The Plague of ‘Early Decision’

Frank Bruni DEC. 21, 2016

As the moment of judgment neared, they barely slept, convinced that their very futures were on the line. Dread consumed them. Panic overwhelmed them.

I don’t mean Americans awaiting the Electoral College’s validation of Donald Trump.

I mean students (and their parents) awaiting actual colleges’ verdicts on early-decision and early-action applications.

One friend of mine canceled our dinner plan because he hadn’t realized that it fell around the time when his daughter expected word from her top Ivy League choice. He and his wife couldn’t leave her home alone in such a tremulous state, at such a terrifying juncture.

Another friend’s daughter, also vying to get into a highly selective school, repeatedly burst into tears as she berated herself for a 3.9 grade point average instead of a 4.0. What if the difference spelled her doom?

As I’ve written before, the college admissions process has become a dignity-ravaging frenzy, illustrated by the plot of a recent episode of the TV drama “Law & Order: Special Victims Unit.” It asked whether a man assuming a fake identity to seduce women could be prosecuted for rape.

What identity do you suppose he chose as the most potent and irresistible? Not a Hollywood director who could make the women stars. Not a Wall Street titan who could drape them in jewels. He impersonated a dean of admissions who could give their kids slots at an elite university. And one after another, these helicopter moms whirled into the boudoir.

Early decision and early action, which are offered by some 450 colleges, are a special and especially disturbing part of the frenzy. They refer to a process by which, broadly speaking, a student applies in November to just one, most-desired school, which answers in December. If the school practices early decision and says yes, the student is obliged to go. Early action isn’t binding.

At least since 2001, when The Atlantic published a definitive article by James Fallows titled “The Early-Decision Racket,” there’s been fervent discussion of the downsides of the process. But it’s more prevalent than ever, with some selective schools using it to fill upward of 40 percent of their incoming freshman class.

The biggest problem by far: It significantly disadvantages students from low-income and middle-income families, who are already underrepresented at such schools. There’s plenty of evidence that applying early improves odds of admission and that the students who do so — largely to gain a competitive edge — come disproportionately from privileged backgrounds with parents and counselors who know how to game the system and can assemble the necessary test scores and references by the November deadline.

These students also aren’t concerned about weighing disparate financial-aid offers from different schools and can commit themselves to one through early decision. Less privileged students need to shop around, so early decision doesn’t really work for them.

“That’s just unfair in a profound way,” said Harold Levy, the executive director of the Jack Kent Cooke Foundation, which has pushed to make elite colleges more socioeconomically diverse.

Early decision moves the admissions process forward on the calendar, so that high school students start obsessing sooner. They press themselves to single out a college at the start of senior year, when they may not understand themselves as well as they will toward the end of it.

“How many 17-year-olds know what they really want to do in life?” said Micheal McKinnon, an independent educational consultant in the Chicago area. The more time they have to figure it out, the better.

He added that students who win early admission often feel that “they can slack off for the rest of senior year,” rendering the last semester pointless.

But what worries me more is how the early-application process intensifies much of what’s perverse about college admissions today: the anxiety-fueling, disappointment-seeding sense that one school above all others glimmers in the distance as the perfect prize; the assessment of the most exclusive environments as, ipso facto, the superior ones.

That’s hooey, but it’s stubborn hooey, as the early-application vogue demonstrates. Marla Schay, the head of guidance at Weston High School, in an affluent suburb outside Boston, told me that while 60 percent of the seniors there submitted early applications seven years ago, it’s above 86 percent now.

And Williams College just admitted nearly 47 percent of next fall’s freshmen through early decision. That benefits the college, which has locked in much of the Class of 2021. Maybe it also benefits the students who were admitted and can now calm down, though I wonder how many felt rushed to identify Williams (or Duke or Vanderbilt or Colgate) as their truest love.

I wonder, too, how many came to regard higher education as one big board game that’s about attaining prestige rather than acquiring knowledge.

I invite you to follow me on Twitter at twitter.com/frankbruni (@FrankBruni) and join me on Facebook.

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Senior Updates!

Capstone
Everything you need to know about Capstone can be found on our School-to-Careers website. This can be accesed from the Guidance drop down menu on the WA website. Under the "Senior Capstone Experience" tab, you can find a link to the presentation the students heard today, as well as a timeline for important events. Please print the timeline and make note of the MANDATORY dates: February 16 (Complete application with signatures due), April 7 (Orientation meeting), May 22/23 (Presentations), and May 30 (Exhibition). We recognize that the spring can be a busy time of year for you, so we are respectfully asking that these dates are marked as mandatory on the family calendar now.


New Program: Commonwealth Commitment Through MassTransfer
Start at one of the 15 Community Colleges in MA in new MassTransfer program "A2B Mapped" - finish within 2 1/2 years with a 3.00 GPA.
Learn more at www.mass.edu/MAComCom

Gettysburg STEM Scholarhip Program
With help from a generous grant from the National Science Foundation (NSF), we are offering a STEM scholarship program for students interested in STEM fields (Biology, Biochemistry & Molecular Biology, Chemistry, Computer Science, Mathematics, and Physics). STEM Scholars will have their full demonstrated financial need met for all four years with no loans, and have the opportunity to:

Attend a STEM-focused pre-orientation workshop with other STEM Scholars.
Enroll in an exclusive First-Year Seminar taught by STEM faculty.
Participate in bi-monthly luncheons with STEM faculty and a variety of learning activities on and off campus.
Take advantage of various STEM offerings, including faculty-student research, peer-mentoring, preferential residence in Gettysburg College's Science House, and internship opportunities with industrial partners.
Our deadline for Regular Decision admission (using the Common Application) is January 15, and students should file both the CSS Financial Aid Profile and FAFSA by January 15.
Please visit our website, which also has a link to the application, and feel free to contact me with any questions you may have.

Kenyon College Off-Campus Interviews
We will be at the Boston Marriott Copley Place on January 7-8 to conduct off campus interviews.

While visiting Kenyon is the best way to get a feel for our campus community, we know that isn't always possible. That's why a Kenyon representative will be in your area conducting off-campus interviews.
Please encourage your students to visit the registration page and sign up for an interview time.

Interviews will be about 30 minutes long. Students do not need a transcript or a resume — just a sense of curiosity, including questions for and about Kenyon.
http://www.kenyon.edu/visit-kenyon/admissions-events/off-campus-interviews

What Parents Say Matters

Posted December 15, 2016 | by Denise Pope | Posted in Office Hours with Dr. Denise Pope

When I overheard a troubling conversation at a recent dinner about a child’s academic performance, it reminded me about the importance of the words we use when speaking with our kids. Perhaps this discussion is even more timely as we near the end of the first semester in school, and grade reports will be released soon.

On our survey, the Stanford Survey of Adolescent School Experiences, we ask students several questions related to perception of their parents’ behavior. We examine whether students perceive that their parents are guided by a “mastery orientation” or a “performance orientation.” Parents with a mastery orientation for their children emphasize deep learning, improvement, and understanding of class material, and they don’t view their child in competition with peers. In contrast, parents who value a performance orientation, focus on their student’s achievement as mainly measured by grades and test scores — the need to score better than others in order to succeed.
The results of our survey indicate that when students believe that they can meet their parents’ expectations, there is a statistically significant correlation with the following student outcomes:

• Academic worry is ↓
• Cheating is ↓
• Physical stress is ↓
• Engagement in learning is ↑
• Hours of sleep is  ↑
• Perception of teacher support is  ↑

These are all indicators of a healthier, more balanced adolescent experience. So, how can we parent so that our children perceive that they have the ability to meet our expectations? One way is to be careful of what we say and how we say it. Often, parents forget that all of our quick questions and short statements about school and learning eventually leave a distinct impression on our kids. The next time the topic of discussion turns to grades, tests, college admissions, or extracurriculars, think about the following scenarios and what our children may hear:

What We Say: When looking at a child’s report card, we ask, “How did you end up with a B in that class? You were doing so well. What happened on the final?”		What They May Hear: An “A” is the only acceptable grade.
What We Say: When your child is upset by a grade on a recent test: “I know you are disappointed, but let’s keep things in perspective and figure out if you understand what you got wrong.”		What They May Hear: We are not only concerned with grades. We care about learning and improvement.
What We Say: After your child strikes out in a close baseball game, “Hey, don’t worry about it; that was a tough situation for any player.”		What They May Hear: We do not expect you to be perfect.
What We Say: “Did you hear the news that 3 kids from the high school were accepted to Ivy League schools?”		What They May Hear: Acceptance at only particular schools is newsworthy, and we want you to go to a newsworthy school.

To be fair, these lines above are taken out of context. We don’t hear what was said before or after, and we don’t know if the tone was one of care or concern. And yet, kids sometimes hear only partial messages despite our best efforts. Try to remember to ask how your child is feeling about the grade, test, game, or college admissions experience. Honor his/her emotions and opinions and to try to keep the big picture in mind when having these conversations. Our kids look to us for perspective and to give meaning to experiences. We need to choose our words wisely because our children are listening.


Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning.  She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity. She is a 3-time recipient of the Stanford University School of Education Outstanding Teacher and Mentor Award and was honored with the 2012 Education Professor of the Year “Educators’ Voice Award” from the Academy of Education Arts and Sciences. 

More Tips for Students When They're Deferred

Tips for Students When They're Deferred

Students (and their families) often feel all kinds of emotions after they receive Early Decision/Early Action notifications. The Common Application recently asked our colleagues at the Association of College Counselors in Independent Schools (ACCIS) to share some key tips for those students who are deferred. Here's what they had to say.

* Stay positive. Deferral means that you may still be competitive, and that the admissions committee wants to learn more information. You're now a regular decision applicant to that college and are free to apply to other schools. Even though it may be disappointing news to you, remember that you’re still in the applicant pool.

* Know that colleges can't accept every compelling candidate who applies early. At some colleges, they often need to see what the regular decision pool looks like before making final decisions on many applicants.

* Most colleges send or post instructions about what they encourage – or, more specifically, discourage – in terms of sending additional information such as recommendation letters or supplements. Read that information!

* If this information is not shared, ask: "In past years, how many deferred students were eventually admitted? Should I visit (or re-visit) campus to express my interest? If interviews are offered, should I request one?" This information can help you determine reasonable next steps to take.

* Resist reaching out to anyone at the college right away. Take several days to digest and collect your thoughts. Colleges are not rank-ordering who called or emailed first – and impulsively communicating could send the wrong message.

* Take your upcoming assignments seriously, whether these are projects or end-of-term exams. Most colleges that extend an offer of deferral will want to see an updated set of official grades from first semester or the first marking period of senior year.

* Find out if another round of standardized testing would be accepted or even beneficial for that particular school. Some colleges might accept the January 2017 SAT or Subject Tests or the February 2017 ACT, but check before you register.

* Be confident in your original application. If the college encourages submission of new information, then consider doing so. But that doesn’t mean that there was anything “wrong” with your application. Resist the urge to blame your essay and spend hours you don’t have writing a new one for your regular decision colleges. You could spend that time instead on your senior year coursework, other applications, and with family and friends. 

This post is shared in collaboration with the Association of College Counselors in Independent Schools (ACCIS), an organization of more than 1500 college counselors in nearly 550 independent schools, supporting the essential work of college counselors to serve the students in their care. 
Special thanks to Steve Frappier, Director of College Counseling, The Westminster Schools; Deputy Executive Director of ACCIS and Emmi Harward, Director of College Counseling, The Bishop’s School; Executive Director of ACCIS.

Hood Milk Sportsmanship Scholarship

The Hood® Milk Sportsmanship Scholarship Program awards 18 New England high school student athletes with a $5,000 scholarship toward furthering their education at a two- or four- year accredited college or university.

For more than 160 years, Hood® Milk has been at the heart of families and communities across New England. Hood is proud to be able to give 18 student athletes an opportunity to win a $5,000 college scholarship.

To be eligible, high school seniors must have displayed a high degree of sportsmanship while participating in a varsity high school sport. These students also must have earned a cumulative 3.0 GPA or higher and performed volunteer work in the community.

Students will be asked to write an essay explaining how they display sportsmanship and integrity on and off the field.

Each student who meets the standards in the official rules and completes the essay will be featured on an online voting site. The ten students from each New England state who receive the most votes will be interviewed by a select panel of judges.

The panel of judges will then select three students from each of the six New England states (Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont) as the scholarship winners. Winners will be honored at a banquet and entered into the Hood Sportsmanship Scholarship Hall of Fame.

Applicants must enter by 3 p.m. EST on March 6, 2017. Voting begins at 9 a.m. EDT on March 27, 2017, and ends at 3 p.m. EDT on April 10, 2017.

Apply at: https://hood.com/scholarship

Were you deferred from Early Action/Decision?

Were you deferred from Early Action/Decision?.....

Students who have applied early action or early decision have started to hear the college’s decisions. Sometimes Early Action and Early Decision applicants are deferred to the regular decision pool. Deferred admission gives the admissions officer the opportunity to wait for mid-year grades and consider additional information from senior year. If you are deferred to the regular decision pool, you may want to take advantage of the following suggestions:

1. Write a letter restating your interest in the school and outlining reasons why this school is your best match. With more students than ever applying early, a college may not assume that they are still your first choice.

2. Send updates! If you have any new accomplishments to report – grades, newspaper articles, test scores, leadership positions, athletic recognitions – send these along to the college. Any additional information you send will confirm your interest and help you to stand out in the regular decision pool.

3. Your guidance counselor will send your mid-year grades with the updated, seven semester GPA.

It is also suggested that all students who have sent applications and have updates for their resume (sports results/ recognitions, newspaper articles, academic recognitions, student of the month, etc.) send a note to the colleges and ask that the update be added to their application file.

Scholarship Opportunity

The BigSun Organization is proud to be able to continue to help young athletes succeed in their academic pursuits. We are offering an annual scholarship to a deserving student. All student athletes are eligible for this award, regardless of which sport they are participating in. Their participation may be in any capacity, whether as a player, coach or official.

Deadline        -  June 19, 2017 
Amount of Award  -        $500.00

The successful applicant will be a high school senior or be attending a post secondary institute and currently involved in some sport at that institution or in the community..

Please visit our website at http://www.bigsunathletics.com to learn how to apply.

Summer Opportunities and Gap Year Fairs at Phillips Academy Andover

Champlain College Young Writers' Conference

Champlain College Young Writers' Conference
May 26-28

Now in our seventeenth year, our doors are open to high school students who wish to share their passion for story, drama, and song with their writerly brothers and sisters—and with celebrated New England authors. We offer three days of readings, improv, Moth storytelling, poetry slams, literary jazz/blues fusion, and extended friendship on the hillside campus of Champlain College in Burlington, Vermont.

OUR 2017 KEYNOTE SPEAKER, AWARD-WINNING POET AND ESSAYIST NAOMI SHIHAB NYE, is the author of more than 30 volumes, including 19 Varieties of Gazelle: Poems of the Middle East; A Maze Me; Red Suitcase; Words under the Words; Fuel; You & Yours; Mint Snowball; Never in a Hurry: Essays on People and Places; I’ll Ask You Three Times, Are you Okay?; Habibi; and Going, Going.  In addition to receiving numerous fellowships and awards, Naomi’s work has been presented on NPR’s A Prairie Home Companion and The Writer’s Almanac. She was featured in two PBS poetry specials, and has appeared on NOW with Bill Moyers. Born to a Palestinian father and an American mother, Naomi refers to herself as a "wandering poet."

The postmark DEADLINE OF FEBRUARY 24 is fast approaching and the blue lights are flashing. If you have a tale to spin, or a story to share, please visit our website: http://www.champlain.edu/write

Pulling Anchor, Setting Sail: an article from Challenge Success

Pulling Anchor, Setting Sail

Posted December 5, 2016 | by Dr. Brad Sachs | Posted in Ideas that Challenge

I always chuckle at Norman Mailer’s pithy depiction of masculine rivalry: “When two men stop in the street to say hello … one of them loses.” But it would not be difficult to extrapolate a bit and substitute “parents” for “men.” For parents are constantly comparing themselves to other parents when it comes to how their children are doing, and there is no developmental phase during which this process is more highly-charged than during senior year and the attendant drama of the college applications and admissions process.

For many parents, the outcome of this process is the ultimate assessment of how they have performed as caregivers and how their children have repaid them for the sacrifices, efforts, and investments they have made over the years. Iconic items such as the college decal that is displayed on cars and the sweatshirt emblazoned with “My son/daughter goes to…” can function as the final report card, indicating what a family has (or has not) achieved.

But what I have noticed on numerous occasions in my practice is that the intensity of the college application process distracts family members from confronting the ultimate issue that is facing them at this juncture in their evolution — the feelings of loss and grief that accompany the departure of a child.

What we are often hesitant to acknowledge during the furor of mapping out life after high school is that leaving home entails considerable mourning on the part of both the high school senior as well as her parents. For the senior, leaving home means encountering the death of her childhood, and the many realizations associated with this death — these include coming to terms with the fact that her parents cannot perpetually protect her from pain and disappointment, that she is not the center of the universe, and that she is not invincible or immortal.

For the parents, a child’s senior year requires them to encounter the death of the phase of life when they were most important, most necessary. We are never more essential than when we are rearing our young — as that enterprise becomes condensed, parents are nudged into the twilight of insignificance and forced to mourn the loss of their relevance. As Anna Freud wrote about the essential task of parenthood: “Your job is to be there to be left.”

Most of us are aware that where one attends college has precious little to do with the life that one ultimately leads. In addition, college matriculation is a fluid and reversible process — a young adult can, for example, withdraw, transfer, or perhaps take one or more gap years.

But the fundamental process that is irreversible is that the family must move on. Time only travels in one direction and no matter how successful or unsuccessful a college experience turns out to be — and wherever that experience takes place — it will not return parents and their children to the phase in their lives when they were, for better or worse, closer, more enjoined, more connected.

Call all you want, text all you want, e-mail all you want — when a child leaves home, she is no longer your child, and you become increasingly vestigial. Mothers and fathers may valiantly battle this reality, but there is an inescapable developmental undertow that pulls the generations apart as children grow, abandon their parents, and prepare to take center stage in the world that will one day become their own.

So here is a little advice as your family enters the potential white water of college-related decision-making. When you start to feel besieged with worry or fear about how this is going to play out, or about how disappointed you and/or your senior may be if s/he does not get into the college of his/her dreams, or about how tiresome it will be to listen to your fellow parents smugly brag about their senior’s college plans, ask yourself the following questions:

• How much of this kind of preoccupation has to do with a desire to sidestep the reality of my child’s departure?
• How much is my child out-sourcing her own fears about departure to me and to what extent am I uploading those fears?
• How are we and our senior going to express our love and care for each other when we no longer live together?
• As our child moves on and move out, what are the ways in which our family can find ways to remain close while still giving each other space to grow?

Remember that there is no such thing as “the college of one’s dreams”— college is a reality, not a dream, and it will and should take on the texture of waking life, not dream life, rich with wonderful moments and harrowing ones, feelings of rightness and feelings of wrongness, a staunch belief at times that this was the best place possible and an equally staunch belief at times that this may have been the worst decision ever made.

You are entitled to be proud of your child if she was admitted to one of her first choices, and equally entitled to be disappointed if this is not the case. But it would be unwise and ill-advised to load all of your emotional eggs into that one basket. Because the reality is that your child is leaving home, and no matter where she heads off to, her leaving home means that she is leaving you behind.

The best bet for you — and for your child — is to remember that where your child is admitted to college is not a referendum on the kind of parent that you have been or the kind of individual she will become. A more accurate appraisal of what you have accomplished is how fully you allow yourself and your family to close one chapter of family life in preparation for the co-authorship of the next one, and how gracefully you allow yourselves to experience the wide spectrum of emotions that are unshakeable accompaniments to the drama of growth, evolution, and the extraordinary arc of human development.

With this objective in mind, and to go back to Mailer’s observation, we might consider the possibility that when two parents of college seniors stop on the street to say hello, both of them are “losing,” in the sense that they are in the midst of a significant “loss.” But in recognizing the magnitude of that loss and responding to it with love, compassion and courage, both of them — and their families — can win.

Dr. Brad Sachs is an Advisory Board Member of Challenge Success, and is a psychologist, educator, consultant, and best-selling author specializing in clinical work with children, adolescents, couples, and families. He is also the Founder and Director of The Father Center, a program designed to meet the needs of new, expectant, and experienced fathers.

Scholarship Opportunity from Rivier

John and Abigail Adams Recipients qualify for the Rivier Adams Achievement Scholarship

Rivier University will award scholarships in the amount of $2000 to first-time students entering in the fall of 2017 who have been awarded the John and Abigail Adams Scholarship. This is a one-time only award to honor and acknowledge the hard work and achievement of students in Massachusetts.  

To apply, students will need to submit an electronic copy of their scholarship letter to admissions@rivier.edu no later than February 1, 2017.  Students will also be required to submit the FAFSA with a priority deadline of March 1, 2017.

Please share this information with any senior you know is applying to or has been accepted to Rivier. 

Any questions can be directed to Valerie Leclair at (603) 897-8507 or vleclair@rivier.edu.

Summer Program at Oberlin College

Foresight Prep @ Oberlin College is an intensive, pre-college summer institute for building the power of high school students to address urgent social and environmental challenges. We facilitate hands-on, multidisciplinary courses that empower motivated students to take action, and a year-round network connecting alumni with real-world changemakers to ensure their college and career success. 

For summer 2017, students can apply to attend one of six different two-week course topics, exploring the Power of Cities, The Arts, Movements, Food, Business or Communications.

Visit the program website to learn more, and apply!

Early Bird Discount Students who apply before the end of the year, if accepted, will receive a 25% discount on the program tuition.

Financial Aid Deadline Foresight Prep @ Oberlin is committed to cultivating racially, economically and geographically diverse leadership in social and environmental efforts; need-based aid is available to ensure a diverse student cohort. The priority deadline for financial aid applicants is February 15, 2017.  Learn more.

2017 Courses

Session 1: June 18-July 1

Session 2: July 2-July 15

Session 3: July 16-July 29

*A 2nd section for The Power of Movements will also be offered in Session 3.

New Tool Brings Essay Scoring to Official SAT Practice

New Tool Brings Essay Scoring to Official SAT Practice
Michael Preston, Associate Director, Communications
11/15/16


Practicing for the optional essay on the SAT can be challenging for students because it’s not always quick or easy for them to have their writing scored. But a new tool developed by Turnitin promises to help improve the student-writing practice experience by providing instant essay scoring.

Turnitin’s Scoring Engine – which was integrated with Official SAT Practice on Khan Academy Tuesday, November 15th – will score student essays written on actual SAT prompts, using the official scoring rubrics developed by the College Board.  After students finish the necessary practice exam sections, they can submit an optional essay to the scoring engine for instant scoring. The score students receive will give them a sense of how they might score when they sit for the real SAT. In the coming months, additional Turnitin software that provides instant feedback on students’ essays will be integrated into Official SAT Practice on Khan Academy, providing students with guidance on how to improve their writing over time.

The integration of Scoring Engine into Official SAT Practice is an extension of the College Board’s partnership with Turnitin. Since last year, Turnitin’s Revision Assistant has been available for students and teachers to use in the English Language Arts curriculum of SpringBoard, the College Board’s comprehensive instructional program from students in grades 6-12.

Class of 2018 Summer Opportunities

Boston University with New England Center for Investigative Reporting
BU Summer Investigative Journalism Workshop
Three, two-week workshops will begin on June 26
Visit website for more information and to apply:
http://studentprograms.necir.org/high-school-summer-investigative-reporting-workshop/


Carnegie Mellon Summer Pre-College ProgramsJuly 1 - August 11
Advanced Placement/Early Admission
Fine Arts: Architecture/Art/Design/Drama/Music
National High School Game Academy
admission.enrollment.cmu.edu/pages/pre-college

MIT Summer Programs for High School Juniors
E2 (Engineering Experience at MIT)
MITES (Minority Introduction to Engineering and Science)
MOSTEC (MIT Online Science, Technology, and Engineering Community)

Apply at summerapp.mit.edu by February 1

Yale Young Global Scholars Program
YYGS is an academic enrichment and leadership training program for talented high school students from around the world, who live and study on the Yale campus during the summer. This is a wonderful opportunity for high school student leaders to experience what Yale has to offer.
http://globalscholars.yale.edu/