When working with students and families, we always begin with a simple premise: a high school student’s most precious resources are time and energy – and how the student allocates these resources will have a deep imprint on his or her success in high school.  As college admissions decisions for seniors begin to roll in, we’ve been reminded that while standardized test scores remain crucially important at competitive schools (which is true despite the continuing trend toward test-optional application processes as Cristiana Quinn explains here), it is never a good idea to shift too much time and energy away from the vehicle which most represents a student’s ability and effort during high school: the transcript.

For many students, the prospect of standardized testing looms large from the moment they enter high school.  As a clearly quantifiable measure, it’s not surprising that families focus on testing months (or even years) in advance.  While not necessarily wrong to do so, such efforts are best viewed as peripheral to a what should a student’s primary focus early in high school: building a compelling transcript. 

At competitive colleges and universities, a discrepancy between an inconsistent transcript and strong test scores can be problematic.  Admissions officers may conclude that a student hasn’t worked to his or her potential, spent an inordinate amount of time (and money) drilling for testing, or both.  The admissions officer’s ultimate assessment is whether a particular student will be successful at that school if he or she matriculates.  Nothing speaks to that question as directly as the student’s high school transcript. 

Most independent counselors say that the college process begins in earnest during junior year (when it serves students well to begin taking on a few college-related initiatives).  We agree – specifically insofar as focusing too hard on particular colleges early in high school probably does more harm than good on balance.  However, from the perspective of a college admissions office and its decision-making, the college process begins as soon as a student’s high school transcript begins to take shape.

Regardless of whether you’re a junior or senior, the first month or so of the school year is incredibly important when it comes to building your academic record for college.

For seniors, this first marking period (whether interim, quarter, trimester or semester) is likely to be your final chance to bolster your transcript in the eyes of college admissions officers.  At schools where you might be ‘on the bubble’, showing a college that you’re working hard in the early stages of senior year (and not coasting) can make all the difference.

Juniors – you know it’s a big year.  You’ve been hearing that from your teachers, counselors and parents all summer.  So why are the first several weeks so important?  Because there’s only one change to get off to a good start.  Showing teachers you’re engaging with the material and willing to contribute in class can help you all year long.  Teachers are much more apt to be in your corner when things get tough later on, and give you the benefit of the doubt, if they trust that you are putting forward a strong effort.  These first few weeks are the best opportunity you’ll have to earn your teachers’ trust.  Don’t miss that opportunity!

So remember, while the beginning of the year is a great time to make friends and explore new extracurricular activities, it’s also a key academic moment for both juniors and seniors.  Good luck!

Many of you juniors out there may soon be visiting some schools, or have just returned from your first round of college visits. Hopefully, you came back with some general ideas about schools, and perhaps perspectives on individual schools.

Prior to the last few years, tours and/or information sessions were the bulk of one’s experience when visiting colleges, and were generally seen as an understated (and thinly-veiled) sales pitch. Grounded in honesty and an attempt to convey the flavor of the school, these presentations nevertheless were a concerted effort by the school to put its best foot forward. However, it being widely understood that the stats were selective and the tour guides were among the school’s champions, there wasn’t much controversy or opportunity for misunderstanding.

Nowadays, other mechanisms for accessing each college’s unique texture have emerged. But are their origins known and understood in the same way tours and information sessions have always been? Interviews on Unigo, admissions officers “personal” twitter feeds, student blogs? Some may be sponsored by schools (content presented by current students in the capacity of their on-campus employment) and others not. The issue isn’t whether schools have a right to present themselves in such a manner, but whether they should do so without overt disclosures.

As you can probably tell from our quote in a recent Chicago Tribune article, we don’t see a significant likelihood of confusion (with the possible exception of Twitter) so long as parents and students maintain a healthy curiosity about where their information is coming from. After all, like the information you gain on a college tour, just because it is school-sponsored doesn’t mean your impressions aren’t real!

It’s a great question – and an important one.  A New York Times article published earlier this week explored the pros and cons, focusing on a handful of NYC area schools that commence formalized college counseling as early as ninth grade.  Opposing views were also voiced, as several college counselors (including the author’s college advisor!) from independent schools explained why structured advising begins during a student’s junior year at their institutions.

In our view, there can be a significant downside in focusing too early on specific colleges.  To a large degree, high school students benefit by remaining ‘in the moment’ as opposed to perpetually looking ahead.  While there are certainly certain aspects of the college conversation that are worth having early in high school, students often need time to discover themselves intellectually and socially.  Investing significant time or resources into college planning (other than doing as well as one can in the classroom) too early can prove inefficient and create undue pressure.

What do you think?

Around this time last year, we tackled some questions that commonly arise for juniors in the midst of course selection for twelfth grade.  We figured we’d try to address another question that is bound to come up for the Class of 2013 at this time of year (or in the weeks and months ahead):  Should I re-take the SAT/ACT?

Like any other seminal college-process question, there is no one-size-fits-all answer.  Good advice for one student might be bad advice for another.  That said, we do think there are some key questions that can guide all students and families facing this conundrum.

What is the potential benefit of taking the test again? Obviously, the answer is – a higher score.  But what does that mean?  Assuming strong preparation, how much can you expect your score to increase?  Was your first score indicative of your capability – or did you struggle with one particular section?  And, perhaps most importantly, will a modest score bump markedly increase your chances for admission to certain schools?  Herein lies a way to define the potential benefit of re-taking a standardized test… which of course should be weighed against…

What is the potential drawback of taking the test again? Short answer: it isn’t simply a matter of effort – the drawbacks can be real.  For many students, a second test seating would take place in May or June – the same time as course work is nearing completion and final exams are taken.  There’s only so much time and energy a teenager can dedicate to “academics” – and re-taking standardized tests at year’s end may be robbing Peter to pay Paul.  30 more points on the SAT’s Math Section may not be worth trading down from a B+ to a B in French class.

Not every student’s circumstances will bear out as described above.  Regardless of your student’s circumstances, it is helpful to define the upside (and downside) of re-testing before making the decision to invest the resources and energy a second time.  As with everything, knowing one’s eventual goal can often make these immediate decisions a bit more straightforward.

Despite the ever-expanding role of early admission mechanisms, the majority of seniors are still uncertain of their eventual college destination.  In most such cases, this uncertainty will remain until notification arrives from one or more schools in the late winter or early spring.  This begs the question:  what, if anything, can seniors do before hearing back from schools two months from now?  We have two ideas to consider:

First and most obviously: finish up the current semester (or trimester…. or quarter) strong.  There is no doubt that a final batch of strong grades can tip the balance at schools where admission is a close call.  Seniors: Take a deep breath and keep your nose down – it really could make all the difference.

Our second thought is a logistical one pertaining to overnight visits in an effort to avoid an April logjam.  With many “regular decision” notifications arriving in late March and decision deadlines hovering on or near May 1, that doesn’t leave much time for overnight visits at top contenders.  Visits (whether overnight or not) remain the single best method for students to really evaluate those top choices as to which provides the best fit.  They are a very important final piece of many seniors’ college process.

Of course, it does not make sense to schedule overnight visits at a large number of schools before hearing whether or not you’ve been admitted.  That said,  if there are 1-2 school a student knows he or she will want to visit overnight if admitted, and admission is not a huge reach, it is worth considering visiting these schools during these winter months.  Come April, the academic and social whirlwind of high school will be swirling full force.  And with the finish line in sight, attempting to schedule six overnight visits in four weeks time can be stressful and counterproductive for both students and parents.

Similar to our summer recommendations for rising seniors about to enter the process, we feel that a small investment of time and resources during a (relatively) calm period can pay dividends down the road.  As always, our thoughts are aimed at maximizing the likelihood of students finding the best school for them.

A few easy ways for juniors to invest in their college process that will pay dividends in the near future:

1. Visit (a few) Colleges: At the outset of the college process, juniors should focus on schools’ major attributes (size, setting, academic offerings) and think about whether that type of school fits what they’re looking for.  There is no substitute for visiting a small handful of schools that exhibit different attributes and comparing them to one another.  Even the most basic preferences can help focus the college search significantly. 

2. Keep a Journal:  For nearly all students, the hardest part of the college application is the personal statement and/or supplement writing components.  And as everyone knows, coming up with a topic to write about is particularly challenging.  We recommend that juniors start a list of thoughts, ideas, impressions and reactions to their everyday lives as a way to ease the writing process down the line.  By keeping an informal journal (electronically or on paper), juniors can have a resevoir of ready-made idea strands that can be developed into essay topics come summer. 

3. Don’t Get Ahead of Yourself: It is very easy for juniors to begin looking ahead, there’s lots on the horizon: standardized tests, spring sports, summer travel, senior year…  While it is exciting to think about all of those things, there is nothing a junior can do to better help themselves with the college process than stay in the moment and put their best foot forward acadmically.  As described above, a well-timed college tour and low-impact journal are worthwhile investments of time.  And of course, standardized testing is a significant pieces of the puzzle.  Nevertheless, the overwhelming majority of a junior’s time and energy should be directed toward making that transcript shine.

Probably not.  And more importantly, we don’t like validating the concept because it creates an unproductive mindset for students approaching the college process. 

There are two thoughts I have almost every time I visit a college or university:  1. How impressive certain elements of the school are; and 2.  How much some aspect of the schools reminds me of a school I’ve seen before.  The physical setting and layout at Tulane reminded me of Stanford.  The academic philosophy and social culture of Davidson made me think of Haverford.  Different students and consultants of course perceive these connections differently, but they remain everpresent – and it isn’t surprising that they do. 

For all the things that make colleges and unversities different in this country, there are far more that make them similar.  As a result, if you think you have (or your child has) found a ‘dream college’, do yourself a favor ask what about it makes it so appealing.  Certain academic programs?  The location?  The dorms?  The food?  Your would-be students overall level of attractiveness?  Regardless of the answer, there are probably a handful of schools that can offer a similar combination.  By finding those counterparts, you’re likely to have more options at the end of the day.

Are widely disseminated college rankings highly useful, useless or somewhere in between?

As we approach the annual release of U.S News’ rankings, the Washington Post asked this question and explored views both supportive and critical of reliance on this old stand-by.  Supporters talk about how U.S News rankings provided one of the first bases for widespread comparison among educational institutions – perhaps spearheading the subsequent push for more public accountability.  Detractors have many concerns, most notably the omission of post-college achievement as part of the ratings formula.

As an educational consultant, my concern is that rankings (1) provide an incomplete picture to students and families at the beginning of the college search; and (2) obscure students perspectives about schools as they proceed to find the best fit.  There’s no doubt that the rankings are helpful in providing a reference point for how competitive the admissions standards are at particular schools.  However, rather than doing some grassroots research, students often peruse the rankings which compare – but do not provide any qualitative elaboration. 

Ultimate, as Ted Fiske (of the Fiske guide) explains in the Post article, the best school is defined only in the eye of the beholder.  So let’s all try to remember that when the 2012 U.S. News rankings come out next week.  Juniors, in particular, should start their search based on what they want… not based on who might want them.

It is summer before senior year.  You’ve selected next year’s courses, worked hard to finish strong, and are now making good use of your summer.  As you begin to settle into mid-summer and start thinking hard about the fall application season, a common question is which teachers should be asked for letters of recommendation?

This is one of those issues where students sometimes overthink things and allow the tail the wag the dog.  The first and most important test on this issue should always be ‘which teacher(s) knows me the best and can most accurately talk about my strengths and abilities as a student?’  That should be the starting point – and perhaps the only real analysis needed for many students.  If you’ve had positive, meaningful experiences with two teachers that are head-and-shoulders above the rest, you probably have your two recommenders.  However, if you’re still unsure and need some additional guidance – use the following “tie-breakers.”

1.  Closer-in-time?  If there are two great potential recommenders, one who taught you in tenth grade and another who taught you in eleventh grade, ask the latter for a letter of recommendation.  College admissions officers are trying to read the tea leaves about the student you’ll be when in college, and they rely on teacher recs as a major window into that potential.  Needless to say, who you are as an eleventh grader means more than who you might have been in earlier years.

2.  Course Diversity Helps.  If you’re choosing from among several teachers, it is generally good to pair up two teachers from different academic disciplines.  To whatever extent that you can show college admissions offices you don’t only participate actively in science, or aren’t only diligent about your assignments in history class, but have those attributes in your work across the curriculum – it is always a good way to break the tie among potential recommenders. 

3.  It’s not only about the grade.  It goes without saying that you’ll probably ask teachers in whose courses your performed well.  That said, an A isn’t the only reason to ask a teacher to write a letter.  As the College Admissions Insider points out here, sometimes a teacher who pushed you toward success through some adversity (and witnessed your positive response) can be the best person to share a complete perspective that admissions officers will appreciate.

Best of luck to all of you rising seniors out there – and make sure you talk to those teachers as soon as you get back!