Original post by David Harris

Theory:
A “Bell curve” is a Statistical term, which itself not a measure of anything. It is simply the representation of data that are common outcome of many sorts of statistical information. Roughly, a graph of results is a bell curve when there are many data points in the middle of the graph and fewer at the “edges.”

Introduction:
This is a very elementary level experiments  for students who have started taking lessons on Statistics. First reason I did this experiment is that I looked up “Bell Curve” and I wanted to know what it was and my mom thought it would be a good project.

Hypothesis :
If I drop the marbles in the center of the box then will they, because of gravity, fall around the middle of the boxes? Will each drop be the same, similar, or very different?

Materials :
A square of wood, 200 marbles,  plexi-glass, and wooden pegs are some of the main materials.

Procedure :
1. Build the box
2. Drop 200 marbles into the box
3. Record the results
4. Do it over 9 more times

Results / Conclusion:
My hypothesis was correct: the marbles did fall into the center of the box forming the bell curve.

What is loan consolidation?    

A Federal
Consolidation loan is a practical, student debt management tool that enables you
to bundle all of the federal loans you received to finance your college
education into a single loan. It can lower your monthly payment by as
much as 40%.

When your
Federal Consolidation loan is issued, your lender pays off the outstanding
balances of all your loans you put into consolidation. In essence you refinance
your education debts.

In
addition to simplifying record keeping and check writing chores, consolidation
can significantly reduce your monthly payment burden. That’s because
consolidation allows you to stretch your repayment period from the standard ten
years to up to thirty years, depending on the amount of your education debts.
The lower payment means that you will have money available to meet other
household expenses, including car payments, child care, and other career related
necessities.

Extending
the repayment period increases your total interest payments, because you’ll be
making smaller payments over a longer period of time. However, there are no
prepayment penalties for accelerating the payback of you Federal Consolidation
loan.

How is the interest rate on a Federal Consolidation loan set?

The
Federal Consolidation loan has a fixed interest rate, based on the weighted
average of the interest rates of the loans being consolidated, excluding Health
Education Assistance Loans (HEAL), rounded up to the nearest 1/8th percent or
8.25 percent, whichever is less. Federal Consolidation loans offer several
repayment options, including graduated and income-sensitive repayment, as well
as deferment and forbearance benefits.

Why should I consolidate my education loans?

- If your
loans are with different lenders, loan consolidation will eliminate the need to
make multiple monthly payments. You will have only one check to write each
month!

- Federal
Stafford Subsidized and Unsubsidized loans carry a variable interest rate that
is adjusted annually. Federal Consolidations are fixed for the life of the loan.

- For
borrowers submitting a consolidation application during their grace period, the
interest rate of the Federal Consolidation Loan will be based on the rate
reported by your lender. This could mean a lower fixed rate for some.

- Under a
consolidation loan the federal government will continue to honor interest
subsidy benefits for any subsidized FFELP or direct loans included in the
Federal Consolidation loan.

- If
you’re having trouble covering all your regular household expenses, including
your rent or mortgage payments, car loan installments, food bills, and utility
payments, consolidating your student loans my help ease the pressure on your
monthly budget. Consolidation can reduce your monthly payment amount by about 10
to 40 percent, depending on your loan balance, the length of the payback period,
and the interest rate on your Federal Consolidation loan.

- If you
have large credit card balances, you can save money by paying off your credit
card balances sooner, even if it means taking longer to pay back your student
loan. Your credit card issuer could be charging interest at an annual rate up to
22 percent. That’s more than twice the rate charged on your student loans.
What’s more, credit cards are a source of instant credit that can be a lifesaver
during financial emergencies, so you should avoid maxed-out plastic.

- A
smaller payment on your student loans may be necessary if you’re trying to get a
home mortgage, save the seed capital needed to start a small business, or help a
family member go to college.

- Finally,
if your income tends to fluctuate, or you have another worthwhile use for your
money, then consolidation could be the answer you’re looking for.

What loans are eligible for Federal Consolidation?

- Both
FFELP and direct subsidized and unsubsidized Federal Stafford loans

- Federal
Perkins loan - Federal Consolidation loans

- Heal
loans (Health Education Assistance Loans)

- Both
FFELP and Direct Federal Plus loans

*All loans
must be under the same borrower Social Security Number, thus parents cannot
consolidate their Plus loans with their children’s Stafford loans, or vice
versa.

How much will I save on my monthly payments by consolidating?

For
example, on $60,000 at 8.25% under a Federal Consolidation loan the borrower can
choose to repay the loan under the standard ten year payback or stretch out the
term up to thirty years. In the first instance the minimum monthly payment would
be $736, but the minimum monthly payment would drop to $451 with the thirty year
payback. This represents a savings of $3,420 per year. Remember you can always
pre pay the loan with no prepayment penalties. Thus, you can have the lowest
possible monthly payment, but still reserve the right to pay off the loan as
fast as possible to save on total interest charges.

Is there any application fee for consolidation?

No. By
law, lenders cannot charge an application fee for Federal Consolidation loans.
This law also applies to the loans guarantor.

Is there a credit check?

No. There
is no type of credit verification to consolidate Federal education loans. The
only rule is that you cannot be currently in default or over sixty days late on
your outstanding Federal education loans.

How do I find out more and begin the process?

The
process is simple. All you need to do is click the button below answer a few
short questions and your free consolidation package will be sent to you
immediately. The package should arrive in less than a week and will contain
everything you always wanted to know about loan consolidation. You may be
contacted by a representative from the lender to assist you, but your name and
information will not be sold or used for any other purpose.

Every
search for financial aid should start with the government, because the majority
of aid comes from federal and state agencies. Use this section to learn more
about government-funded programs and opportunities. This area deals with federal
programs and shows you how to navigate the world of federal academic funding. 
In addition to the information listed here, check out the U.S. Department of
Education’s website at www.ed.gov.  Remember that all federal financial aid
information is free of charge.  If anyone charges you for this information,
please contact the U.S. Department of Education.The areas covered
following details,

To receive aid from the student aid programs discussed in this section,you must:

Have
financial need, except for some funds.


Have a high school diploma or a General Education Development (GED)
Certificate, pass a test approved by the U.S. Department of Education, or meet
other standards your state establishes that are approved by the U.S.
Department of Education.  See your financial aid administrator for more
information.

Be
enrolled or accepted for enrollment as a regular student working toward a
degree or certificate in an eligible program.  (You may not receive aid for
correspondence or telecommunications courses unless they are part of an
associate, bachelor’s, or graduate degree program.)

Be
a U.S. citizen or eligible noncitizen.


Have a valid Social Security Number.


Make satisfactory academic progress.

Procedures of
FAFSA:

If you applied for federal student aid for the previous school
year, you probably will be able to file a Renewal Free Application for Federal
Student Aid (Renewal FAFSA), which is discussed below.

If
you did not apply for federal student aid for the previous school year, you
can apply for federal aid for the current school year by completing and
submitting the current FAFSA.  You may submit a FAFSA —

By
using FAFSA on the Web.

By
using FAFSA Express software.


By
having your school submit your application electronically.


By
mailing a paper FAFSA.


Then sign a statement on the
FAFSA
certifying that you will use federal student aid only for educational
purposes.


Sign a statement on the
FAFSA
certifying that you are not in default on a federal student loan, and that you
do not owe money back on a federal student grant overpayment.


Register with the Selective Service, if required.  If you are a male 18
through 25 years of age and you have not yet registered with Selective
Service, you can give Selective Service permission to register you by checking
a box on the
FAFSA.
 


When do I apply?

Apply
as soon AFTER January 1 as possible.  (You can’t apply before this
date.)  It’s easier to complete the application when you already have last
year’s tax return, so you may want to complete your tax return as early as
possible.  Do not sign, date, or send your application before January 1.  You
need to apply only once each school year.  If you apply by mail, send your
completed application in the envelope that came with it.  It is already
addressed, and using it will ensure that your application reaches the correct
address.


NOTE:  You must reapply for federal aid every year.  Also, if you
change schools, your aid doesn’t go with you.  Check with your new school to
find out what steps you must take to continue receiving aid.


What happens after I apply?

After
your completed application is received by the processing system, the processor
will produce a Student Aid Report (SAR).  The SAR will report the information
from your application and, if there are no questions or problems with your
application, it will report your Expected Family Contribution (EFC), the
number used in determining your eligibility for federal student aid.  The
results will be sent to you and to the schools that you list on your
application.

If
you apply using FAFSA on the Web or FAFSA Express, your data
will be processed when your completed application is received by the
processing system.  In some cases, you’ll have to mail in a signature page
before your application can be processed.  You’ll receive an SAR in the mail
approximately one week after your completed application and signature page (if
required) have been received.

If a
school submits your application electronically on your behalf, your
application will be processed in about a week.  In addition to sending the
results to your school electronically, the Department will send you an SAR
Acknowledgment in the mail.  If you apply by mail, your application will be
processed in approximately four weeks.  You’ll then receive an SAR in the
mail.

If it
has been more than four weeks since you submitted your application and you
haven’t heard anything, you can check on your application by contacting the
Federal Student Aid Information Center.  If you applied using FAFSA on the
Web, you can check on the status of your application through the FAFSA
on the Web site.

If
you submit a paper version of the FAFSA or the Renewal FAFSA that contains a
postcard, you can use the postcard to track the processing of your
application.  You must fill in the postcard with the required information (as
stated on the card), attach a stamp to the postcard, and mail it with your
application.  When the Department of Education’s processor receives your
application, the postcard will be stamped with the date that it is received. 
You will receive the date-stamped portion of the postcard for your files.  If
you do not receive your SAR within four weeks of the date stamped on the
postcard, you can contact the Federal Student Aid Information Center and refer
to the date stamped on the postcard.


What happens after I receive my SAR?

When
you receive the SAR, you must review it carefully to make sure it’s correct. 
If the data is correct, and you don’t need to make changes, you can receive
financial aid on the basis of that information.  If any changes are necessary,
your school may be able to submit the corrections electronically.  If you
applied by mail, by using FAFSA Express, or by using FAFSA on the
Web, you can make corrections on Part 2 of the SAR and return it to the
address given at the end of Part 2.  If you applied electronically through
your school and would like to make corrections to your information by mail,
you must request a copy of your SAR from the Federal Student Aid Information
Center.

If
you want to have your application information sent to a school that is not
listed on your SAR, you may —



Correct your SAR to add the school,



Contact the Federal Student Aid Information Center to have your information
sent to the school, or



Give the school permission to request your information.

If
you ask the Federal Student Aid Information Center to send your information or
give permission to the school to request the information, you’ll need to
provide your Data Release Number (DRN), which you can find on your SAR.

If
your address changes after you receive your SAR, you should correct your
address by contacting the Federal Student Aid Information Center (you’ll need
to provide your DRN), or tell the processor where you sent your application.


If
you would like a duplicate copy of your SAR, you can request one by writing to
the address given at the end of Part 2 of the SAR.  You can also contact the
Federal Student Aid Information Center to request a duplicate copy.  You’ll
receive the duplicate SAR in two to three weeks.

If
you write to Federal Student Aid Information Center, make sure you include
your full name, permanent address, Social Security number, date of birth, and
signature in your letter.  Your duplicate SAR will be sent to the address you
reported on your application.

Facts of SFA:

When you apply for aid from the SFA Programs, the U.S. Department of
Education verifies some of your information with the following federal agencies:

Social Security Administration (for verification of Social Security numbers
and U.S. citizenship status),


Selective Service System (for verification of Selective Service registration
status, if applicable),


Immigration and Naturalization Service (for verification of eligible
noncitizenship status, if applicable),


Department of Justice (for verification that a student has not been denied
federal student aid by the courts as the result of a drug-related conviction),



Veterans Administration (for verification of veterans status, if applicable,
for dependency status purposes).

Additionally, aid from most of the programs discussed in this section is awarded
on the basis of financial need (except for
unsubsidized Stafford,
and all PLUS
and Consolidation loans
.)

Your
Expected Family Contribution (EFC)

When
you apply for federal student aid, the information you report is used in a
formula established by the U.S. Congress.  The formula determines your Expected
Family Contribution (EFC), an amount you and your family are expected to
contribute toward your education.  If your EFC is below a certain amount, you’ll
be eligible for a
Federal Pell Grant
, assuming you meet all other eligibility requirements.

There
isn’t a maximum EFC that defines eligibility for the other financial aid
programs.  Instead, your EFC is used in an equation to determine your financial
need:

(Cost of Attendance)
- (Expected Family Contribution) - (Federal Pell Grant Eligibility) - (Aid From
Other Sources) = Financial Need

Your
financial aid administrator calculates your cost of attendance and subtracts the
amount you and your family are expected to contribute toward that cost.  If
there’s anything left over, you’re considered to have financial need.  In
determining your need for aid from the SFA Programs, your financial aid
administrator must first consider other aid you’re expected to receive.

NOTE: 
The financial aid administrator puts together a financial aid package that comes
as close as possible to meeting your need.  However, because funds are limited,
the amount awarded to you may fall short of the amount for which you are
eligible.

Your
financial aid administrator can adjust data used to calculate your EFC, or
adjust your cost of attendance, if he or she believes your family’s financial
circumstances warrant it based on the documentation you provide.  However, the
financial aid administrator does not have to make such an adjustment.

Academic Year:
A period of time schools use to measure a quantity of study. Academic years vary from school to school. However, the length of a school session usually runs September through May.

Accrual Date:
The date interest charges begin to accrue on a loan.

Adjusted Available Income:
After taxes and basic living allowances have been subtracted, this is the remaining income.

Amortization:
Amortization refers to loan repayment over a period of time. Periodic payments are made on principal and interest.

Assets:
The following are considered assets: bonds, checking and savings accounts, stocks, trusts, other securities, real estate (this does not include your home), income property, business equipment, and inventory. When calculating the expected family contribution (EFC), all assets are considered.

Asset Protection Allowance:
Parental assets not included in calculating a parent’s contribution.

Assistantship:
Student employment, usually referring to research or student teaching.

Associate Degree:
Two-year college degree.

Award Letter:
Students receive separate official notices from each college’s financial aid office providing an analysis of their financial need and the financial aid package awarded. Award letters include the amount and sources a student has been awarded in his financial aid package.

Bachelor’s Degree:
Four-year college degree.

Budget:
The total estimated cost a student incurs while attending an institution. This includes books, fees, room and board, supplies, transportation, tuition, and other miscellaneous personal expenses.

Bursar’s Office:
The university office responsible for billing and collections.

Campus-Based Aid:
This is based upon a set amount of money provided to the college from the government. Each college determines a student’s eligibility to receive the funding. Programs included in campus-based aid are the Federal Work-Study, Perkins Loan, and the Supplemental Education Opportunity Grant. Do not confuse campus-based loans with Direct Loans or FFELP Programs. In campus-based aid, colleges have a fixed amount they can loan from the government.

Cancellation:
This deals with loans. A borrower’s circumstances such as death or permanent disability might lead to loan cancellation. Also some federal loan programs have cancellation provisions, such as becoming a teacher in a national shortage area.

Central Processing System - (CPS):
This is the computer system that matches and calculates the Expected Family Contribution (EFC) and delivers the Student Aid Report (SAR).

Citizen/Eligible Non-citizen:
To receive federal aid you must be a U.S. citizen, a U.S. national, or a permanent resident who has an I-151, I-551 or I-551C.

Collateral:
Property or assets used to secure loans. Collateral can be seized by the lender if the borrower defaults on the loan.

Commercial Lender:
Commercial lenders are banks, credit unions, mutual savings banks, savings and loan associations, stock savings banks, or trust companies.

Commuting Student:
Student who commutes to school while residing at home.

Compounded Interest - (or Capitalization):
Compounded interest is interest paid on the loan’s principal balance and on any unpaid interest. Compound interest (or Capitalization) increases the amount of money the borrower must repay and increases monthly payments.

Consolidation Loan:
Consolidation loans are when a borrower combines a number of small loans into one large loan. Borrowers typically consolidate loans to lower monthly payments. However, over a period of time, the borrower will typically pay more interest over the life of the consolidation loan.

Cooperative Education - (Co-op):
View this as a job opportunity. Colleges will pay students to work in professional settings while attending school. Students gain needed work experience while getting their degree.

Co-signer:
Co-signers are just what the name implies. They co-sign a loan. If the first borrower on a loan defaults, the co-signer (in most cases) is responsible for repayment on that loan.

Cost of Attendance - (COA):
The COA is a student’s total cost of college. This includes books, fees, room and board, supplies, transportation, tuition, and other miscellaneous personal expenses. COA also depends on your marital and residency status. Also see “Budget.”

Credit Rating:
Credit bureaus and credit reporting agencies generate an individual’s credit rating, by viewing credit limits, balances, and personal information, and determine if someone has had prior credit problems. Typically, Federal Stafford Loans do not require a credit rating.

Custodial Parent:
The parent with whom the student resided during the prior 12 months. This usually applies to situations of parental divorce or separation.

Default:
This refers to non-payment or late payment of loan installments or failure to meet the terms and conditions of the loan. Typically, payments are considered “past-due” after 180 days. Lenders are entitled to all legal means necessary for debt recovery. This can include wage withholding (garnishing wages), withholding tax refunds, and even confiscation of collateral if any is attached to the loan. Defaulting on a government loan, can eliminate future federal financial aid. Additionally, defaulting on a loan will result in a poor credit rating.

Deferment:
This occurs when the lender allows the borrower postponement on loan payments. The borrower must usually satisfy specific eligibility requirements for a loan deferment. Loan deferments are used by many college students who are enrolled at least half-time. If a loan is in default, the lender will not allow deferments.

Delinquent:
Loan payments not made on time. When delinquency occurs, the lender can assess late fees to the loan payments.

Dependency Status:
For the purpose of federal aid, this determines whether or not the student is financially dependent on his or her parents. All students are considered parental dependents, unless the student is at least 24 years of age as of January 1, is married, is a graduate or professional student, has a legal dependent other than a spouse, is a Veteran of the U.S. Armed Forces, or is/was an orphan or ward of the court (or was a ward of the court until 18 years of age).

Dependent:
Someone who depends on another for more than half of their financial support.

Direct Loans:
Certain institutions are provided federal government funds to use as direct loans for students. This is referred to as “Direct Lending.” If a student attends a school that is a Direct Lender, the student does not apply to private lenders for federal loans.

Disbursement:
Disbursement is when a student’s federal loan funds are sent to the school. Loan payments are made to both the student and the school (co-pay). These funds cover educational costs (tuition, fees, etc.) and related living expenses first. After that, the student receives any excess funds by cash or check, or it is applied to the student’s account.

Eligible Program:
A course of study that leads to a degree or certificate and meets the U.S. Department of Education’s requirements for an eligible program.

Enrollment Status:
This indicates whether a student attends school full- , half-, or part-time. Full-time usually refers to at least 12 credit hours. Half-time usually refers to at least 6 credit hours or more. In most cases, a student must be enrolled at least half-time to qualify for financial aid.

Expected Family Contribution - (EFC):
The Expected Family Contribution (EFC) is the monetary amount that the government determines a student and his/her family is able to pay toward the student’s educational costs. EFC depends on dependency status, family size, other family members in school, taxable and nontaxable income, access to parents’ assets, and other factors.

FAFSA - (Free Application for Federal Student Aid):
FAFSA is an acronym for “Free Application for Federal Student Aid.” Also see “Free Application for Federal Student Aid.” Any student looking for college money needs to complete a FAFSA application. The completion of this form is required for virtually all forms of government financial aid. The FAFSA form is available from the U.S. Department of Education, a college or university’s financial aid office, or a high school.

Federal Family Education Loan Program - (FFELP ):
The FFELP includes Federal Stafford Loans (Subsidized and Unsubsidized) and Parent Loans for Undergraduate Students (PLUS). Since FFELP loans are guaranteed against default by the federal government, lower interest rates usually apply.

Federal Direct Student Loan Program - (FDSLP):
FDSLP is an acronym for Federal Direct Student Loan Program. Also see “Direct Loans.”

Federal Loan:
A guaranteed loan by the federal government.

Federal Stafford Loan:
The Stafford Loan is a federal-guaranteed, low-interest rate loan for students. Stafford loans are subsidized (need-based) and unsubsidized (non-need-based). The government pays the interest on a subsidized loan for as long as a student is in school plus a six-month grace period after leaving school. Interest accrues on unsubsidized Stafford loans from the disbursement date. A student can receive a subsidized loan and an unsubsidized loan for the same enrollment period.

Federal Supplemental Educational Opportunity Grant - (FSEOG):
The FSEOG is for undergraduates with exceptional financial need — that is, students with the lowest EFC’s - and gives priority to students who receive Federal Pell Grants. FSEOG’s do not have to be repaid.

Federal Work-Study:
The Federal Work-Study Program provides jobs for undergraduate and graduate students with financial need, allowing them to earn money to help pay educational expenses. The Federal Work-Study encourages community service work and work related to a student’s course of study.

Fellowship:
A fellowship is aid, awarded to graduate students, that does not require repayment. Fellowships usually cover full or partial tuition and reasonable living expenses. Usually, fellowship recipients display academic promise in their field of study.

Financial Aid Administrator:
The financial aid administrator is located on the college/university campus. This person is responsible for advising and counseling students, and overseeing their financial aid packages.

Financial Aid Package:
The total amount of financial aid (federal and non-federal) a student receives.

Financial Need:
Financial need is the Cost of Attendance (or COA) minus the Expected Family Contribution.

Fixed Interest:
Fixed interest loans have the same interest rate for the entire life of the loan.

Forbearance:
Forbearance temporarily allows a borrower to postpone principal payments on a loan due to financial hardships. However, the borrower must still make regular interest payments on the loan.

Grace Period:
The period of time between a student’s graduation (or termination) and the beginning of loan repayments. A grace period is usually six to nine months.

Graduated Repayment:
This refers to loan repayments. Graduated repayment is when the monthly loan payments are small at first and then increase with time. Graduated repayment schedules are not allowed for PLUS loans.

Grant:
Need-based financial aid that does not have to be repaid.

Guarantee Fee:
This fee is usually 1 percent of the loan amount, and it is paid to the guarantee agency to insure against loan default.

Guaranty Agency or Guarantor:
These are the agencies that approve and insure federal loans against default.

Home Equity:
Your mortgage’s unpaid principal subtracted from your home’s current market value.

Income Contingent Repayment:
Under this plan, monthly loan payments increase as income levels increase. PLUS loans are not eligible for this payment option.

Institutional Methodology:
The formula certain schools use in determining a student’s financial need for non-portable financial aid.

Interest:
Interest is the amount of money charged for borrowing from a lender. Interest charges are usually included in each month’s payments.

Internships:
Internships offer students part- and/or full-time professional work opportunities. Interns are usually paid or gain college credits.

Lender:
Any institution that loans money. This can include banks, credit unions, savings and loans associations, and schools (under the Federal Direct Loan Program).

Line of Credit:
This is a pre-set limit of credit. Once qualified, the lender allows the borrower to borrow up to that pre-set limit. Lines of credit are usually activated when the borrower writes a check against his/her line of credit. Lines of credit must be re-paid and serve as a loan.

Loan:
Temporary use of money, by the borrower from the lender, that must be repaid.

Maturity Date:
The date when a loan reaches its maximum payment period and must be paid in full.

Merit-Based Aid:
Any financial aid not based on need but usually based on special talent or ability. Contests, competitions, and scholarships are a few examples of merit-based aid.

Need:
The U.S. Department of Education defines “need” as the following: your expected family contribution subtracted from the cost of attendance equals the financial need. See also “Financial Need.”

Needs Analysis:
You and your family’s financial resources reported on the FAFSA form will be used by the college to produce the need analysis. It determines how much you or your family can afford to pay towards your college education.

Need-Based Aid:
Need-based aid is the cost of education compared to you or your family’s ability to meet those costs.

Need-Blind Admissions:
Most schools have a need-blind admissions policy. This means a school, for admissions purposes, will not consider your ability or inability to pay college costs when determining admittance.

Non-Portable Funding:
This is college funding that cannot be transferred to another college or university. For example, many colleges have scholarship funds that are specific to that particular college. If you leave or transfer, that money remains at that school.

Origination Fee:
A fee for loans paid by the borrower to the lender to cover set-up and administrative fees for that loan.

Parental Contribution:
An estimate of a parent’s ability to contribute to their student’s educational expenses.

Pell Grant:
Need-based financial aid awarded to undergraduate students who have not completed their bachelor’s degree (4-year degree). No repayment is required.

Perkins Loan:
These are low-interest federal loans for students demonstrating extreme financial need. To apply for the Perkins Loan, a student must have already applied for the federal Pell Grant. Perkins Loans are available to both undergraduate and graduate level students.

PLUS Loans (Parent Loans for Undergraduate Students):
These are federal loans made available to parents of dependent undergraduate students. The monetary amounts for PLUS loans are given based upon the educational costs minus the student’s financial aid package to cover any additional educational expenses.

Portable Funding:
This is college funding that can be used at any college or university regardless if you transfer or remain at your original school.

Prepaid Tuition Plan:
Various schools and states offer these types of programs. This is a savings plan that guarantees the same rate of increase on your savings as college costs increase. Regardless if college costs increase at a faster rate, it is guaranteed that your invested money will be sufficient for college costs when your student enters college.

Prepayment:
This is early loan repayment. Prepayment means paying less interest in a shorter period of time.

Principal:
The unpaid or original dollar amount on a loan.

Professional Judgement:
This occurs when a financial aid administrator adjusts the EFC, COA, or dependency status of a student or family. This can be done when extreme changes in the student or family situation occur - such as death, unemployment, disability, etc.

Promissory Note:
This is the legal binding contract the borrower signs. It states the terms, details, and obligations of the borrower to repay the lender.

Renewable Scholarships:
These are scholarships awarded for more than one year. Some renewable scholarships are automatically renewed, which means you need not re-submit paperwork. For others you must re-submit paperwork. If you are in receipt of a renewable scholarship, make sure any or all necessary paperwork is filed each year.

Repayment Schedule:
This is the designated term and payment amounts for a loan. It includes interest rates, monthly payments, and payment due dates. This is set forth in the promissory note.

Research Assistantship:
A research assistantship is a form of college funding. Typically, research assistantships are students performing research duties for their supervisors or professors. In exchange, there is usually relief in tuition costs. These positions are usually reserved for graduate level students and are administered by the college.

Satisfactory Academic Progress:
Most federal aid requires satisfactory academic progress. It is based on maintaining a specific grade point average set forth by the institution. If the student does not show satisfactory academic progress, federal aid can be denied.

Scholarships:
These are forms of college aid based on merit. Many corporations, organizations, foundations, etc., will award scholarships to students based on grades, community involvement, extracurricular activities, athletics, arts, etc. This form of funding does not require repayment.

Secondary Market:
There are times when the original lender sells your loan to another lender. The purchaser of your loan from the original lender is in the secondary market. The terms of your loan will not change in the secondary market.

Secured Loan:
Secured loans are loans for which the borrower uses collateral such as a house, car, or other assets to secure loan funds. If the borrower defaults on the loan, the lender has the option of selling or confiscating the collateral used in acquiring the loan.

Servicer:
This is the organization, paid by the lender, to oversee the status of your loan, distribute funds, collect payments, and handle deferments, forbearances, and other related issues.

Simple Interest:
This is interest charged only on the principal balance, not on interest that has added up over time.

State Student Incentive Grants:
Federal government provides matching funds to states to help state residents with financial aid.

Student Aid Report (SAR):
This is your official financial summary of your FAFSA. When you receive your SAR, check it carefully for accuracy. If it is incorrect, correct it.

Subsidized Loan:
A need-based loan that borrowers are not required to pay interest on until their grace period ends, or the borrower is no longer in school.

Teaching Assistantship (TA):
This is similar to research assistantships. A teaching assistantship is a form of college funding that provides a partial/full tuition waiver and a small stipend to supplement the cost of graduate student living. Teaching assistantships are usually reserved for graduate level students.

Term of a Loan:
The length of time to repay a loan.

Title IV Programs:
These are all programs created by the Title IV of the Higher Education Act of 1965 (amended in 1992). They include: Federal Pell Grants, Federal Supplemental Educational Opportunity Grants, Federal Work Study, Federal Perkins Loans, Federal Stafford Loans, Federal PLUS Loans, Direct Loans, and Direct PLUS Loans.

Undergraduate Student:
A student who has not received a four-year (baccalaureate degree).

Unmet Need:
The remaining monies needed for a student’s total cost of attendance, including financial aid.

Unsecured Loan:
A loan where no collateral is offered from the borrower to the lender. Typically, unsecured loans carry a higher interest rate and sometimes require a co-signer.

Unsubsidized Loan:
An unsubsidized loan is one on which the government does not pay the interest while the student is attending school. Students must pay all interest while attending school.

Variable Interest:
This type of interest on a loan fluctuates. If the borrower chooses a variable interest loan, the interest rates on that loan can go up or down. Most variable interest loans have an annual cap or maximum cap. This means that interest rates cannot exceed a specified amount within a specified period of time.

Verification:
This is when the financial aid officer requests proper documentation to verify financial aid application accuracy on a financial aid applicant.

The stones of the main monument appear to form layers of circles and horseshoe patterns that slowly enclose the site. First there is an outer stone circle, now mostly in ruin. Within this are a smaller set of stones, also set in a circle. Within the centre of the monument are trilithons — two pillar stones with one stone on top — in the shape of a horseshoe. Within this is another smaller set of stones, also in a horseshoe.
 

The monument captured at sunset.

But it is a monument made of more than just rocks. There is the henge, or a ditch and bank, that surrounds the stone circle. There is also a laneway that extends from the northeast side of the monument from the open horseshoe to the River Avon, a few kilometers away. Several stones mark this laneway, just outside the hinge of the monument.

It doesn’t sound all that different from many of the other stone circles being constructed around this time. So, why does this megalithic monument draw so much attention? Christopher Witcombe, a professor of art history at Sweet Briar College in Virginia and an authority on Stonehenge, believes that much of Stonehenge’s intrigue can be explained in terms of the advanced architecture shown in the erection of the site.

“The world seems to have gone through a kind of megalithic period where they were moving large stones around and putting them into various positions in the landscape,” says Witcombe. “Stonehenge, compared to those, is a fairly sophisticated piece of architecture.” The outside set of stone pillars, complete with linking top stones, called lintels, form a complete circle. How the builders would have known how to shape the lintels in such a way so that they remain flat but still form a gentle circle would be considered architecturally advanced for the time period. In addition to this, these top stones were attached to the pillars in a technique still being used by carpenters today — by mortice-and-tenon joints. The top of the upright stone would have been shaped to have a protruding section that fit into a carved out slot in the lintel.

Jutting out from the green landscape of the English countryside, the circles of stones and outlying monuments emit a power that must have been ingrained in the site itself. But it is a magnetism that can’t be explained by architecture alone. Much of Stonehenge’s intrigue stems from the fact that the stones are so shrouded in mystery, a characteristic that is magnified by its age. “The very fact that [the stones] have survived must mean they are special in some way — and we afford them that sort of quality,” says Witcombe.

Stonehenge was constructed in three phases, over a 2,000 year period between 3000 BCE and 1400 BCE. Erosion, time and human invasion has worn it down, leaving many of the stones in stumps similar to a set of baby teeth.

Although the site may not be as majestic as it once was, it still conveys a sense of power that seems to enclose people in its mystery, allowing no one to escape from the riddle of its purpose. Today, there is enough left of Stonehenge to speculate on its purpose, but not enough to say for sure why or how it was constructed. Astronomers, archaeologists and historians continue to debate theories on its construction and purpose, but the only thing that can be said for certain is a description of what still exists today.

On the outside of the main monument is a circle of 17 sarsen stones, or sandstones, left from a set of about 30. These rocks stand four metres high and weigh about 25 tonnes each. Some of them still retain their lintels, which would have been secured in a type of tongue-and-groove slot.

Within this is a larger sarsen stone horseshoe in the middle of the monument. There are remnants of what would have been five sets of two stones with a lintel on top — called a trilithon after the Greek word for three stones. The tallest of these upright sarsen stones is about 7 meters tall with lintel, acting as a reminder that the word sarsen comes from “saracen”, meaning heathenish, foreign and vaguely satanic.

Some of the most interesting theories still being generated about Stonehenge have to do with the bluestones, the small rocks set in a circle between the

The elusive bluestones, now very small, still ignite debate.

 sarsen stone circle and sarsen stone horseshoe. Originally, there may have been as many as 60, but only a few stand today, two of which are believed to be lintels. A bluestone horseshoe can also be found within the large sarsen stone horseshoe, which would have originally been made up of 19 stones. Again, few of these are left. The stones were placed in such a way that they increased in size towards the centre and alternated in shape between tall, thin pillar-like stones and stones of a tapering obelisk shape.

These bluestones, now severely weathered and covered in lichen, may not appear blue. But if freshly broken, most would have a slaty-blue color. There are five color variations represented in the bluestones found at Stonehenge. Some contain crystals that have given them a different shade when broken, such as the spotted dolerite, named for its pink crystals, which emits a pinkish hue. Within the bluestone horseshoe is the Altar stone — a blue-grey stone from the shores of Milford Haven in Pembrokeshire. It may have once stood upright but now lays underneath one of the great sarsen trilithons, and is about five metres long.

Many other stones, of more historical and astronomical importance, also mark the site. One of the most intriguing is the “Heel stone.” It stands along a laneway, known as the Avenue, that extends from the open horseshoe, on the northeast corner of the monument and down toward the River Avon, two kilometers away.

Along the Avenue, closer to the stone circles, is the “Slaughter Stone” that may have once been part of a pair of stones, forming a gate to the main monument. Shaped around the stone circles are two pillar stones, known as the “Station Stones.” Originally there would have been four, placed in the shape of a rectangle.

A bank-and-ditch, or the henge of the monument, circles the main monument at about 91 metres in diameter. On the inside boundary of the henge are 56 pits, known as “Aubrey Holes” that can barely be seen. Closer to the stone circles are two other sets of pits, called “Z” and “Y” holes. These were the last additions to the monument and may have been carved out to accommodate more bluestones, but now lay empty.

The Heel Stone of the monument was once upright but now leans into the monument at 30 degrees.

All of the stones were brought far distances to Salisbury Plain, using only muscle and primitive tools, like ropes and wooden

A side shot of the large trilithons that tower above the stone circle.

 levers. The sarsen stones are believed to have been brought from Marlborough Downs, 30 kilometers to the north of Stonehenge, which is a feat incomparable by today’s standards. But even more intriguing than this is the mystery of the bluestones. They are believed to have come from the Preseli Mountains in southwest Wales, nearly 385 kilometers away. How these stones, each weighing four tones, arrived at Stonehenge is still debated. But regardless of how they came to the site, it appears to have required much effort in a time before the invention of the wheel.

“Clearly, a lot of trouble was taken by the builders to put those things up — and some of the stones were brought from a long way away,” says Witcombe. “Which also, incidentally, signifies how important that spot on Salisbury Plain must be if they went to all that trouble to get those stones to that particular place.”

“It’s not the stones that make it sacred. It’s the spot that’s already sacred, or holy, and then the stones are built,” says Witcombe.

And construction couldn’t have been much easier than hauling those stones all that way.

Later I discovered there was only one counselor at the school and that counselor was burdened with too much paperwork and school-wide testing responsibilities.  This left no time for the all-important, one-on-one counseling that is significant in helping students focus on goals, and choose a college that best fits their needs.  It was at that time I volunteered to help advise students.  Two years later, with a new, proactive guidance counselor in charge, I was offered a part-time job as a CAP (College Advisement Program) Counselor.  I accepted with relish the challenge of working with an interesting and eclectic group of students. 

My primary goal was to make sure I counseled all seniors individually, regardless of parentage or income level, mentored them through the college application process, and helped them target financial aid sources.  Four years later and into the program as full-time College and Career Counselor, I have realized that being a college advisor is one of the most personally rewarding jobs I have held.  Every day presents new opportunities to make a difference in the lives of a diverse group of deserving young men and women.  However, the job turned out to be more complicated than I thought.  Little did I know what a broadened view of college counseling would develop during my tenure as College Advisor at our small rural school.

My first step, as a new college counselor, was to look at my role as an advisor in the college selection process.  So I set out on a tour, visiting our state universities.  I was immediately struck by the fact that each university had a program (GAMMA, BACCHUS, etc.) to help students who came to college already addicted to drugs and alcohol.  I remember when I was in college, our parents worried that we would be corrupted by college fraternity parties, too-liberal professors and ideas, sexual temptations, etc.  Now it appears that we are sending our kids off to college already indulging in many of these behaviors. 

I introduced myself to the admissions officers at each college, and walked the campuses asking questions of all I met.  By the time school started in the fall, I felt I at least had a feeling for our state schools and would be better able to advise our students in their choices.  In addition, I read everything I could get my hands on in an effort to understand just exactly what I could hope to achieve.  Since my school had no real college advisement program, it was up to me to develop a program that would be effective.

The Changing Role of the High School College Advisor:

The role of college advisor to secondary school students has changed dramatically in the past few years.  We’ve all heard stories of parents who hire expensive consultants to coach their student through the testing process, shepherd him or her through college visits, and negotiate the most favorable financial treatment.  This worried other parents that they were not doing enough to help their child obtain the best education possible at a price they can truly afford.

When the role of the counselor is “gate-keeping” with minimal student contact, the result is often unequal treatment of students.  Those who badger the office for help or whose parents are significantly involved have better opportunities than those who have no clear ambition to attend college or who perhaps are not encouraged to believe that college is a possible choice for them.  The modern role for the counselor is that of advocate.  The modern counselor is one who mentors, fosters, encourages, and facilitates while preparing the student for college acceptance and ultimately, the world of work.  The key is to reach all students in this process.  Beginning as early as their freshman year, the process should include involving the student in the responsibility for his or her education, enlisting the help of teachers to devote classroom time reinforcing college and/or technical school preparedness issues, and soliciting help from the community in the form of mentors, internships, and scholarships.

Lois Tip:  Recruit local businesses to sponsor scholarship money for students specifically attending your school.

If it is not already apparent to you, businesses have keen interest in our students.  First, they are the future work force and secondly, they are their future customers.  Businesses want to help.  Many of them also want exposure.  Selling a local (or national) business on the idea of offering scholarships to students attending your school helps the business, the school, and most of the all - the student.  Everyone is happy.  You might consider offering a scholarship donation section in the yearbook or athletic brochure.  For every business that donates to the scholarship fund, a specific size advertisement can be placed in these publications.

Resource Room:

Lois Tip:  Create and promote a college resource room (or career center).

More and more high schools have jumped on this bandwagon.  If your school hasn’t, now is the time.  The resource room (or career center) is an area designated to house information on college selection, college funding, career paths, transitional information, etc.  Your resource room should provide volumes on how students can succeed before, during, and after high school.  Resources should include magazines, periodicals, newspapers, Internet access, software programs, books, college brochures, calendars listing important dates, etc.

If you already have a resource room, promote it.  So many times parents are unaware that the school is offering these services.  Make it known through letters, school bulletins, and announcements at various school activities when parents are present such as sporting events, band concerts, and PTA  meetings.

The Scholarship Scoop:

There is a lot of publicity each year about the millions of unclaimed scholarship dollars.  Every source I have found dispels that myth.  Much of that publicized money is in the form of corporate scholarships set aside for employees’ children, and since there may be periods when no offspring are eligible, or there is a lack of applicants, the money does indeed sit unclaimed.  In the past, unclaimed scholarship money was indeed a problem.  However, the advent of the Internet, software programs, and databases, has made finding scholarships easier than ever.   What used to take literally weeks of research, now only takes an hour or two.  Today, little money remains unclaimed if there are eligible applicants.   Call it a blessing and a curse of technology.

Where do we (as counselors) find scholarship dollars for our students?  When you begin as a counselor, you will receive mail, addressed to the Guidance Counselor or the CAP counselor, which will include college bulletins, view books, posters, and application forms.  You will also begin receiving announcements of scholarships, essay competitions, and other contests for students.  As I receive these, I make a scholarship matrix, and print each new listing in a different color so that students know if they have picked up the most recent copy.  I also make sure that all students receive a copy.  I have received publicity for dramatically improving the amount of scholarship money our students receive, but the only secret to this success is communication.  I inform all students of every opportunity and exhort them to try, but place the decision to complete the application process squarely on the students’ shoulders.  The counselor’s role is to facilitate, to provide copies of applications, eligibility requirements, and instructions, and to answer questions when the students need additional help in preparing their packages to mail.

Lois Tip:  As the college counselor, speaking at public meetings and speaking to individuals can increase community financial involvement.  These methods have nearly tripled our community commitment to our students.

Community scholarships are a great source of funding for the first year at college.  Many community scholarships are awarded at the end-of-the-year awards ceremonies, and can make a great difference to the recipients.  I particularly appreciate the value of public recognition.  Some very powerful moments occur when a student who is rarely recognized, receives a scholarship.  Parents and students will never forget the moment.  Additionally, the scholarship shows, in a tangible way, that the community believes in the future of that young graduate.  As the college counselor, you may take on a larger role in the community through speaking at meetings and talking to individuals.  You can increase community financial involvement with these year-end award ceremonies.  These methods have nearly tripled our community commitment to our students.

Specific State Awards

Check with your state for scholarships that specifically apply to your graduates.  (For example, Florida offers the Bright Futures Scholarships, Florida Academic Scholars for outstanding academic performance (including high SAT scores), Florida Merit Scholarships for good grades, and the Vocational Gold Seal for taking three or more courses in related vocational areas.  (Each scholarship covers about a third of the college costs in our state.) 

Other Areas with Scholarship Information:

Without sounding too commercial - look for scholarships in this site.  This Website offers information on more than 8,000 different funding sources.  Simply go to the scholarship search engine, enter a student’s profile, and the search engine will select those sources matching that student’s profile.

College-specific scholarships and institution-sponsored grants are nether sources of financial aid.  Many colleges and universities have large endowment funds, which provide scholarships.  As counselor, help your students to find out about these awards, and to fill out any applications by deadline dates.  Also, don’t forget to check with students regarding affiliations (e.g., religious, ethnic, organizational, and corporate).

Lois Tip:  If a scholarship search service “guarantees scholarships” or “guarantees the eligibility of scholarships,” tell your students and parents NOT to participate.

Many of you are familiar with “Scholarship Search Services.”  These are services which, for a fee, will process students’ information and provide them with college funding opportunities.  I have had numerous parents ask me about the validity of these services.  My best advice to them is that if the service “guarantees college money” or “guarantees a student will be eligible for money,” walk away.  Many have been investigated by the Federal Trade Commission (FTC), and shut down due to unethical business practices.  In fairness, there are some reputable services, and parents should check out a possible service thoroughly before using it.

“Triage” Counseling

As a first-time counselor, it was a bit daunting when I faced a class of seniors who had not been advised.  I obtained a list of seniors and a rank order list covering Grades 9 through 11 (our school uses the six semester, un-weighted grade averages) from my school’s registrar/records person.  I also looked over the SAT reports since many juniors take the SAT’s in the spring.  Once I had this information, I began interviewing students.  It quickly became apparent to me that the job was much bigger than I originally thought.  I found it helpful to enlist the aid of teachers who would permit me classroom time to fill out forms.  These forms elicited information about a student’s goals, preferences, and background.  Each spring, I work with juniors in the same fashion so that I am all ready to go in the fall with the new senior class.

Lois Tip:  Communicate with your seniors on a one-to-one basis.  Let them know how you’ll be helping them and what information for which they will be responsible.

Once I knew who the seniors were and where their interests lay, I began to see them on a one-to-one basis.  I distributed to each senior a CAPS Newsletter, and showed them the tracking sheet I developed to monitor their progress.  This made them familiar with all aspects of the college and regional scholarship searches.  I also showed them the forms that I would be using to collect data about them — transcript and recommendation request forms, college acceptance forms, and scholarship announcement forms.  I gave them a tour of the resource room to make them familiar with all the resources at their disposal.

While I interview all students, my first responsibility must be to those who have more urgent deadlines.  Students who apply for early decision will have earlier deadlines than the rest.  In most cases, early decision is a binding agreement that if accepted, the student will attend this college.  These cases usually require extra attention to see that all materials requested (application forms, teacher and counselor recommendations, transcripts, essays, other supporting documentation, etc.) are turned in on time.  Since college applications vary widely, it is important to impress upon students that they research application deadlines.

Lois Tip:  Many younger students fail to recognize the importance of the PSAT.  It has a tremendous impact on merit scholarship funding.

Another immediate need is to publicize the SAT and ACT test dates.  I post big signs in several places in the school.  It is important to have an ample supply of application packets and sample test booklets for both tests.  Students will need their school code number.  Juniors and seniors are the primary target, but freshmen and sophomores may take the exams for practice.  It is also important to remind them that the PSAT serves as a practice test for the SAT.  Many younger students also do not realize how important the PSAT is for merit scholarship funding.  It provides an outstanding opportunity for students who score high enough to be named a National Merit Scholar (or National Hispanic or National Black Scholar).  Colleges and universities openly recruit these students with attractive offers.

College Visits

Click here for College Visits.

College Fairs

Each fall, a caravan of college admissions representatives arrives at area schools to showcase colleges, universities, and other specialty post-graduate institutions.  The first time I witnessed this procedure, I was stunned at how efficient the setup was.  Within a few minutes, almost fifty representatives had parked their cars, carried or pulled their supplies and materials inside our cafeteria, and set up professional displays that beckoned students to visit their booths.  The college fair is designed to give students a chance to ask questions and to pick up materials from various schools (state and regional).

Lois Tip:  I like to give seniors the first shot at the college fairs, followed by the juniors.

Because materials are limited, I bring sophomores and freshmen in for an overview.  One year due to a shortened school day and a revised schedule, we let the freshmen go first.  Boy, was that a mistake!  They were like locusts, picking up brochures until there was nothing left for the older, college-bound students.  Since each high school has its own environment and facilities, the look of the college fair can be very different.  In our state, the choice of time and day is made for us.  We either accept or decline the visit.  Once I know these details, I request permission to enter the activity on the school calendar, and reserve space for the fair.  In our school, we use the cafeteria and/or the library in order to accommodate all attending schools.

Lois Tip:  Create a checklist for College Fairs - then delegate responsibilities. 

I create a checklist of every step beginning with the letters of invitation to the colleges and ending with writing thank you notes to all those who helped. There are many small tasks involved in holding a successful fair.  A good checklist is a great way to divide responsibilities.  I make several copies and highlight each person’s job for the fair.  I try to involve the students as much as possible.  Our National Honor Society students serve as hosts, parking lot attendants, and guides.  The football team and the carpentry students help move furniture, and the guidance aides make signs, run errands, and make photocopies as needed.  Each year we get high marks for our student assistance.  Our volunteer club even bakes breakfast muffins and rolls to serve with orange juice and coffee to the counselors who often have to drive from Miami very early in the morning to make our 8:00 A.M. timetable.  Additionally, parents can serve as chaperons, and are encouraged to visit the fair.

Lois Tip:  Prepare a list of questions for students to ask each respective college.  Also, find something creative that encourages students to discuss college choices.  I use a colored button program.

While I spend a certain effort on preparing for the physical aspect of the fair, I also spend time preparing the students for the experience.  Each student is given a list of questions to ask the counselors, and discuss what it is that each student is looking for in a college.  I have made colored buttons for the teachers that proclaim the name of their alma maters.  Questions about the buttons help start a dialogue between faculty and students about college choices.

The last step at the fair is distribution of evaluation forms.  Evaluations by the college representatives are a big help to me in planning the next year’s event.  At this time, many counselors drop off free materials for my use — catalogs, posters, videos, and view books to add to the Resource Room holdings.  I admit to total exhaustion when the fair is over each year, but the results make the effort worthwhile.  The college fair is a great way to get students motivated.  Plus, it provides access to representatives for those students who are unable to visit campuses.

Lois Tip:  Promote your College Fair through the local media and school newsletters.

I’ve spoken with numerous parents who feel their son’s or daughter’s counselor isn’t doing enough.  Many times we do a lot, but little gets noticed.  The purpose of this is not to bring self-praise but instead to educate the community.  When holding a College Fair, send notices to the local media (including all radio, television, and newspaper) and place announcements in the high school and middle school parent newsletters.  The media can also help your school gain additional support.  You’d be amazed at how many parents, organizations, and businesses are willing to lend a hand when they read about what you’re doing for students at your school.  If no one knows, no one will participate - promote it!

The National College Fairs

Lois Tip:  For National College Fairs, I send the students home with a permission slip along with a packet explaining the fair.  I also remind students to bring their list of questions for the colleges.

National College Fairs are scheduled during the year in key cities throughout the U.S.  We are lucky enough to be within an hour from Miami’s program, which hosts many of the well-known colleges and universities that our students seldom have the opportunity to visit.  Since the fair occurs in the spring, I take the rising seniors (juniors).  Along with permission slips, I send home a packet explaining the fair.  The packet includes a listing of the colleges, and a note reminding students of questions they should ask the college counselors.  This trip is a great motivator for the juniors.  The trip back is always satisfying as I watch them read and share information on the colleges about which they have become excited.   Again, parents are welcome and encouraged to attend.

College Open House Nights

The Open House is another way for students to preview a college.  Notices will come to the counselor’s office.  I routinely announce and post notices on the senior bulletin board.  As I counsel seniors and learn which schools they are interested in, I encourage them to attend at least one open house.  Parents usually drive the students to these events and take part in the discovery process.

Communication

Counselors need to be great communicators.  When I began my work, I thought I understood my obligations to communicate to parents and students.  I soon realized that more effort on my part was necessary to establish a relationship of trust and confidence.

Parents come in all attitudes ranging from the angry, chip-on-the-shoulder type to the timid hat-in-hand variety.  The most important advice I can give here is that you convey to the parent that you have their child’s best interest at heart.  And, that you can work together (with the student) as a team to help achieve the family’s goal of a college education. 

Lois Tip:  Parents and students may need help filling out forms in a professional manner.  They may need reassurance that they are on the right track and that the goal they have set is achievable.

Students range from the aggressive to invisible.  I seem to spend the most contact hours with the upper 30% and the lower 25% for different reasons.  Academic achievers often have had college attendance as a goal since elementary or middle school.  The primary problem with them is the search itself.  They worry about whether they can afford college, what their major should be, and picking the right school.  Students who have had minimal academic success often need help in finding post-graduate options that will offer training and employment for them.  These students also request my help in filling out forms.  My first year, I was surprised to learn that many did not understand the community college option.  This works for so many of these students because they do not have to take SAT tests.

I have to work to get the middle 45% to take part in their own college search.  Communication that reaches beyond the student becomes very necessary to light the fires of interest.  While the CAPS newsletter is meant to be shared with parents, a general guidance newsletter including information on our full-service programs is also sent to parents with report cards and other general mailings.  Additionally, announcements of upcoming events, college fairs, national tests, evening workshops, and scholarships are routinely placed with the media.

Lois Tip:  Provide an in-service workshop for your teachers.  After they realized the importance of my goals for our students and the tasks at hand, many were eager to help.  Plus, now they help me in my fight for technological dollars.

Teachers are an amazing resource.  Communication with teachers is vitally important.  My principal suggested I provide an in-service workshop for the faculty to share what I do with the students.  It was an eye-opening experience for me.  I learned that many teachers remembered their own counselors as someone they only saw once or twice during their entire school career. 

After sharing the scholarship results I had attained for our students, I showed them how the latest college admissions software worked, and gave them a copy of the handout (that I give all visitors) about what goes on in the Resource Room.  Once they realized the results of my efforts, I found I had strong advocates for this program.  Several of these teachers now help me in reaching students and identifying those who need extra help.  Their scope of understanding the program has also gained me allies in the fight for technological dollars.  They now realize I serve all four grade levels.

Lois Tip:  The development aspect of counseling for the future, beginning with freshmen, makes a greater impact on senior options.

Nothing is sadder than when seniors come to me and say, “I can’t do what I really want to do because my grades in the first few years of high school were really bad.  I wish I had listened.”  My response to this sometimes tearful confession is, “Are you planning to graduate?  Are you willing to work to change your grades?  Let’s look at community colleges.  They are an excellent place to get the basics for your first two years of college, and if you do well, you will be eligible for transfer to a four-year state school, and maybe even with scholarship dollars.”  Students having this problem have made mistakes in the past.  Usually their level of sincerity is a direct correlation to their willingness to correct past mistakes.  Giving them, “I told you so’s” doesn’t help.  Students need encouragement.  Even if you’ve had problems in the past with a particular student, we as counselors are the adults and should rise above the pettiness.  Encouragement and offering options to a student who really wants to attend college is our responsibility.

Community colleges offer a wide variety of technical and college prep courses, and since they do not require SAT scores, many students who are unable to reach state qualifications for four-year college admissions, earn their way to a four-year school with good community college grades.  Some students insist on learning the hard way.  They work for a year or two after graduation, and then they come to me and ask for help to go to college.  They soon realize they need an education to reach their goals.  In some cases they may have needed the extra time to decide what those goals should be.  I help a lot of kids who were prior students.  It fills my heart with pride that they come to me for guidance and assistance.

Lois Tip:  Keep the lines of communication open with former students.  They are great communicators to your current high school students.

Former students are a great resource.  It’s one thing for a parent or counselor to advise students on college life, but when high school students hear from prior classmates, who are now in college, about the issues surrounding college, it seems to have a greater impact.  One program I adopted was the “Returning Graduate Program.”  Once or twice a year, I invite our prior graduates, who are now in college, back to our school to talk with students about college life.  While it is important that parents also hear what these students say, I believe it’s more important that the parents leave this dialogue between the students.  The whole purpose of this program is to reinforce what current high school students have already been told by their parents and counselors.  It offers our high school students insight from a peer group different from their parents or counselors.  Parents can attend, but I feel our high school students are more open in their discussions when parents are not present.

I hope this information will serve you, your school, and above all, your students as well as it has served ours.  I should close by stating that some counselors will say, “Oh, we can’t do this,” or “We don’t have enough money budgeted for something like this.”  When I started this program, I had an extremely small budget - virtually none.  My budget still is not large.  However, through perseverance, a commitment to our students, promotion of our efforts, community and business involvement, and teacher involvement, you too can make it happen.  These students are our future; view it as a long-term investment.

1) Middle School Years

During the elementary and middle school years, parents can begin preparing their child for college or career by fostering respect for learning, by maintaining high academic expectations, and by volunteering at the child’s school.  When we show that education is important to us by our involvement at school, our children will accept its importance as well.  We also have the chance to see exactly what is going on at our children’s schools and can learn what their peers think and how they act.

The transition from middle school to high school is an important one and should be facilitated by both schools.  In the old days, middle school records were sent to high schools and that was the extent of transition activities.  Today, the process is more student-oriented.  An articulation committee comprised of middle and high school teachers and counselors meet with the graduating middle school students, providing an in-depth explanation of life at high school from academics to sports and other extracurricular activities.  Scheduling is often conducted at this time with varying options laid out for students.  Parental involvement is encouraged in the planning process as well.

Some schools may have an orientation visit planned where high school students act as guides for the middle school visitors.  This serves to promote excitement about the coming school year and to make the incoming freshmen feel welcome at their new school.

My own first contact as a college counselor with these students comes at the end of their eighth grade year when I bring the graduating seniors who share their college plans, discuss their scholarships and talk about what it took to get to this point.  They always do a great job of motivating the younger students.

2) Freshman Year

Lois Tip:  At a minimum, parents should start financially preparing for their student’s college career no later than their child’s freshman year in high school.

At our school, we have a freshman parent orientation meeting shortly after the school year begins.  The parents stay in the classrooms and each department team rotates for 15-minute introductions and explanations of activities.  Each year the two questions I am always asked by the parents of freshmen are, “How can we afford college?” and “What do I have to do to make sure my child gets accepted to college?”  As a note, if you haven’t already begun saving for college, you should begin making regular savings at this time.  Colleges and universities will expect the family to contribute to college expenses and will probably offer student and parent loans as part of the financial aid offer.  My strongest advice to any student who needs financial assistance while attending college is to become the best student he can possibly be, beginning in the freshman year of high school.

Lois Tip:  Scholarships go to well-rounded students.  Students should maintain good grades (3.2 GPA or higher), while at the same time participating in other productive activities.

Colleges also look for well-rounded students.  Get involved in extracurricular activities, by exploring a variety of activities from sports to theatre, volunteer groups, and academic honor societies, and develop your own leadership skills.  Does your school hold a volunteer fair aimed at student participation?  If not, find out if they can set up one.  Many times students are not given guidance on where to participate in volunteer activities.  Volunteer Fairs identify areas of “volunteerism” within the community.  They are usually set up between community organizations and the school to show students where and how they can volunteer.  If the school is unable to participate, seek out volunteer programs on your own.  Some good places to look for volunteer organizations and community involvement are at churches, hospitals, local government agencies (such as health and human services), etc.

Lois Tip:  Students and their friends can form their own volunteer club to help out in the community.

I always encourage and expect leadership development skills from my students.  A program I’ve found that is very effective is one where students start their own volunteer program.  This is extremely simple.  Students simply gather a few friends and form their own volunteer club.  Once the club is formed, find a need in the community.  The group of students can assist in helping homeless shelters, assisting shut-ins, reading to under-privileged children, and participating in walk-a-thons to raise money for a worthy cause.  While students are positively contributing to the community, they are also demonstrating personal leadership initiatives by forming and/or participating within this club.  And the best part is that they are doing these activities with their friends.  These are exactly the types of leadership roles scholarship organizations seek in their recipients.  A note to parents - get involved with the club as well.  For example, help with rides to and from the community activity.

Working after school also helps develop responsibility and provides students with income, but leaves time for involvement in school-related activities in your schedule.  Remember that this is a balancing act.  Students must maintain balance in all activities - grades, jobs, extracurricular activities, and volunteerism.

Lois Tip:  Take a Practice Scholastic Aptitude Test (PSAT) in your freshman year of high school.

As a freshman, sign up to take the PSAT test for practice.  National Merit scholarships are awarded on the results of this test.  The actual test is taken in the student’s junior year.  A high score will place you among the most sought after students in the country.  Plus, your opportunities for scholarships will increase dramatically.  I highly recommend purchasing PSAT practice-testing software.  Or check with your guidance counselor to see if your school has PSAT practice-testing software on campus that you can use.

Lois Tip:  Parents - discuss career opportunities with your students.  Parents should advise, not judge.  Students should listen, not criticize.  Be open-minded about career choices.

Explore as many career avenues as possible.  Students’ minds should be filled with every option available.  As a parent, I had a difficult time realizing that my children had different career goals than what I had for them.  Sometimes this is a difficult pill for parents to swallow.  Parents need to foster learning and encourage a student’s chosen career path.  If parents feel their student is going down the wrong career path, discuss their career choice.  Parents should provide concrete examples of why a student’s chosen career path might not be suitable.  Students should listen carefully to their parents.  Remember students, parents have the greatest teacher of all - experience.  Also, a student can research on virtually any job or job description on the Web.  Research it, then discuss it.

Our school offers excellent career classes for all freshmen.  These classes provide an in-depth look at interests and techniques for making it in the real world.  I like to visit the freshman careers class before school ends to give a pep talk on the future, and promote extracurricular activities, leadership development, and the possibilities of post-graduate education.

Lois Tip:  Take your subjects seriously.  Aim for the hardest courses you can handle while achieving the highest grade.

Once in high school, a student’s grades become part of his cumulative grade point average (GPA).  It is important for parents and students to carefully select course work.  Students should take classes that challenge them academically while at the same time provide them the opportunity to do well.  For example, if a student takes Honors English and scores a “C” (or 2.0 grade) and another student takes Advanced English and scores a “B” (or 3.0 grade), the student who took Advanced English will end up with a higher weighted GPA for that course.  Here’s how it works.  Many classes are weighted.  If Honors English carries a weight of 6 and Advanced English carries a weight of 5, then the student who scored a “C” in Honors English received a weighted GPA of 12 (which is the course weight multiplied times the grade).  However, the student who received a “B” in Advanced English received a weighted GPA of 15 (which is the course weight multiplied times the grade).  For you students reading this, don’t misunderstand me, I’m not telling you to choose blow-off courses so you can easily breeze through with “A’s.”  I’m advising you to take the hardest courses possible while still maintaining the highest weighted grade.  In essence, rise to your level of excellence.   Pay careful attention to GPA’s - they do make a difference in college funding.

3) Sophomore Year

As sophomores, students should follow the same advice given to freshmen.  So let’s review:

For practice, take the PSAT test again.

Stay (or get) involved in community and volunteer activities.

Participate in school extracurricular activities.

Take the hardest courses you can handle while achieving the highest grade.

Challenge yourself to be your best.

Review and re-evaluate career possibilities.

Parents - continue to offer support in your student’s educational endeavors.

Parents - keep saving, a college education is expensive.

OK, parents and students - here it comes.  Your first real steps in college life begin now.  There are more than 7,200 post-secondary institutions in the U.S. alone.  They vary in cost, curriculums offered, size, geography, and a number of other areas that make each of them unique.  Now is the time to start narrowing down the list of potential schools.  Also, students should view listings of summer opportunities (some are paid for through scholarships) in the arts, sports or academics - or maybe even travel abroad.  Now is also the time to start researching scholarships for college.

Lois Tip:  A student should start researching colleges and universities in the sophomore year of high school.

Researching college information can be somewhat daunting.  There are so many choices.  Do you want a small school with a more personalized atmosphere or a large school with big lecture halls?  Do you want to live close or far away from home?  Does the school you are looking at have the type of program you’re seeking, and how much does it cost?  Do you want to attend a community college first then transfer to a university?  And if so, are the credits transferable?  Maybe you want to attend a college with a good sports or music program.  These and many other variables need to be considered when choosing a college or university.

College Visits:

Click here for College Visits.

Lois Tip:  Research colleges and universities through your high school and the Internet.

I recommend starting your college search at your local high school.  Typically, high schools have  College Fair Days.  College Fair Days introduce actual college counselors to students.  College counselors inform students on what their campus has to offer.  Also, the high school counseling office has many resources such as college catalogs, videos, and brochures on various colleges and universities.

Use the Internet.  In the Information Age, there’s no better place to find the college of your choice than on the World Wide Web.  There are numerous sites that offer valuable information and links to specific college campuses.  Many allow you to search databases of up to 1,600 colleges and universities.  Simply enter the information you want in a college, and a search engine will display those colleges matching your criteria.  From there, many of these search engines will actually link you to those colleges’ websites.  In each college’s website, you’ll find the answers to virtually any question you might have about that institution.  While the sophomore year is too early to start the actual college application process, many sites allow you to electronically apply (online) to your chosen college or university.

Lois Tip:  Scholarship planning and application should start as early as possible in the high school years.  Early scholarship research can lead to more potential funding.

A Word of Warning:  Parents, have you heard of “Scholarship Search Services?”  These are services which, for a fee, will process a student’s information and provide them with college funding opportunities.  I have had numerous parents ask me about the validity of these services.  While some are reputable, others are not.  The best way to check out one of these services is to call your local Better Business Bureau or talk to your school’s guidance counselors.  My best advice to you is that if the service “guarantees college money” or “guarantees a student will be eligible for money”, walk away.  Some of these services have been investigated by the Federal Trade Commission and have been shut down due to unethical business practices.

It is not too early to consider searching for scholarships and applying for college in the sophomore year.  For example, the Ayn Rand Institute sponsors an essay competition for high school freshmen and sophomores.  Also, the Hugh O’Brien Youth Award recognizes outstanding sophomores with a weekend retreat and leadership seminar experience.

Another key reason to run scholarship searches in the sophomore year is that by doing so, you will get a really good idea of just what is expected of a scholarship applicant.  This will also give you an idea of what awards will be available in your senior year.  If, for example, you are interested in electronics or broadcasting, the Amateur Radio Relay League offers several awards for holders of their ham radio license.  Obviously, by the time you are a senior, it is a little late to obtain your ham radio operator’s license.  But, since you know about this award as a sophomore, there is certainly time to get your license before the scholarship application deadline in your senior year.

Lois Tip:  Students should take their first SAT in the spring of their sophomore year.

Remember the PSAT practice tests you’ve been taking?  Guess what, it’s time to take the real one.  By the spring of your sophomore year, you should take a real SAT exam for practice.  Do your best, but don’t sweat it, you’ll get another chance in your junior year.

The summer between the sophomore and junior year in high school is the perfect time to visit college campuses.  Remember the college research you’ve been doing?  Now it’s time to visit them in the real world.  Parents and students should take advantage of summer vacations to visit nearby college campuses.  Just being on a college campus helps to pump up interest in the college experience.  And the fact that parents take time to visit these schools makes it obvious that college attendance is a family priority.  Over the high school years, families can tour a variety of public, private, large, and small colleges and universities.  While it’s good to start in the sophomore year, students should focus their attention on the more likely colleges during the junior year and early in the senior year.

To make the most of a “college visit,” make a checklist of questions you’ll have.  At the sophomore level, students should gain the following information about each school visited:

Size of student body (how many students are currently enrolled)

Variety of courses offered

Average class size

Costs and financial aid information

Location and layout of campus

Dorm life

Food service

Transportation

Sports (extramural and intramural)

Activities available

Career and internship opportunities

How other students, attending that college, feel about their school

Most college campuses offer scheduled tours.  Call ahead to find out times and how to schedule a tour.  Parents are encouraged to attend campus visits.

4) Junior Year

The junior year and the first part of the senior year are primarily about positioning the student for the broadest options in college choice and developing a sense of what is the best fit between college and student.

College Visits

Lois Tip:  Parents can learn a lot about college funding by helping out in the school’s resource center.

If parents have not yet met the college counselor, this is the time to get acquainted.  Parents should familiarize themselves with the resources available at the school — college viewbooks and catalogs; college, scholarship and career search software and websites; videos; maps; etc.  If your school lacks any of these resources, volunteer to help “grow” the program by writing to colleges requesting information, cataloging materials, and filing smaller brochures and handouts from the colleges for easy retrieval by students.  Volunteering in the counseling center not only helps all students, but also forces you, as a parent, to become intimately familiar with all of the intricacies of your child’s acceptance to and payment for college.  Whether you volunteer or just visit the counseling resource center, you will almost certainly find opportunities for funding and college for your child that you never knew existed.

Lois Tip:  Students should take as many honors courses as possible while still maintaining a grade point average of 3.2 or higher.

Students should focus on solid courses and attempt to take honors (or advanced placement) courses when possible.  Also, check out any internship programs at your school.  They provide excellent opportunities for exploration in career fields and development of mentoring relationships.  Frequently, internship programs lead to full-time employment upon graduation from college.

Every junior, with even the slightest aspiration to attend college, should sign up for the PSAT test.  This is the year National Merit Scholars are chosen based on the test results.  After the PSAT test scores are in, juniors will begin receiving large volumes of college mail.  It is exciting and flattering; don’t lose focus.  Now is the time to begin organizing this material.

Lois Tip:  Students start receiving volumes of materials in their junior year.  Make sure all materials are filed and well-organized for future reference.

Colleges send recruitment representatives to conduct information sessions for juniors and seniors and their parents.  These college nights provide access to admissions counselors and information about the college.  Remember that you are interviewing the college as much as the college is interviewing you.  Attend the college fair at your school and ask questions!

Lois Tip:  If a student is interested in military programs, they should get involved in Junior ROTC programs and/or Civil Air Patrol, and take the ASVAB test.  These activities are favorably looked upon by the military.

Some students may have an interest in a military or academy education.  Recruiters will come to the school to explain the various educational programs.  They will also schedule parent visits.  If your school has a Junior ROTC program, students should seriously consider participating as this can positively effect academy appointment and ROTC scholarship decisions.  Civil Air Patrol is also an excellent organization looked upon favorably by the military.  You should take the officers’ qualifying test as early as possible with the intent of taking the final test in your senior year.  You may also wish to sign up for the ASVAB test which helps you chart your interests and skills, and provides the military with scores that help them in their recruitment decision.

Lois Tip:  Pick a few school clubs that offer the types of activities in which you want to participate.

Continue to volunteer and, where possible, develop leadership roles in various clubs and committees.  Be sincere in your efforts.  Concerning college scholarships, some students worry that they have to join every club and organization in order to qualify.  Do not become one of those students who shows up for yearbook pictures but contributes little to on-going activities.  Pick a few clubs that offer the types of activities in which you want to participate.

Lois Tip:  Parents and students are encouraged to arrange an in-depth junior conference with the guidance counselor.

Arrange an in-depth junior conference with your counselor and your parents.  This will provide an opportunity for all of you to get your hopes and plans out in the open and help you take a realistic look at your options.  Your counselor will also explain the financial aid process and what you and your family can expect in terms of assistance.  Your counselor may use a pre-counseling interview form.

Plan college visits during Spring Break and attend the National College Fair if it comes to a city near you.  This will enable you to talk to counselors from the colleges that may not come to your high school in person.  There are also fairs specific to performing arts, a Black College Fair and even National Portfolio Days, which provides assessment of student art by college experts.  Check with your counselor early in the year to see what this year’s calendar offers you.

Lois Tip:  Students should start aggressively seeking scholarship information in their high school junior year.

More scholarship opportunities open during the junior year.  The Discover Card Tribute award is an outstanding example.  Millions of dollars are awarded in several categories and at varying levels.  Students must fill out a formal application and write short essays on varying subject areas.  Top prizes are $20,000 scholarships.  There are also scholarships available for summer programs in all areas from the environment to music.  Visit your counselor to find out how to apply.  Take advantage of the scholarship search programs available in this site.  Students should start requesting scholarship information and application forms, over the summer, from any scholarship sources they wish to pursue.

Juniors should take the SAT I (and/or the ACT) in the spring of their junior year.  Professional test preparation courses are available for a fee.  SAT and ACT test preparation books and software are available in book and computer stores.  For the newest (and least expensive) way to prepare for these exams, check out the Internet for opportunities to take practice tests.

Lois Tip:  I advise my students to take the SAT and ACT in the spring of their junior year and again in the fall of their senior year.  In most cases, they improve their scores.

Scheduling your senior classes at the end of the junior year is very important.  Colleges want to see continued academic development throughout your four years with evidence of commitment to excellence.  Challenge yourself by taking honors and AP classes where you can.  Also, check with your guidance office to make sure you are on track for your high school credits.  Students are required to have a certain number of high school credits to graduate.  If a student doesn’t have sufficient credits for graduation, or he or she is not on schedule, summer school is a good time to make up these credits.

5) Senior Year

This is it!  You are finally seniors entering the busiest year of your high school career.  Your two burning questions are: “Will I be accepted by the school I really want to attend?” and “How will I ever afford to go there?”  It is important not to panic.  Remember that all seniors face these questions each year and somehow manage to survive the process of applying to college.  To begin, read your college advisement newsletters, and check out the bulletin boards that have college, scholarship, and test information.  Visit your counselor at the beginning of and throughout your senior year to keep up with current and changing information.

Scholarships

Lois Tip:

- Don’t apply to sources whose eligibility requirements you do not meet.
- Keep your “request for information letter” to one page.
- Always include a self-addressed, stamped envelope.
- Complete application as per their instructions.
- Send a thank you card.
- Call funding sources no more than one time.

When applying for scholarships there are few things you should know.  Don’t send “request for information” letters to funding sources whose eligibility requirements you do not meet.  Funding sources can only award money to those students who meet their eligibility requirements.  If you request information from a source whose eligibility requirements you do not meet, you will be wasting your time.  Most of them will simply discard your request.  Second, for those sources whose eligibility requirements you meet, keep your “request for information” letters to one page.  Third, always include a self-addressed, stamped envelope (SASE).  Some funding sources may give away $100,000.00 in college money; however, their annual operating budgets may only be $20,000.00.  Postage, envelopes, personnel - these items, while small in cost to you - can be quite expensive for them.  Plus, an SASE makes it easier for the agency to return information to you.  Fourth, when you receive the actual application, be thorough.  If they ask for a black and white picture, don’t send them a color one.  Provide exactly what you’re asked to provide - no more, no less.  Fifth, send a “thank-you” card to them for responding.  This keeps your name fresh in their mind.  Remember that some of these organizations can receive up to 140,000 applicants per year.  Lastly, don’t call the funding sources repeatedly.  One phone call to a funding source should be sufficient.

In the world of scholarships, there are typically two waves of deadlines.  The first wave occurs in the early fall and runs through the end of November.  The second wave begins toward the end of January and runs through the end of May.  Seniors should apply early.  Many of the larger funds have fall deadlines.

Parents should look in every nook and cranny they can think of for scholarship opportunities.  In addition to searching for scholarship information electronically, parents need to ask if their employer(s) sponsors employee-related scholarships.  Check with local clubs and organizations at which parents belong.  Churches and civic groups typically sponsor small funds that sometimes get overlooked.  In essence - leave no stone unturned.

Lois Tip:  In the fall of a student’s senior year, sign up for the SAT and/or ACT exams.

Check with your guidance office to be sure that you are scheduled for all the courses you will need to graduate on time.  Sometimes, students incorrectly assume they have sufficient high school credits to graduate.  Don’t make this mistake.  Confirm your credits well before the graduation ceremony.  Alternatives to make up missing credits include night courses at local community colleges, independent study, and distance learning classes.

Applying to College

College Visits

Lois Tip:  Seniors need to narrow their college choices to three to six schools.  Make one your ideal school.  Second and third choices should be schools that will challenge you academically, and the remaining choices should be schools you know that will accept you.

By now you have developed a long list of colleges, made campus visits, used computer software and the Internet, read brochures, catalogs and viewbooks, watched videos, and solicited advice from family and friends.  It is time to narrow that list down to 3-6 schools to which you will apply.  Pick your dream school (if you do not apply, you will always wonder if you could have made it), two or three “reach” schools (these would demand your very best effort), and one or two safe schools that will accept you based on grades and scores. 

Lois Tip:  A rule of thumb for acceptance and financial aid is to fit into the top 10-20% accepted at a particular school.  You will be recruited stronger.

To prepare the application, you will need a chronological list of club memberships, sports, and other activities in which you participated.  The list should also include honors and awards you have received, with the specific name of the honor or award, and the year you earned it.  Colleges also require transcripts in the fall, at midterm, and after graduation.  You will fill out a transcript request at your school, and your school will mail the transcript to the college for you.  Your application may come in several parts — one part that you fill out with background information, another part that your counselor fills out, listing your class rank, providing a school profile, a counselor recommendation, etc., and another part with recommendation forms for your teachers or community mentors.  You may also be asked to respond in essay form (yes, the dreaded ESSAY) to questions suggested by the college.  My best advice is to be sincere, speak from the heart and, yes, check it thoroughly for grammar and spelling errors.  Draft your essay as if you’re telling a story.  Don’t write what you think the college wants to read.  Be yourself.  The essay serves to show the real you who exists beyond the grades, test scores, and extracurricular participation.

Lois Tip:  Ask individuals, who will be writing your recommendations, at least three to four weeks in advance of the school application’s due date.

Recommendations are very important to your application.  Request them from teachers, employers, and community members who really know you and can share real insight into your character, determination, and skills.  Remember that since you have already submitted a resumé, the person recommending you should concentrate on sharing his or her view of who you are.

Lois Tip:  Deadlines are deadlines - don’t miss them.

Submit your applications in advance of the actual deadline.  Increasing numbers of students are applying for early decision.  The student makes a binding agreement, to attend that college if he or she is accepted for early decision, in the hope that applying early gives him or her an edge in the decision process.

Each fall, there are many newsmagazines and newspapers that devote entire editions to college entrance requirements and the best college choices and/or bargains.  In addition, check out your local bookstore.  Increasingly larger sections are dedicated to college preparedness issues, including the resumé and essay.  There are some great college-search sites available on the Internet.  The more you learn and the more varied your sources of information are, the more prepared you will be to make the best decision.

Attend the College Fair in the fall at your school as well as any open house opportunities offered.  As a senior, you may request leaves of absence from school to visit colleges.  Check with your guidance office for the procedure for these visits.  College representatives will also come to your school specifically to recruit seniors.  Pay attention to announcements for these visits and sign up for any that interest you.

The End is Near!

Lois Tip:  The following is a special note to students.  Keep the grades up.  Don’t let “senioritis” slow you down.  The last two terms of high school are the hardest.  It is an emotional time.  You are doing many things for the last time.  You grow tired of having to request passes to go to the bathroom.  In fact, all those high school rules seem so pointless.  Plus, you are scared and excited all at the same time about going off to college.  Take a step back and realize that this transition is difficult for your parents as well.  The senior year is busy (you are seldom home), expensive (yearbooks, ads, senior photos, prom, college application fees, testing fees, interview trips, etc.), and time seems to fly by because so much is going on.  Just like you, your parents are worried about acceptance and financial aid, and most of all they worry about your safety when you leave home.  Try to take some quality time to reassure them how much you love them and appreciate all their support given over the years.   You will still need that support while you are in college.

Consult your counselor as admissions offers come in.  Work with your parents to compare the offers and to come to a final decision.  Meet the Candidate’s Reply Date deadline (usually May 1) to notify the college of your choice and write to inform the colleges you did not select that you will not be attending.  And remember to write thank you notes to those who wrote letters of recommendation for you.  Don’t forget to share any good news with them.  It makes them feel included and validates their participation in the process.  They will be more willing to help the next student who needs it.

Lois Tip:  Anyone attending college (or planning to attend college) needs to complete a FAFSA and SAR.

Make sure you complete your FAFSA and SAR as soon as possible.  FAFSA forms are available from the U.S. Department of Education, or your high school guidance office, beginning the first part of January.  Complete the FAFSA as soon as possible.  Any student who plans on attending college needs to complete a FAFSA form.  The FAFSA form is a federal government form (similar to a tax form).  The Department of Education uses this form to determine a student’s (or family’s) need status.  Regardless of a student’s (or family’s) ideas about their financial status - everyone should file their FAFSA.  I’ve seen more parents not complete a FAFSA form simply because they incorrectly assumed they made too much money.  These forms are also used in federal loan programs.  Not completing a FAFSA form can eliminate any chances of low-interest or no-interest loans from the federal government.  Additionally, many states use the FAFSA and SAR to determine eligibility for various state-funded programs.  In essence, anyone attending college needs to complete a FAFSA and SAR.

The last two things I do for my students are give a reception for the current class and hold an informational program on a variety of topics.  This program’s topics usually include current information on alcohol and drugs at college, safety tips on living away from home, travel arrangements for those who go to school far from home, information on where to get legal help if necessary, and banking procedures.  If your school does not currently do this, volunteer to help set up one.  It is relatively easy to get community volunteers to prepare a talk and provide handouts for your benefit.

Lois Tip:  Attend all college orientations.

After acceptance and graduation, you will be invited to an orientation at your college where you may fill out forms, complete your first semester course selection, and perhaps be tested.  Do attend orientation; it is an important introduction to your school.

Best of luck to you and all your educational endeavors - you did it!

You can also visit colleges, particularly in the senior year, during school hours if this is allowed by your school.  At our school, seniors come to the guidance office to pick up a college visitation form which is taken to all classes where students obtain signatures from their respective teachers.  This form is then returned to the guidance office where students are given another form to be taken to the college for signature.  The college admissions office indicates that a visit did indeed take place.  This document is returned to the high school guidance office so that seniors are not penalized for missing classes.  Many of our students do not have the opportunity to travel during the summer, and we encourage seniors who are trying to decide where to apply to visit colleges in this manner.

Call ahead to arrange for tours.  (Tours may be conducted by students, admissions officers or alumni.)  Some colleges have regularly scheduled campus tours, and others set them up by appointment only.  If you plan to interview at this time, schedule your interview as well.

Remember that when you visit a college, you are looking for a prospective home for a minimum of four years; a physical home as well as an intellectual and spiritual home.  Your visit is important because the impression you receive will power your decision to apply and ultimately attend.

Key things to check for:

The following is an outline for your college-visit checklist.  When attending a campus, get the answers to the following items.  Doing this makes choosing the right college easier.

Size, location, and gender and cultural diversity are important factors in choosing a college.  Some students want a small college in a small college town, while some want a small school in a big city, and others want a large school in an urban area.  Some students want a single gender campus, while others are adamant in choosing coed.  Campus visits help sort out feelings on these subjects.

Check admissions policies and standards along with requirements and deadlines.  Some schools will look at portfolios if scores fall below the norm; others go strictly by the scores and GPA’s.  Find out the average scores for entering freshmen. 

Check financial aid availability.  Be sure to check what percentage of applicants are accepted and what percent of accepted applicants are offered financial aid. 

Check the academic track record of that school.  For example, ask the following questions:  How many freshmen return their sophomore year?  How many students complete in 4 years?  How many complete at all?  What percentage goes on to graduate school?

Does the school have a clear plan for your ultimate graduation from that school?   Insure that, for your given program of study, the school has clearly defined required courses and a timetable for your graduation.  Some minor adjustments in a student’s curriculum are acceptable, but excessively drifting graduation requirements is a clear warning sign to you to steer clear of that school.  Ask to see a timetable or plan of graduation.  After all, it is your money.

Accreditation issues - Is the college or technical school accredited by the appropriate organization?  Can their courses transfer if you change institutions?

Academics - Who teaches undergraduates?  For example, do grad students teach undergraduates or does the faculty?   What is the average class size?  How difficult is it to register for the classes you will need to graduate on time?  How is student advisement handled?  Do freshmen have a thorough orientation program and mentoring during that important first year on campus?

School mission statement and policies - You should ask to look at the mission statement of the prospective college or university.  Each school has its own philosophy, which is reflected by the faculty, the campus, and the student body.  Learning whether this mission fits in with who you are and who you want to become is a major part of the discovery process. 

Bacchus and related programs - My students (many of whom are members of our Drugfree Club) are looking at school records of binge drinking, and they are seeking schools where the percentages are in their favor.  While visiting a campus, I recommend parents take students to check out the Bacchus and related programs.  These will give an insight into the realities of college drinking and drug usage.  (This will definitely stimulate some dialogue between parent and child.)

Other things you should consider - How difficult is it to actually get to your college - distance, as well as transportation issues?  How safe is the campus and the surrounding community?  Is employment available?  Can you graduate in four years or are courses often unavailable due to overcrowding?  Is the focus on teaching centered at the graduate level or does the school have a record of excellence for undergraduate education?  How difficult is the transition to upper division?  Is there assistance during the freshman year to mentor and retain the freshman class?  Are there special leadership opportunities for the highly motivated?

Talk to current students when you visit.  They will have a fresh perspective on life at their college.

Dorm life and/or living arrangements - Are you interested in living in a co-ed dorm or same sex dorm?  Does the campus have sororities and fraternities?  What is the school’s policy regarding on or off campus housing? 

Other activities - Does the school offer intramural and/or extramural sports?  What other clubs and organizations does the school have in which you might be interested?  Are there areas such as parks, museums, zoos, etc., on or near campus?

If you think of any other items you feel have importance when choosing your college, write them down.  And by all means, ask your college or university about them.

For each school you visit, follow the same outline.  Write down and compare each school’s answers and make your decision wisely.  Talk extensively with your parents.  Again, don’t sweat it.  While you’d like to pick the school that caters to all your needs, sometimes that just doesn’t happen.  If you make a choice to attend a specific college and you later find out that that school doesn’t meet some or all of your needs, you can always transfer.  It’s a simple fact of college life, students transfer.