Ranney BeaconA College Guidance Publication

Winter 2013

Ranney Beacon Vol. 8/No. 1 2013 1

Making the Right Academic Choices in Upper School

2 Ranney Beacon Vol. 8/No. 1 2013 www.ranneyschool.org/college_guidance

A unique feature of Ranney’s College Guidance program is that the course scheduling process is coordinated by

our College Guidance Office, which is atypical of many inde-pendent school college guidance offices. Therefore, the col-lege counseling staff works directly with Ranney students to counsel them on selecting their courses each year and help-ing students to identify which courses would be the most appropriate for them to take given their academic interests, strengths and abilities, and future goals. Each year, when college admissions officers visit Ranney School, they consistently communicate the same message: during the admissions process, a student’s academic perfor-mance and potential is the as-pect of the college application that is given the most consid-eration. Colleges evaluate stu-dents on the courses they have taken and the grades they have earned on their transcript, based on what is available in their educational community. Ranney School’s rich academic curriculum (with 18 Advanced Placement [AP] courses and more than 30 honors level course offerings, plus a Senior Capstone elective) provides students with ample opportuni-ties to take challenging courses and explore their passions in a variety of academic disciplines. During the junior and senior years, the curriculum choices and honors and AP level course options expand significantly for students. Course scheduling assemblies are held in the spring semester, during the summer months, and in early September so that the College Guidance Office can work with students on their course schedules. Below are some of the most frequently asked questions:• As a freshman, it was recommended that I take college

prep biology. Should I request to be placed in the Honor Biology class or the AP Biology class?

• I was not recommended for AP English Language as a ju-nior, but I really want to take an AP-level English class before I graduate. What are my options?

• It was recommended that I take four to five AP courses. I also wish to do Senior Capstone. What should I do?

• I am interested in studying sciences in college. What cours-es in high school would provide me with the best prepara-tion for such a major?

In the first two scenarios, our advice to students is to take course that they can handle and to earn the strongest grades they possibly can in each class. For freshman students who take biology at a college prep level and earn high grades in this class and in their subsequent chemistry and math cours-es, they will have the opportunity to be considered for AP Biology as a junior or senior. For those juniors who are not placed in AP English Language, they do have an opportu-

nity to earn placement in AP English Literature as a senior by earning high grades during their junior year English elec-tive, performing well on the department’s placement test, and by earning the recom-mendation of their teacher. In the third scenario, one challenge with having so many options is that students have to make choices. Our advice

as college counselors is that students should pursue the most rigorous curriculum they can but also take those courses in which they have a genuine interest. For example, if a student has the choice of taking AP World History, a subject that they may be primarily motivated to take just for the sake of having another AP class on their transcript versus pursuing a Senior Capstone project in a topic that they are genuinely in-terested in and passionate about studying, our advice would be for the student to take Senior Capstone. In the fourth scenario, for any student who aspires to work in the sciences, pursue the Pre-Med track or apply to spe-cialized seven-year medical programs, we counsel them to take the most rigorous math courses in our curriculum (i.e., AP Calculus) plus each of the science disciplines (Biology, Chemistry and Physics) during high school and to take them at the AP level. Because the course curriculum selection is a vital component of the college review process, the Ranney College Guidance staff is uniquely positioned to help stu-dents make the right choices and enable them to attain their college goals and aspirations.

Ranney Beacon Vol. 8/No. 1 2013 3

by Myra Simpson, Co-Director of College Guidance

“A student’s academic performance and potential is the aspect of the college

application that is given the most consideration.”

Getting into college is a challenge that every senior faces, but how do Ranney students fare once they actually get

to college? Fortunately, the Ranney School curriculum and ex-perience gives students the strong footing they need not just to survive college—but to thrive. Each year, as part of a College Alumni Panel, Ranney alumni return to the school to talk to juniors and seniors about what to expect when they make the move to higher education. We also hear often from for-mer students about how well they’ve transitioned from high school to college. Below are a few common observations. Ready to ReseaRch and wRite: Given the writing-inten-sive nature of the Ranney School curriculum, alumni report that they have not been intimidated by having to write sev-eral lengthy papers during their introductory college writing courses. In fact, many say that their academic courses and unique Ranney Capstone experience more than prepared them for such research assignments. “When my Honors semi-nar professor asked us to prepare an annotated bibliography, I was the only student in the class who didn’t have a heart at-tack. I retrieved my annotated bibliography that I created for Capstone … and was able to assist my peers,” said one Class of 2010 alum. Some students have continued to work on their Capstone project topics during college, delving deeper into their research and impressing their professors. able to adjust: Although Ranney students are accustomed to small seminar-style classes, alumni report that they have no problem adjusting to lecture-hall style classes that consist of 200 or more students. One recent alum who attends a large public university said, “While all of my classes contain at least 150 students, I take advantage of the recitations [small break-out groups] that my professor leads weekly, and I do my best to communicate with him regularly via email.” Ranney graduates also find that they are properly outfit-ted for the changes that come with college life, including in-creased independence and new types of social engagement. For example, relationship building is a skill that Ranney stu-dents both value and master prior to graduating. During their Upper School years, each student has a support team. The team—consisting of teachers, an advisor, a class advisor, a col-lege counselor, the Dean of Students, athletic coaches and club advisors—works closely with the student on how to strat-egize and problem solve. In addition, the College Guidance Office often invites Deans of Students from local colleges to speak to Ranney se-

niors about how to adjust to college life, including how to navigate university student support services. Ranney events such as Senior Transition Day and precollege orientation pro-grams further help students become acquainted with their college prior to move-in day. As a result of these support sys-tems and guidance, Ranney graduates are prepared for a suc-cessful shift to college. In fact, our alumni become wonderful self-advocates at the college level. They are not afraid to ask for help and they look to build their own support teams through-out their college tenure. Rather than feeling stressed about the move to college, they are able to transition smoothly and focus on enjoying every moment. Viewed as leadeRs: In addition to tutoring peers on biblio-graphic research, alumni also note that they are called upon to help fellow collegiate students with math classes—especial-ly Calculus, based on their educational prowess at Ranney. Some College Panel speakers have encouraged current stu-dents to “save their Calculus notes.” The unique Ranney experience, however, goes well beyond the three R’s of reading, writing and arithmetic. Because our Upper School curriculum is similar to that of a liberal arts col-lege, Ranney students are prepared in five core areas: English, History, Science, Mathematics and World Languages. Alumni are able to manage the demands of this core curriculum at their respective colleges. Today, more and more college ad-missions professionals are strongly suggesting that students remain well-rounded at the high school level. “College is a time when you can specialize and select a major and a minor” said C. Darryl Uy, director of Admissions at Kenyon College. “Keep your options open in high school. We want to know that you are well-prepared for college in each of the core subject areas and will be willing to explore new dis-ciplines.” Because Ranney students are able to communicate clearly and effectively on a wide range of topics—many of them beginning with Forensics Arts during Lower School, they are prepared to succeed anywhere. The majority of Ranney stu-dents also graduate with a core of fine and performing arts experiences and/or athletic training, further cementing their ability to lead in all aspects of campus life. Overall, Ranney School sets students up for success in col-lege and beyond. We are proud to hear the stories of our alumni directly from them and their families. See what current seniors have to say about feeling prepared for college on our blog at www.ranneyschool.org/college_guidance.

How a Ranney Education Equips Students for College by Adam Materasso, Co-Director of College Guidance

4 Ranney Beacon Vol. 8/No. 1 2013 www.ranneyschool.org/college_guidance Ranney Beacon Vol. 8/No. 1 2013 5

college panel pic here?

The world we live in today is full of measurable outcomes. In classrooms across America, the results of standard-

ized test scores dictate the educational direction that schools take. The media, along with many colleges, uses these data and outcomes to increase urgency, spark anxiety and “make the rankings.” At Ranney School, the outcomes achieved by our graduates are viewed quite differently. Each student’s aca-demic and personal growth is defined not by the college or university he or she gains acceptance into, but rather by the successful journey he or she has experienced. More than 80% of Ranney graduates earn acceptance into their first- or second-choice school, and 100% of our gradu-ates matriculate at the nation’s most selective colleges and uni-versities (see the matriculation list on page 6). In fact, Ranney seniors gain admittance to highly selective four-year colleges at a rate that is two to three times the national acceptance rate of the same institutions. In addition, the 2012 graduat-ing class was awarded 10 Advanced Placement (AP) scholar awards, 19 scholar-with-distinction awards and 11 national scholar awards. Ranney students also score over 200 points higher than the national average on standardized test scores. These statistics alone are impressive, but they barely scratch the surface of a story that speaks to the relationships Ran-ney students have formed with their teachers, the level of self-confidence they have gained, and the milestones they have achieved both inside and outside of the classroom. When I speak with parents about the college selection and applica-tion process, I remind them regularly that a student’s jour-ney is just that—a journey. The Upper School years are a time for students to learn about themselves—a time to discover what drives them academically, socially and extracurricularly. Once they ascertain this self-knowledge, finding the “best fit” college is often the easy part. The class of 2013 already has had tremendous success with its college-search process. Eighty-eight percent of the class applied either Early Decision or Early Action to a school of choice and of those, 78% were offered acceptance. Early acceptance offers came from Buck-nell Univ., Cornell Univ., Emory Univ., Georgetown Univ., Johns Hopkins Univ., and Univ. of Richmond, to name a few (see the full list on page 6). We look forward to seeing the final list of colleges and universities that our seniors will choose to attend. In addition to this success, Ranney students each year earn admission to specialized schools in business, fine arts, music and engineering (see “Specialized Schools”). Our athletes con-tinue to find opportunities to compete at the collegiate level (see “Athletic Recruitment” on page 4). Furthermore, the class of 2012 earned more than $3 million in scholarships. We are

so proud of their accomplishments. So, what exactly do these outcomes mean? Why does Ranney School have such a personalized and comprehensive four-year college counseling program? The answer is simple: the college guidance program is directly connected to the success of our students. Starting freshman year with a com-prehensive study skills class and a mission-based advisory program, students learn quickly how to study and become involved in the Upper School. During freshmen and sophomore years, students attend school-sponsored college trips, receive counsel on course se-lection, plan summer activities, attend a college fair and learn valuable information during “College Night.” This level of detail continues into the during junior year when students are gearing up for the official start of their college process. During college kick-off night in February, junior families learn first-hand about all the steps that lie ahead. Students are assigned to a counselor and the process begins. In addition, students participate in countless information sessions, college visits, essay writing workshops and test preparation classes; they receive a wealth of personalized attention. The outcome: Ranney students work hard, achieve remarkable success and graduate ready to leave their mark on the world.

What’s in an Outcome? by Joseph M. Tweed, Director of Admissions & Financial Aid, and College Counselor

Specialized schools Students in the Class of 2012 earned acceptances to the following specialized schools:Art: Maryland Institute College of Art, Massachusetts College of Art & Design, Rhode Island School of Design, School of the Museum of Fine ArtsBusiness: Babson College, Bentley Univ., New York Univ.–Stern, Northeastern Univ., Rutgers Univ. Business School, Villanova Univ.Ivy League: Brown, Columbia, Cornell, Dartmouth, Harvard, Univ. of Pennsylvania, Princeton Univ. Engineering: Columbia’s Fu School of Engineering and Applied Sciences, Lehigh Univ., Stevens Institute of Technology, Villanova Univ.Music Conservatories: Carnegie Mellon College of Fine Arts, Cleveland Institute of Music, Manhattan School of Music, New England Conservatory of Music, Peabody Institute at Johns Hopkins, Rutgers Mason Gross School, San Francisco Conservatory of MusicMusic Industry: New York Univ.’s Tisch School of the Arts, Clive Davis Institute of Recorded Music.

One of the most exciting aspects of college guidance is that every year brings new topics for discussion among

counselors and the students we serve. As college guidance counselors, we must stay informed about trends, data rel-evant to college admissions and other current issues affect-ing the admissions landscape. This information enhances our ability to effectively counsel and prepare Ranney School students for the college selection and application process. Throughout the school year, we participate in various profes-sional organizations, conferences and forums to stay involved in the national college admissions scene. The relationships forged by interacting with colleagues in college admissions helps Ranney students during the application process when we advocate on their behalf to admissions officers. One forum in particular provides a great opportunity for our guidance team: the National Association for College Admission Counseling’s National Conference (NACAC), which is held each year in the fall. The 2012 conference attracted approximately 5,000 attendees from around the world for three days of educational sessions, networking op-portunities and dialogue about college admissions at the na-tional level. During the conference, I learned about a wide range of hot topics in the college admissions profession, including ways to educate stakeholders about the college process, strategies to help students write powerful essays, un-derstanding the NCAA Eligibility Center with regard to re-cruited student athletes and how to counsel students about higher-education opportunities in the United Kingdom. In the months following the NACAC Conference, the topic that has generated the most debate and discussion, especially among secondary school counselors, has been the upcoming changes to next year’s Common Application, or

CA4. The Common Application will feature several updates in the next ap-plication cycle that will have a direct impact on students, beginning with the Class of 2014. These changes include:• Under the “Additional Information” section, students will

no longer be able to upload documents such as resumes or statements; only text will be allowed in this section.

• New essay topics will be announced in March 2013. The topic of choice essay (the most often selected essay prompt) will be eliminated from next year’s application.

A recent article by Inside Higher Ed. Editors Scott Jaschik and Doug Lederman, “What Admissions Directors Think: Results of a New Survey on Hot Issues in the Field,” dis-cussed the results of a recently released survey of College & University Admissions Directors. An overview of their findings revealed that:• Colleges and universities plan to increase recruitments ef-

forts of certain student populations.• Nearly half of the admissions directors surveyed believe

that the SAT or ACT should be optional in the admis-sions process.

• 99% of all institutions report that they have not falsified admissions data.

• Most admissions directors report that they are experiencing increased competition from for-profit educational institutions.

As we progress through the application cycle this year, and over the next few years, these topics and trends—along with changes in the college-bound population, college afford-ability and access—will be on the forefront of the national college admissions scene and vital to our work as college counselors.

Trends in College Admissions by Myra Simpson, Co-Director of College Guidance

Boys’ Lacrosse: Gettysburg College (Div. III), Marist College (Div. I)Boys’ Fencing: Brandeis Univ. (Div. III), Columbia (Div. I), NYU (Div. III), Pennsylvania (Div. I), Stevens Institute (Div. III)Boys’ Baseball: Adelphi Univ. (Div. II)Boys’ Soccer: United States Naval AcademyBoys’ Swimming: Franklin and Marshall (Div. III), Vassar College (Div. III), Loyola Univ. Maryland (Div. I)Boys’ Track: Rollins (Div. III)

Girls’ Lacrosse: Muhlenberg College (Div. III)Girls’ Field Hockey: Massachusetts Institute of TechnologyGirls’ Track: American Univ. (Div. I), Univ. of Delaware (Div. I)Crew: Duke Univ. (Div. I), Harvard Univ. (Div. I), Univ. of North Carolina–Chapel Hill (Div. I)Girls’ Softball: Georgetown Univ. (Div. I)Girls’ Soccer: Susquehanna Univ. (Div. III)Girls’ Swimming: Lafayette College (Div. I)

Athletic recruitment of Ranney graduatesBetween 2007 and 2012, Ranney seniors were recruited to play at the following colleges:

Adelphi UniversityAmerican University (2)Babson College (2)Bard College (4)Barnard College (5)Bentley UniversityBoston College (2)Boston University (4)Bowdoin CollegeBrandeis University (2)Brown UniversityBryn Mawr CollegeBucknell University (8)Carnegie Mellon University (2)College of Charleston (5)The University of Chicago (3)Colgate UniversityUniversity of Colorado at Boulder (4)Columbia CollegeColumbia University (4)Cornell University (4)Dartmouth College (4)University of DelawareDickinson CollegeDrexel University (4)Duke University (5)East Carolina UniversityElon University (2)Emerson College (3)Emory University (3)Evergreen State CollegeFairfield University (2)Fordham University (3)Franklin &Marshall College (6)George Mason UniversityThe George Washington University (9)Georgetown University (4)Gettysburg College

Hamilton College, New York (2)Harvard UniversityHobart and William Smith CollegesHofstra UniversityIthaca CollegeJohns Hopkins University Johnson and Wales UniversityLafayette College (4)Lake Erie CollegeLasell CollegeLehigh University (8)Long Island University, Brooklyn CampusLoyola Marymount UniversityLoyola University Maryland (10)Lynchburg CollegeManhattan School of MusicMarist CollegeMarquette University University of Maryland, College Park (2)Massachusetts Institute of TechnologyUniversity of Miami(3)University of Michigan (4)Middlebury College Monmouth UniversityMoravian CollegeMuhlenberg College (4)The College of New JerseyNew York University (28)The University of North Carolina at Chapel HillNortheastern University (4)Northwestern UniversityUniversity of Notre Dame (6)Ohio Wesleyan UniversityPace University, New York City (2)University of Pennsylvania (4)Polytechnic Institute of NYU

Pratt InstitutePrinceton University (3)Providence CollegeQuinnipiac University (2)Rhode Island School of Design (2)University of Rhode IslandRichard Stockton College of New JerseyRingling College of Art and DesignRollins College (2)Rutgers, The State University of New Jersey at New Brunswick (8)Saint Joseph’s University (3)Salve Regina UniversitySanta Clara UniversitySchool of the Art Institute of ChicagoThe University of ScrantonSkidmore College (2)University of St. Andrews, Scotland (2)Stanford University (2)Stevens Institute of Technology (4)Susquehanna University Syracuse University (2)Tufts University (3)Tulane University (3)Union CollegeUnited States Naval Academy (2)Ursinus College (2)Vassar CollegeVillanova University (4)Washington and Lee UniversityWashington CollegeWashington University in St. Louis (4)Williams CollegeThe College of Wooster*Parenthetical number denotes how many Ranney grads have gone onto these colleges.

A Look at Ranney School College Matriculation (2008–2012)

6 Ranney Beacon Vol. 8/No. 1 2013 www.ranneyschool.org/college_guidance

Pending 2013 graduates will be matriculating at the following colleges based on early acceptances (as of 1/15/13): Bucknell University, Cornell University, Emory University, George Washington University, Johns Hopkins University, Lehigh University, Muhlenberg College, New York University, University of Richmond, Stetson University, Syracuse University and Washington University in St. Louis. Find additional college guidance resources on our new College Guidance blog at www.ranneyschool.org/college_guidance.

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Tinton Falls, NJ 07724www.ranneyschool.org