline for November SAT and Subject Tests October, 2018 Second College Mini-Fair October, 2018 Parents’ Weekend — Individual conferences for boarding parents coming from a distance October 1, 2018 CSS PROFILE and FAFSA available October 1, 2018 Secondary School Report Form for Early Decision/Early Action/Rolling applications due. Online Recommendation Release Form due. ED/EA essay review deadline. Request final ACT and/or SAT and Subject Tests score reports for your ED/EA colleges.

October 6, 2018 October 8, 2018

SAT and Subject Tests

Columbus Day (Milton is closed.) — This is a good day for college visits, interviews, or overnights Early Decision/Early Action deadlines; CSS PROFILE and FAFSA deadlines. First semester interim grades sent to colleges for students who applied Early Decision or Early Action SAT and Subject Tests — Only option for most language tests with listening Final Lists completed. Deadline for any drafts of essays that students wish the counselors to review for regular decision. Request final ACT and/or SAT and Subject Tests score reports for your colleges ACT

October 15 - December 1, 2018

October 27, 2018 November, 2018

November 3, 2018 November 30, 2018

December, 2018

December 1, 2018 December 8, 2018

SAT and Subject Tests

ACT

January - February, 2019

Regular application deadlines

February, 2019

First semester Milton grades sent to colleges

March 1 - April 15, 2019

Admission decisions sent to students

May 1, 2019

Acceptance/deposit due to one college only — This is a postmark deadline

May - June, 2019

Wait list decisions

These dates are subject to change; be sure to read the College Office newsletter each Tuesday (also available online at www.milton.edu under Academics–Academic Resources-College Counseling– Newsletters). PLEASE NOTE THAT MANY OF THE DATES ABOVE REPRESENT THE DEADLINE – PLAN AHEAD AND ACT EARLY

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III. THE COLLEGE SEARCH

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ASSESSING YOUR GOALS Why do you want to go to college? What do you hope to attain through your undergraduate education? What are your career goals? How fixed are these goals? Are you likely to pursue graduate studies at some point in time?

In answering these questions, Milton students tend to fall into one of three categories:

  One category includes those students who have a well-developed plan for their future. An example would be the student who says, “I want to major in engineering, work 3-5 years, and then get a business degree and start my own company.” Another example is the student who says, “I want to be a professional musician.” Or, “I want to major in film studies and then move to LA and see if I can break into the film industry.”   Another category includes those students who can answer these questions with vague ideas but who are still uncertain about the direction their futures will take. An example would be the student who says, “I’d like to eventually go to law school or maybe get an MBA and work in international business.”   The largest category includes those students who are truly undecided. In fact, those students are going to college with an open mind and the desire to broaden their education before narrowing their focus on any particular career. Throughout the world, the colleges and universities of the United States are respected for the opportunity they afford students to do exactly what those in the two latter categories wish to do — explore their interests in college BEFORE deciding upon a major and a career. This is common and perfectly acceptable. In fact, even those students who think they belong in the first category often change their minds once faced with more information and other choices. Most Milton students are seeking a liberal arts education — even though they may not know exactly what that means (see p.17). Students will want to understand the meaning of liberal arts as they progress through the process, since they will be asked about their academic interests many times.  

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ASSESSING YOUR GOALS (continued) For a thorough explanation of a liberal arts education, we have turned to the words of William Bowen, former President of Princeton University, in an address he made to his students in 1979. A liberal arts education is, he said:

A strong affirmative commitment to the study of the  basic arts and sciences, and to the conception of  education that exalts the individual, that is concerned  with values, and that is meant to encompass an  appreciation of the nature of citizenship in a republic.  …It is our hope that students will graduate with at  least a reasonable understanding of the human  condition, of the ways people express themselves  through art, literature, and music, the ways they  relate to each other through organizations, the  vagaries as well as the patterns of history, the  characteristics of the natural world and the universe  in which we live, the nature of modern technology,  the languages and cultures of other people, the role  of religion in shaping the lives of individuals and  societies, and the rigor and beauty of mathematics.  …At least as important are the habits of mind that we  hope to see you develop as you learn for yourselves  what it is like to take a difficult problem, break it down  into its components, examine them in light of  relevant principles and available evidence, and  develop conclusions that you are prepared to defend  – and then, I hope, to modify in light of criticism, new  evidence, and better ideas.  Required is self‐ discipline, a certain humility and more than a little  willingness to start over again.

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RESOURCES FOR BEGINNING A COLLEGE SEARCH  Most students begin their search by naming the schools with which they are most familiar. Often these are schools that family members, family friends, or older Milton students have attended.  Students often use the internet to acquire more in-depth information about schools that they know only by name. While individual college websites can often be helpful, students should be wary of placing too much trust in what they read on sites like College Confidential or Niche.com. Not every “authority” voicing opinions and offering information on these sites is a credible source. Students would be wise to consult more than one online source.

 Milton hosts a major college fair in the spring and two mini-fairs in the fall. At these fairs, students can talk with representatives of the individual colleges that have caught their interest.

 Some students sort methodically through the piles of mail and email that they receive from colleges, searching for those that look like a match.

 Many students ask their advisors or teachers whom they know well to suggest names of colleges for them to research.

 Every bookstore and library has an extensive collection of books describing colleges. The most popular book used by Milton students is The Fiske Guide to Colleges . For a list of recommended books, see the bibliography at the end of this notebook. Many of these books are on reserve in our school library.

 The College Office has a binder of surveys from alumni describing their experiences at their respective colleges.

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DEVELOPING A COLLEGE LIST The primary function of the second junior year college meeting is the creation of an initial list of college ideas. This list will take into account those characteristics and trademarks students are looking for in a school, be it size, location, quality of particular academic or extracurricular program, etc. In working with students to create this list of ideas we will also share our experiences as to how past Milton students with similar academic credentials have fared in the admission process. During the following months, we will continually work to revise this list, taking into account the student’s reactions after visiting or researching particular schools or the student’s changing interests and ideas about what looks appealing in a school. Even if students have outstanding credentials, they may not be offered admission by all the colleges to which they apply. The most highly selective colleges deny far more students than they accept, with a significant number now accepting fewer than 10% of their applicants. Some admissions committees will factor in a student’s level of interest, which they ascertain by whether the student has visited, interviewed, connected with an admission officer at a college fair, and/or remained appropriately in contact with the school throughout the admission process. The student’s goal is to create a Final List with a balanced group of approximately six to ten schools which fall into three categories. The terms we use – Likely, Possible, Reach – are relative and not absolute. In determining whether a school is a Likely, Possible, or Reach for any individual student, we factor in the student’s transcript and standardized testing record to date, Milton’s recent history with that particular school, and trends we are now seeing at that school. If we feel that certain Reach schools are unrealistic, we will tell the student so and designate those schools as Unlikely on the student’s college list. We offer this to assist students in evaluating their chances at a particular school, not to pass judgment on their performance during their time at Milton. In an ideal world, we would like students to be admitted to every school on their list; in the real world, we know that some students will not be admitted to every school. We are here to support students in any way possible. We define each of the three categories as follows : LIKELY (75% or better chance of admission) : These are schools where students’ credentials are very competitive, and we are confident that they will be admitted assuming that their application has been well done and their interest in the school has been demonstrated through an interview, well-written supplements, and/or a campus visit. Given the increased selectivity for all schools, it is important that students approach their applications to Likely schools with as much enthusiasm and thoughtfulness as they give to Reach and Possible schools . In effect, students should treat all schools as first choice schools. We also consider it extremely important for students to find Likely schools where they truly believe they can be happy and productive. Students will need to have at least two Likelies on their Final List.

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DEVELOPING A COLLEGE LIST (continued) POSSIBLE (50% chance of admission) : Students’ credentials for admission are truly competitive, and they are qualified for admission. This is a school where students have a 50-50 chance of admission, as former Milton students with similar credentials have often been admitted, yet sometimes waitlisted or denied. Students will need to have at least two Possibles on their Final List. REACH (25% or less chance of admission) : There are two definitions of Reach. First, the percentage of admitted applicants to this school is extremely small, thereby affecting the chances of admission for everyone. Second, students’ credentials are not as strong as those students who are typically admitted from Milton. If a college is assessed as Unlikely (U), the chance of being admitted is extremely unlikely. Again, a designation of Reach or Unlikely at a school does not mean we do not support the student. The fact is, we would love to see each student get into every school. However, it is our responsibility as counselors to give students realistic assessments of their chances of admission.

It is important to remember that our groupings are estimates; this is not an exact science. These estimates assume continued strong coursework and a thoughtful, well-presented application.

Final Thought In creating these ratings for each student, we are looking at the student as an individual. One student’s Possible may be a classmate’s Reach. Most students have little difficulty identifying Reach schools that they see as ideal matches for their needs. However, identifying schools for the Possible and Likely categories sometimes requires more thorough investigation. Over the years, we have learned that our most disappointed students and families have simply not spent sufficient time and energy on this part of their list. In fact, we ask students to start their process by first identifying attractive Possible and Likely schools. These will act as the vital foundation of a student’s list. With that established, the student can then explore Reach schools with confidence. Developing a well-balanced and informed list of colleges is the key to a successful process and a satisfactory outcome.

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DEVELOPING A COLLEGE LIST (continued)

Final Final Thought (Really, We Promise) Length of College Lists

In the current, highly selective admission climate, and with the relative ease of application, there might be a strong temptation to apply to a large number of schools. “I’ve already completed my Common App and these schools don’t ask for a supplement, so why not?,” the reasoning goes. “Also,” the thinking continues, “if the most selective schools accept roughly one out of ten applicants, then I stand a good chance of at least one acceptance if I apply to ten of those schools.” The logic then spins into a spate of mixed metaphors: “It’s all a crap- shoot anyways”; “You never know when lightning might strike. What have I got to lose?”; “Nothing ventured, nothing gained.” Based on years of watching Milton students cope with college decisions in the spring, we would discourage this reasoning. First, the strategy of applying to ten colleges with a 1/10 chance of admission in order to get at least one admit is predicated on the wrong calculus. You need to think vertically, not horizontally. In other words, you will battle 1/10 chances at each of those schools; each school will make its decision independent of the other nine. Secondly, applying to a large number of colleges runs the risk of 1) diluting the energy and quality of each application (and, given the rates of selectivity, students need to bring their “A game” to each application) and 2) inflating the college process to a full-time job that can interfere with the quality of a student’s work in the classroom and with the student’s participation in and enjoyment of school life in general and senior year in particular. Couple these concerns with the significant expense of applying to a large number of schools and you can see why we think such a strategy is ill-advised. Finally, even if the calculus proved sound and you actually did get that one admit, you should not underestimate the impact of receiving nine denies along with that admit. What seems manageable January 1 can be devastating April 1. We have seen students fall apart academically. We have seen even more students discount the good news they did receive because all those No’s cast such a pall on the whole process. Suddenly, a really good option seems second-best; suddenly, the mind-set shifts from “I got into…” to “I didn’t get in anywhere.” That shift can sour all the good work the student might have done to get through the process. From a counseling perspective, the college process devolves from the process of self-discovery and self-affirmation that is so vital to students growing into adults to a win/lose enterprise, and senior year becomes something the student can fail.

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FACTORS TO CONSIDER IN COMPILING YOUR COLLEGE LIST

This is a valuable tool for discussion during the initial phase of developing a list of colleges. Check those categories that will be important to you in your selection (and be aware that the importance of each category may fluctuate over time). You may check as many as you like. Please provide a few details about any category you check.

General Cost (availability of financial aid, merit scholarship) Campus atmosphere (diversity, school spirit, relaxed, competitive, etc.) Distance from home Size (small, medium, large) Location (urban, suburban, rural) Region (Northeast, South, Midwest, West, International) Social life (Greek life, outdoor activities, off-campus life)

______

Single-gender schools

Academic

Academic reputation Liberal arts college or university Flexibility of curriculum (core, no requirements, no foreign language, etc.) Specific programs (engineering, architecture, business, etc.) Strength in specific academic areas (science, film, music, art, creative writing, math, languages, etc.) Activities Athletics (varsity, jv, intramural, club) Community Service Music Art Dance Theatre Debate/Speech Religious Group

______

Other

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FACTORS TO CONSIDER IN COMPILING YOUR COLLEGE LIST (continued)

Describe the ideal college for you. What features must it have? What features are negotiable?

________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ Note below any colleges which you would like to have on your initial list of college ideas. At this stage, we strongly recommend that you begin your search with the Possible and Likely schools to build a foundation for the rest of your list . In compiling a list for each category below, 1) consider the features you have described on this sheet, 2) compare the academic profile (grades and standardized testing) you present with that of each school you are researching. We understand this categorizing is not an exact science. Take your best shot; we will help you sort the list in your second meeting. Please be sure to include a minimum of three schools in each grouping. (Your Final List next fall will consist of six to ten schools, with at least two schools in each category.) Reach (< 25%) 1. _____________________ 1. _______________________ 1. ______________________ 2. _____________________ 2. _______________________ 2. ______________________ 3. _____________________ 3. _______________________ 3. ______________________ 4. _____________________ 4. _______________________ 4. ______________________ 5. _____________________ 5. _______________________ 5. ______________________ 6. _____________________ 6. _______________________ 6. ______________________ 7. _____________________ 7. _______________________ 7. ______________________ Likely (> 75%) Possible (50/50%)

------------------------------------------------------------------------------------------------------------------- For College Office Use :

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HELPFUL HINTS FOR A SUCCESSFUL COLLEGE VISIT

 Do not schedule more than two schools per day. Give yourself ample time to roam the campus before or after the interview, tour, and/or information session.  Record your thoughts/observations immediately. When visiting a number of campuses it is easy to confuse details or it becomes difficult to remember what distinguishes one college from another. We recommend you bring a copy of the Evaluating a College Visit Form (available online at www.milton.edu under Academics – College Counseling – Resources – Class II Resources) to record and organize your thoughts after each visit.  Be flexible. Schools may not be able to accommodate your ideal schedule, but with some adjustments you should be able to see all the campuses you hope to see.  BE PUNCTUAL! Make sure that you give yourself a cushion of time to accommodate any missed turns, traffic jams, or foul weather. If, despite your best efforts, you are still going to be late, call the admission office to inform them of your situation.  Because the campus visit can play an important part in the admission decision, particularly at smaller schools like Bates, Franklin & Marshall, Oberlin, Davidson, etc., and at schools that track demonstrated interest like BU, Case Western, Dickinson, George Washington, Rhodes, and Washington University, be sure the school makes a record of your visit. Sign up for on-campus interviews at schools where interviews play an important part of the evaluation process.  Be sure to note the name of the admission officer you meet. (REMEMBER TO WRITE A THANK YOU NOTE OR EMAIL!) That person may well become your first point of communication with the school as you continue your search.  While visiting, keep in mind that you are interviewing the college as much as it is interviewing you. Do not be afraid to probe, but, at the same time, remember that you also describe yourself by the questions you ask. Be thoughtful and articulate.

 Read the campus newspaper to discover the burning school issues.

 Scan the bulletin boards and kiosks for announcements and for messages; these sorts of communications reveal a great deal about the life and the tone of the school.

 Talk with students on your own, without parents and without the folks from admission offices; you will get more candid answers. The way you are received will also give some indication of the friendliness of the community.  Visit the dorms. Sample the food in the cafeteria. Are the students respectful of the school and its facilities? Does the menu have variety? Can you live comfortably there?

 Explore the layout of the campus and the accessibility of the campus to the surrounding town.

 Parents – Take a moment to enjoy a coffee or two in the student center while your child explores the college a bit.

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QUESTIONS TO ASK YOUR TOUR GUIDE  How large is each of your classes?  Who teaches you in these courses? (Graduate assistants or professors?)  Does this school have a core curriculum? If so, how restrictive is it? Is there a foreign language requirement?  How good/helpful are campus resources? The library? Career services? Advising?  When do you have to declare your major? What are the most popular majors?  Do many students live off campus? If so, why?  How competitive is the student body? Do students seem to work primarily for grades? What is the attitude towards working hard? Collaborative work?  How available are your professors? How easy is it to get to know professors/adults in this community?  Can you tell me anything first-hand about the [French, English, history, science, math] department?  What’s the biggest issue in local campus politics? Are students politically active? Aware?  What percentage of students study abroad at some time?  What impact do fraternities or sororities have here? Athletics?  What are weekends like? What is the typical social scene? What activities are popular?  How active is student government?  Are the arts supported here? Can students who are non-arts majors get into arts courses?  What do you like best about your experience and education here?  What would you change at this college? What do students complain about?  Where do students come from? Is this an inclusive/welcoming community?  Why did you choose this school?  What kinds of kids do you think are happiest here? Which ones are least happy?  How responsive is the school to student needs and concerns? Are there good student support systems?  What kind of interaction do you have with the surrounding community? Are town-and-gown relations good?  What role does religion play? (How Catholic/Jewish, atheist, etc., is the campus?)

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EVALUATING A COLLEGE VISIT Name of College__________________________________ Date Visited_____________________ Special circumstances affecting the visit (“There was a blizzard,” “I had a stomach bug,” “I was visiting a family friend,” etc.)_______________________________________________________ Names of people to remember (tour guide, interviewer, admission officer, professor, etc.) _______________________________________________________________________________ Distinctive features of the school (What is it promoting about itself? What is it most proud of?) _______________________________________________________________________________ _______________________________________________________________________________ Academic programs (strong majors, popular courses, classes I would love), including any special programs (engineering, architecture, dance, etc.)________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Core or General Education requirements (foreign language, math, science); possibility of double major or minor, pre-professional advising (pre-med, pre-law, pre-business)___________________ _______________________________________________________________________________ _______________________________________________________________________________ Financial Aid (Is the school need-blind? Need-aware? Is there money available for international students? Is it advisable for students with need to apply early?) ___________________________ ______________________________________________________________________________ Career counseling (Does the school help students find internships, jobs? Where do graduates go?) _______________________________________________________________________________ Appeal of the physical campus (buildings, grounds, neighborhood, dorms, facilities for art, athletics, etc.)____________________________________________________________________ _______________________________________________________________________________

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EVALUATING A COLLEGE VISIT

Off-campus opportunities (Does the surrounding town/city offer additional social outlets, internship opportunities, or cultural opportunities that students take advantage of?)_____________ _______________________________________________________________________________ Extracurricular programs in my areas of interest________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Quality of life (food, housing, social activities, community spirit)__________________________ _______________________________________________________________________________ _______________________________________________________________________________ Students (Are they happy? Energized? Are they academically motivated? Are there students here like me? Would I fit in?)__________________________________________________________ _______________________________________________________________________________ Relationships among students, and between students, faculty, and administrators? (What are “hot topics” on campus? Do people talk about tension, recent changes, problems?) ________________ _______________________________________________________________________________ _______________________________________________________________________________ Admissions profile (important criteria, testing requirements, essay topics)___________________ _______________________________________________________________________________ _______________________________________________________________________________ My general impressions (both positive and negative)____________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Definitely on my college list _____ Maybe on my list _____ Off my list _____

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COLLEGE/UNIVERSITY VISIT CLUSTERS The groupings of colleges and universities below are by no means exhaustive; these ideas are meant to serve as good starting points when beginning a college search. Happy travels! BOSTON/RHODE ISLAND AREA  Large: Boston University University of Massachusetts at Boston Northeastern University Medium: Bentley University (business focus) Boston College Brandeis University Brown University Bryant College (business focus) Harvard University Massachusetts Institute of Technology Providence College University of Massachusetts at Lowell University of Rhode Island Suffolk University

Small:

Babson College (business focus) Emerson College Olin College Rhode Island School of Design (art school) Salve Regina University Simmons College (all women) Tufts University Wellesley College (all women) Wheaton College

CENTRAL/WESTERN MASSACHUSETTS  Large:

University of Massachusetts at Amherst/Lowell

Medium:

College of the Holy Cross Worcester Polytechnic Institute Amherst College Clark University Hampshire College Mount Holyoke College (all women)

Small:

Smith College (all women) Westfield State University Williams College

CONNECTICUT Large:

University of Connecticut Fairfield University Quinnipiac University Yale University

Medium:

Small:

Connecticut College Trinity College Wesleyan University

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