College Admissions - Lessons in a Scandal

Last week’s disclosure about the extent to which families will go to buy their kids’ way into college raises the anxiety around school admissions to a new level.  While the news is disturbing and unsettling, conditions have long been ripe for abuse. Coinciding with the timing of March college decisions, the news broke as we brace for this year's announcements of record high applications and new lows in admission rates.  It's no wonder that the frenzy around getting in grows more feverish with each cycle. There is much uncertainty and little transparency around admission decisions, making the terrain a breeding ground for novel ways to game and as we now know, even criminally exploit the system.  

Not surprisingly, admissions is far from a fair and transparent process. Imagine yourself an admission officer with marching orders to admit a class using criteria stacked with competing priorities: improve access for less privileged students and increase diversity (not one and the same), field competitive sports teams, and keep alumni, an important development source, happy.  And somewhere in there is a goal to enroll an well-balanced class that meets certain academic standards while managing to stay within a limited financial aid budget. No wonder the system is rife with inequities. What this means for the majority of smart, high achieving students is that they are competing for increasingly fewer available spots, after other “institutional” priorities have first been met.  

The situation increasingly encourages those who have influence to use it, whether making a substantial monetary gift to a school or using well-placed connections. While these actions may not skirt the law, they sometimes push the boundaries of ethical standards to improve a student’s chances. I would include in that category buying access with eyebrow-raising donations, and misrepresentations made by unscrupulous college admission consultants charging egregiously priced fees while instilling fear to convince parents of their worth.  Sadly, some individuals lacking a moral compass have taken it a step further. They recognized and acted on an opportunity to illegally secure certainty and prestige in an otherwise unpredictable environment. 

Working with students and families, I constantly hear and feel the anxiety around college admissions. The response I wish to offer, though rarely do for fear of how it might be taken is simply, breathe!  Breathing grounds us so we can refocus on what’s important: the mental and physical well-being of both our children and ourselves. This is core to the values embraced by the majority of counselors and educational consultants guiding students, those who are affiliated with associations that hold them to a high set of standards like the National Association for College Admission Counseling (NACAC), the Independent Educational Consultants Association (IECA) and the Higher Education Consultants Association (HECA).  We emphasize “fit,” avoid stoking fear and make no guarantees. 

It’s easy to lose perspective when winning a spot at a prestigious college becomes the primary objective, overshadowing admission to a place where our children will be appropriately challenged and supported, and where they will ultimately feel good about what they achieve. I hope and believe that families hire me to help them make student-focused, appropriate choices, whether it’s my input for the courses their child should take or the colleges I recommend they target.  I seek to enlighten them to the many wonderful colleges that accept more than 20-25% of their applicants, below which a school is no longer an outcome to count on for most students.  I also hope they'll come to realize that selectivity is not a measure of quality.

 I worry about the message being sent to many young people today.  There is less emphasis on helping youth develop grit and build resilience, teaching them how to pull themselves back up after experiencing failure or disappointment.  When kids observe their parents stressing about whether particular colleges will accept them, they are more likely to interpret and internalize the message to mean one thing: If I don’t get in, I will be a disappointment. Or worse: I've failed. The news media doesn’t help either. While my intent is not to bash the press or colleges that tout their low admit rates and the diminishing odds of being accepted, this kind of reporting only fuels the panic and anxiety.  We need instead to embrace Angela Duckworth’s message in her book, Grit: The Power of Passion and Perseverance, and dial back the focus on the latest record highs in college applications (which of course translates into lower acceptance rates and more disappointment). Wouldn’t we rather raise children who are motivated to keep trying in the face of disappointment rather than likely to give up and conclude that life is unfair?

And here's the clincher.  It doesn't matter where you go...really! It matters what you do where you end up and how you seize and take advantage of the opportunities offered. In the words of Frank Bruni (and title of his book), Where You Go Is Not Who You'll Be.  The college does not make the person.  If you still have doubts, check out the class profile for the students who entered Harvard Law School last fall.  You might be surprised by the range of undergraduate colleges from which students hail and the many non-household name schools.  

The scandal that has rocked the college admissions world exposes the extent to which greed and entitlement can fester when values are skewed and priorities misplaced.  One of the many shames of the college admission scandal is how the parents and other guilty parties hijacked the process, and in doing so, brought shame upon their kids. On a far different scale, the tendency to stress over and control the college admission process, though coming from a caring place, may not be what’s best for our children. Teach them how to be resilient instead. Whatever behavior we model, our children are watching. 

What Football has Taught Me about College Admissions

When I want to expand my knowledge of football, I don’t typically turn to college admissions.  Yet Peter Johnson, Director of Undergraduate Admission at Columbia University, recently introduced me to the term YAC, though Super Bowl Sunday was not the topic of conversation.  Johnson was addressing a group of professional members of the Independent Educational Consultants Association (IECA) at an industry retreat. Responding to a question about the importance one’s high school plays in the college admission process, Mr. Johnson used yards after catch as a metaphor to form the perfect imagery.  His point: Columbia doesn’t admit schools; it admits students.  Where a student goes to school is the pass; where the student takes that opportunity is what counts. 

Think about that for a moment. Johnson just explained how competitive colleges not only seek to level the playing field, but also identify the MVPs.  Test scores and grades may put students in the conversation, but it’s their independent intellectual curiosity that propels them towards the end zone. 

Though fewer than 7% of applicants will likely be admitted to Columbia this year, Director Johnson’s message is useful advice for anyone seeking admission to a highly selective college or university.  It is no longer simply about having top grades, perfect test scores and a plethora of extra-curricular activities.  The student who catches the attention of an admission officer fills a niche and demonstrates a deep commitment to and measurable success in something that sets him or her apart.  It can be national or regional recognition for science research, development and mastery of a talent, or demonstration of a relentless curiosity through an academic pursuit. Elite colleges are interested in students who have been carving their niche over time and through their own persistence.  And as President Obama seeks to include college accessibility for more low income and first generation students as part of his legacy, colleges will search out the students who have excelled in the absence of certain privileges and advantages. Expect the trend towards measuring the yards after catch to become even more entrenched in the competitive college admission process.  

I am sharing Director Johnson’s candid message with you not to discourage, but to add a bit more transparency to the admission process at the most selective colleges.  His insights also dovetail well with the ideas expressed by journalist and author David Brooks in his February 4^th New York Times Op-Ed article: What Machines Can’t Do.  Though the subject of his piece is not what selective colleges look for, Brooks emphasizes that these same qualities are valued in life as well as in college admissions.  The era of technology no longer rewards skills that machines can replicate, i.e., mental functions that rely on facts, rules and the information we are given.  Instead, our new age society will continue to find more value in and reward those who are motivated by pure enthusiasm and who possess “a voracious explanatory drive, an almost obsessive need to follow their curiosity.” Elite colleges look to build a class of niche players who possess this same independent intellectual curiosity to run the distance with the ball.

While Peter Johnson’s talk was specific to Columbia admissions, I think it is safe to say that the top tier colleges in terms of selectivity (not to be confused with quality) all employ their own version of YAC in how they admit students.  Coming to terms with what these colleges want to see is not a cause for despair; it might just be a reason to broaden the focus.  There are many fine colleges and universities that realize students don’t necessarily develop their interests at the same pace.  Instead these colleges hope to provide the opportunities and stimulation to facilitate that discovery.   Sometimes that means we must reassess our own goals. Today’s world and the one our children will encounter in the future will value, as David Brooks noted, enthusiasm that drives their intellectual curiosity.  Now is the time to encourage our kids to not only catch the ball, but also find the college or university that will excite their desire to run with it.

You Think the Admission Process is Tough? – Just Ask the Dean!

As parents of high school students who will soon embark upon or have just completed the application cycle, we tend to have a myopic view of the admission process. It is all about us (and hopefully our children are included in that plural first person pronoun). We succumb to the anxiety that the admission process can create, and pray that the outcome will be relief and joy rather than disappointment. Would it surprise you to learn that college admission folk are equally stressed this time of year? No, I am not naïve enough to believe I am preaching to a sympathetic audience. However, I think it is useful to see the colleges’ perspective in order to better comprehend how it drives their decision processes.

Eric Hoover, a staff writer for the Chronicle of Higher Education, addressed the topic of greater admission uncertainty in his May 8, 2011 article, “Admissions Deans Feel Crunched by the Numbers.” Through interviews with deans and staff at five colleges, Hoover explored some of the global issues confronting universities and how these institutions are managing in such uncertain times. The bottom line: colleges, like all businesses, must hit their numbers in order to survive. Any shortfall in enrollment, especially without a comparable reduction in costs, can have consequences with material implications for future financial health.

The question facing all universities today is how to instill predictability in a system that has become anything but certain. Larger waitlists and other strategies have been designed to counter the effects of the almost inevitable “summer melt.” Villanova, just one of many such examples, offered a waitlist spot to nearly 5,000 candidates, more than three times the size of its expected freshmen class. Colleges know that they have not finalized the class by the May 1 National Tuition Deposit Day. There will always be students who change their minds mid to late summer because they get off a first-choice waitlist, finally make a late decision after double depositing (which, by the way, runs counter to the National Association for College Admission Counseling’s Statement of Principles of Good Practice), or simply choose to withdraw due to late stage reservations or financial concerns.

So in addition to larger waitlists, colleges are pursuing strategies to discourage double depositing and to increase predictability, evidenced by Beloit College’s decision to increase its deposit fee from $200 to $500 last year. The result: the college’s summer melt shrank by 60%. In its quest for more certainty, Beloit also decided to capitalize on its reputation for having a quirky, offbeat culture. Rather than marketing to everyone, the college is taking the opposite tack; it makes no apologies for consciously not waiving application fees and actually discourages students who probably would not find Beloit the right fit. Theoretically this should be a win for the college while also benefiting students. Applicants are more likely to self select; they apply because they see themselves fitting in, not because it is an easy additional application to submit. With fewer, though more serious applicants, colleges like Beloit that are clear about who they are may have a higher admit rate. Yet they are hopeful that this will translate into a more robust yield too.

Others schools such as the University of Mary Washington in Virginia have adopted a strategy to seek out a group of less traditional applicants: transfer students. As community college enrollment increases due to students' personal financial limitations, colleges such as Mary Washington have begun to establish credit-transfer agreements with certain two-year institutions. The community college route is gaining respectability as a more cost efficient means to a four-year college degree and Mary Washington is capitalizing on that trend.

Land grant universities, which were established to educate in-state residents, are exploring new ways to counter severe budget cuts, including the enrollment of more out-of-state students who pay higher tuition. One university, Colorado State, has begun to offer three levels of scholarships specifically for non-residents who meet certain academic benchmarks. This tuition discounting strategy is designed to attract more out-of-state candidates who will still pay more than their in-state classmates, yet will have the opportunity to attend a desirable state university at a more reasonable cost.

Mr. Hoover’s research reveals ways that colleges are taking a more strategic approach to enrollment in order to effectively navigate an environment of uncertainty and re-focus their recruitment. How does this impact our students and us, as parents? As we help our children through the college admission process and also strive for greater certainty and less stress, making the effort to understand a college’s message, objectives and whether it is the right fit can also lead to better and more predictable outcomes for our kids.

School Counselors and Independent Consultants Working Together

An article I wrote titled "School Counselors and Independent Consultants Working Together" was published last week in the New York State Association for College Admission Counseling newsletter. In the article I talk about the benefits of guidance counselors and independent consultants collaborating on behalf of students, yet I also seek to clarify the role each one plays and the value each brings to a student's college search process. Since I occasionally am asked the question, 'how is what you do different from what we can expect from the guidance counselor,' I have decided to share the article here in my blog.

When I began working as an independent educational consultant, I was admittedly naïve. It had not occurred to me that school guidance counselors might not welcome me with open arms. After all, weren’t we working towards the same goal, doing what we thought best for the student?

Today I have a better understanding for a guidance counselor’s position, though believe more fervently than ever that the relationship between school counselor and independent consultant should and can be collaborative. Within my own school district I have come to know and truly appreciate the challenges of the guidance staff. While I have the luxury to focus solely on the goal of finding the right fit for college and guiding students through that process, I recognize that college admission is only a small part of the school counselor’s responsibilities. Discipline, scheduling, transcripts and recommendations are not in my job description, and my case load is generally much smaller. Therefore, I can spend more time getting to know a student outside the school environment. This often leads to a more holistic picture of his or her personal as well as academic needs for a college experience.

Independent educational consultants are not substitutes for guidance counselors, but they can supplement what counselors provide. When guidance staff and IECs work together, the process runs more smoothly and effectively for everyone, most of all, for the student. So here are some thoughts that will hopefully foster a better understanding for the value that each offers, which can ultimately work to the benefit of the student.

- Guidance counselors often have the inside scoop on how students from their school fare in admission at specific colleges. IECs can benefit from this knowledge which only adds to the trove of useful data for compiling a college list.

- Independent consultants generally spend far more time on the road visiting colleges since their travel is typically not restricted by school calendars and district budgets. Many IECs visit at least 50 colleges a year. We can be a great resource for school counselors hoping to uncover lesser known gems that might perfectly suit a student.

- The better I do my job, the easier I make the life of the guidance counselor. I keep after students about deadlines, and parents often call me first with their questions and concerns. I hope and believe that this lightens the counselor’s load and alleviates some of the stress that builds as due dates near.

- Many IECs develop specializations, whether in learning disabilities, athletic recruiting, or performing and visual arts. Collaborating with someone who understands the nuances of particular programs will most likely result in greater success for the student.

A recent study done by Harvard University’s Graduate School of Education noted the rapid growth in the field of educational consulting. Up to 26% of seniors nationally now use an IEC to assist with their college planning process. However, the study also cautions parents and others to be wary of independent educational consultants who do not abide by certain standards and practices. IECs who are members of organizations such as NACAC, NYSACAC, IECA (Independent Educational Consultants Association) and HECA (Higher Education Consultants Association) commit to hold themselves to the high standards that their affiliations require. School counselors might want to advise families contemplating retention of an IEC to carefully check one’s credentials and affiliations before making a commitment.

Families retain the services of an independent educational consultant when they feel their child needs extra assistance, much in the way they hire a tutor for additional help beyond the classroom. We are all members of the same team. In this case, the objective is not about scoring a goal, but rather ensuring students have the best guidance and options for college.

In Search of a Mascot

During my recent visit to the University of Illinois Urbana-Champaign, our tour guide casually shared a small, though perhaps not so insignificant detail: the school has been without a mascot since 2007 when the controversial native Indian Chief Illiniwek was retired in response to NCAA sanctions. While I’m sure this is not news to the Big Ten fans among you (I am shamelessly showing my ignorance about big time college sports), this revelation started me thinking. Do spectators need a mascot to foster loyalty and pride in their teams and school? How does the absence of a mascot impact school spirit, sales of logo emblazoned clothing, and even the prospects for a winning season? The mascot-less Illinois football team is currently in 8th place in its conference, but it would be quite the stretch to point the guilty finger at the erstwhile Indian chief mascot who has been gone nearly 4 years.

What makes the University of Illinois’ situation so unusual is that nearly every college and university in the United States has a mascot, regardless of the size, athletic division, or visible school spirit. Yet Chief Illiniwek’s disappearance from the Urbana campus doesn’t appear to have had any dampening influence on university pride. That’s not to say that students aren’t lobbying for a new mascot. I was struck by the swarms of orange clad students all over campus, proudly displaying their loyalty by donning school colors.

Whether or not a college is noted for its school spirit, the mascot is a symbol that engenders allegiance and instills a sense of being part of a community. Mascots reveal a fun and lighthearted side of any college, including those better known for their academic rigor than their football teams. Whenever I visit my daughter at her small New England college, a school that would probably rank low on anyone’s list of “rah rah” campuses, I can't help but notice the ubiquitous display of logos and official school attire. This sight tells me that students feel connected to the community and share a bond with others who, like them, wear their colors proudly. Even in the case of Illinois, a university still in search of a mascot, its well entrenched traditions and pride have clearly outlived the demise of a symbol.

So here’s my point. Most colleges, with or without a mascot, successfully foster a sense of community among their students. School spirit is a term that has become synonymous with “rah rah," but in fact, it exists wherever students find common ground and come together as a community. The next time you visit a college campus, notice how many students are wearing their school colors and logo, and find out about traditions and activities unique to that college campus. And don’t forget to inquire about the school mascot.

COWS Take on a New Meaning in Wisconsin

In the world of college counseling, COWS have taken on a different meaning, even in the dairy farm state of Wisconsin. COWS is the acronym for Counselors Observing Wisconsin Schools, a college tour which traverses the southern half of the state and includes 5 colleges. The 5 schools are Ripon College, Lawrence University, the University of Wisconsin (Madison), Beloit College and Marquette University. These colleges have all been around since the mid-1800’s, and were founded just about the time that Wisconsin gained statehood in 1848.

Visiting so many colleges over the course of a year (50 or more), I frequently get the question, how do you keep them straight? Copious notes and the occasional photo on my Blackberry help, but the true benefit to visits and the best memory aid is getting a sense for a college’s mission, what sets it apart and, of course, what type of student would thrive. The facts I commit to paper. The feel of fit is something I get from seeing students, talking to members of the college community and trying to get a sense of the campus vibe.

More and more colleges are stating their mission on the website. A good mission statement will tell you right out what is important to the college community and what it hopes to do for its students. It’s worth taking the time to find and read it when you are exploring colleges.

So I start my tour recap with Ripon College, a residential college of 1,100, where two-thirds of the students come from within the state. Ripon’s mission emphasizes preparing students of diverse backgrounds (ethnically, if not geographically) for lives of productive, socially responsible citizenship. It is an intimate learning community where students truly receive a richly personalized education in the liberal arts. With a tag line of “More, Together,” Ripon fulfills its mission by providing a supportive environment that encourages students to get involved and support each other. Students that thrive at Ripon like the small, close knit community where they feel comfortable assuming leadership roles. The sciences are popular, as is history/government, communications and business. Greek life exists and attracts 40% of the student body, though the focus, not surprisingly, tends to be more community service in purpose. 35% of the student body is involved in Division III sports, which includes the newest addition, cycling. In fact, the new president, a big cyclist himself, has made a unique offer to the student community. Anyone who does not bring a car to campus gets a free bike!

Our journey took us next to Lawrence University in Appleton, a happening town of 70,000 with many interesting restaurants and entertainment venues. Situated on 80 acres along the Fox River, Lawrence, like Ripon, is relatively small with just 1,400 students. Yet despite the size, the college boasts a world renowned music conservatory which offers many of its hallmark programs. Love for music abounds, even among non-music students. Lawrence is also a residential college, a factor that is tied very much into the school’s mission. The college may be small, but that does not imply a homogeneous student body. 12% of its students are international, and 75% are from outside Wisconsin. Given this diversity in a small residential community, acceptance and appreciation for differences is expected and highly valued. Students sign a social code which provides the foundation for respecting others. They are self-described “quirky,” creative and open-minded. All are encouraged to do some type of independent study during their stay at the Lawrence. The student who thrives in this environment is ready to take charge of his or her education and shape it. At the same time, the college provides ample support to ensure that students succeed. In addition to music, popular majors include biology, psychology, English and studio art. 60% of students take advantage of study abroad programs built around their academic curriculum. Do not assume that Lawrence is just for artsy types. With 25% of students participating in 23 Division III varsity sports, their interests are as diverse as the student body itself.

Our next destination was the state capital, Madison, to tour the flagship University of Wisconsin. This is truly an urban university, though bordered by two lakes, Mendota and Menona, which provide a lovely lakeshore region to the campus. U of W is big: 41,000 students with 28,000 undergraduates. There are over 750 clubs and activities and no shortage of things to do, both on campus and in the city. The 8 undergraduate colleges and schools include the College of Letters and Science, College of Agricultural and Life Sciences, School of Business, School of Education, College of Engineering, School of Human Ecology, School of Nursing and School of Pharmacy. Students are admitted to the university rather than to a specific program, and complete at least 2 semesters before applying to a program of study. How do students create a sense of community in such a large academic setting? Students find ways to make the university more personal through clubs they join, their classes and as part of residential life. The university does offer Residential Learning Communities which allow students to live and study within their place of residence. It goes without saying that sports are BIG at Wisconsin. Camp Randall stadium is home to the Division I varsity football team. There are 22 other Division I sports which also draw the crowds. Students at the University of Wisconsin, Madison know how to have a good time. Yet they are also active, involved citizens of the Madison/University of Wisconsin community, with a passion for their causes.

We left the hustle and bustle of Madison and drove southeast to the far more serene town of Beloit, just north of the Illinois/Wisconsin border (90 minutes from Chicago). Beloit College is small with only 1,300 students, but homogeneous it is not. Most students are from outside Wisconsin, hailing from 48 states and 47 countries. Such diversity forces students to get to know people different from themselves, though this is not a chore. After all, Beloit students chose the college for a reason. Beloit curriculum is writing intensive. There are no core courses, but there are distribution requirements. Beloit believes that its First Year Seminar Experience is unique, though others have tried to copy it. Students are free to choose any one of a selection of topics that will challenge them to think critically, articulate their thoughts verbally and in writing, while interacting with a small group of classmates as they explore the topic. Known for its exceptional anthropology program, Beloit is also strong in modern languages, and offers Japanese, Chinese, German, Spanish, Russian, and French. An intensive summer language program also includes Arabic.

What sets Beloit apart? It is amazingly diverse for such a small school in the Midwest. Teachers primarily teach, but also do research with students. Everyone is on a first name basis. Student-centered is the phrase frequently repeated. The feel of the campus from both faculty and students is open, laid-back and casual. Relationships among students and faculty are central to this community, and they endure beyond graduation. Students who thrive at Beloit want to question and challenge. They are engaged, opinionated, politically active, liberal and have a multiple of interests. It is not uncommon for students who choose to double major to pick two subjects that are seemingly unrelated. The student body has a real say in what goes on. There is room to take risks, but the atmosphere is at the same time nurturing. Many students take advantage of the free tutoring offered.

Our last stop before flying home was the city of Milwaukee, home to Marquette University, one of 28 Jesuit higher education institutions in the country. Located in the heart of the city, Marquette is defined by its diversity, urban setting and Jesuit connection and traditions.
Founded in 1881, it is the newest of the 5 schools we visited, though still steeped in history. The center of campus is home to the 15th century St. Joan of Arc Chapel which was dismantled, transported to the U.S. from France and gifted to the university in 1964.

Marquette’s 12,000 students come from all 50 states and 70 countries. About 60% of students are Catholic, though students say that religion is present, yet not imposing. The 8,000 undergraduates are each enrolled in one of the universities 7 colleges which include Liberal Arts, Business, Engineering, Education, Nursing, Communications and Health Sciences. The application process is the same for all students, yet applicants specify which school they wish to attend and may include their second choice. Even after enrolled in a specific college, students throughout the university must complete the same Core of Common Studies. There is a highly selective Honors Program of fewer than 500 students. Sports are very important at Marquette. A Division I Big East Conference member, Marquette’s basketball team always draws a crowd. The school has neither football nor baseball, but that doesn’t seem to do much to dampen school spirit.

Who thrives at Marquette? Students who feel a strong connection to the university really care about community and the Jesuit ideals of caring for the whole person. Overall, students are academically motivated, yet very well grounded.

Whether it is the Midwest location or coincidentally, a core element of each school’s mission statement, the importance of a unified community comes through loud and clear on all of these campuses, despite how different they appear. Students feel connected and valued. When exploring colleges, read the mission statement and ask yourself if it speaks to the essence of what defines the school's philosophy and approach to the academic and social experience. A closing and noteworthy point: all of these colleges, especially the private institutions, offer fairly generous merit aid to qualified students, another reason they are worthy of a closer look!

A Novel Way to Visit Colleges

The process of deciding where to apply to college often begins with well-meaning suggestions from family and friends. They all have the perfect school in mind for you! Yet the key to finding colleges where the fit is right is to do your homework and research the schools. Then take a road trip. College visits are the best way to get a sense for life on campus and whether a college or university provides the academic and social experience that makes a student say, “I know I could be happy here.” Exploring college campuses can be fun as well as informative. Take it from someone that knows; as an independent educational consultant who visits fifty campuses a year, I am always excited to experience that “aha” moment when I see a college that I sense will be a great fit for a particular student.

Independent and school counselors regularly take to the road to expand or update their knowledge of the many higher education options available in order to best match students and colleges. Throughout the year, but especially in spring and summer, consortiums of colleges organize campus visits designed specifically for counselors and educational consultants. Anywhere from a few days to a week’s time, we zigzag across states by bus, with the hope of getting a firsthand look that will better enable us to understand the essence of a college and therefore, know whether a school would be a good fit for a student.

This summer a group of counselors from across the U.S. will come together in southern California and tour colleges by less conventional means: on bikes. Why not take a bus, car, or train, you might ask. These 19 hardy souls, myself included, are looking to combine a professional objective, expanding our college knowledge, with a host of other goals that include satisfying a love for cycling and physical exercise, camaraderie, personal fulfillment, and last, but not least, for fun. I would be disingenuous if I declared that I held a long-term passion for cycling. In fact, prior to officially committing to the tour a couple of months ago, I had not been on a bike in years. But embracing the challenge to train and the desire to see colleges in a novel way was all the motivation I needed.

On July 4 the group will gather at the University of the Redlands, about 65 miles east of Los Angeles, where we begin our journey. The first order of business will be to rent bikes, followed by the installation of racks and panniers to store our clothing and gear for the week. Yes, much to my chagrin, there is no SAG vehicle bringing up the rear (an Internet search taught me that the acronym stands for Support and Gear), which would carry our stuff and come to the aid of riders in need of assistance. I will learn the true meaning of “packing light” knowing that for one week’s time I will serve as my own pack horse.

Our travels take us to 14 schools including University of the Redlands, the five undergraduate colleges that comprise the Claremont Colleges consortium (Claremont McKenna, Pomona, Pitzer, Scripps, and Harvey Mudd), University of LaVerne, Azusa Pacific University, the University of Southern California, Cal Tech, UCLA, Occidental, Pepperdine and Loyola Marymount. We will cycle 30 to 50 miles a day, stopping at each campus long enough to learn about the schools and get a sense for the academic and social communities. Our last stop each day will likely be our place of rest for the night, and since our accommodations will mostly be in dorms, we will truly get a firsthand college experience.

I am stepping up my training as I count down the weeks to the “College Tour de California.” I am looking forward to the trip with great anticipation, but I am also excited about the prospect of meeting with students when I return. I know there is a good chance I will discover just the college that will make me want to say to a student or two, “I’ve got a great school in mind for you!”

Picking a College - One Student's Approach

When Kira, a National Honors Society student and gifted athlete was thinking about college, she decided to take a less traditional route than that followed by many of her fellow schoolmates who dreamed of admission to highly selective New England colleges. As a junior living in Westchester County, NY, Kira knew she was ready to broaden her horizons and to meet people outside the northeast who had different life experiences. She also engaged in early conversations with her parents about affordability, right fit (academically, socially and financially) and family values. While Kira’s parents let her know that the choice was ultimately hers, they openly spoke about cost and value, sharing their thoughts on strategies to find schools that matched on all fronts, including financial.

In today’s tough economic times, many families are seeking ways to make the cost of college more manageable. Having the conversation with teenagers about college cost and affordability is usually not easy, especially when young people have their hearts set on an expensive and highly selective school that does not offer merit aid. Many families in affluent Westchester County do not qualify for need-based aid. However, that does not necessarily mean that the cost of college is something they can comfortably afford. Some will decide to take out substantial loans which may put serious pressure on future cash flow, both for the students and the parents.

Kira’s family took a different approach and one that I frequently advocate: have the conversation about affordability, perceived return on investment and family values early, know what the options are, understand what’s important to everyone involved, and know if and how you can afford to pay for it. When families talk through these issues early and develop a sound strategy, the outcome is more likely to be positive.

Kira’s experience is one example of how that approach successfully played out. She has just completed her freshman year at Washington College on the Chester River on the eastern shore of Maryland and is thrilled with the choice that she made. She attributes her success in finding the right fit to the methodical and thoughtful way she went about her search. Having made the decisions to look beyond her backyard and the northeast, Kira and her parents headed south, starting in New Jersey, and visited campuses of various sizes to get a sense for what felt comfortable. One thing Kira quickly realized, coming from a small high school, was that “small” by college standards could still feel large to her. A class of 400 to 500 students was still double or triple the size of her high school class. She also did her homework on colleges that offered merit aid and knew that as a strong student, she would be eligible to receive money from several schools. While she is a competitive soccer player, Kira was aware that the Division III schools on her list would not pay her to play in keeping with the NCAA rules.

Kira ultimately narrowed her list down to eight colleges, and included SUNY Binghamton so that she would have an in-state option. The cost of attendance at the SUNY schools is about one-third the cost of many private colleges and universities. In the end she was admitted to all eight: Loyola College in Maryland, Elon University, James Madison University, Wofford College, College of New Jersey, St Mary’s College of Maryland and Washington College. Three of the six private colleges (Elon, Wofford, and Washington) did indeed offer her money. Fortunately, those that gave merit aid included two of her top choices, Elon and Washington. While Wofford’s aid package was substantially higher (and in Kira’s words, “very tough to turn down,”) she knew that the money offered by Washington made this a better overall fit when considering all factors. As a member of her high school’s National Honors Society she received $10,000 per year from Washington, as well as a sizeable annually-renewable Hodson Trust-Beneficial Merit Scholarship. However, the big surprise was her selection for the recently established Presidential Fellow Program which put her together with a group of 30 other accomplished freshmen who share this distinction. The fellows in this program take advantage of specially organized and wide-ranging activities and events, which include dinner with the college president in his home, a behind-the-scenes tour of Mount Vernon, the home of George Washington and a trip to the Maryland State House for private meetings with legislators.

Kira’s satisfaction with her college choice is not just about the money and the fellowship honor. She is loving her experience at Washington College for all the right reasons: the fit could not be better. She relishes the camaraderie she has found with her soccer colleagues, the quality of the courses, the small class size (even for required freshman seminars) and support she gets from both professors and coaches, especially while she balances both academics and a sport, and the student diversity of experience and socio-economic background. One of the things that did surprise her about the college is the emphasis on writing, which Kira said is intensive and required for all classes, including math courses. Though she describes the writing requirements as demanding, she knows she is learning excellent skills and habits that are essential to whichever career and life path she chooses. Kira has so embraced the WAC experience, she is now also a tour guide for the Admissions office.

Kira’s strategy for her college search and her positive experience once on campus will hopefully inspire others to think out of the box when identifying and selecting a good college match. Finding the right college fit means focusing on many factors, and that means thinking broadly about identifying excellent financial options too.

Finding the Colleges That Will Change Your Child's Life

Many of you are probably familiar with Loren Pope’s book, Colleges That Change Lives, in which he identified 40 schools that he believed offer unique college experiences and which have strong track records for producing graduates who go on to become successful scholars and scientists. Last night these 40 colleges drew a crowd of several hundred students and parents at the Colleges That Change Lives (CTCL) information session and college fair in New York City. Whether or not one of these schools is potentially the right fit for your son or daughter (go to the website to check out the list of these 40 colleges: http://www.CTCL.org), the approach has merit for all students beginning the college search process. The CTCL colleges travel across the country each year as a group to reach out to students and families and to share their philosophies on admission and on picking the right college match:
- Don’t let yourself be seduced by rankings such as those in U.S. News & World Report, which are based upon entering student statistics. These rankings say nothing about what goes on during the four years in college!
- Identify schools where serious and thoughtful scholarly work is performed. Pope picked his 40 schools by finding out where PhD students did their undergraduate studies. These colleges out pace many of the more selective schools in terms of the number of future PhDs they turn out each year.
- Look for colleges that are student centered and focused on undergraduate education.
- Find schools that produce creative and critical thinkers, encourage cooperative rather than competitive learning, and where students are engaged in intellectual pursuits both in and outside the classroom.
- Bottom line: Look at outcomes, rather than inputs. What do students accomplish while they are in school and what paths do they follow after graduation?
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The principle message of the CTCL schools is that students are more likely to have meaningful and worthwhile college experiences if they jettison the criteria of name recognition, prestige and ranking, and focus on understanding their particular needs and how these will be met by the mission and identity of the college community they choose. Young people owe it to themselves to take ownership of the process. That means knowing themselves well and having the confidence about what they have to offer. Your son or daughter is more than just test scores, a GPA and his or her class rank. Fortunately most colleges are more interested in learning about who the student is as a person. They share your objective of helping your child find the right fit and have the best possible college experience!

The Decisions are In!

Now that April 1st has passed, most colleges have notified their applicants of admission decisions, ending an unusually anxious period of speculation about how the economy, juxtaposed against the largest class of graduating seniors, would impact the admission decision process. Though many colleges did have record applications this year, some have actually hedged their bets, admitting more students and maintaining larger waitlists, in anticipation of student fallout due to the recession. This year no one on the admission side is confident that they will know what their freshman class will look like by the May 1 deposit date. Will families ultimately choose state school options, feeling they can’t justify the cost of private school tuition in today’s economy (for more on Paying for College – Tacking the Tough Questions, see my article under Helpful Resources – Recommended Reading on my website)? The likely result: colleges will go to their waitlists this year, perhaps to an extent not seen in prior years. Schools probably won’t know until August what their ultimate freshman class will look like, as students get off waitlists at their first choice colleges and walk away from deposits at other schools.

So what does this mean for students who have been waitlisted at their number one choice? No one can predict how deep into waitlists college will go this year. In prior years, 14% of waitlisted students, on average, were ultimately admitted, though Harvard took a whopping 200 off the waitlist last year! While I honestly believe that colleges will heavily rely on waitlists to fill their freshman class this year, I would not advise a strategy of holding out for a school. It’s still a big unknown so students should focus on the options that they have and commit to a college that has already accepted them. That doesn’t mean you should give up on your hopes of getting off the waitlist. Get in touch with the school and let them know of your continued interest and why you think you are a good fit. Be specific on what appeals to you about the college and what you have to offer the school. Update the admissions committee on any positive changes in your profile, whether it is grades, awards, or some other honor or achievement. Then, don’t stalk. You have demonstrated your interest. Now commit in your mind and heart to one of your accepted school options. Remember, all your choices are good ones!