MARIANAPOLIS PREPARATORY SCHOOL · SAT and TOEFL tests Financial Aid Night Presentation SAT, ACT and TOEFL tests SAT, ACT and TOEFL tests ACT and TOEFL tests Junior College Night

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MARIANAPOLIS PREPARATORY SCHOOL

PO Box 304

26 Chase Road

Thompson, CT 06277

TEL: (860) 923-9565

FAX: (860) 923-3730

WEBSITE: www.marianapolis.org

CEEB CODE 070780

THIS HANDBOOK BELONGS TO:

NAME: _________________________________________________________________________________________

ADDRESS: ______________________________________________________________________________________

PHONE: ________________________________________________________________________________________

E-MAIL: ________________________________________________________________________________________

http://www.marianapolis.org

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Table of Contents

WELCOME FROM THE COLLEGE PLACEMENT OFFICE...........................................................................1

GENERAL THOUGHTS AND COLLEGE MYTHS ..........................................................................................2-4

COLLEGE PLANNING CALENDAR ................................................................................................................5-8

COLLEGE ADMISSIONS FACTORS .................................................................................................................9-11

BEGINNING THE PROCESS ............................................................................................................................ 12-24

Researching Yourself ...............................................................................................................................13-15

Researching Colleges ..............................................................................................................................16-17

Resources for Research ...........................................................................................................................18

College Visits and Interviews...................................................................................................................19-23

Narrowing Your List ................................................................................................................................24

STANDARDIZED TESTING ............................................................................................................................. 25-28

THE APPLICATION PROCESS ......................................................................................................................... 29-44

College Admissions Options ...................................................................................................................30-32

The Application ........................................................................................................................................33-35

The Essay ................................................................................................................................................36-38

Extracurricular Activities ........................................................................................................................ 39

Athletics .................................................................................................................................................. 40-41

Visual and Performing Arts ....................................................................................................................42-43

Recommendations ...................................................................................................................................44

FINANCIAL ASSISTANCE. ..............................................................................................................................45-48

AFTER THE DECISIONS .................................................................................................................................49-50

APPENDICES .....................................................................................................................................................51-74

Appendix 1: Glossary of Terms ............................................................................................................................51-54

Appendix 2: Bibliography of Resources for College ...........................................................................................55-58

Appendix 3: Registering and Sending Scores for Standardized Tests .................................................................59-61

Appendix 4: Miscellaneous Material ....................................................................................................................62-70

Appendix 5: Family Connection by Naviance ………………………………………………….........................71-73

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Welcome From the College Placement Office

The process of identifying, researching and applying to colleges represents one of the most significant aspects of a student’s experience at Marianapolis. All that students have learned about the world and about themselves both in and out of the classroom informs their decisions about their future studies. Students and their families often find themselves overwhelmed and anxious about the college application process, but they need not be.

The College Placement Office at Marianapolis seeks to provide each student with the advice, support and information necessary to clarify the college process. The College Placement Office works with students to help them find the colleges that are best matched to their needs, personal desires, and academic merits. The College Placement Office serves as a link to the college admissions offices, highlighting students’ strengths, explaining their accomplishments at Marianapolis and providing as much positive support as possible to enable the colleges to reach an informed decision about each applicant. By guiding students through the process, serving as a realistic resource about college options and helping students to maximize their chances of admission, the College Placement Office serves as an advocate for students throughout the process.

While the College Placement Office has numerous resources to assist each student, there is no substitute for the individual student taking responsibility for her or his plans. Choosing which colleges to apply to from the over 2,000 accredited four year colleges in America requires the commitment, dedication and follow-through of each individual student. Using Naviance, (http://connection.naviance.com/marianapolis) the college search and administration software program used by Marianapolis, students will be able to better understand their aptitudes, explore possible careers, examine colleges on-line, and develop a list of colleges they will apply to. While the college advisor will play a prominent role in facilitating this process, it will be up to the individual student to actually submit their college applications to their colleges.

To assist our students in every phase of the college application process, the College Placement Office has developed A Guide for Planning College. This publication is available in the Office of College Placement and is available online on the Marianapolis website. It has been designed and revised to acquaint students with the many details facing prospective college applicants. We hope all students preparing for college admissions consult it frequently.

http://connection.naviance.com/marianapolis

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General Thoughts

As students and families enter the college process, the words of Dr. Norman R. Smith, President of Wagner College and author of Selecting the Right College, are particularly useful to keep in mind:

Perhaps because it seems as if anyone can get admitted to college today, too many students are inclined to believe that applying to college is a routine undertaking. After all, high school graduates nowadays can be reasonably assured that some college, somewhere, is bound to admit them. They’re probably right about that.

However, just being admitted to college, any college, is far from actually obtaining a degree. Most students who begin college never graduate. Because of this ominous reality, it seems logical to conclude that the majority of college-bound high school students fail to select the college that will successfully lead them to their intended goal—a college degree.

What constitutes “the right college?” No one college is best for everyone. Since there exist over 3,500 colleges and universities in America, there are plenty of choices. To our good fortune, the best American colleges truly are accessible to academically promising students regardless of family lineage. Contrary to perception, for example, even Harvard’s enrollment is two-thirds from public high schools. Access to career opportunity is not always as democratic.

Entry to many of the best jobs can often be based not only on what you know but who you know--or, better still, who knows that you know what you know. (Think about it for a moment). Enrolling in a first-rate college or university can open doors that might otherwise be closed for life. Even in your 70s and 80s, people will ask you about the colleges and universities you attended. Right or wrong, you’ll find yourself too often measured by the name of the college on your degree.

Attending a college with a tradition of professional success among alumni is one way to greatly increase the chances that your talents will be discovered by someone who can give you the opportunity to put your potential to work.

Your college classmates will likely count among your friends and professional colleagues throughout your career. Getting admitted to college is not the end of the road—it is the beginning. If you’ve selected the wrong college, you may lose your way and never see it through to your degree

The difference between graduating from college or dropping out is too often directly related to the college you’ve chosen to attend. That’s why the selection process—the first step—is so important and therefore worthy of thorough study.

It is our firm belief that students will only benefit from the college process if they are active participants. The Office of College Placement at Marianapolis will do everything that we can to empower students to get the most out of deciding their college plans.

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College Myths

“Investigating colleges is an unpleasant chore.” If you are like most students, you may already be thinking that the application process is a particularly difficult and unrewarding task. Actually, looking at colleges should be part of an exciting search for your future. What you learn in college and the experiences you have there will help shape the kind of person you will be as an adult. It is wise to approach the admissions process with optimism and excitement. Your enthusiasm will come through in your application essays and your campus interviews.

“I’ve never heard of this college, so it can’t be any good.” Most people know very little about colleges. The average, well-educated man or woman can probably name only 100 of the over 2,000 accredited colleges and universities in the United States, and these tend to be the older eastern colleges and universities, the large state universities, those with outstanding athletic teams, or those that happen to be near his or her home. Some of the most attractive colleges in the country are small, very exciting places that are not very well known to the general public. It is important to remember that a college that could be right for you may be one which is unknown to you at this point in the process, and some of the universities you have heard the most about may not be right for you. The best way to discover the college for you is to visit a number of schools, spend some time on campus, and keep an open mind.

“There is a perfect college for me.” No doubt you have been on a college campus at least once in your life, perhaps with your parents or older sibling. Good or bad, the college probably left an impression on you. It is not unusual for students to have preconceived notions about a particular college because their parents attended it, or because someone they admire – teacher, coach or friend – attended that college. These are strong influences and should not be ignored. On the other hand, an early impression tends to create the halo effect for a certain college. That is, you have the idea that this college is the only one for you. Chances are, that is not true. There are thou-sands of colleges and universities in the United States. Some are private and some are public. Some are large; some are small. Some are specialized; some are technical. Some are liberal arts colleges; some are built around pre-professional programs. Some are in rural areas; some are in cities. At some point in the college selection process, you will have to ask yourself how important these factors are to you; your decision about choosing a college should not be overly influenced by a short visit or a casual comment.Understanding that there is no perfect college for you will also make the application process more exciting. If you narrow your sights to only one college, you may spend too much time worrying about getting into that particular school, which may prevent you from exploring alternative institutions. If you have made up your mind that there is only one perfect school, you may be setting yourself up for a bitter disappointment. We urge you to look at a variety of colleges and universities so you will see for yourself the opportunities available to you.

“I need to decide my career before I can choose a college.” While it is important to have a goal, or at least to be aware of your major interests, you limit yourself if you try to choose a specific career too early. As you look at colleges, consider the academic subjects you like best. For example, if you’re particularly interested in English, art and physics in high school, you will probably continue to be interested in those three areas in college. Don’t be surprised, however, if you find that the subjects you now enjoy so much become somewhat less important to you as you discover courses not offered in high school.

“The most important factor in college admission is the standardized test scores.” You may have heard that your test scores, particularly the SATs, will be the most important factor in determining whether you will get into a highly selective or selective college. While it is true that these scores are considered by all but a small number of colleges and universities, the college admission staff also looks at many other factors to determine whether you should be admitted. How you performed in high school (including the rigor of your course load), extracurricular activities, as well as involvement outside of school are all important factors as well. Colleges generally look for a healthy balance made up of test scores, high school record and other personal achievements.

Source: Alison Burr, Director of Guidance, Loomis Chaffee School.

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September

College Planning CalendarJUNIOR AND SENIOR YEARS

Junior Year Time Line for College Preparation

Juniors continue to meet with a college advisor; continue to explore careers using Naviance Family Connection; students may meet college representatives visiting campus.ACT and TOEFL tests

Preliminary Scholastic Assessment Test (PSAT)SAT, ACT and TOEFL testsCollege representatives visit campus.Homecoming Weekend College Presentation

SAT and TOEFL testsFinancial Aid Night Presentation

SAT, ACT and TOEFL tests


ACT and TOEFL testsJunior College Night for all juniors and their parents.

SAT and TOEFL testJuniors meet with Director of College Placement to develop initial college list.Visit colleges over spring recess.

ACT and TOEFL testsJuniors continue to meet with Director of College Placement.Spring College Fair

SAT and TOEFL testsJuniors continue to meet with Director of College Placement.AP exams

October

November

December

January

February

March

April

May

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June ACT, SAT and TOEFL tests

Juniors continue to meet with Director of College Placement.

Juniors assist at commencement.

Visit colleges.

Work on college essay and resume.

Senior Year Time Line for College Preparation

Senior College Night for all seniors and their parents

Seniors finalize their college lists.

Common App is available for college applications.

Seniors make decisions about Early Action/Early Decision application.

ACT and TOEFL tests

Teacher recommendations should be finalized.

Early Decision Application Deadlines

Early Action Application Deadlines


Homecoming Weekend College Presentation

CSS Profile registration available

Early Decision/ Early Action Deadlines

SAT and TOEFL tests

Financial Aid Night Presentation


Seniors MUST have their final college list in to the College Placement Office by December 14.

Marianapolis Christmas Recess begins December 19.

FAFSA registration for financial aid is available on-line on January 1.

SAT and TOEFL tests

Deadline for most Regular Decision applications is January 15.

July/August

September

October

November

December

January

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ACT and TOEFL tests

Admission acceptances begin.

Visit colleges at Spring Recess.

Inform the Office of College Placement of any acceptances as well as denials asnotifications come in.

May 1 is the national candidate reply date. Seniors should notify their chosen colleges that they will be attending.

AP exams

Commencement!

Get ready to go to college!

February

March

April

May

June

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College Admissions Factors

What factors are most significant in admissions? While colleges differ considerably in how much weight they attach to various factors, the following list (in approximate order of importance) should give you a sense of the chief factors that are most important to admission officers.

At the most selective colleges, applications often outnumber available places 5, 6, or even 10 to 1. Hence, as a practical necessity, you must consider the relative selectivity of colleges as you make your plans.

1. Course Selection. College admission officers generally look first to the candidate’s course selection and rigor during the high school career. Individual schedules will (and should) vary; colleges seek students who have taken advantage of the curricular opportunities at Marianapolis. Recently, some of the most competitive colleges have focused increasingly on the student’s background in what are often described as “core courses” (i.e. science, math, history, English and foreign language). Senior year schedules should be discussed with the student’s academic advisor and the college counselor.

2. Academic achievement for the four high school years. Grades are important, and colleges will look closely at your transcript to assess your success in the courses in which you enrolled. Consideration will be given to the rigor of your course load in assessing your success, but the most selective colleges expect students to succeed in the most challenging curriculum. While improvement in the senior year is helpful, it will not remove the burden of a poor record for the first three years.

3. Test Scores. Although more colleges have made making standardized testing an optional component of the application package, the SAT Reasoning Test or ACT is still required at most colleges. Even at schools that have optional policies for standardized testing, submitting scores can often make a difference. At the more selective schools, students are also required to take anywhere from one to three SAT Subject Tests. Individual testing plans should be discussed with your college counselor.

4. Recommendations. You will ask individual teachers to write on your behalf. Your college counselor will write the school’s “Counselor Recommendation” which summarizes your career at Marianapolis. Colleges are interested in how those who have taught you and know you well evaluate you as a student and as a person, especially considering demonstrations of intellectual curiosity, motivation, engagement with material, and participation in class.

5. Athletics and extracurricular activities. The emphasis here is upon quality rather than quantity.Do not take the previous statement, however, as a consent for over specialization in one field. Talent and genuine contributions to a team or an activity are important factors but so is commitment to the school and larger community.

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College Admissions Factors

6. Application Quality. Colleges look closely at the student’s part of the application, particularly at the quality of the essays. Each year, we see students who gain admission at the college of their dreams because their essays were strong. And each year, students are denied admission to colleges for which they were superbly qualified because their application demonstrated little thought or care. The quality of your application is the one aspect of this process over which you have complete control; take advantage of the opportunity to help yourself.

7. Intangible “hooks”. Occasionally, a student will have what is known as a “hook factor” at one or a number of the schools to which (s)he is applying. These include legacy status, development inter-est, diversity interest, athletic recruitment, artistic talent, even friends who are seemingly in a position of influence at the school. Always bear in mind that “hooks” account for little of the admissions process, and that only the admission committee at a particular school can assess the candidacy of a student and the relative importance of those “hooks” at their own school. Connections that you may have may be useful in the process, but they cannot determine admission any more than other singular aspects of your file.

**Two additional factors that are very important are your personal interviews (especially where these interviews are evaluative) and your professional background and aptitude (if you are applying to a career program like busi-ness, education, or architecture). In such cases, the colleges will want to know how serious you are about your program choice.

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Beginning the ProcessRESEARCHING YOURSELF

This is perhaps the most important part of the whole college process. If students are to make informed decisions about college, they must be able to think critically and reflect honestly about their own strengths, weaknesses and dreams for the future.

Your first task, and for many the most difficult, is to find your “voice,” the most accurate projection of yourself possible. This “voice” is the key to a successful college process, not only because it will help you narrow your vision in choosing colleges to apply to, but it will also help you present a clear and distinct picture of you to those schools. There is no “right” combination of traits, abilities and answers that will guarantee admission into a col-lege. Avoid the pitfall of creating a “voice” that is not yours. Simply presenting you as you are, not how you think you/others should be is the best possible policy.

The following questions are intended to help you begin to find this “voice.” There are multiple ways to use these questions, it is up to you. You can use them to develop a list of what is important to you or to prepare for ques-tions colleges will ask you. Feel free to talk to your parents, friends, teachers and especially your college coun-selor about them or keep the answers to yourself. The point is that you begin to think about them.

PERSONALITY AND RELATIONSHIPS

1. How would someone who knows you well describe you? Your finest qualities? Your shortcomings? Would you agree with their assessment? How have you grown and changed during your high school years?

2. Which relationships are most important to you and why? How are you influenced by others who are important to you? How important to you are approval, awards, and recognition? How do you respond to pressure, competition, and challenge? How do you react to failure, disappointment, or criticism?

3. How do you feel about choices and making decisions for yourself? What are the best decisions that you have made recently? How much do you rely on direction or advice from others? Have you ever chosen anything because it was new or interesting?

GOALS AND VALUES

1. What aspects of your Marianapolis Preparatory School experience have you enjoyed the most? What has been the most disappointing experience for you? What would you do differently?

2. What do you care about most? What values are most important to you?

3. How do you define success? Are you satisfied with your accomplishments to date? What do you want to accomplish in the years ahead?

4. Which of your personal strengths would you most like to develop? What would you most like to change about yourself?

5. What events or experiences have shaped your growth and way of thinking?

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EDUCATION

1. What are your academic interests? What courses have you enjoyed the most? Which courses have been the most difficult for you?

2. How do you best learn? What methods of teaching and style of teaching engage your interest and effort the most?

3. How do you describe Marianapolis? Are learning and academic success respected here? Has Marianapolis encouraged you to develop your interests, talents, and abilities? Has Marianapolis limited you in any way? What would you preserve or change about Marianapolis if you had the influence to do so?

4. How much do you genuinely like to read, discuss issues, and exchange ideas? What has been your most stimulating intellectual experience in recent years?

5. How well has Marianapolis prepared you for college? In what areas of skill or knowledge do you feel confident?

6. Have you worked to your potential? Is your academic record an accurate measure of your ability and potential? Are your SAT scores an accurate measure of your abilities? What do you consider the best measures of your potential for college work?

7. Are there any outside circumstances that have influenced your academic performance?

8. Have you ever had a great teacher? Someone who has transformed your life? What made that person so special?

ACTIVITIES AND INTERESTS

1. What activities do you most enjoy? Which activities have meant the most to you?

2. Do your activities show any pattern of commitment, competence or contribution over an extended period of time?

3. How would others describe your role in your school or home community? What do you consider your most significant contribution?

ENVIRONMENT

1. How would you describe your school, family, and hometown? How has your environment influenced your way of thinking?

2. What do your parents and friends expect of you? How have their expectations influenced the goals and standards you set for yourself? What pressures have you felt to conform?

3. What has been the most controversial issue in your school or community? How does the issue concern you? What has been your reaction to the controversy? What is your opinion about the issue?

4. What distresses you most about the world around you? Assuming the opportunity and obligation to change the world, where would you start?

5. Do you have any current heroes? Historical heroes?

6. What books have you read that have changed your way of thinking?

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COLLEGE PREFERENCES

1. What satisfactions and frustrations do you expect to encounter in college? What are you looking forward to? What worries you most? What is the overriding consideration in your college choice?

2. Why do you want an education? Why are you going to college? How do you hope to change and grow in college?

3. Which interests do you want to pursue in college? Do your interests require any special facilities, programs, or opportunities? Are you most interested in career preparation, technical training, or general knowledge and skills of inquiry?

4. What degree of academic challenge is best for you? What balance of study, activities, athletics, and social life suits you the best? How important is it to you to perform at the top of your class? Would you be satisfied at the bottom or middle of the class? How well do you respond to academic pressure and competition from others? What influence will the size of the college, and its classes, have on you?

5. How much structure do you need?

6. How would you enjoy living in a different part of the country? What kinds of surroundings are essential to your well-being? Do you prefer a fast-paced environment, an organized environment with planned activities, or a relaxed environment where you can go your own way? Would you prefer to be in a city? The suburbs? A rural area? Near the mountains or the beach?

7. How free do you feel to make your own college decisions? Do you and your parents agree on your plans about college? How important to you are the opinions of your parents and friends? How important is prestige?

ATHLETIC CONSIDERATIONS

1. Do you intend to participate in competitive college athletics? At which level (Division I-A, I-AA, II, or III)? What impact will your ability to play have on your desire to attend a particular institution? Do you expect to be a recruited athlete? Is a scholarship offer critical to your consideration of a particular college?

2. Are you good enough to compete at an elite level? How do you know?

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Beginning the ProcessRESEARCHING COLLEGES

RESEARCHING COLLEGES

There are over 2,000 accredited colleges in the United States and Canada. There is truly a college for everyone. Colleges can be broken down and categorized in numerous ways from size to selectivity. It is important that you consider multiple items in researching schools. The best advice that we can give you is to go into this process with an open mind. Remember that your objective is to find a group of colleges that are best suited to your interests and needs.

The following information is given to help you think about what is important to you when researching colleges. It is important that you do not fall into focusing on one or two specific aspects of schools. Remember that you will be spending the next four years of your life there, so it is important to know as much about your schools as possible.

INSTITUTIONAL MISSION1. What is the mission of the college?

2. What programs or practices of the college are designed to put its avowed mission and philosophy into action?

3. How is the college unique?

QUALITY OF TEACHING

1. What is the average class size for introductory or general education courses taken by first- and second- year students? What is the average class size for important skill-development courses (writing, public speaking)?

2. Who teaches first-year students? What percentage of introductory courses are taught by faculty (as opposed to graduate teaching assistants)? Experienced, full-time faculty?3. What percentage of the faculty is part-time?4. Are classes conducted as lectures or seminars?5. Are first-year students expected to do much writing?6. Do students receive much written feedback from teachers on exams?7. What are the expectations for typical faculty office hours?8. What is the extent of the informal student-faculty contact outside the classroom?9. How are instructors evaluated? Are faculty expected to publish? Conduct independent research? Are undergraduate students involved in research?

QUALITY OF ACADEMIC ADVISING1. Is each student assigned a personal advisor?2. What is the expected frequency of contact between the student and advisor?3. Can the student choose an advisor? Change an advisor?4. Does the college have trained peer counselors available to students? 5. Are the advisors regularly evaluated?

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Beginning the ProcessRESEARCHING COLLEGES

QUALITY OF STUDENT SUPPORT DURING KEY TRANSITIONS1. Does the college guarantee on-campus housing for all first-year students?

2. Does the college provide a first-year orientation? Does the program continue after the start of the semester? Is there a program designed for parents and families of first-year students?

3. Is there an early warning system designed to identify first-year students in crisis?

QUALITY OF THE CURRICULUM

1. Is there a rationale given for the college’s “core” curriculum? Is it clear why these courses are required or how they benefit students personally and professionally?2. Do first-year students share a common educational experience (freshman seminar or required course)?3. Is the “core” curriculum integrated throughout various academic departments?4. Are courses in academic majors organized to have a clear beginning (introduction), middle, and end(closure) to the program?5. What fields of study are well recognized or distinctive in terms of the nature or content of its courses?6. Does the curriculum include a meaningful honors program for academically qualified students?7. Does the curriculum include a study-abroad option?8. What is the academic calendar (semester, term, 4-1-4, quarter)?9. Are there opportunities for summer study?10. Does the college offer programs or courses for seniors designed to serve as a capstone experience that facilitates the graduate’s transition from college to post-college life?

QUALITY OF CO-CURRICULAR OPPORTUNITIES1. What leadership opportunities are available for students?2. What internship or volunteer opportunities are available?3. Does the college attempt to integrate students’ in-class and out of-class learning experiences?

4. Does the college recognize students who make contributions to student life and community life outside the classroom? 5. Do the residence halls offer educational programs?

QUALITY OF INSTITUTIONAL ASSESSMENT1. What is the college’s retention rate for first-year students? For all students?2. How long does it take a full-time student to complete a degree?3. Are student-opinion and student-satisfaction surveys regularly conducted?4. Does the college attempt to “track” its students from entry to graduation? Are exit interviews conducted? 5. What percentage of students eventually obtain degrees?

This material has been adapted from Identifying Educational Quality: College-Choice Guidelines For Students, Parents, and Counselors, by Dr. Joseph B. Cuseo (1993).

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Beginning the Process

RESOURCES FOR RESEARCH

Finding resources for college research can often be more overwhelming than anything. There is a plethora of information available from highly subjective personal opinions to more objective descriptions of the school’s of-ferings. Like any large research project it is best to surround yourself with a variety of information from various sources that will help you make the most informed decision. You will probably be surprised at how many resources and opinions you will find once you start looking. Here are some starting points.

College Placement Office

We are here to help guide you in your research, formulate an appropriate college list and be your advocates during the process. In order to do this most effectively it is important that you work with us in meeting deadlines and keeping us informed. The more we know, the more we can help you in this process.

College Research Room

The College Research Room provides valuable information. When you have a study hall, come up and browse through the viewbooks and catalogs that we have. We make every effort to keep our collection up-to-date.

The Internet

The Internet has been the greatest tool for students to discover information about schools. You have the op-tion of visiting college campuses through virtual tours and websites. These are frequently more current than the viewbooks and catalogs and are a great way to make sure that you have the most current information, addresses, applications, etc. Most colleges also have an online form for requesting specific information or to be added to the school’s mailing list. There are sample letters in Appendix 4 if you choose to send an email or letter.

The other form of information that the Internet provides are guidebook websites, forums, etc. that will provide information or ratings for specific colleges. A word of caution here. While there are many credible websites that offer objective, up-to-date information, there is an equal number of simply bad websites as well. See Appendix 2 for a list of credible websites that you can begin to research.

Book Stores/Guidebooks

Keep in mind that the quality of guidebooks, like many websites, ranges from terrible to indispensable. Again, do not fall into the trap of using a guidebook as “the source” of information. Rather, think of them as resources to guide you in your opinions and help develop appropriate questions. See Appendix 2.

College Fairs

These are ideal places to investigate schools that you might be interested in considering but do not know too much about. Use this time to speak with admissions officers from schools that might be difficult to visit. It is also a good time to meet with admissions officers of schools you know you would like to apply to.

Marianapolis hosts a College Fair every spring in the middle of April. You might also consider attending outside fairs put on by other high schools or the National Association of College Admissions Counselors (NACAC). NA-CAC’s fair schedule is listed on their website, https://www.nacacnet.org/MemberPortal/ Events/CollegeFairsCollege Admissions Representatives

Throughout the fall, Marianapolis hosts admissions officers from approximately 40 different colleges.These officers come in and give presentations to students who are interested in learning about their schools. They also are an excellent way to check in with colleges you may have visited, were unable to visit or plan to apply to. Many colleges keep a database of how much contact you have with their admissions representatives. Often times, the officer visiting will be the same one who is responsible for reading your file. Express your interest to these admissions officers and use this time to build your information base and expand your network.

http://www.nacacnet.org/MemberPortal/

http://www.nacacnet.org/MemberPortal/

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Beginning the ProcessCOLLEGE VISITS AND INTERVIEWS

Once you have completed some preliminary research on colleges, you ought to have a good idea of which ones merit further investigation — i.e. a visit. Visiting college campuses is crucial for two reasons:

1. You are able to gain a feel for the campus, students, academic departments, and areas that interest you specifically, rather than those that interest the editor of the viewbook.

2. You can demonstrate your interest in the school, and simultaneously apply the homework you have done prior to your visit.

When you’re visiting a school, your goal ought to be to balance the impressions you have gained from your preliminary research with your own personal instincts. In other words, don’t believe everything that you read or hear, but use the information to guide you towards asking the right questions in the limited time that you have on any given campus. Be tactful, but ask good questions of the right people at each school you visit. That might mean setting up a meeting with someone in the English department, the athletic department, or with the editor of the college’s newspaper. Whoever it is, make the most of your visit and let people know that you are interested.

SOME TIPS FOR VISITING

Plan Ahead: Determine, as soon as possible, what your spring and summer schedule will be and set aside specific dates for seeing schools — the earlier, the better. The later in the summer you go, the more quickly college interview schedules fill up and you may find yourself on group tours or having a shortened interview due to the time constraints of an admissions office schedule. Looking ahead to your senior year, consider the fall long weekend, Thanksgiving break and Christmas recess as times to visit colleges without sacrificing class time. Many students want to revisit colleges when they are in session. It is always possible to revisit colleges over our Spring Break, just prior to receiving your offers of admission. If you plan to meet any recent Marianapolis graduates who are attending that college, they will have just about completed their freshman year by that time and will have a much clearer sense of the academic and social life of their college to share with you.

Call Ahead: Get specific information about tour and interview times. Ask whether they offer individual or group tours and/or interviews. Not all colleges offer the same thing. Ask the admissions office for information about places to stay, time required to get to the school, and time required to get from that school to the next school on your travel schedule. Very often, the admissions personnel at one school will have the best directions to get you to the next school on your list.

QUALITY OF INSTITUTIONAL ASSESSMENT

Schedule Wisely: Avoid seeing more than two schools on a given day. Plan to travel at the end of the day so that you are already in the next town, ready to interview in the morning, rather than worrying about an early departure and an arrival with only minutes to spare. Allow plenty of time to get from one college to another. Should you find yourself running late, stop and call the admissions office to let them know when you expect to arrive. If they know that you are going to be late, they can often reschedule you for a later interview.

Prepare for Traveling: Be sure to bring a notebook and a pen or pencil for recording information and reactions to schools. Wear neat and comfortable clothes and have a change of clothes handy in the car if you are seeing two schools in a day. (You may not need them, but a change of clothes can make all the difference if the weather is hot — if you feel refreshed, you’ll feel more comfortable and relaxed if you have an interview.)

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Prepare for the Visit: Review your grades, SAT scores, etc., in case you are asked about them. You may want to request a copy of your transcript at the end of the junior year so that you will be able to discuss your grades accurately. Do not, however, share your transcript with the admissions officer. During an interview, admissions officers do not have the time to study the Marianapolis transcript and understand our grading scale. They may look at grades in the low B’s and feel that you are a student in the middle to the bottom of the class.

The Tour: On most campuses, the tour guide is a student selected by the college for his or her ability to project an acceptable image of the institution to the prospective candidate. Some are a bit short on candor and somewhat hesitant to contradict the catalogue or admissions officers. Others are very honest and open about their own experiences.

Remember, however, that all schools are greater than one person. A guide may be down on a particular college because he or she just flunked an exam or, frankly, a guide may simply not be your “type”. If you have a negative experience, try to meet other students before leaving campus. (Visit the student center, the dining facility, the athletic fields, or the lobby of a dorm.)

Some Questions You Might Ask Your Tour Guide• How large are your classes? How available are your professors?• Who teaches you in these courses? (Graduate assistants or professors?)• Does this school have a core curriculum? How restrictive is it? Is there a foreign language requirement?• How adequate is the library? Are you able to get the books you need when you want them?• When do you have to declare your major? What are the most popular majors?• Tell me about housing. Are some dorms much better than others? Do many live off campus? If so, why?• Do students seem to work primarily for grades? How competitive is the student body?• What is the attitude toward working hard?• Can you tell me anything first-hand about the (French, English, history, etc.) department?• What’s the biggest issue in local campus politics?• What are the big issues in national or international politics? Are students politically active? Aware?• What percentage of students study abroad at some time?• What impact do fraternities/sororities have here? Athletics?• What are weekends like? Are there alternatives to the typical party scene?• How active is student government? What activities are popular? • Are the arts supported here? Are the courses oversubscribed? Which areas are strong?

QUALIT Y OF INSTITUTIONAL ASSESSMENT• What do you think is the greatest shortcoming of this college? What do students complain about?• What do you like best about your experience and education here?• Where do students come from? Is this a diverse community? • What opportunities are there on or off campus for me to develop spiritually?

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The Interview

Not all colleges require interviews as part of the application process, and many don’t even offer them. However, some institutions are happy to provide them if you want to schedule one. Clearly, they can be a valuable part of the college application process. Just as students are expected to carefully prepare their application essays, so too should they prepare for interviews. There are several different types of interviews:

• The on-campus, personal interview: You meet individually with a member of the admission staff, giving both of you the opportunity to ask and answer questions. Whether or not this interview is used as part of the admission evaluation, you should treat it as if it is.

• The on-campus, group interview: This is purely informational for both your family and you and not used as an evaluative tool. The admission office will share relevant admission criteria, and you will have the opportunity to ask questions.

• The off-campus/alumni interview. A graduate of the college who lives in your hometown or in the area usually conducts this interview during the school year. This interview is customarily part of the evaluation process. It will be your responsibility to determine each school’s policy about alumni interviews and how to schedule one. The College Placement Office will be glad to help facilitate the meeting if necessary.

Sample Interview Questions

Students responded to the questions listed below during recent visits to college campuses. While you may not encounter exactly the same questions, you should use these examples to prepare for your own interviews. Remember, your specific answers may not be the admission officer’s primary concern; interviewers like to see evidence of confidence and careful thought.

• American International College – “What do you think of Marianapolis?”

• Assumption College – “What is one of your greatest accomplishments?”

• Boston College – “How would your friends describe you?” “What can you contribute to Boston College?”

• Clark University – “If I went to your school and asked your friends and teachers about you, what would they say?”

• Columbia University – “What is the one major problem facing today’s generation and how would you fix it?”

• Connecticut College – “If you had two extra hours in each day what would you do?”

• Dean College – “Why are you going to college?”

• Duke University – “If you were to build a college, what would you build?”

• Fairfield University – “If you could see yourself in ten years on the cover of Time, what would it be for?”

• Georgetown University – “Why did you go to an independent (private) school?”

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Other Questions• “If you could invite anyone to dinner, who would it be?”• “How did your parents influence you?”• “If you vanished and one of your friends was asked to describe you, what would he/she say?”• “What would you like to discuss during your interview?” • “What responsibilities confront you as a senior?”• “If you were the interviewer, what would you ask?”• “If you could do something about hunger in the world, what would you do?”• “What can you do for our school?”• “Are you more like your mom or dad? Why?”• “If you were a friend of yours, how would you describe yourself?”• “How will you feel next year about seeing your parents very little?”• “If you were President of the United States, what would be your priorities?”

Some Questions to Consider Asking a College Representative

Students always want to know what they should ask a college representative — either during their visit to a college campus or when a representative visits Marianapolis. The questions listed below are a sampling of the kinds of questions that you might want to ask. It will obviously depend on whether or not you are in a one-on-one situation or if you are in a large group, or if you have visited the campus previously. Use good common sense and you’ll be fine.Pay particular attention to the answers and to the way that your questions are answered. If the representative “back-pedals” or “side-steps” your answer, there might be reasons to be considered. If the representative doesn’t know the answer to your questions, be sure that you arrange to have him or her call or write to you with the appropriate answer.It is sometimes helpful to ask the same question to a series of representatives to see how they each answer it. It may give you some helpful comparisons.• What type of student is happiest at your college?• What type of student is most successful at your college?• What percentage of students can be found on your campus on a typical weekend?• What speakers have recently been on campus? Were they well attended?• What are the three most popular undergraduate majors?• What is considered to be the strongest department? Why?• What are the hours of the library? Is the library used for studying or socializing?• What are the special/unusual facilities on campus?• Can an applicant defer admission?• Does applying for financial aid or needing financial aid affect one’s chances for admission?• Is admission “need blind”?• What do you look for in an applicant?• Does it help to have extra letters of recommendation sent?

• Do you give credit or advanced placement for having taken the Advanced Placement test?

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Etiquette During and After Your Visit

When you visit a school, remember that you are representing both yourself and Marianapolis. In other words, act naturally but remember that what you do or say may ultimately impact your standing in the admissions office. You will never understand the complexities of each school’s network, so assume that everyone you meet is in some way connected to the admissions process and treat them with due respect. This means dressing appropriately for your visit and conducting yourself in a positive manner: from your initial handshake, to your undivided attention, to your parting thanks and gracious good-bye. Remember, you have requested to spend time with their staff, so make the most of the opportunity.

After Your Visit

It is always a good idea to send a thank you note to the person with whom you interviewed. While this note may wind up in your admissions file, at some point along the way, the best reason for doing so reverts to basic rules of courtesy. Especially with the ease of e-mail, a brief note is an effortless way to show your appreciation for someone having spent time with you.

Make Every Piece of Communication Count

Whenever you contact the admissions offices at the schools to which you are applying, assume that your phone call, e-mail, letter, or fax is recorded and added to your file. Make it concise, polished, and something that accu-rately conveys your character and persona. When you contact an admissions office, make sure that it is to provide them with something meaningful that builds your case as an applicant: an academic, athletic, or cultural award that you win, a new position that you earn, outstanding inside grades, an article that you wrote/published, etc. Do not send them fluff. Rather, furnish them with appropriate updates. If you have questions about potentially meaningful addenda to your application, consult your college advisor.

Enough is Enough

Remember to keep your correspondence with a college at an appropriate level. Use your judgment or ask your ad-visor to help you determine what “appropriate” might be, in your case. Do not barrage an admissions office with daily letters, phone calls, or e-mail or your name will be uttered with dread. Do make sure that your correspondence is meaningful, memorable, and well presented.

Getting Organized

After each visit, you ought to consider recording your impressions in either a journal or on a checklist. Write down the names of all the people you meet and anecdotes that will help you remember who they are and what they do. What sort of feeling did you get from the school? How was the music department? Was the campus appealing to you? Could you imagine yourself there for four years? Keep in mind that your visit gives you a one-snapshot impression; don’t overreact to a poor tour. For your convenience, in Appendix 4 we have constructed two sample evaluations that might be helpful in your college visits. If these particular checklists are not your style, create your own. The important thing is for you to keep a comprehensive record of the things that you see and people you meet from one school to the next. Along these same lines, keep copies of your correspondence with every school you are considering. The best way to do this is to start a file on each school as you begin your preliminary research and add to it as the process evolves. You never know when you might need to reference a postcard that you sent to a director of admissions. Keep track of everything that you send.

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Beginning the ProcessNARROWING YOUR LIST

In reading about colleges, listening to others—and yourself—and visiting campuses, you are narrowing the list of colleges which appeal to you. In the fall of your senior year, your college counselor will meet with you to discuss this narrowed list. How long should it be, you ask? The answer, of course, will depend upon you. However, the final list should reflect both a degree of decision-making about where you will hope to go to college. While we do not set a recommended number of schools, we do offer one guideline: include an array of selectivity. In other words, include safety, profile and reach schools on that list, even if you plan to apply early decision somewhere.

Safety Schools

You should seek out a safety college or two whose offerings and characteristics you find compelling and attractive. Because your academic credentials fit the college’s admission profile very well, you can feel generally secure about your likelihood of admission here. Such colleges provide an attractive “foundation” to the application list and create some security in the sometimes unpredictable college admission process. In the event that a “safety college” is your only option in the spring, a good choice guarantees a happy outcome to the process.

Profile Schools

You should have several schools that closely resemble your own profile (course load, GPA, test scores, leadership) and meet many of your personal criteria. These schools admit students with similar records to yours and are selective in their admission. While past records indicate similar profiles, your admission is not guaranteed. Each year’s applicant pool differs, and most schools will have more qualified applicants than they do spaces.

Reach Schools

These are the most selective and unpredictable among your chosen few. They admit the lowest percentage of applications and their admission profile averages may exceed your personal record. While they are the most difficult into which to be admitted, you may wish to apply to a couple of schools in this category. You may get in.

The Bottom Line

This is your journey. The spread of schools that you choose to apply to will depend upon the research you do and the preferences that emerge from this research. Some colleges will be more or less accessible to you than others, but there are many excellent options out there. There are numerous resources available to assist you — especially the College Placement Office. It is your responsibility to decide how you will take advantage of them.

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Standardized Testing

Standardized testing is an important component of the college process. Although there have been a few colleges that have downplayed the importance of or even eliminated standardized testing requirements, these institutions are in the minority. At most colleges, testing still matters because it helps provide a somewhat objective measure through which colleges can compare students.

It is important that you do some preparation for your standardized testing. Traditionally, students who plan carefully and familiarize themselves with the appropriate test formats through the use of practice material are able to attain scores that most accurately reflect their school performance. It is important that students understand standardized testing’s role, and, just as importantly, to keep testing in perspective.

GENERAL NOTES ON TESTING

• Testing requirements vary from school to school. It is important that when you are researching schools you make sure to include this information in your search. It will help determine which tests you take and the number of times you will take standardized tests.

• If applying under an early action plan, it is especially critical that you be aware of the testing requirements, especially the SAT Subject Tests (see below). The October, and sometimes the November, tests are often times early enough to be considered, but not for all institutions.

• Registration deadlines are important. Students are required to register for all standardized tests ahead of time, and the testing agencies are very strict about registration deadlines, which are well in advance of the testing dates. Testing centers, especially during the late spring and early fall, fill up early, so register for the tests as early as possible. For help in registering for tests, please see Appendix 3.

• Marianapolis does not release your test scores. Since we do not own the test scores, they will not appear on your transcript. Most colleges require an official copy of test scores to be sent directly from the testing agency. For help in sending your scores, please see Appendix 3.

STANDARDIZED TESTS

There are six types of standardized tests commonly used by colleges and scholarship organizations to evaluate a candidate’s ability and achievement:

PSAT/NMSQT

The Preliminary Scholastic Aptitude Test and National Merit Qualifying Test (PSAT/NMSQT) is a two hour test, and is administered in October of the sophomore and junior years. The test is comprised of three sections: Critical Reading, Math and Writing Skills, each scored from 20-80. The scores from the junior year are used for National Merit selections. In the spring of the senior year, finalists will be notified if they have been awarded a National Merit Scholarship.

The PSAT helps familiarize you with the standardized testing format. When you receive a copy of your PSAT scores, you will also receive the test questions, a copy of your answers, and an answer key. The results you receive are a worthwhile tool in assessing areas of weakness as you look forward to taking the SAT. Generally speaking, PSAT results will give you a rough projection of what your SAT-I scores will be.

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SAT—Scholastic Aptitude Test1. Reasoning TestThis test is three hours and forty-five minutes, and is administered from October through June of each year on nationally determined test dates. The test is comprised of three sections, each scored on a scale from 200-800.

1. The Critical Reading section measures a student’s reading comprehension ability and ability to analyze reading passages; to recognize relationships between parts of sentences and between pairs of words, and vocabulary skills.

2. The Writing section measures a student’s ability to organize and express ideas clearly and to develop and support ideas in a short writing exercise. Multiple choice questions measure your ability to improve sentences and paragraphs and identify writing errors (such as diction, grammar, sentence construction, subject-verb agreement, proper word usage, and wordiness)

3. The Mathematics section measures problem-solving abilities involving arithmetic, algebra, geometry, functions and data analysis.

All students should take the SAT at least once in their junior year. Most students will repeat the SAT during the fall of the senior year. The total number of times a student takes the test depends on his/her level of satisfaction with the scores. Regardless of how many times you take the SAT Reasoning Test, the colleges will receive all of the scores; you cannot choose which scores to send. Most colleges focus on a student’s best verbal score and best math score, even if they are achieved on different testing days.

It is important that you consider the types of colleges that you plan to apply to in mapping out when you take your SAT. At a minimum, we recommend that you take the SAT at least once in January or the spring of your junior year; and again in the fall of senior year, if necessary, particularly if you enroll in a test preparation class over the summer.

2. Subject Tests

These tests are one hour per academic subject, up to three tests per administration, administered from October through June of each year on nationally determined test dates. The exams are scored on a scale ranging from 200-800. SAT Subject Tests measure achievement in a particular academic discipline.

Not all colleges require these tests, but many of the colleges Marianapolis students apply to either require or recommend them. Failure to meet these requirements can place a student at a minor or even significant disadvantage in the admission process. Decisions about which Subject Tests to take are often the most complicated decisions for students to make since the tests are largely curriculum-driven and, thus, different for each student. Further confusion arises because there are 22 different tests to choose from, and some of the tests are best taken early in one’s high school career, long before most students are thinking about college plans. For example, a strong chemistry student should take the Chemistry Subject Test at the end of the course, which often falls at the end of sophomore year. Our best advice: ask your teacher what s/he thinks of your ability to score well on a given Subject Test.

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Guidelines for SAT Subject Tests

The following are our general recommendations for taking SAT Subject Tests. It is absolutely critical that you discuss your plans with your teachers. They know best what your academic strengths and weaknesses are:Literature — anytime is fine, but the end of junior year is usually best.Math I — after Algebra 2 and Geometry, sometimes Precalculus if you are a weaker student.Math II — after Precalculus, if you are a strong student, or after Calculus.Sciences — immediately following the course (check with your teacher).Languages — usually after the third year of study or if you are fluent in the language, after a time abroad. Checkwith your teacher.

History — Speak with your teacher.

Note: The best resources for specific information on the SAT Reasoning Test and SAT Subject Tests are the SAT Program publications: Registration Bulletin, Taking the SAT Reasoning Test, and Taking the SAT Subject Tests, located on the wall outside the College Placement Office. You can also find excellent information on http://collegeboard.com.

AP — Advanced Placement

This test is three hours per academic discipline, and administered in May of each year according to a nationally determined test schedule. The test is scored on a scale ranging from 1 to 5.The Advanced Placement Examinations (AP) are optional in the college admissions process. The designated purpose of AP exams is to provide opportunities for students to gain college credit or advanced placement in college courses. Although APs were not designed as admissions tools, they are often used to document a student’s strength in a particular subject. When a student scores a ‘4’ or a ‘5’on an AP exam, the college advisor highlights it in his/her recommendation for that student. Remember that when you send your AP scores, all of them go. So just as a ‘4’ or ‘5’ can aid you, a ‘1’ or ‘2’’ can also hurt you. Once you select which college you will attend, you should send official AP scores to the college for credit and/or advanced placement. Instructions for sending scores can be found in Appendix 3.

ACT — American College Test

This test is three hours, and is administered October through June each year according to a nationally determined test schedule The test is scored on a scale ranging from 0-36. The ACT is an alternative test to the SAT and is accepted at nearly every college in the country. Occasionally students find that they outperform their SAT score when taking the ACT. This is also a test that many college coaches recommend to be taken. A handful of Marianapolis students take the test each year. It covers English, mathematics, reading, and science reasoning. There is also an optional writing section that colleges require if you wish the scores to be considered. Instructions for test registration and sending scores can be found in Appendix 3.

TOEFL—Test of English as a Foreign Language

Colleges usually require students whose native language is not English to take the TOEFL. Because the verbal portion of the SAT does not always provide an accurate measure of the non-native speaker’s fluency in English or verbal abilities, the TOEFL can provide colleges with a more accurate indication of a student’s command of English. Many colleges require international students to submit a TOEFL score, which is used in addition to SAT I verbal scores. It is wise to register early for this test since this area’s test centers tend to fill up quickly. Most colleges will publish the minimum TOEFL score that they require for admission.

As with the SAT, we strongly recommend that students take at least one TOEFL test during their junior year and one during their senior year. Unlike the SAT you can choose which score to send. Because the recent switch to Internet Based Testing has caused a decrease in the availability of testing spots it is important that students register early for the test. Instructions for test registration and sending scores can be found in Appendix 3.

http://collegeboard.com/

5.The

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The Application ProcessCOLLEGE ADMISSIONS OPTIONS

A number of notification options are available to you in the college application process. Although the options vary from college to college, most schools offer several application plans under which you are notified of admission decisions, sometimes as early as the fall of senior year. It is important that you examine the admissions options of the colleges to which you intend to apply. Basic definitions of these different options are as follows:

Rolling Admission

Some institutions offer this option, in which the admission office reviews applications as they are received and releases decisions within a few weeks (usually four to eight) of application receipt. In general, the more academically successful students are, the earlier they hear of their acceptances. The earlier you apply, the earlier you are notified AND the more likely you are to find a space. Spaces do fill up, so apply early, no matter what the deadline. This admissions option is very popular with larger state universities. At some larger public institutions, freshman housing is also assigned on a rolling basis, and an earlier acceptance will help you secure dormitory space. Enrollment deposits are typically refundable up to May 1, the National Candidates’ Reply Date.

Early Decision

Early Decision is a commitment-based plan offered by about 200 colleges for the student who has firmly deter-mined his or her top choice of college by the fall of the senior year. If that college is not a definite first choice, a student should not apply to it early decision. They may accept, defer, or reject the student.If deferred, the application is placed with the regular pool for consideration in the spring. If accepted, the student is ethically bound to attend the institution and must withdraw any other applications immediately. A student may apply to other colleges prior to early decision notification, but may have only one application under Early Decision consideration at any time and must be prepared to honor his or her commitment.

Early Decision I (ED-I)

A student submits an application by a set deadline, usually in mid-October or early November, and the college notifies the student of its decision, generally by December (four to six weeks). They may accept, defer, or reject the student. If deferred, the application is often times (but not always) placed with the regular pool for consideration in the spring. Early Decision I enrollment deposits are usually due in December or January.

Early Decision II (ED-II)

Some colleges offer an early decision plan with an application deadline that is later than ED-I, usually in December, January or February. The same rules apply as those for Early Decision I. These plans are designed to give you more time to make a thoughtful college choice decision. Students who take advantage of this option have often times applied to several colleges under Early Action plans (see below). As with ED-I, you will be notified of the decision approximately four to six weeks later.

Advantages of Early Decision

Early Decision is a wonderful way to go if you are absolutely certain you want to attend that particular college, since the college application process will be concluded for you if you are admitted. If you are a recruited athlete, applying ED helps to cement your commitment to a coach.

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Disadvantages of Early Decision

The commitment you must make so early in the process; your need to be a strong candidate since the Early Decision pool is still a predominantly high-powered one; financial aid awards are, at this point, only estimates, so, if the size or nature of your financial aid award is of great significance, you may not want to close out all other options by being accepted “ED.” When a student is deferred in the early admission process, it actually feels like rejection and can be devastating to your ego at a time of year when you need to be at the top of your game for filing applications to other colleges. Also, when you are deferred early admission, your application goes into the regular applicant pool and may not be as impressive as those submitted by students who had almost two months longer to polish their applications. There is also the possibility that you will be denied early.

Early Action

This plan resembles the early decision plan in most ways, except it is non-binding. A student accepted under early action is not required to make a commitment until May 1, the National Candidates’ Reply Date. This option allows you to express interest in a college and to receive an earlier admission response while also exploring other college options. Students are typically admitted or denied under early action, but they may also be deferred to the regular decision cycle.

Advantages of Early Action

Again, Early Action is a wonderful way to go if you have managed to narrow your focus by the fall of your senior year.

Disadvantages of Early Action

Again, you need to be a very strong applicant to be considered competitive in this early pool, and in some cases your best work may still be ahead.

Single-Choice Early Action

You do not commit to the school but, similar to Early Decision, you can only apply early to one school.

Thoughts on Early Admissions Options

We continue to see good arguments both in support of and against this option. Listed below is some advice that might help you decide whether this is a good option for you. In the end, this is a decision that is yours, but be sure to talk to your parents and the College Placement Office if you plan to proceed.

• If you are a strong applicant in every way and you are certain that the institution you are applying to is your first choice, applying early may be the way to go. Although there is evidence that colleges are taking more students early, remember: they are continuing to take only the most academically qualified candidates in the pool.

• In the absence of outstanding academic qualifications, an early application, coupled with a special consideration (athletics, arts, etc.), may improve your chances of admission in some cases.

• An early application in and of itself does not constitute a “special consideration”! By simply applying early, you do not gain an appreciable advantage. You must first meet the general standards of the college to which you are applying. If you do not, ED or EA will do virtually nothing to improve your chances for admission.

• You do not need to apply early in order to prove to a college that it is your first choice. There are other ways of conveying that message. A handwritten note explaining that you simply are not ready to apply early shows an admissions staff that you are thoughtful enough to know what is best for you.

• If you do not feel ready to apply early for whatever reason, you should not. Always consult with your college counselor if you feel pressured, one way or another, about this issue.

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Regular Decision

Most students follow this plan, through which they file their applications in the fall or early winter of senior year and are notified of the colleges’ decisions in March or April. Application deadlines generally fall in January or February, and, if admitted, a student must submit an enrollment deposit by May 1, the National Candidates’ Reply Date.

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The Application ProcessTHE APPLICATION

Many colleges offer a variety of application options for students. Many offer individual institutional forms as well as the Common Application (see below) and electronic applications. If a student has a particular preference, he or she should check to make certain that the college offers the desired format.

Regardless of the method of application, all applications are expected to be original, neatly presented, and truthful. The College Placement Office, teachers and parents can preview applications and offer suggestions for improvement, but the work must be the applicants’ alone. When you sign your name to the application, you are stating that all of the information you provided therein is true, and that the application and essays were written by you. Please take your signature, your honor, and your word seriously in this process.

FIVE STEPS TO A GOOD APPLICATION

Step 1: Decide upon your final list of colleges. How many? This is a very personal question. Six to ten applications are the norm with two or three in the “reach” category; two or three in the “profile” category; and two or three in the “safety” category. After the list is complete, write, telephone or e-mail admission offices and ask each for admission literature and an application. Many colleges and universities now have applications and other information online. Check the individual college’s web page or http://www.collegeboard.com for more up-to-date information.

The Common Application

While each college has its own specific application for admission, a consortium of nearly 500 universities publish and accept the Common Application. The advantage to this application is that you complete only one form and write one essay and send copies to multiple colleges. The limitation is that you can only use the Common Application with participating schools. If you plan to apply to two or more schools that accept the Common Application, using that form is an efficient way to complete your applications. Colleges will consider the Com-mon Application exactly the same as their own. If you are using the Common Application, it is still important that you secure and review each college’s printed admission material for information about special programs or procedures and sometimes for additional forms (such as the institution’s financial aid application). Many colleges will also require a supplement if you use the Common Application. It is imperative that you return that form in order to complete your application. These supplements are also usually found on a college’s website. The Common Application can be found on the web at http://www.commonapp.org.

Step 2: Check over each application carefully when it arrives in order to get a sense of what you will have to do to complete your applications during the fall. You should be looking for:

• The Application Deadline - You want to submit the application to the college well before that date, if possible. It is better to send in applications with rolling admission deadlines as soon as possible because enrollment and sometimes housing spaces can fill up quickly.

• Testing Requirements - Testing requirements vary from college to college, and it is important that you carefully plan to meet the testing requirements of each of the schools on your list. If applying early to a college, it may be imperative that you meet testing requirements by October of the senior year.

• College Prerequisites - Be absolutely certain you have read the colleges’ admissions requirements (e.g. 4 years of English, 3 years of mathematics, 3 of science, etc.) There are many colleges who will not even consider your application if you do not have the prerequisite courses.

http://www.collegeboard.com/

http://www.commonapp.org/

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• Application Requirements: Colleges take great pains to detail clearly their specific procedures for completing and filing each part of the application. Different colleges have different application requirements. It is a step- by-step process to be completed with the greatest of care and thought. Read and follow all instructions carefully.

• Recommendations - How many recommendations do your colleges require? (See below for advice on recommendations)

• Interviews - Are interviews required, advised, or unnecessary? Schedule them early, if they are required. Most highly selective institutions will schedule alumni interviews after you have applied. It is very important that students make these appointments. It is also essential to have an interview and visit if the college recommends it. Because college interview calendars often fill up days and even weeks in advance, it is good to schedule interviews earlier rather than later in the admission cycle.

• Financial Aid - Check for deadlines and any additional applications the college may require other than the FAFSA or CSS Profile. Deadlines, procedures, and policies vary greatly from college to college. (See Financial Aid Section)

• Essays - Some applications don’t require an essay, some call for two or three. Make sure you know how much time will be involved for each application. If several of your colleges accept the Common Application, one essay may suffice for several applications; others will require several essays in the supplements.

Step 3: Make copies of the applications as you fill them out to keep as a record. You can provide copies as well to the College Placement Office. Applications both mailed and sent on-line can get lost, so keep copies just in case. MOST IMPORTANT: make your application neat and readable.

Step 4: Hand in all forms that must be filled out by the College Placement Office (Secondary School Reports, Counselor Forms, Midyear Reports, etc.) and request transcripts by filling out the “Transcript Request Form”. Even though you may have handed in your final college list to us, we can not mail out your transcript without your permission.

Step 5: Check over your applications when finished to be sure that everything is signed, that all parts are included except the recommendations and transcript, and that you have a CHECK or credit card provision for the application fee. Applications without a fee are sometimes placed in a “no fee” file, delaying consideration. The College Placement Office will mail your applications so long as you adhere to the proper deadlines. Keep a copy of your application—they sometimes get lost in the mail and via e-mail.

Deadlines Are Important

Make sure you know when your college admission deadlines are. Colleges frequently will not extend a deadline. Applications received late may be automatically rejected, receive less than priority consideration, or be put on the waiting list. Some institutions will simply return the late application to a student without any consideration of it. Don’t preclude a college option by missing a deadline.

In order to get their work done by the decision notification date, admission officers begin reading applications well before the filing deadline. Submitting your applications earlier in the cycle will enable admission offices to process your file, notify you if anything is missing, and prepare your file for evaluation. Applications that arrive at or after the deadline are processed later and during a more hectic time in an admission office. Later applicants are often not notified as quickly of missing items because of the “crush” of applications at that time of the year.

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Keep in mind that there are deadlines for requesting transcripts from the College Placement Office as well, which ensure that we will have your transcript, teacher and counselor recommendations ready to meet college deadlines. If you are unable to adhere to these deadlines the College Placement Office cannot guarantee that your material will arrive on time.

Deadlines for Transcript Request/Paper work Submission

• Rolling Admission – As soon as possible, but at least a week before you plan to submit your application.

• Early Decision/Action I - October 15

• Regular Decision/Early Decision II – December 15

Incomplete Applications

If you submit Part I of a two-part application and decide not to complete the rest of it, please notify both the college involved and the College Placement Office. Not doing so causes the college unnecessary inconvenience and expense. The same holds true if you decide to withdraw an application. Do it as soon and as politely as possible. Notify the College Placement Office if you did not apply to a college after requesting that we send your transcript. In order to keep track of the applications that you have filed and in order to work with college admission offices in an informed and effective manner, we need to know the status of each of your applications.

Class Rank

As is the procedure at many independent and some public schools, Marianapolis does not rank its students because of the competitive and rigorous nature of our college preparatory program and the relatively small graduating classes. However, we do send each college a school profile from which colleges will be able to better understand our grading system, curriculum, rigor, and the competitive nature of the school. The college counselors’ letters, which are written for each student, will further describe distinctive aspects of Marianapolis’ grading scale and programs. Such information will help most colleges understand and evaluate our transcripts without inclusion of class rank.

Electronic Applications

The majority of students are filing electronically. It is much easier than writing out the same information over and over again. Be sure to build in sufficient time for online applications as servers get very busy near deadline time. Make sure you always print a copy of any electronic application. If you still prefer paper applications, be sure to be neat. Be sure to follow all directions carefully. Please read the college’s instructions to be sure you have satisfied all their requirements (i.e. signature). You might also download applications directly from the college’s website.

CEEB/ACT Code

Most college applications will require that you provide a special code number so that they can track and efficiently file your application. This is the College Entrance Examination Board/ American College Test code number. The number for Marianapolis Prep is 070780.

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The Application ProcessTHE ESSAY

While there are college applications that do not require essays or writing samples, most colleges want to know more about you. They are going to ask you to describe your life, experiences, hopes and dreams, personality, achievements and reasons for selecting their college. This is an opportunity to sell yourself. In most cases, the essay is the most personal contact that you will have with the admission committee of the college, so you want to present yourself well. The essay can and often does shift the balance of the admission decision, for or against you. The college counselors offer essay-writing advice, and they and your English teacher are also glad to review essays with you.

At most institutions, the essay is reviewed as an example of your writing style and ability as both a part of determining your potential for success at the college and as a means of comparing applicants. A well-written essay may enhance your chance of admission, while a shabbily-written writing sample can clearly diminish your chance. Students can be denied admission to a college on the basis of a careless, indifferent essay. Remember: thousands of students just like you, with similar talents, backgrounds, and experiences, are trying to answer the same question in those essays. Do your very best!

Writing the Essay

Although many colleges seek this information in a variety of ways, essentially they all want to know what is important to the applicant. Once the student has identified the topic that he or she would like to address, the essay can usually be molded to fit the majority of assigned topics. Dr. Gary Ripple, former Dean of Admission and Financial Aid at Lafayette College and author of Do It Write: How to Prepare a Great College Application contends,

I have never seen a college application essay question, no matter how it was worded, that did not ask the same basic thing--who are you, and what makes you different from all those other qualified applicants we must consider? In other words, the essay gives you the opportunity to demonstrate why you are special.

Your application essay gives you a chance to display enthusiasm, intelligence, leadership, talent, maturity, writing style, and originality. If you make a self-conscious effort at writing a “deeply meaningful” essay, you may not succeed. Be yourself. Tell your story. Many of the skills that are required in preparing good, polished, imaginative essays are those taught in English classes. Think of the essay as an opportunity to introduce your personality, the things that make you unique and interesting. It is a vehicle for describing your accomplishments, goals, and keenest interests. If you have a good sense of humor, let that shine through. Write about how you spent a summer helping your little sister learn to play basketball, if that experience was important to you. Talk about creating your own fishing flies or learning to rock climb. Describe a “disaster” that you survived while working your first job. You can reveal much about your resourcefulness that way, as you can by describing a fear you overcame. An essay about how you spent some time in another person’s shoes and learned to see the world differently can be very effective. Many things you have experienced or accomplished can become good essays.

Essay Reminders• Do not let anyone else write the essay. It must be your work!• Write clearly and in your own style or “voice.”• Type your essay unless specifically instructed to hand-write.• Reveal something about yourself.• Respond to the question asked or topic proposed on the application.• Be attentive to the organization of your essay; develop your topic in a logical and sequential way.• Also be attentive to spelling and grammar. Don’t forget to use “spellchecker.”• Clearly introduce your topic, develop it, and logically conclude the essay. Don’t digress or ramble.

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• Give yourself plenty of time to write your application essays. Start with a rough draft that you revise until you are comfortable with it. Do not try to write essays the night before the application deadline!

• Many colleges invite students to optionally submit a graded writing sample. Keep copies of well written graded work that illustrates your writing ability and academic potential.

• It may be possible to use an essay for more than one application. However, if one essay topic doesn’t adequately address the essay question of another application, don’t use it. The admission officers reading your file will think you’ve missed the point of their question or that you have responded in a careless fashion.

• Don’t write in a pretentious or stilted style.

• Don’t attempt obscure or offbeat humor that might not be understood by the reader.

• Don’t use generalizations. Write clearly and substantiate your point of view with specific examples.

• Don’t make the essay too long or too short. Most applications stipulate a suggested length, so follow the instructions. At the same time, it is usually appropriate to submit all or part of the essay on attached sheets of paper.

• Handwritten essays are often harder to read than typewritten ones. Make sure that your final product can be read. Proofread for errors. Sometimes, it’s hard to tell the difference between a keyboard error and poor grammar or spelling. Don’t give the reader undue reason to question your ability to write.

• Don’t toss your essay off. Be careful, and take pains with it. It says something about you, and that should be worth your concentration and energy. Remember! Plagiarism on an essay can result in the rejection of an application or withdrawal of an offer of admission.

Sample Essay Questions

Listed below are typical examples of questions asked by competitive colleges. When several choices are given, they usually ask you to select just one. Read these over carefully, and start to think of how you might answer them.

• Since our knowledge is limited to the information provided, why not then use this opportunity to tell us about anything you think we should know?

• a) What do you see as the turning point(s) or important events in your life and why do you view them as such? b) Who are the people who have done the most to influence your personal development and in what ways were they influential? c) What have you learned from your extracurricular involvement? d) Describe the social atmosphere at your school and tell how you fit in it.

• Write a short essay about an intellectual, social, political, or personal issue you feel is important.We are interested in your choice of topic as well as the quality of its presentation.

• a) React to something you have read recently. b) What brief message would you beam to civilizations in outer space to describe the nature of the humans on our planet? c) Ask the ideal question and answer it.

• a) Briefly discuss a book that has made a great impact on you. b) Discuss briefly the one or two extracurricular, work, or community activities that have meant the most to you. c) Write a brief essay of 200-500 words on any topic of direct personal importance to you.

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• a) If given the opportunity to spend an evening with any one person, living, deceased, or fictional, whom would you choose and why? b) If you had the power to eliminate one problem which exists in the world today, what would it be and why? c) If you were given the opportunity to leave a time capsule for posterity in the cornerstone of your city hall, what one book, one mechanical object and one other item of your choosing would you leave as a statement about life in the twenty-first century and why?

• Please use this space to discuss more fully any academic or intellectual interest that is especially significant to you. For example, you may wish to discuss an intellectual theme or movement, an idea,an author, or a research topic. No matter what you choose to discuss, understand that we are looking for your reflections on how and why this has influenced you intellectually.

• a) Describe, in narrative form, the most creative solution you’ve ever undertaken to solve a non-classroom related problem. b) You have been asked by your school to teach an elective semester course based upon your academic and co-curricular interests. In this essay, you must write an introduction to your course to explain to prospective students your purpose and goals for the course as well as the methods you will use.

• a) Evaluate a significant experience or achievement that has special meaning for you. b) Discuss some issue of personal, local, or national concern and its importance to you. c) If you could travel through time and interview a prominent figure in the arts, politics, religion, or science, for example, whom would you choose and why?

• You are meeting your college roommate for the first time. You can bring only three items with you to your dorm room. What items would you bring to provide a first impression of your personality, character, or interests? Please elaborate.

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The Application ProcessEXTRACURRICULAR ACTIVITIES

Applications for admission routinely request information about your extracurricular interests and accomplishments. Colleges are interested in knowing about your talents and interests that relate to endeavors both in and out of school. In completing your applications, you should describe your involvement with hobbies, community service activities, sports, school clubs, summer activities, jobs, internships, and other interests pursued both at Marianapolis and at home. Colleges are also very interested in students’ talents in art, music, theater, or creative writing as well as religious and political activities.

Admission officers also like to see evidence of leadership in any realm of your life, either as a monitor, a captain of a team, in community service, or as editor of the literary magazine, and they hope to enroll students who can understand what leadership is. A good question to ask yourself as you complete an application is how have I made a difference in the communities in which I live?—as a leader and as a participant. Sometimes leadership emerges from active and committed involvement in an endeavor or organization---more than from an elected office or position.

At the same time, not everyone is a leader. Colleges are really most interested in knowing about your keenest and most focused extracurricular interests, and they are interested in knowing more about your involvement in school and community. They are more impressed with the student who makes an outstanding contribution in a few extracurricular areas than with the one who belongs to many organizations and does not have time to contribute much to any. A thoughtful description of your life outside the classroom will reflect the activities that are most meaningful and significant to you and will help describe to the college who you are. Your application should give readers a good sense of your interests and talents, but at the same time colleges are interested in how you budget your time and manage both your academic and extracurricular commitments. A college is in fact looking for all sorts of students with all kinds of interests who will be attracted to the college’s extracurricular and academic offerings.

Don’t be unduly modest in your applications; your strengths and accomplishments will make you attractive to colleges. Let the college know who you are and about what you will bring to them. And remember, some of the activities and accomplishments that you consider routine or ordinary may actually help set you apart in an applicant pool as a compelling candidate. At the same time, do not “pad” your list with those activities that are either dormant or insignificant. This same rule applies to your estimation of the hours involved, inflated numbers are easy to spot. College admissions officers are trained professionals, and they know what constitutes substantive involvement.

The format in which colleges request extracurricular information will vary from application to application. Respond accordingly, and don’t hesitate to elaborate about special interests on additional sheets of paper. That in-formation may catch the eye of the application readers. A good plan is to begin putting a resume together during your junior year which you can use as a basis for your extracurricular activity description. A sample resume can be found in Appendix 4.

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The Application ProcessATHLETICS

Athletics have become a large part of college life. If you harbor aspirations of being part of an intercollegiate team, this part of the college process must be taken as seriously as the rest of the college process.

There are two ways of joining a team in college. Students may attempt to “walk on” which entails trying out after you get to college or you can be a “recruited” athlete. Some athletes, especially on the Division III level, choose to contact coaches and then wait to see if they become recruited. (A sample letter and athletic resume can be found in Appendix 4.) Suffice it to say, you are a “recruited” athlete in the process once a coach has contacted you or your coach here at the school.

Once communication has been initiated between you and college coaches, good lines of communication are a must. Our coaches speak with their college counterparts to gain information about program needs and your potential as a recruited athlete. The most important advice for the prospective college athlete is to keep your col-lege advisor in the communication loop at all times.

For potential Division I and Division II athletes

By the spring of junior year, it is important for you to be aware of your responsibilities in this process, before you depart for the summer. You should read and become familiar with Guide for the College Bound Student-Athlete found online at http://www.eligibilitycenter.com . Make sure you are in compliance with the National College Athletic Association (NCAA).

NCAA Eligibility Center

The NCAA Clearinghouse was established for athletic eligibility and certification purposes. If you hope to be re-cruited by a Division I or Division II school and take an expense-paid visit to their campus (whether it be a meal, an arranged overnight accommodation, and/or travel expenses), you must register and be certified for initial eligi-bility by the Clearinghouse prior to your visit. These visits generally take place in the senior year. Please remem-ber this applies to expense-paid visits—you may visit any campus at any time at your own expense for academic purposes.

Registering with the Eligibility Center

You need to register and complete your Student Release Form (SRF) online: www.eligibilitycenter.com You will need to have a credit card to pay your registration fee (currently $60). After the registration is complete, you need to print out a copy of your SRF and the authorization form (Copy #1 and Copy #2) and give these to the College Office. This authorization allows the high school to send your transcript and test scores to the Clearinghouse. If you attended another school during your high school years, you will need to arrange for copies of those same forms and send them to your previous high school(s) so they can mail official transcript(s) directly to the Clearinghouse as well. You should know that your SRF will be processed as soon as your final junior year transcript is available—usually by the end of June.

http://www.eligibilitycenter.com

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The Application ProcessATHLETICS

Reporting Test Scores

The Eligibility Center also requires SAT scores. Marianapolis does not list test scores on transcripts; however, photocopies of score reports are acceptable if they are sent directly from us. It is important to remember that the College Placement Office is staffed in a limited capacity during the summer — we are giving you this advance no-tice so that you can take care of this prior to leaving School. Should you have any questions about the certification process, you may also contact the Eligibility Center directly at:

NCAA Eligibility Center

PO Box 7110

Indianapolis, IN 46207

Telephone: 877-622-2321

Fax: 317-968-5100

URL: http://www.eligibilitycenter.com

http://www.eligibilitycenter.com

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The Application ProcessVISUAL AND PERFORMING ARTS

Visual Arts

Plan well ahead. The following procedures and suggestions are intended as guidelines for anyone who has done a significant amount of visual artwork while at Marianapolis. We strongly recommend that you create a portfolio of your best work as part of your college application, regardless of whether you intend to pursue art in college. What you have done to date will set you apart from many other applicants, demonstrating an unusual talent and skill. What you show, if chosen and presented carefully, can only be to your advantage.

Format

1. Some colleges may differ, but most will be looking for a selection of documents showcasing your work, submitted either electronically or directly by mail.

2. Each document should be labeled with your name and a number that corresponds to a typed list accompanying your submission. The list should have a title for each slide, identification of the media, an indication of size, and a brief description of the project or work.

3. You should also include a brief (half page, typed) artist’s statement that describes your interests and investment in the visual arts.

4. Other formats are possible, and may in some cases be advisable, depending on the scope and type of your work and the college you are considering. Consult the college advisors and your art teachers.

Performing Arts: Music

The following procedures and suggestions are intended as guidelines for anyone who is an accomplished musician. Again, we strongly recommend that you create an audiotape or CD of your best work as part of your college application, regardless of whether you intend to pursue music in college. What you have done to date will set you apart from many other applicants, demonstrating an unusual talent and skill. What you show, if chosen and presented carefully, can only be to your advantage.

Format

1. In the absence of a live audition (typically reserved for conservatories), a CD is the best way to present your musical talent. You should speak with your music teacher or private instructor to determine the best pieces to select (usually no more than three), and the best time and place to record them.

2. Make several copies of the CD to send, since they will not be returned to you.

3. You should also include a brief (half page, typed) artist’s statement that describes your interests and investment in the performing arts.

4. Your CD should be labeled with your full name and sent to the admissions office with your application in a large manila envelope. The admissions staff sends it to the appropriate faculty member in the music department to be rated then the submission will be returned to the admissions office.

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The Application ProcessVISUAL AND PERFORMING ARTS

Performing Acts: Dance

1. In the absence of a live audition (which is possible at several colleges), DVD or a YouTube video link is the best way to present your dance talent. You should speak with your dance teachers to determine the best pieces to select (again, no more than three), and the best time and place to record them.

2. Repeat steps 2-4 on the previous page.

Performing Arts: Drama

1. Again, in the absence of a live audition, a DVD is the best way to demonstrate your dramatic talent. You should speak with your drama teacher about the details of videotaping performances.

2. Remember to make several copies of the DVD, as it will not be returned to you, and also to include an artist’s statement, as described previously.

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The Application ProcessRECOMMENDATIONS

Some colleges do not require any recommendations (however, they will accept them); others may require one, two, or three. Some colleges will request teacher recommendations from specified academic disciplines, for example, English, mathematics, or science. Others may seek a peer recommendation. In each case, consider carefully whom you will ask to write on your behalf. A good question to ask your teacher is:

“Do you know my work and me well enough to make a positive evaluation?”

When you have decided whom you will be asking, talk to the teacher(s) early. We will require you to ask for one recommendation before you leave your junior year. During your senior year, you should ask no later than the middle of October. History, English and theology teachers, particularly, will be overburdened with writing, so it is best to approach them early. It is helpful for teachers to have some knowledge of you outside of the classroom, so include a summary of your activities (a resume would be ideal, see Appendix 4).

After teachers agree to write for you it is up to you to follow up with them to confirm that they will be writing for you and make sure that they have the correct forms for the colleges you will be applying to (not every college has a recommendation form). Make certain you have filled out your portion of each recommendation beforehand.

To Waive or Not to Waive

On many recommendation forms there is a box asking you whether you would like to waive your rights to read the recommendations being written for you or not. You should consider waiving your rights because doing so suggests to the reader that the recommendation has been written objectively. When you waive your rights, you are stating that if you attend the institution you will not attempt to view the full contents of your college application—specifically, recommendations from teachers and your college advisor.

When you do not waive your rights, you may, upon attending that institution, have access to the full contents of your college application, including recommendations. You do not have access to applications to colleges to which you are not attending, however.

A Little Etiquette Goes a Long Way

Just as you make every effort to maintain your own unique aura of grace and respect among your contacts at the colleges, you should also be aware of the effort your teachers and counselors at Marianapolis make on your behalf, and treat them accordingly. Because we live and learn together in the close community of Marianapolis, it is sometimes easy to overlook just how much your teachers are doing for you and numerous other students. Keep in mind that you are not the only responsibility of your recommender. Be thoughtful of other deadlines and responsibilities that s/he faces daily and act accordingly.

Other Helpful Tips

• Academic recommendations should be written by teachers who have taught you recently (preferably no earlier than junior year), and who know you well. If there is someone in the community with whom you are very close, ask them to write a separate, personal recommendation on their own letterhead.

• Try to balance your academic profile by having a recommendation from the history/English/theology departments as well as one from the math or science department.

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Financial Assistance

For many families, a key piece of the college admissions process may center on financial aid. In the next few pages, we identify some of the important steps of applying for aid, explain how colleges factor financial aid into admissions and award packages, and describe how the typical financial aid package might be developed. These policies will vary from school to school, and we urge you to read the materials provided by each college and encourage you to contact their offices if you have questions. In fact, any college financial aid office is an invaluable resource. Feel free not only to call them with questions, but also to make appointments to speak with them in person.

GENERAL DEFINITIONS

Need-Blind

A process where the admission decision is separate (blind) from the financial aid process. The admissions application is evaluated, a decision is made, and those accepted are then sent to the financial aid office for review. A growing number of schools that are need-blind, however, do not have the resources to meet the full need of the class they have accepted.

Need-Aware

A process where the admission decision can be sensitive to the financial need of the applicant. A growing number of schools with limited resources have become much more honest in admitting that they must look at their budget carefully when accepting a freshman class. In most cases, this will affect a handful of applicants, and students are generally placed on a wait list.

Gapping

A process of admitting a student while providing a financial package that does not fully meet (gaps) your calculated need.

Scholarships

The College Placement Office frequently receives literature on scholarships. We also maintain a scholarship file within the College Placement Office. This file is updated as we receive information from colleges and other sources. Speak with us if you would like to browse through our scholarship files. You can also find scholarship information in Appendix 2.

APPLYING FOR FINANCIAL AID

Each school will have specific requirements for financial aid, so it is vital that you read the information in each application. In most cases, this may include a form as part of the application process, or a request to fill out one of several forms:

FAFSA (Free Application for Federal Student Aid)

All students applying for any federal financial aid must file a FAFSA as soon as possible after January 1 of the application year. Analysis of the data on this form will determine eligibility for Federal Pell Grants, Supplemental Educational Opportunity Grants (SEOG), Federal Work Study, Federal Perkins Loans, Stafford Loans (subsidized and unsubsidized), and other federal and state programs. Many states, while often requiring their own forms, will also require the FAFSA to award state grants to students. Since federal aid is a key component of most awards, it is critical that this is filed in a timely manner. You can file the FAFSA online at www.fafsa.ed.gov. There is no cost to process the FAFSA. Paper versions are available between November and December of your senior year.

http://www.fafsa.ed.gov/

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CSS® (College Scholarship Service) Profile

Separate from the FAFSA, some colleges may require the CSS PROFILE to help determine a student’s eligibility for the institution’s own funds. The CSS PROFILE is available online at https://profileonline.collegeboard.com. In addition to the CSS® PROFILE, families may be asked to submit a Noncustodial PROFILE (NCP) Application to gain information about their noncustodial parent. The fee for the initial application and one college or program report is $25. Additional reports are $16. CSS Customer Support can be reached at (305) 829-9793 or emailed at [email protected].

Institutional Forms

Some schools may require additional information on their institutional form, as well as copies of tax returns, to verify information.

SHOULD I APPLY FOR FINANCIAL AID?

If you and your family cannot afford to pay for four years of college without assistance from outside resources, then by all means you should apply for financial aid. There is a debate in many circles as to where college admissions is heading in an effort to assist students in their ability to afford college. Stories have appeared in the media that accuse colleges of playing games with aid, often raising the question of how much applying for aid will affect a student’s chances for admission. In order to be clear about a school’s policies, and help you make intelligent decisions about where to apply, ask any or all of the following questions when visiting schools:

• Does the college practice a need-blind admission policy?

• What percentage of students is receiving financial aid?

• What percentage of students had their full need met?

• What percentage of the funds was need-based?

• What percentage of the funds (if any) was merit-based?

• Do the same financial aid procedures and policies apply for the entire four years?

• If my family has more than one student in college, will that be taken into consideration when calculating my family contribution? What about another student in boarding school?

• If the cost of college goes up, will my aid go up accordingly?

• Can the school’s financial aid be used to cover the costs of study abroad programs?

• How are outside scholarships handled? Are they credited against the loan component of my aid, the grant component, or the family contribution?

• Do I need a certain grade point average to keep my institutional grant?

• Are emergency funds available for short-term loans?

• Are there any tuition payment plans that will allow me and my parents to spread out our payments?

• What is the policy with regard to non-custodial parents and stepparents? Are they expected to contribute if financially able?

• What is the typical financial aid package?

• How much indebtedness can I expect after four years?

• How many hours a week will I have to work to fulfill the work-study portion of my aid package?

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SHOULD I APPLY EARLY IF I NEED FINANCIAL AID?

By applying early, you limit your opportunities to compare financial aid packages between schools. Since most of the schools our students are attending traditionally try to meet full need, our experience has been that the package in the early round has been no different from those awarded in the spring. The Ivy League schools and many similar selective schools have gone on record to say that no differences exist in the manner in which early and regular aid is awarded. Think carefully and consult with your parents and college advisor.

THE FINANCIAL AID PACKAGE

Financial aid packages come in all shapes and forms. Many schools fail to give you the bottom line of what you will pay when all costs are calculated. Take the time to go back and see what the basic costs of the school are, add up what the various components of the aid package come out to, and see if it will work for you and your family. Once you have sorted through the various packages, you will be ready to make that determination.

(EFC) Expected Family Contribution — is determined after income and assets are reviewed. Allowances are made for the number of family members, the number of children in college, necessary expenses, etc. Typically, you are asked to contribute a portion of your personal savings and other assets. You are also expected to contribute a certain amount based on what you could realistically earn during the summer, whether or not you actually choose to work. Should you receive merit-based awards from organizations outside of the college, these are considered as part of your available resources and may be applied against the self-help portion of your aid package. Consideration is also given to special financial circumstances (illness, older parents approaching retirement, or special educational needs). Be certain that colleges are aware of any unusual circumstances that may exist in your family.

Please note: Colleges may handle different situations differently, in which parents are separated, divorced, and/or remarried. For example, some colleges take into consideration the income and assets of the stepparent with whom the student lives. Others do not. Federal fund eligibility (determined by the FAFSA) is based on “household” income only— which can include a stepparent and exclude a biological parent. Always ask and/or read the fine print.

USUAL COLLEGE BREAKDOWN FOR AWARDS

Self-Help

This may include an opportunity to work on campus through a Federal work-study program, Federal (Perkins or Stafford) loans, and/or school loans.

Grants

If the college meets 100% of your need, the remaining amount can be filled with grants, which do not need to be paid back. These are a combination of Federal grants, or grants from the actual funds of the college.

Merit Awards

These may also be a part of an award in the form of a scholarship that goes beyond the actual need of a student. It may even be awarded to a student not applying for financial aid in the hope of attracting top scholars to that school. We have seen discrepancies between financial aid packages. Do not be afraid to discuss these with both our office and the college financial aid office before making a final decision.

FINANCIAL AID FOR INTERNATIONAL STUDENTS

International students applying for aid at American colleges are not eligible for Federal aid, and as a result, find themselves in a much more competitive group for aid from the college’s institutional resources. However, there are schools that have funded, financial aid specifically for international students. We will do our best to identify these resources. Talk to your college advisor for any additional resources that might be available.

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After the Decisions

GETTING IN

• Step One: Celebrate! (but be sensitive to other students)

• Step Two: NOTIFY THE COLLEGE PLACEMENT OFFICE IN WRITING.

• Step Three: Accept the offer, if you wish to attend; deny the offer if you do not.

NOTE: The deadline for accepting an offer of admission is May 1 (generally a postmark date). You may accept at only one school. However, you should respond to all acceptances—good manners still count. Most colleges want a deposit—usually of several hundred dollars —with your acceptance. Read the fine print. You may only put down a deposit for one school.

Financial aid information may come with your acceptance letters. Sometimes those letters are sent separately– allow a few days before becoming too anxious. However, if it gets to be mid-April and you still have not received a financial aid package, be sure to let us know.

You may want to revisit a college. Talk with your college advisor. Try to miss as little school as possible. Do not make quick selections if you are fortunate enough to have several college choices. Talk with your parents and advisor.

Remember that disciplinary infractions or academic performances that are a departure from your record could put you on probation at a college freshman year or, worse, could cause the college to revoke your acceptance. Grades still matter!

GETTING WAIT LISTED

If you wish to remain on one or more waitlists, you should:

• Step One: Send the response card back immediately. Colleges are always interested to know how interested you are in them. If they are going to go to the wait list to admit more students—they will go for the ones they believe will attend.

• Step Two: Write a personal letter to the college admissions office emphasizing how much you hope to attend, why you think their school is the best place for you, and highlighting any new accomplishments (including better grades) that they may not know about.

• Step Three: Notify the College Placement Office in writing of your plans, and schedule a meeting to discuss strategies with your college counselor as soon as possible. Your college counselor will continue to play a vital role in lobbying on your behalf.

• Step Four: Think about anyone else—faculty, family, friend, or peer—who might write an additional letter of support. Offers of admission from the waiting list usually occur after May 1 and can go on into the summer months, so be sure to accept one college’s offer by the May 1 deadline to secure a space somewhere. If you are admitted from a waiting list later and decide to attend, you need to advise the college whose offer you had initially accepted, and forfeit your deposit there.

GETTING DENIED

It’s never easy to face rejection, but this, too, is a part of the college application process, unfortunately. Once you have been denied, make an appointment with your college advisor to discuss any issues you might have. She/He may be able to provide the insight that can help to ease the pain and assist you should you try to apply to college again later. Rarely, if ever, are negative admissions decisions changed after the letters have been mailed.

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Appendix 1 - Glossary of Terms

ACT

AP

Candidate’s Reply

Date

CEEB Code

Class Rank

CSS

Common App

Defer

Division I, II, III

Early Action (EA)

American College Test. This is the SAT’s only true competitor. The format and structure of the tests differ; a college counselor can recommend whether to take the ACT instead of, or along with, the SAT. Website; http://www.actstudent.org

Advanced Placement. These are college-level courses offered by some schools. After an AP course is completed, students generally take AP exams, which are scored on a 1-5 scale. Colleges may offer either credit, or advanced standing, to a student who has an AP exam score of 3 or higher in a subject.

May 1: This is the date by which most colleges require an admitted student to commit to attend that institution. Commitment is signified by submission of the enrollment deposit by this date. Students may place a deposit at only one school.

College Entrance Examination Board code number. (Every high school has one.) Marianapolis’ CEEB code is 070780

The rating of a student based on an academic comparison with all other students in a class. Marianapolis Preparatory School does not rank.

College Scholarship Service. This is the organization which processes information provided by financial aid applicants on the PROFILE form and distributes that information to colleges where a student is applying.

A standard application form accepted by more than two hundred colleges (including some of the Ivies). A student completes one form and submits it on-line or mails duplicates to subscriber col-leges along with each college’s individualized supplement. We advise completing the application on-line and printing multiple copies as needed. Students have access to the Common Application on paper or via the internet: http://www.commonapp.org.

This is an admissions decision which may be received if a student has applied under an Early Decision or Early Action plan. A “deferral” means that the student has not yet been admitted or denied; the application will be placed in the regular round for another review, and an admissions decision will be sent in March or April. Students who apply Early Decision and are deferred are no longer bound by the Early Decision agreement and may apply to other colleges.

These are designations for college athletic programs. Division I and II programs are the most competitive athletically; these are the only programs that may award athletic scholarships, and potential recruits must be certified by the NCAA in order to be eligible to compete at the college level. Division III programs, most commonly found at the smaller schools, do not require NCAA certification. Potential athletic recruits should meet with their college counselor early in the process, to be certain that all the appropriate requirements will be met before graduation, and to insure that students understand the process of working with college coaches.

A plan whereby application is made and a decision received early in the senior year. Usually, application is made by November 1, and decisions are sent by mid-December. Early Action is a non-binding plan: students will not receive a financial aid package until April, at the same time as regular decision applicants.

PROFILE

http://www/


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Financial Aid

A plan whereby application is made early in the senior year and, if accepted, the student agrees to enroll and withdraw all other applications. This is a binding agreement among the student, the college, and the parents. For financial aid applicants, an estimated award is provided in December with the admission decision, and finalized once tax returns are completed.

Free Application for Federal Student Aid - As the name implies, a no cost form used by col-leges to determine a student’s and family’s eligibility for federal financial aid funds. Some (but not most) colleges use this form alone to determine aid awards.

Need-based aid offered by the federal government and by colleges; awards generally include grants (which do not need to be repaid), loans (which must be repaid) and, often, work-study (funds earned through on-campus work during the school year). Need is determined through a combination of the PROFILE form, the FAFSA (Free Application for Federal Student Aid), and the college’s own form (if they have one). International students generally complete a different form and are not eligible for federal funds unless they are permanent resident aliens (i.e., have a “green” card).

A number (such as 3.0), which indicates the average of all grades for courses earned in a term or a year.

The financial aid form processed by College Scholarship Service and used by some colleges to further define a family’s need for financial aid funds. This service carries a fee, so families should include this cost in their budget for college applications.

Preliminary Scholastic Assessment Test - given to sophomore and junior students; in the junior year it is the qualifying exam for all National Merit Scholarship programs.

The most common admissions plan. Most deadlines for Regular decision applicants are in January or February. Note that the University of California school systems have a regular decision deadline of November 30!

The practice at some colleges and universities of making decisions on applications as they are received. Since, under this plan, colleges are accepting students every day, the later one applies, the harder it may be to get in.

Formerly called the SAT I. The new SAT consists of three sections: critical reading, writing and math.

Formerly called SAT II’s. Individual subject tests (such as spanish, biology, and math) often, but not always, required for college admissions.

Early Decision (ED)

FAFSA

Grade Point Average(GPA)

PROFILE

PSAT

Regular Decision

Rolling Admission

SAT:Reasoning Test

SAT:Subject Tests

Financial Aid

NCAA National Collegiate Athletic Association. The governing body for most college athletics. The NCAA must certify an athletic recruit who wishes to compete at the Division I or II level. The web site for the NCAA is: http://www.ncaa.org.

http://www.ncaa.org/

54

Test of English as a Foreign Language. This test should be used by students whose native language is not English (regardless of citizenship) and whose SAT I verbal score is below 650. Students should work closely with their col-lege counselor to determine whether this test is necessary.

TOEFL

A list of applicants who, though qualified for admission, are placed “on hold.” Wait list candidates are usually given the opportunity to decide whether or not they wish to wait for a final decision, which usually occurs over the next several weeks.

Wait List


SAT: Subject Tests

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Appendix 2 - Bibliography of Resources for College

INTERNET SITES TO EXPLORE

College Searches and Admission Information• http://www.collegeboard.com College Board (SAT tests, college searches, CSS Profile).• http://www.usnews.com/rankings - US News & World Report’s College resources/interactive research site• http://www.universities.com - Another college search (search by region and/or alphabetical).• http://www.collegeview.com - College View (for a general overview of the application and financial aid process and information on over 3,000 schools).• http://www.nacacnet.org/studentinfo/Pages/Default.aspx - National Association of College Admission Counseling (this section is a handbook for parents and students).• http://www.ed.gov/pubs/Prepare - Department of Education (parents’ resource book).• http://www.gocollege.com - School search, virtual tours and campus maps.• http://www.petersons.com - Peterson’s Guide online (search and overviews).• http://www.campustours.com - Online college tours• http://princetonreview.com - The Princeton Review online (search and overviews) www.mytutor.com Summit Educational Group (SAT Prep) www.strictlyenglishusa.com TOEFL PrepOnline Applications (typically found on each college’s own website)

• http://www.commonapp.org - Common Application (online application to download for Common Application affiliated colleges). Financial Aid Information• http://www.finaid.org - The most comprehensive financial aid site.• http://www.collegeboard.com - The College Board on-line; various resources• http://www.fastweb.com - Financial aid and scholarship search (updated daily).• http://www.fafsa.ed.gov - FAFSA online.• http://www.petersons.com/college-search/college-financial-aid.aspx - Peterson’s Education Center• http://www.salliemae.com - Financial planning for college and loan informationIntercollegiate Athletics• http://www.ncaa.org - National College Athletic Association (includes handbook with information about eligibility in college athletics for the college-bound student-athlete).

• www.eligibilitycenter.com

Test Preparation• http://www.collegeboard.com - The College Board• http://www.actstudent.org - ACT preparation• www. princetonreview.com - The Princton Review• http://www.kaplan.com - Kaplan course information• www.mytutor.com - Summit Education Group - SAT Prep• www. strictlyenglishusa.com - TOEFL Prep


http://usanews.com/rankings

http://www.universities.com/

http://www.collegeview.com/

http://www.nacac.com/p%26s.html

http://www.ed.gov/pubs/Prepare

http://www.gocollege.com/

http://www.petersons.com/

http://www.campustours.com/

http://princetonreview.com/


http://www.finaid.org/


http://www.fastweb.com/

http://www.fafsa.ed.gov/

http://www.ncaa.org/


http://www.actstudent.org/

http://www.kaplan.com/

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A BIBLIOGRAPHY OF COLLEGE RESOURCE BOOKS

A visit to your local library or bookstore may overwhelm you with the number of college resource material available. This list is far from complete; however, it is a good place to start as you begin to do research on colleges and universities.Comprehensive, Generally Objective College Reference Books• Barron’s Profiles of American Colleges, Barron’s Educational Series, Happauge, NY• The College Handbook, College Board, New York, NY• Comparative Guide to American Colleges, James Cass and Max Birnbaum, Harper and Row Publishers, New York, NY• Lovejoy’s College Guide, Lovejoy’s Educational Guides, Monarch Press, New York, NY• Peterson’s Guide to Four Year Colleges, Peterson’s Guides, Princeton, NJ• Peterson’s Competitive Colleges, Peterson’s, Princeton, NJSupplementary College Reference Books• College Admissions Index of Majors and Sports, Orchard House, Concord, MA• College Cost and Financial Aid Handbook, The College Board, New York• Colleges That Change Lives, Loren Pope, Penguin Books, New York, NY• Cool Colleges for the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different, Donald Asher, Ten Speed Press• 50 College Admissions Directors Speak to Parents, Sandra MacGowan and Sarah McGinty, Harcourt, Brace and Jovanovich• How to Get Into the Top Colleges, Richard Montauk and Krista Klein, Prentice Hall• Index of Majors, College Board, New York, NY• Letting Go: A Parents’ Guide to Today’s College Experience. Karen Levin Coburn and Madge Lawrence Treeger, Adler and Adler, Bethesda, MD• Looking Beyond the Ivy League, Loren Pope, Penguin Books, New York, NY• Peterson’s Handbook for College Admissions, Thomas C. Hayden, Peterson’s, Princeton, NJ• Peterson’s National College Databank, Peterson’s Guides, Princeton, NJ• Scholarship Handbook, The College Board, New York• The Best 345 Colleges, Princeton Review• The Complete Idiot’s Guide to Getting Into College, O’Neal Turner, Alpha Books, Indianapolis• The Directory of Canadian Universities, The Association of Universities and Colleges of Canada• The Fiske Guide to College, Edward B. Fiske, Times Books• The National Review College Guide, Charles Sykes and Brad Miner, Wolgemuth and Hyatt• The Yale Insider’s Guide to the Colleges, The Yale Daily News, St. Martin’s Griffin

• Visiting College Campuses, Janet Spencer and Sandra Maleson, The Princeton Review

SAT Preparation, Guide Books• 10 Real SAT’S, The College Board, New York, NY• Cracking the System: The SAT, Princeton Review, Villard Books, New York, NY• One-on-One with the SAT, College Board, New York, NY (CD-rom course)

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• How to Beat Test Anxiety and Score Higher on the SAT, James H. Divine and David W. Kylen, Barron’s Educational Series, Happauge, NY

• How to Take the SAT, Marcia Lawrence, Plume Books, New York, NY

Special Interest Books• Guide to Performing Arts Programs, Muriel Topaz and Carole J. Everett, The Princeton Review• Is There an Engineer Inside You? A Comprehensive Guide to Career Decisions in Engineering, Celeste Bain• Penguin Guide to American Business Schools, Harold P. Doughty, Penguin USA• Summer Opportunities for Kids and Teenagers, Thomson Peterson’s• Going the Distance (formerly The Athlete’s Game Plan for College and Career), Stephen Figler and Howard Figler, Peterson’s Guides, Princeton, NJ• College Admissions Index of Majors and Sports, Orchard House, Concord, MA• The Winning Edge: A Complete Guide to Intercollegiate Athletic Programs, Frances and James Kilpatrick, Octameron Associates, Alexandria, VA

Career Information• Taking Time Off: Inspiring Stories of Students Who Enjoyed Successful Breaks from College and How You Can Plan Your Own, Colin Hall and Ron Lieber, Noonday Books• The Complete Career Guide, David M. Brownstone and Gene Hawes, Simon and Schuster, New York, NY

• What Color is Your Parachute?, Richard Nelson Bolles, Ten Speed Press, Berkeley, CA

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Appendix 3 – Sending Test Scores

Online Registration1. Go to http://collegeboard.com, and select the “For Students” link.2. Click on the “Register for SAT” link under the SAT Quick Links section.3. Click on the “Register Now” tab under the Benefits of Online Registration section.4. If you have not created an account, you must do so by clicking on the “Sign Up” tab on the right part of the screen. (If you already have an account, login to your account, select the “Start a new registration” link and go to step 6.)5. You will be taken through a series of pages asking you questions ranging from contact information to course and grade history. While only the starred questions are mandatory, it is good to complete all of the information. The College Board uses this information to help colleges find students that might be good matches.6. Once you reach the My Test Registrations page, select the “Register for a Test” Link7. Read and agree to the MY SAT: Terms and Conditions page8. Complete the eight pages that comprise the sign up form. Make sure you read all of the instructions carefully

• Marianapolis students generally test at Woodstock Academy. Transportation is provided to Woodstock Academy for residential students.• Only add score reports if you know which schools you are applying to.

• Make sure you print out a registration ticket. You will need it when you take the test.

Sending Scores

There are two methods for sending your SAT scores. The best method is to send them from your College Board account online. Instructions can be found at http://www.collegeboard.com/student/testing/sat/scores.html.

You can order them by phone for an additional fee. See instructions for ordering by phone at http://www.collegeboard.com/ student/testing/sat/scores/phone.html

ACT INFORMATIONOnline Registration

1. Begin at http://actstudent.org.

2. Select the Registration link, then proceed to the “sign up online” tab

3. Follow the registration instructions.

Sending Scores

Like the SAT, you can send your scores online, by phone or by request letter. From http://www.actstudent.org, click on the “Send your scores” link under the Services tab. Follow the instructions given.

http://collegeboard.com/

http://www.collegeboard.com/student/testing/sat/scores.html


http://actstudent.org/

http://www.actstudent.org/

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Appendix 3 – Sending Test Scores

TOEFL INFORMATION

Marianapolis Prep is a TOEFL Test Center which provides a convenient way for international residential students to register for the test. Tests are provided throughout the school year and administered by the Assistant Director of Admission and Director of Financial Aid. Please be sure to provide the Marianapolis school code 0081, so that Marianapolis can receive your score report.Registration for off campus testsThe Registration process begins at http://www.ets.org.1. Select the “TOEFL” link2. Select the “Register for the Test” link.3. On the next page you must choose the following options

a. Country: “United States of America” unless you plan to test at homeb. City: “All IBT Locations” – Colleges only accept the Internet version of the TOEFLc. “Register Online” – This is the fastest and best way

4. Choose the “Sign up” link to create a new account5. Make sure to fill out all of the starred information. Do not forget your information. It is very difficult to retrieve6. Once you have completed all of the information forms, you will select the “Register for a Test/Order Score Reports” Tab.7. Select the “TOEFL Test” option8. When you come to the “Register for a Test” link please choose the following options:

a. Country/Location: “United States”b. State/Province: “Connecticut”c. Region: “Providence, RI”

9. Select the range of dates and you will be given a list of options depending on availability.10. Select a test and follow the payment instructions.

11. Be sure to provide the Marianapolis TOEFL Code 0081 to ensure your scores are sent to Marianapolis.Sending Scores

1. Login to your TOEFL account and select the “Register for a Test/Order Score Reports” Tab.

2. Select the “TOEFL Services” option

3. Select “additional score report”

4. Select the test you wish to send. If you wish to report more than one test, you must repeat the process.

5. Follow the instructions on how to select the schools you wish to send your scores to.

AP INFORMATIONRegistration

Registration for AP exams is done in school by the Associate Director of Academic Affairs.

Sending Scores

Instructions for sending AP scores can be found at http://www.collegeboard.com/student/testing/ap/exgrd_rep.html.

http://www.ets.org/


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Appendix 4 – Miscellaneous MaterialSAMPLE COLLEGE VISIT EVALUATIONS: FORM 1

SELECTION FACTOR COLLEGES BEING CONSIDERED

Rate each college from 1 (very poor) to 10 (superior)

Intell ectual Atmosphere

• Intensity

• Diversity

Acad emic Atmosphere:

• Strength: your area of interest

• Breadth of program

• Calendar

• Selectivity (strength of student body)

• Student-faculty ratio (class size)

• Accessibility of faculty outside of class• Teaching reputation of faculty

• Independent study opportunities

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Appendix 4 – Miscellaneous MaterialSAMPLE COLLEGE VISIT EVALUATIONS: FORM 1 continued

SELECTION FACTOR COLLEGES BEING CONSIDERED

Political Atmosphere:

• Liberal / Conservative

• Active / Apathetic

• Visiting lecturer series

• “Political correctness” / Tolerance

• Gender issue awareness

Social Atmosphere

• Size of student body

• Diversity (geographic, gender, etc.)

• Fraternities / Sororities (importance)

• Extracurricular opportunities

• Party life / Drinking

• Dating patterns

• Part-time work opportunities

• Personal counseling program

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College Visited _________________________________________ Date of Visit _______________________________

Interviewer _____________________________________________________________________________________

Title ___________________________________________________________________________________________

Phone __________________________________________________________________________________________

E-mail __________________________________________________________________________________________

Admissions Officer ________________________________________________________________________________

Title ____________________________________________________________________________________________

Phone __________________________________________________________________________________________

E-mail __________________________________________________________________________________________

MY IMPRESSIONS:

Campus

Surrounding Area

Students

Dormitories

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Dining Facilities

Extracurricular Activities

Library

Transportation

Other

Questions to Ask Interviewer:

1. ________________________________________________________________________________________

2. ________________________________________________________________________________________

3. ________________________________________________________________________________________

QUESTIONS TO ASK MYSELF:

1. Would I fit in and feel comfortable here?

2. Does this school meet my needs?

3. What is my general impression?

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Appendix 4 – Miscellaneous MaterialSAMPLE INFORMATION REQUEST LETTER/EMAIL

Date

Name of the Director/Head of Admissions

Title

College Name*

Address of College*

Dear (Name of Director):

I am a student at Marianapolis Preparatory School in Thompson, Connecticut and expect to graduate in June, (year of graduation).

I am interested in your school and would appreciate receiving an application for admission and any information concerning your school. Also, please send me information concerning your financial aid program.

Thank you.

Sincerely,

John Doe [email protected]

25 Blossom Street

Georgeville, CT 00000

* Letter Format

mailto:[email protected]

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Appendix 4 – Miscellaneous MaterialSAMPLE RESUME

John Doe: 25 Blossom Lane Georgeville, CT 00000

(860) 555-0000

Marianapolis Preparatory School

26 Chase Road

Thompson, CT 06277

(860) 923-9565

[email protected]

ACADEMICS

Activity or Honor Grade Participation1. National Honor Society 11, 122. Honor Roll 10, 11, 12

Activities and Honors1. Tennis 9, 11, 12 Captain, Varsity -- 12 Coacher’s Award -- 9, 11 Varsity -- 11, 12 SENE Champions -- 112. Varsity Soccer 11, 123. JV Soccer 9, 104. Chapel Choir 10-125. Writer for school literary magazine 12 Sample Attached6. Peer Leader 127. S.A.D.D. (Students Against Drunk Driving) 98. Environmental Club 10-12 Secretary- treasurer- 129. Private Voice Lessons 12

Community ServiceChurch of St. Michael & St. George 9-12 Church school assistant teacherSt. George’s Choir 9, 10 Youth & young adult choirYouth Board 12 Newsletter Editor


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Appendix 4 – Miscellaneous MaterialSAMPLE ATHLETIC RESUME

John Doe: 25 Blossom Lane Georgeville, CT 00000 (860) 555-0000

Marianapolis Preparatory School26 Chase RoadThompson, CT 06277(860) 923-9565

[email protected]

Academics: Marianapolis Preparatory School, Class of 2008

Honor Roll 2005, 2006, 2007

SAT: 2050 (650 critical reading, 710 math, 690 writing)

Soccer Experience Marianapolis Preparatory School

Varsity Soccer, 2005-present

• Starting midfielder 2006

• ALL SENE, 2005, 2006

• Captain-elect, 2007

JV Soccer, 2004

• Elected team captain

FC Georgeville, 1999-present

• Member of state champion U16 team, 2004

Other Athletics: Member of Marianapolis’ varsity wrestling and tennis teams.

• Elected co-captain in tennis for 2006.

References: John Pele, Soccer Coach, Marianapolis Preparatory School: (860) 923-9565

Franz Beckenbauer, Soccer Coach, FC Georgeville: (860) 555-0000

Dr. Edward Sembor, College Counselor: (860) 923-9565 x-224


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Appendix 4 – Miscellaneous MaterialSAMPLE LETTER/EMAIL TO A COACH OR SPECIAL INTEREST PERSON

Date*

Coach Name*

College Name*

Address of College*

Dear Coach Smith,

My name is John Doe and I am an eleventh grader at Marianapolis Preparatory School who is very interested in your soccer program. I’ve been a varsity player here at Marianapolis for the past two years, and started in the midfield this year. I was All-SENE this year, and was elected to serve as co-captain of the team next year.

I have also maintained a strong average in the classroom. While Marianapolis does not rank its students, I have been on the Honor Roll during each of my three years at the school. I scored a 2050 on the new SAT in May (650 critical reading, 710 math, and 690 writing) and am scheduled to take SAT Subject Tests in June. I would be happy to provide you with a copy of my transcript if you would like.

I am very eager to continue my soccer career at the collegiate level, and will be working hard this summer to prepare for my senior season. I will be attending the Connecticut Select Camp from July 2-6, and will be playing with my club team, FC Georgeville, throughout the summer. I have also enclosed next year’s varsity soccer schedule at Marianapolis. I hope that someone from your staff will be able to see me play.

I would appreciate any information about Big State University and your soccer program that you could send me. You can also contact my coach, Joe Pele, at (603) 555-8888 or [email protected]. I look forward to hearing back from you soon!

Sincerely,

John Doe [email protected]

25 Blossom Street

Georgeville, CT 00000

* Letter Format



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Appendix 5 – Family Connection by Naviance

Beginning in their freshman year, Marianpolis invites students to explore, “Family Connection”, a web-site provided by Naviance and developed to be a helpful resource to students as they explore, research and plan for college.

All students are issued their own personal account by the College Placement Office that they can access through a password-protected site. To begin using Family Connection, please visit http://connection.naviance.com/marianapolis. Follow the instructions below to access a wealth of information on the college process:

1. Students are issued their account name and password by the College Placement Office. Students should enter their information on the home page under the “New User” box and then click “Register”.

2. Students fill out the registration information including email and create a new password. Students need to check the box stating that they agree to the terms of use and click “Complete Registration.”

3. Whenever logging in, students will need to use the password they created. Students need to make sure that they keep a record of what this password is and keep their email address up to date.

4. Once students have registered, they are brought to the “Welcome to Students” page. Here students can begin the college search process using Family Connection.

5. Once on the Family Connection site, there are a variety of “tools” students can use to begin the college/career interest search. Students should review the “Colleges”, “Career” and “About Me” tabs. Students will be able to research colleges, analyze acceptance criteria, make a college list, explore their own personality types, explore careers, build a resume, keep a journal and keep track of their test scores. There are surveys to take. There are pages, links and updates to explore.

Special Note to Seniors

Seniors need to complete a series of steps in order for the Office of College Placement to send their transcripts, school report, school profile and recommendations electronically through Naviance eDocs. Using Naviance, Marianapolis can send official student documents electronically to colleges who accept this method. These colleges include the colleges who are Common Application colleges and other colleges who use Docufide. If a college DOES NOT utilize electronic application submission, that is not a problem. The Office of College Placement will send the documents to your colleges by mail.

Step One

When you fill out the Common Application, but sure to list each individual Common App college on the applica-tion. You will need to establish a Common App user name and password. Keep an accurate record of your user name and password.

Step Two

You will need to go to the Naviance Family Connection page.

You will need to go to the “Colleges” tab.

You will need to go to the “Colleges I am Applying to” tab. Add the colleges that you are applying to, to this list.

When you get to this tab, you will see the FERPA section. This the Family Educational Rights and Privacy Act. It is a section that will require you to check buttons that state that you either waive or do not waive your right to access certain educational records about you and that you are authorizing the schools you have attended to release educational records about you to the colleges you are applying to.

http://connection.naviance.com/marianapolis

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Appendix 5 – Family Connection by Naviance

Step Three

You will need to complete the FERPA section by checking off the appropriate buttons AND filling in the exact same Common App username and password that you established to apply to college using the Common Applica-tion. Do not forget to click “Submit.”

Step Four

The Office of College Placement, using Naviance, will then match your Common App user name and password to your Naviance account, allowing Naviance to send your transcript, school profile, secondary school report and teacher recommendations electronically to the colleges that accept electronic applications. If an exact match cannot be made, the documents cannot be sent. If this happens, it is usually because a student does not use the exact Common App password or user name.

If any of these steps are not followed, the Office of College Placement will not be able to send your Marianapolis documents electronically. All prior and international transcripts, financial forms and Visa forms will still be sent by regular mail.

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Documents

MARIANAPOLIS PREPARATORY SCHOOL · SAT and TOEFL tests Financial Aid Night Presentation SAT, ACT and TOEFL tests SAT, ACT and TOEFL tests ACT and TOEFL tests Junior College Night