Helping Gifted Children and Their Families Prepare for College: A Handbook Designed to Assist Economically Disadvantaged and First-Generation College Attendees

Before you begin the college planning and preparation process, you will need to gather some basic information about yourself:

• What types of subjects, activities, and jobs do you like? Which ones you do not like?

• Which skills and abilities do you possess? What do you believe are your strongest areas? Your weakest?

• What are your values? What is most important to you? Very important? Unimportant?

• What are some of your future school and career goals? What do you see yourself doing in five or ten years?

• What kinds of environment do you prefer? Big cities? Small towns?

Taking time to examine your strengths, weaknesses, aptitudes, and interests will provide you with the necessary information to choose a college and a major course of study. Another way to gather information is to talk to friends and family and seek their perceptions about you. A third way is to take interest inventories given by your counselor.

• Ask your guidance counselor to help you take interest inventories and other tests that will identify your skills, scholastic abilities, and values.

• Talk with family and friends. Ask them about their efforts to learn more about themselves. Who was influential in their lives? What do they identify as your strengths and special characteristics?

• Keep a diary—write down your thoughts and feelings about yourself, school, daily activities, and your future. This will help you to know yourself better and identify goals and interests.

• Spend time thinking about those things you like to do, how you spend your time, what interests and motivates you, what you value most in your life, and what kind of life-style you would like to have.

See Appendix B for additional activities.

• Talk to your student about interests, goals, strengths, and weaknesses.

• Ask the guidance counselor about the things that you can do to help your student discover more about himself/herself.

• Encourage your student to try new experiences, meet new people, and explore new careers. Discuss these experiences with him/her.

• Encourage the use of self-awareness inventories through school. Make it a point to discuss the results.

See Appendix C for additional activities.

Skills and Abilities Tests

Values Inventories

Self-Discovery Books (found in local libraries, bookstores)

Computer Programs (self-exploration activities)

See Appendix G for additional titles.

• the student's ability to adapt from middle to secondary school
• the type of program the student undertook (rigor of courses, honors, AP)
• the kind of courses taken (subject matter: difficult? easy?)

Admissions officials at colleges and universities will use indicators of academic performance from all years to make an admissions decision. Most colleges and universities will issue an offer of admissions contingent upon the receipt of final transcripts from high school, so every course and grade in each of the four years of high school is important!

The grade point average and class rank reflect classroom performance. A grade point average (GPA) is determined by the number of classes taken and the grades awarded. Usually a grade of A receives four points, B is worth three points, C is worth two points, D is worth one point, and an F is worth zero points. High schools differ in the number of points they award to grades. Certain schools award higher points to honors or advanced placement courses. The higher the grades, the higher the grade point average. A single low grade can minimally affect an already high GPA and, will have a marginal effect on an already low GPA. Obviously, if receiving low marks becomes a habit, the effect on a GPA can be disastrous!

Class rank compares a student's academic performance to those of his/her classmates. It is determined by grade point averages. Admissions officers use this index to get a better picture of your abilities in comparison to others who are in the same environment.

Extracurricular activities are important. Participation in school or community-sponsored clubs, sports or special projects can illustrate skills and abilities that cannot be seen on a transcript. Important skills such as leadership and public speaking can be hidden, as well as abilities related to sports, chess, writing, computer and data management, and dance. This information will round-out a student's academic profile for admissions officers. For some of the most academically selective institutions, special skills gained from participation in an extracurricular activity may distinguish a student from many other equally qualified applicants.

It is important for you to become aware of these indicators of academic success that colleges and universities will use to evaluate you as a candidate for their school. You should understand how these indicators are computed and where you stand on them in relation to other students in your school and other students who will be applying to the school you are interested in.

• With the help of your guidance counselor, do an evaluation of your academic profile to date. What courses have you taken? What are your grades? What is your GPA and class rank?

• Set some goals for yourself if your GPA, grades, and/or class rank need improvement.

• If you are not included in any or very few extracurricular activities or community sponsored events, investigate the possibilities now.

See Appendix B for additional activities.

• Keep track and monitor grades and test scores.

• Become an active participant in your child's academic progress. Monitor homework. Attend school events that your child is involved or interested in. Talk frequently with your child about the importance of high school classes and a positive attitude towards school.

• Make a special effort to be direct, supportive, a good listener, and non-judgmental when communicating with your child. Listen (really listen) when your child discusses school!

See Appendix C for additional activities.

This part of the college planning process requires that you spend as much time as possible collecting and reading information on various colleges and universities of interest. You should develop and utilize a system to keep track of facts, characteristics, programs, and services you are interested in.

Finally, parents can also support their college-bound student by coordinating campus visits. Although the student can make arrangements for a tour and admissions interview, parents can make those related to transportation, lodging, and time. And, as with this entire process, parental prompting to stay on the task of gathering and reading information is crucial to this phase!

• College directories give a brief profile of the academic institution: campus description, outline of programs and services, enrollment figures, costs, and contact information. They may be viewed at local school and public libraries, your school counseling office, purchased by mail, or through larger bookstores. (See Appendix G for specific titles.)

• Attend college information nights and college fairs. Your school guidance counselor will know about these. Representatives from many colleges and universities will be available to tell you more about what their college has to offer and to answer any questions you may have. (See Appendix F for a list of sample questions for admissions representatives.)

• Visit social service agencies and community organizations (e.g., local Urban Leagues, libraries) that provide college counseling. (Your counselor can help you to identify these.) There you will find catalogs, viewbooks, videotapes, and other materials. Although their selection may be limited, you will be able to gather information which may prove useful.

• Visit your school guidance office—most have an area set aside to display college information. You will also find announcements of upcoming college rep visits, college and financial aid nights, and special college preparation workshops.

• Call colleges and universities to ask that an "admissions packet" and "catalog" be mailed to your home. (See Appendix E for helpful a telephone technique.) An admissions packet will likely include a college overview, recommendation, application, and other similar forms. The catalog will give you specific details that the admissions materials may not include. If a financial aid application is needed, be sure to ask for one. Not all colleges include financial aid applications in the admissions packet.

• If you choose to write for the materials, be sure to specifically request admissions information. Mention the term you would like to attend (such as Fall, 199- or Spring, 199-) as well as your major (some majors require additional admissions paperwork). (Appendix D features a sample request-for-information letter). Be sure to give your complete mailing information.

• Some institutions will also offer a videotape highlighting the campus, programs, and student services. Ask about it. This is especially helpful if you need an additional perspective of the college.

• Get a box and create a file system to organize the information you receive from colleges and universities.

• Finally, talk to friends and family to find out what they know about specific colleges. They may have first-hand facts or word-of-mouth information that could affect your opinion of the college.

See Appendix B for additional activities.

• Help your child as he/she investigates different colleges and universities. Maybe you know of friends or family who are in some way connected to the school that your child is interested in attending.

• Encourage your student in his/her efforts to collect admissions applications and information. Periodically, check with your student to ensure that she/he is contacting the institutions.

• Urge your student to read the materials and share information with you.

• Remind your student to store college information in a special file!

• Volunteer to coordinate a trip to visit a college. Schedule time, transportation, and lodging, while allowing the student (under your supervision) to arrange an appointment with the admissions office for a campus tour, classroom visits, and an admissions interview.

• Be an active participant in the visit, noting attractive features to discuss with your child later.
  Note: Parents are not included in the student interview. However, upon completion of meeting with the student, admissions officers will spend time with parents.

See Appendix C for additional activities.

College catalogs (local libraries, school counseling office)

College Fairs/College Nights (ask your counselor)

College representative visits to high schools (ask your counselor)

See Appendix G for additional titles.

. . . something similar happens in the college planning process.

That is why it is important for you to take time to identify those characteristics you are looking for in a college. Every college bound student should create a list of should have's and should not have's in order to gain a clear picture of what he/she is looking for in a college. This will make the decision-making process easier.

large campus?—typically has many services and facilities such as athletic facilities or computer labs.
small campus?—allows for more close personal contact with students and faculty.
located in an urban area?—has many opportunities within the community, such as employment, cultural events.
town? rural area?—quiet environment, secure, and safe.
far from home?—chance to feel independent, higher cost for travel.
close to home?—easy to get home on the weekend.
live on campus?—allows you to experience the college social life more easily; adds costs to college fees.
commute to campus?—cuts costs, may not experience the college scene.
good student support services?—counseling, a writing center, student groups, minority support groups.
student body?—Is it diverse, how many minority students attend?
strong faculty?—Are courses taught by professors or graduate students? Do the majority of faculty members hold advanced degrees? Are there opportunities to work with faculty on research?
availability of special opportunities and programs?—Can I study abroad? Earn a combined B.A./M.A.? Are there programs that combine work opportunities with study? Are there support programs for students who enter early?
quality of programs?—Is the school known for its undergraduate science program or humanities program? Do students who receive undergraduate degrees in specific programs get accepted into graduate school?
cost?—What is the tuition? How many students receive financial aid?

• Review all materials you have on each college. (If you do not have enough information or if it is not the information you need, call the college to request supplemental materials.)

• Compare the attributes of each college with your list of ideal characteristics. List all the reasons you like or dislike the institution.

• Read over the list and eliminate those schools in which you have no interest or do not meet many of your characteristics.

• Review the remaining schools; make sure these schools are of definite interest to you. Arrange for an on-campus visit and/or a discussion with a college admissions officer. Discuss with your parents and guidance counselor your list of prospective schools.

• Decide if these colleges are good choices. If so, apply for admission. For reasons of practicality, always apply to at least one college or university within your state and to one that you feel you have a good chance of admittance.

• Turn your list of college features into a checklist to highlight these characteristics:
  • Leave a space so you can make a check mark beside each characteristic that a prospective college has.
  • Also leave a space for noting special features and comments.

• Become familiar with the manner in which you make decisions. Are you comfortable with the way you currently make decisions? Will your current decision-making method work for college selection? If not, look closely at the model shown above or ask your guidance counselor for assistance.

• Become familiar with the ways in which your student makes decisions. Help him/her to be more deliberate in his/her choices and eliminate poor reasons for choosing a college such as where friends are going.

• Let your student know that you are available for open, frank, and objective discussions about possible colleges and universities. Support the student's decision.

• Try to reduce your child's feelings of pressure that comes with decision-making by stressing the significance of risk-taking in making educated guesses and informed decisions.

See Appendix C for additional activities.

College Guide Books -

• 200 Most Selective Colleges (ARCO Publishers)
• The Public Ivys: A Guide to America's Best Public and Undergraduate Colleges and Universities (Penguin)
• Choosing A College: A Guide for Parents and Students (Harper and Row)
• Choosing A College: The Students Step By Step Decision-Making Workbook (Gordon Porter Miller)

See Appendix G for additional titles.

1. Take the right courses. You should be taking 4 or 5 academic subjects each year. Your transcripts should reflect courses of increasing academic rigor and depth. If course titles do not reflect the content or academic challenge of a course you have taken, collect a course description, and request that they are included with your transcript. (Recommended course sequences for various content areas for bright students are available from The Center for Talent Development of Northwestern University, Evanston, IL.)

   Take Advanced Placement (AP) classes and exams. These are college level courses that are taught at your local high school through which you obtain high school credit and possibly college credit. In May of each year, you can sign up to take AP exams and if you score well (typically a 3 or above on a scale of 0 to 5) you may receive advanced placement in college or college credit. AP classes can help you accumulate college credits before entering college thereby reducing the time you have to spend in college (and reducing college tuition as well). The AP Program is sponsored by the College Entrance Examination Board.

2. If you are not participating in any extracurricular school activity or community clubs, join one. Be actively involved. Holding an office in a school club, organizing a school event, working with or helping other students can be impressive on your college application and provide content for a college application essay or interview. Colleges and universities will look for evidence of commitment and acquisition of skills rather than a list of many activities. Choose extracurricular activities that will develop needed skills such as debate.

3. Prepare for college entrance examinations, the SAT and the ACT. These tests measure your academic ability and potential to be successful in college. In the Fall of the 10th or 11th grade you will take the preliminary college entrance exams, the P-ACT (Preliminary ACT) and the PSAT-NMSQT (The Preliminary Scholastic Achievement Test-National Merit Scholarship Qualifying Test). These will give you a preview of the exams you will take for college entrance.

   If you plan to attend an enrichment or summer program, you may be required to report P-ACT or PSAT-NMSQT test scores. Check with the program's director or your guidance counselor for more information.

   In your senior year of high school, you will register for and take the ACT and/or SAT. The SAT currently consists of two sections, the mathematics (SAT-M), the verbal (SAT-V), and the Test of Standard Written English (TSWE). Scores on SAT-M and SAT-V range from 200 to 800 points and scores on the TSWE range from 0 to 60. In the Spring of 1994, a revised version of the SAT will be introduced. It will consist of the SAT-I Reasoning Tests and the SAT-II Subject Tests. The ACT is a content-oriented exam that has 4 sections, mathematics, science reasoning, English, and reading. Scores are reported on a scale of 1 to 36 with 36 the highest.

   There are courses to prepare for these tests. However, they can be costly. Some school districts offer preparation courses, as do community organizations such as local chapters of the Urban League. Your school guidance counselor is the best resource for prep courses. Also preparation books, 10 SATs or 5 SATs, Cracking the System, Peterson's SAT Success, are available from most bookstores. Your guidance counselor will also have copies of these available in the guidance office. The best way to become familiar with the exams is to take several practice exams. It will increase your confidence at least.

4. Take achievement tests. These are one hour multiple choice exams that test a student's knowledge of a subject. Colleges and universities may require a certain number of them (mathematics, science, English). You should take them at the end of any course or required courses in which you have been very successful (completion of several years of a foreign language with good grades).

5. Hone your study skills.
   Improve your ability to tackle academic challenges.
   
   Note-taking: Highlighting or the T-Notes method
   Test-taking
   Learning different ways to study different subjects
   Ask your guidance counselor if a class or special workshop is available to you in school or if there is someone who can work with you on learning different study skills.

6. Enhance basic skills. Improve basic academic skills such as comprehension, writing, speaking, understanding, and using numbers. Do this through taking challenging courses and asking for special help or tutoring from teachers if needed.

7. Use your summers productively. Your college application can be enhanced by demonstration of participation in special summer programs, particularly competitive ones. You can gain valuable knowledge and skills in these programs. There are special guides (see Appendix G) that summarize these programs, including The Duke University Talent Identification Program Educational Opportunity Guide, Northwestern University Center for Talent Development Educational Program Guide and other resources such as the Summer On Campus: College Experiences for High School Students by Lovin. Many of these programs have financial aid available for students who cannot afford them. (Appendix G lists special educational programs.)

8. Participate in contests or competitions to demonstrate your interest, motivation to achieve, and competence in a subject. There are many such contests including: The National Mathematics League Competition, Math Counts, The National Chemistry Olympiad, The National Science Olympiad, The Westinghouse Talent Search, and The Young Writers Contest. Ask your teachers for specifics about competitions and contests in their content area.

See Appendix G for a partial list.

• Investigate the possibilities for ACT or SAT test preparation.

• Take courses that are challenging. Colleges and universities look not only at your course grades but the course content. Select courses that will help you develop skills you may be less confident about, such as public speaking. Make every course and every activity during the next two years enhance your college profile.

• Investigate summer program opportunities.

• Consider participating in a contest or competition in your area of strength.

See Appendix B for additional activities.

• Become aware of the courses your child has taken so far. Sit down and plan with your child for the next two years.

• Help your child identify some extracurricular or community activities to become involved in.

• Find out your child's P-ACT and PSAT-NSMQT scores. Encourage him/her to prepare for these exams.

See Appendix C for additional activities.

See Appendix G for additional titles.

Although admissions packets vary by college, most include: an admissions application form, forms for recommendation letters, a return-reply postcard, and a form requesting transcripts.

Problems occur when:

• Request admissions materials early. Depending on the mail service used by the college, materials may take up to two weeks for delivery Also, items may be mailed separately. Applications may be mailed in a smaller envelope; bulkier items such as catalogs may arrive later.

• After admissions materials have been reviewed and application deadlines noted, materials should be placed back into the original envelope or in a file folder. Keep all documents together!

• On the outside of the envelope, write the last date you will be able to mail the application to the admissions office. Don't forget to allow 3 to 5 days prior to the deadline for delivery.

• Create a notebook where you can keep track of:
  • the dates when you received the admissions packets, completed them, mailed them.
  • the dates when you submitted test scores, transcripts, and recommendation letters to the admissions offices.
  • the dates when you received the colleges' confirmation of receipt of your materials and offers of admissions.
  • the date you mailed your response to the offers.

For completing the application form:

• Before you begin to complete the application, read over the entire form carefully. Make sure you understand the questions and in what space you are to write your response.

• If you have the opportunity, use the application to highlight your school or non-school accomplishments and explain any discrepancies in your performance (a low grade or an uneven performance).

• Be sure to use complete sentences, write clearly, and try not to use abbreviations.

• Think—really think about your responses before writing. Every question on the application is there for a reason; take special care in answering.

• Be neat. Unless told otherwise, use black ink to complete the application form. Print do not write.

• If possible, make a copy of the application and write your answers on the copy before writing on the actual form. This will allow for mistakes without the worry! It will also allow you to see how the application will look once all responses have been inserted. If an answer is too long or written in an inappropriate space, you will be able to make adjustments on the actual application.

• Some applications will ask that you write a short passage. Always create an outline and develop a rough draft on paper before writing on the application. When writing a short passage, be sure you understand the question/topic. Take time to think about your response—the points you want to make, examples you would like to use, and the overall impression you would like to leave the reader.

For obtaining college references:

• Identify teachers, counselors, and other professionals whom you would like to use as references for college. Ask them if they would write a college recommendation letter or complete a form on your behalf. This takes time. Don't assume this task is the only item on their list of things to do.

• Be respectful. Ask for your references early. Let them know your timelines; give them the necessary forms and reply information (addresses).

In general:

• Follow directions! Some colleges have special instructions for submitting recommendation letters, transcripts, test scores, and admissions forms. If not filed according to directions, your application could be disregarded.

• Allow plenty of time for college entrance exam scores to be received by your prospective college(s). Test results can take up to six weeks.

• Don't forget the application fee—never send cash. Purchase a money order or get a personal check from Mom or Dad.

• Check all admissions documents carefully before mailing! Check spelling, grammar, appearance, accuracy, and content.

• Once all documents have been mailed to the admissions department, you will probably receive a card or letter in the mail which will say that all of your materials have been received and when you can expect a decision. If you haven't heard from the admissions office after four weeks, contact them.

See Appendix B for additional activities.

• Help your student find and purchase a calendar where he/she can write important admissions dates and deadlines. Consult it often—you can remind him/her of upcoming deadlines or activities!

• Serve as a reader for your student's admissions essay. Share constructive criticism; question vague statements; correct grammar; look for good transitions and consistency.

• Serve as an overall troubleshooter. Whenever there is a problem or question, offer your assistance to find a solution. (Don't take over—just be there to help!)

See Appendix C for additional activities.

College Application Tips Books

College Planning Computer Programs

Admissions Essay Manuals/Books

See Appendix G for additional titles.

The essay will demonstrate your ability to express your thoughts, feelings, and experiences in writing. Admissions representatives will evaluate the use of grammar, vocabulary, and written expression. They're not only interested in what is said but how it is said.

The interview will allow the admissions officer to observe you and to get to know you better. It will give you the opportunity to obtain more specific information about the college or university. All of this is to ensure a proper fit between you and the college.

Admissions departments have a basic idea as to the type of student they wish to attract. The writing sample and interviews allow the admissions team to make a more informed decision.

• Attend college fairs and talk to college representatives there and those who visit your school (see Appendix F for a list of questions to ask). Practice giving information about yourself and asking for information about the school. This will help you feel more comfortable talking to the interviewer.

See Appendix B for additional activities.

• Encourage your student to share his/her college application essays with you. Be supportive and listen as your student develops ideas to write about.

• Encourage your student to talk about his/her college plans, future goals, plans for study, etc. This may help your student to feel more comfortable talking about these topics to others.

See Appendix C for additional activities.

See Appendix G for additional titles.

1. Prepare yourself to write
   Do you feel comfortable?
   Do you have the necessary writing elements/materials?
   Are you ready to write? Do you really want to write?

2. Read the essay question carefully
   Make sure you understand what you are writing about. Take a day or two to think about how your life experiences relate to the subject.

3. Write down points you would like to make in the essay
   Write down all points, opinions, facts, questions, stories, or examples which come to mind.

   Think about what the college stands for, the type of students it attracts, how it views education. Can you site points that connect your experience, grades, and skills with the mission and nature of the college?

   Don't worry if the sentences are not complete or in logical order. Don't worry about grammar at this point. Just concentrate on putting your thoughts in writing.

4. Create an outline for the admissions essay based on the points you listed in item 3
   Organize the points you'd like to stress into an outline.

5. Look over your outline to make sure it's complete
   Add any thoughts or examples missing from your list of points.

6. Look over your outline and list of points
   Create a first draft.

7. Look at what you've written
   Add any points about your academic ability or character you've missed or forgotten.
   then . . .
   Cut and paste sentences and thoughts as you think they should be organized within the essay.
   then . . .
   Re-write the essay.

8. Check the essay for spelling and grammatical errors
   Incorrect spelling
   Misused modifiers
   Proper use of verbs, adjectives, adverbs, prepositions
   Weak sentences
   Unclear phrases
   Vague descriptions
   Confusing descriptions

   then . . .
   Re-write!

9. Read over the essay, asking yourself the following questions
   Does the essay answer the question without rambling, being vague, or too wordy?
   Are your main points clear?
   Are all of your main points addressed?
   Did you check for mistakes? Is the essay error-free?
   Does the essay give a clear, honest, and positive picture of you?

   If you are satisfied with the essay . . .
   Measure to see if it will fit within the space allocated for it within the admissions form.

   If it fits, re-type (or re-print) the essay on the form. If it does not fit, read the application to be sure that you should continue on another sheet of paper. If the application does not suggest using a separate sheet of paper or the reverse side of the application for the continuation of the essay, a little more editing is needed.

10. After re-typing, make a copy of the essay for your records
    It'll come in handy if the school asks you for an interview. You can use the comments shared in the essay to prepare for possible interview questions from the admissions staff.

Adds to your knowledge . . .

Can be helpful to the admissions process . . .

Can hurt your chances for admissions . . .

Will highlight personal characteristics . . .

What to do when first meeting the interviewer . . .

• shake hands firmly.
• have a pleasant facial expression.
• introduce your parents or anyone else who accompanied you to the campus.
• sit when and where the interviewer asks you to sit! (Remember, the interviewer has to get a good look at you.)
• sit in a natural position—not too tight or too relaxed. Also, be careful of any nervous habits, such as finger movement, knee shaking.
• answer questions in a normal tone and volume, with appropriate eye contact.

The interviewer's questions . . .

After a few minutes of general conversation, the interviewer will begin his/her questioning. Answer to the best of your ability and don't be afraid to say "I don't know" or "Let me think about that question for a minute. . . ."

Typical questions that you may be asked . . .

• Are your college test scores in line with your academic ability?
• How would you describe your best friend?
• What do you want to learn while here at ABC University?
• What are your career goals and objectives?
• If you had to convince someone that your major is worthwhile, what would you say?
• Are you satisfied with your academic history?
• What are the most recent books you've read outside of school?

Questions to ask the interviewer . . .

• What are the current issues on campus?
• What are the strengths and weaknesses of the university?
• What percentage of students who attend the college or university go on for graduate degrees?
• What is there to do on-campus for fun?
• What kinds of support services are available to students? (tutoring, special study skills, workshops, etc.)

Saying good-bye . . .

• After all questions have been asked (by both you and the interviewer), ask about your chances for admissions. This will give you some idea of the college's response to your request for admissions.
• Interviewers may also take a few moments to recap the interview with parents and answer any questions.

The interview B's . . .

• Be on time.
• Be neat and nicely dressed.
• Be able to state facts about the college.
• Be prepared to ask questions related to your admissions.
• Be sure to answer questions to the best of your ability.
• Be ready to talk about your previous academic performance (bring unofficial transcripts, information on test scores, etc.)
• Be yourself—relax!

Tuition costs can be quoted in a number of ways:

1. By credit hour

   For example:	The cost to attend ABC College is $76.32 per credit hour:
   This means:	For every credit hour a student takes, he/she must pay $76.32. So, if Mary registers for 12 credit hours, she will need to pay $915.84.

2. By the term

   For example:

   The cost to attend ABC College is: $915.84 per semester for a full-time student. (a full-time student is one who is registered for 12 credit hours or more) Part time students will pay less. For example: Students registered for 7—11 credit hours, will pay $575.00 per semester and students registered for less than 7 credit hours, will pay $76.32 per credit hour.

3. By a student's year of study

   Note:	This method usually calls for juniors and seniors (upper division level) to pay a higher tuition rate than first-year and sophomore students (lower division level).
   For example:	The cost to attend ABC College is: $915.84 per semester for an Upper Division Full-Time student or $815.84 per semester for a Lower Division Full-Time student A full-time student is one who take 12 or more credit hours. Tuition costs would be lower for part-time students.

Generally, for most colleges and universities:

Classes are held for either:	16 weeks (a semester)	or	12 weeks (a quarter)
	Semester System		Quarter System
Full-time, regular load of classes:	4 or 5 classes		3 classes
Full-time, heavy load of classes:	6 or 7 classes		4 classes
Part-time load of classes:	2 or 3 classes		1 or 2 classes

The number of credit hours reflects the amount of time spent in class. For example: If Jane Doe is taking a 3 credit hour class, the class will meet 3 hours a week during that semester or quarter. (See Appendix A for more information about course loads during a term.)

Paying Fees

Common fees that universities and colleges charge to students:

Insurance:	Some schools require students to show proof of current health insurance. If a student has none, the school may offer an insurance package for a fee.
Library:	Fee for use of the library
Computer Usage:	Charge for use of the computer laboratory
Parking:	Fee for on-campus parking (But first-year students beware. Some colleges do not allow first or second year students to have cars on campus. Check with your housing manager.)
Late Payment:	Charge for past due tuition and fees payment
Late Registration:	Charge for registering for classes beyond the time originally scheduled for registration
Breakage:	Fees to cover the cost of replacing laboratory glassware and equipment (for lab students)
Recreation:	Fee for use of the student center or recreation building
Other major charges if you live on campus:
Housing:	The DORM (or similar type of college-sponsored housing)
Meals:	The FOOD (often comes in the form of a plan—19 meals a week or 21 meals a week)

Note:

Housing fees and meal plans are usually charged separately. Larger schools will have several housing units and meal plans to choose from; costs will vary for each plan, too!

Finally,
Colleges and universities do not expect the student to actually pay the entire cost, but do expect the student to be responsible for the cost. Responsibility means making sure that all bills are paid on time.

Most colleges prefer that students pay in full at the time of registration, but this is not always possible. Therefore, payment plans have been developed by some academic institutions which will allow fees to be paid in two or three installments during the term. Keep in mind: at registration, you may need cash for partial payment of tuition, housing, meals, and special fees. For specific information on extended payment plans, contact the bursar's office of your prospective college.

Visa? Mastercard?
Yes, some schools accept charge cards for tuition and fee payments. Check with the bursar's office to see if your college does!

If you opt for an extended payment plan, take special care to pay on time.

• Read the college catalog to determine the cost to attend your prospective school. Identify:
  
  tuition costs for full-time study
  fees (lab, recreation)
  housing costs
  meal costs

• Speak with your parents to identify strategies to save for future college expenses. Begin a savings plan for college if you have not done so already.

• Explore financial assistance as an option for paying for college:

  merit scholarships which are financial awards given to students who have exceptional grades

  need-based scholarships which are financial awards given to students who need financial assistance in order to attend college

  loans which are monies borrowed from financial institutions in order to attend college

• Ask your guidance counselor, college bursar officer, or financial aid counselor for more information on college costs and payment plans.

See Appendix B for additional activities.

• Read over all financial materials sent by the prospective college.

• Discuss the family financial situation and options for paying college expenses openly with your student.

• Identify your responsibilities as a parent regarding your child's college expenses.
  
  Are you ultimately responsible for your child's tuition?
  Can you be held legally responsible for past due charges?

See Appendix C for additional activities.

See Appendix G for additional titles.

Most students who go to college receive some kind of financial aid.

Some sources of financial assistance include:

What are the major kinds of financial assistance?

1. Scholarships and Grants are monetary awards given to students to defray college costs. Some are awarded according to the student's need for financial help. Others are given to encourage students to study in a particular field, such as music, sports, English.

   The most popular federal scholarships and grants programs are:

   The Pell Grant: For the Pell Grant, study is limited to 5 to 6 years and can be used with the first bachelor's degree only. The grant is commonly used as the basis of a financial aid package (often combined with other financial aid awards).

   The Supplemental Educational Opportunity Grant (SEOG): The SEOG is typically awarded to students demonstrating exceptional need (with priority given to Pell Grant recipients). Eligible students can receive up to $4,000 per year. There is no guarantee that eligible students will receive funds. Awards depend on the availability of funds deposited in the college's SEOG account. Funds are disbursed according to the college's own schedule.

   College Work Study: This federal program allows students to hold part-time jobs in order to earn money for college. Students can earn at least minimum wage, are paid by the hour, and assigned positions on or off-campus. The number of hours worked per week is determined by the college's financial aid administrator.

   The funds described above are not to be re-paid.
   
   
2. Loans are funds borrowed from banks and other financial institutions. They have to be repaid. The major types of loans are:

   Perkins & Stafford Loans: These are low interest educational loans. There are restrictions on the amount which can be borrowed and this varies according to the type of loan. Loans are made by a lender (bank, savings and loan, credit union). Students can borrow only the cost of tuition and fees minus the previously determined family contribution and other financial awards received.

   PLUS and SLS: PLUS is a loan program for parents to help pay for their child's college tuition. SLS (Supplemental Loans for Students) is a loan program for students who borrow to cover educational costs. Both are offered by banks, credit unions, or savings and loans associations.

   Unlike the Stafford Loan, PLUS, and SLS loans are not based on need. However, a credit analysis will be made prior to approving the loan. PLUS loans are distributed to parents in a one-time transaction by the lender (in the form of a check). SLS loans are sent to the college. One must begin repaying PLUS and SLS loans within 60 days of the last loan disbursement (unless a deferment has been approved). There are no grace periods for PLUS or SLS loans. Check with your financial aid officer for specific details.

There are many books and brochures (see Appendix G) which will outline the names of financial aid sources, contact information, scholarship/grant award criteria, instructions on how to obtain more information, and details outlining how to apply. To find more information on resources for financial assistance, consult your school library, local public library, high school guidance counselor, and attend college fairs and financial aid workshops. Seek information on scholarships and apply for as many as possible. You can accumulate a series of small scholarships and awards and possibly cover all of your college costs. Be aggressive about applying and allow plenty of time to complete applications.

1. To apply for financial assistance, you must complete a student needs analysis form. This is a form which collects information about you and your family's financial situation. This information will be placed in a computer database system so colleges can tap in and gather a student's information. College financial aid officers use these facts to determine eligibility for financial assistance and the amount and kinds of awards a student receives.

   The most common student needs analysis form is The Free Application for Federal Student Aid which can be obtained December through Spring from your guidance counselor. Many colleges will also ask for additional information. Companies like the College Scholarship Service and the American College Testing Services offer forms that supply more details about a family's financial status. Consult the college financial aid officer of the school you wish to attend to identify which forms to complete.

2. Complete financial aid forms supplied by the college/university. Some institutions have their own forms. These forms may require additional documentation and may have different deadlines from The Free Application for Federal Student Aid. Be sure to read all instructions carefully!

   Another reminder about deadlines: The Free Application for Federal Student Aid should be mailed on or immediately after January 1st. Forms mailed before this date will not be processed! Mail these forms as close as possible to January 1st.

3. Once a student needs analysis form has been submitted, the student will receive back a Student Aid Report (SAR). The SAR repeats all of the information printed on the student needs analysis form.

   The student will be asked to review the information.

   If the information is correct, copies of the SAR should be mailed to the colleges where you have applied.

   If an error is seen, the student should correct and return the entire SAR to the processing company that will then correct and return it to the student. Once all the information is correct, the form can be mailed to the prospective colleges.

   Once the college receives the SAR, the financial aid officer will analyze the information in order to determine a student's eligibility for a financial award.

4. After the college has received your SAR and analyzed it, you will receive a letter detailing a financial aid package. A financial aid package (your monetary offer) may include a mixture of scholarship, grant, or loan monies and/or work study. However, not all of these may be offered.

   For example,
   

   Susie may be offered a $2400 scholarship, $800 in work-study, and a $2000 loan. Whereas, Mike may be offered a $1000 scholarship, a $500 band scholarship, and a $2000 loan. Both attend the same school and have similar tuition costs. It all depends on your financial situation.

5. Finally, once an offer of financial aid has been made, a student needs to accept or decline the award in writing. This will allow financial aid departments to determine the amount of dollars that have been secured by prospective students, the amount that has been offered to prospective students and the amount of dollars that are yet available to be awarded.
   
   
   
   Financial awards are usually on a year-to-year basis.
   So, it is necessary to re-apply through this process each year!

• Gather needed financial information, including your parents' income tax return filed during the January of your senior year of high school. If you filed a return, your information will be necessary. (If the tax return has yet to be filed, you may use estimated figures.)

• Secure financial aid forms from your high school guidance counselor. Read carefully. If you have any questions, contact your guidance counselor.

• Research the various types of financial aid to see which one(s) you're most likely to qualify for.

• For private scholarships and grants:
  • Identify the type of award
  • Request information about the award as well as an award application packet
  • Apply for the award; wait for a response; accept or decline the financial offer

• For federal scholarships and grants:
  • Complete a student needs analysis form
  • Send copies of the SAR to prospective colleges
  • Wait for a response; accept or decline the offer

• Keep lines of communication with parents open. Let them know of your efforts to secure financial aid. Seek their advice. Get them involved.

See Appendix B for additional activities.

• Explore financial aid options with your child.
  • Learn about the financial aid process
  • Gain an understanding of where to find grants, scholarships, and loans
  • Assist your child in applying for these awards
  • Become familiar with the College Work Study Program

• Make your income and tax information available for financial aid forms. Encourage the student to complete and mail all forms on time.

• Participate in financial aid workshops designed specifically for parents. Call your child's guidance counselor to ask when they will be held.

See Appendix C for additional activities.

Computer Programs

Financial Aid Resources

See Appendix G for additional titles.

. . . you've received a letter. You have been accepted for admissions to ABC University for the Fall term.

The letter

will welcome you to the institution;
may discuss reasons why you were admitted to study (your strengths and attributes);
will ask that you accept or decline the offer by a certain date;
may identify preliminary registration dates and housing information (with details to follow later);
may ask for final transcripts and other related documents by a certain date.

It's time to decide . . .

• Remember that list you created when you first began looking for a college? The one where you identified all of the attributes you were looking for in a college or university. Use it again now!
  
  considerations: small, large, urban, suburban, rural, two-year, four-year, quality of programs, student support services, financial aid, placement of students in graduate school, etc.

• Review that list—making sure the college or university has the attributes you are looking for.

• Next, look at the institution more closely:
  • What are your feelings about the college? Do you really like it?
    Do your feelings have anything to do with your friends attending/not attending the college?

  • Are you satisfied with the faculty, class size, types of student services, and variety of courses that are offered?

  • How do you feel about your program of study (college major)?
    Do the courses seem challenging?

  • Do you think the courses will prepare you for a career?
    Does the college match your academic abilities?
       (i.e., competitive college for students with above average scores)
    Do you have other offers?

  • Is this college/university the best over the other institutions? If not, can you accept the differences?

  • What about cost? Are tuition and fees affordable? Has financial aid been awarded? Is there an opportunity for work-study or part-time employment?

Take time to consider the offer. If it helps, ask guidance counselors and teachers for advice. They may bring up points you have not thought of. Open up (not close up) to parents and your guidance counselor. Keep them abreast of what offers have been received, your thoughts, and inclinations. Ask and consider their opinions. But, form your own opinion!

. . . You've decided

When you reach your final decision about the offer, discuss your decision with your parents. This will enable them to help you as you begin to prepare for your college future.

. . . You respond

Spend time creating a polite and brief letter to the admissions office to let them know of your acceptance or rejection of their offer. Most schools request that you let them know by a certain date. If no date is listed try to notify them of your decision within three to four weeks of the offer.

• Devote adequate time toward the consideration of the offer. Include others in your decision but reflect on it yourself, alone.

• Be clear about the characteristics you are looking for in a college. Choose a college for the right reason—not because a friend goes there or because someone talked you into applying. Make a choice according to your own values, interests, and goals.

See Appendix B for additional activities.

• Be available for your student. Try to be as objective as possible. Give opinions and suggestions in a positive, non-threatening tone.

• Stay calm. Encourage the student to stay calm. This is a trying time. Be understanding and supportive.

See Appendix C for additional activities.

College/University Catalogs

Computer Programs

College directories/general reading materials

See Appendix G for additional titles.

Depending upon the institution, there may be applications for housing and meals. Brochures explaining options and costs may also be included. Every effort to honor your first preferences in housing and meal plans will be made. However, depending on availability, your second or third choice may be assigned.

<< Rule of Thumb >>      Do not delay sending in these forms! It may cost you your first choice!

A small deposit may be required to secure housing or meal plan arrangements.

Most financial aid packages cover partial or full costs of housing and meals. Consult the residential manager, financial aid officer, and bursar officer for facts.

Students are usually given several choices of on-campus housing facilities. Some colleges and universities have dormitories set aside for specific majors (such as a dorm strictly for music majors, or one for business majors).

Some institutions offer co-ed dorms, on-campus apartments, or sorority/ fraternity housing.

Housing fees are charged by the term (semester or quarter).
It is very hard (if not impossible) for first-year students to get a single room.

Don't forget, most students living in a dorm share a bathroom.

• will outline the rules and regulations to be observed while living in the dorm.
• will identify the dorm and room assignments.
• will highlight the length of stay in the dorm, when a student can check in and check out, information about availability during holidays and costs.
• is a written agreement between the student and the university about living arrangements.

Meals

Meal plans come in a variety of packages. Charges are applied according to the number of meals you purchase. Some colleges offer:

Breakfast, Lunch, Dinner (7 days a week)

Breakfast, Lunch, Dinner (5 days a week)

Breakfast and Dinner (7 days a week)

Breakfast and Dinner (5 days a week)

And the options can go on and on. It all depends on the college or university!

• will outline the number of meals per week purchased
• will state where the student may take the meals (which dorm? student union?)
• will state which meals can be served (breakfast, lunch, and/or dinner?)
• will indicate the hours the meals will be served
• will give general rules and regulations of the meal plan program

Like the housing contract, the meal plan contract is a written agreement between the student and the university regarding meal services. Housing and meal plans require a contract which is signed by the student and charged to his/her account.

• When housing and meal information arrive, read it carefully. If several options are offered, identify where the differences lie; then choose.

• Discuss with your parents and guidance counselor your housing and meal plan decision.

• Complete all housing/meal applications and contracts in a timely fashion.

See Appendix B for additional activities.

• As housing and meal materials arrive, review them with your college-bound student. Discuss options.

• Look over all applications and contracts before your student mails them to the college.

• Be aware of any deadlines the contracts may have. Remind the student about deadlines as they approach.

See Appendix C for additional activities.

General reading material

See Appendix G for additional titles.

Yes, you will have to share a bathroom.
Maybe, first-year students can have cars on-campus (depends upon the college).
Yes, you will be on your own; but, no you won't be able to do everything you want to do.
Yes, you will need to be on a budget.
No, there is no laundry service.
. . . and there will be a resident manager on premises at all times (to make sure rules are followed).

Speak with others who have gone away to college. Ask them about their good and bad dorm experiences.

Think about some of your habits. Are they annoying? Can you alter them if you need to? Are you patient? Flexible?

Think about it. You'll need to take a serious look at YOU—before you leave for the dorm and meet your new roommate.

answers          counseling          information          advice          service

. . . when you need it!

• Read the college catalog to identify which of these services are offered by your prospective college. Become familiar with the kinds of services each support unit provides. Ask the admissions officer for information on how to contact these services: location, hours, fees.

• Create a list (unit, location, hours, contact numbers) for future use.

• When a challenging situation arises and you realize you need information, support or assistance, don't wait until the situation gets worse. Seek help right away.

See Appendix B for additional activities.

• Explain that everyone (at one time or another) needs support and/or assistance and that it is not embarrassing to ask for help. Explain the importance of knowing where to turn if help is needed.

• Become familiar with the student support services offered by your student's prospective college. Learn of the extent of their services. Advise your student to visit these offices and to create a phone directory listing. Ask for a copy of this listing for use in emergency situations.

See Appendix C for additional activities.

Your college experience will probably begin with the unassuming, all-telling placement exams!

Most colleges and universities require incoming first-year students to take placement examinations in the areas of English (comprehension and composition) and mathematics (math, algebra, geometry).

In every academic department, there is a wide range of college classes, starting with basic level courses. Some students require additional study in important areas such as English and mathematics in order to successfully attempt college study. Other students come in with advanced preparation and may be able to skip introductory level courses in a subject (e.g., if they have taken 4 years of a foreign language in high school). Your college or university may require that you take placement exams in several areas including English, mathematics, and foreign languages.

Registration can cause stress and anxiety. Registration is usually held over a period of two to three weeks. However, first-year students are often given the golden opportunity to register early (before the rush and all the classes are filled).

During this time, consult the course bulletin (the booklet which lists all of the available classes), select the classes you wish to take during the upcoming term, complete the registration process, pay your tuition and fees, pick up your class admit cards and get your campus ID card. Sounds easy?

It is, really! It's just that the lines are usually long, people are sometimes grumpy, classes fill up quickly and (thanks to the computer-age) there can be glitches in the system which will temporarily halt your registration journey and send you to a department to clear up a matter before you can continue. Once the problem is cleared up, you're ready to go back to the registration point where you left off—but (as expected) at the rear of the line.

The purpose of registration is to sign up for classes. Before we talk about how many and what types of classes, let's explore a factor important to this process . . . credit hours.

In college, when you talk about classes, you don't say:

Classes are thought of in terms of hours, not years, for which you receive credit for the time and effort you spend in class. The term, credit hour represents the number of hours you spend in a specific class each week for an entire term.

Special Note:	Credit hour is a general term. There are two more specific terms that you may find: a semester hour is the number of credit hours taken during a semester (a semester is 16 weeks long), a quarter hour is the number of credit hours taken during a quarter (a quarter is 10 weeks long).
Credit hours are important for a number of reasons: the number of credit hours taken during a term may determine:
	the amount of tuition to be charged << most colleges charge tuition by the credit hour >> academic status << full-time=12+ credit hours a semester, part-time=11 credit hours or less >> academic level first-year 0-29 completed credit hours sophomore 30-59 completed credit hours junior 60-89 completed credit hours senior 90+ completed credit hours
As for selecting classes . . .
	here are a few things to learn, before you start!

Whether your school operates on a quarter or semester, four or five classes a term is usually considered full-time. Anything less is considered part-time. Four or five courses may not seem like a full-load, but remember, for every hour you sit in class, you may need two more to study. Homework and library study can take a great deal of time.

Classes may be offered during day, afternoon, and evening hours. Depending on your college's resources (faculty, space, budget, etc.), students may be able to choose from several time slots. It may be possible for you to arrange all of your classes on three days a week—or two days a week—or morning classes only, or evening classes only. Many possibilities exist.

Advisors will be available to help you select your classes. These are special academic counselors who are aware of all the courses and tests students are to pass in order to be eligible for graduation. Their job is to keep you on-course, taking the right courses.

Advisors will tell you about the different types of courses:

general education courses	Approximately 12 courses in five basic areas (English, math, science, humanities, and social science) are required for graduation. The purpose of general education requirements is to give you exposure to a wide range of topics.
major course of study	These are courses that are offered within your major. Some colleges require that you pass a certain number of basic courses and examinations before you continue on to intermediate and advanced coursework.
electives	These are the remaining courses, ones that are not needed for your major or to fulfill general education requirements but are taken for credit. Some students use electives to study another subject area in depth. Depending on the number of hours and the types of courses taken in this subject, a college may recognize this area as a minor or double major.

Some colleges and universities may provide a schedule that will list the courses and suggested time frames for students to use as a guide to graduation. Information about general education classes, elective hours and other college/university requirements can be found in your college catalog.

Maybe the time or day of the class is not working out, or you've discovered you don't like or need the class for graduation.

Finally—just for clarification,

A counselor is usually someone who helps you with your personal problems that are not school related.

A college advisor is someone who helps you with class scheduling and other school related situations and problems.

Remember, support, information, and service is always nearby—whether it is the registrar's office, the counseling center, the residential manager, or your academic advisor.

September:

• Register through your counselor for the P-ACT and PSAT/NMSQT which will be administered in your local area, usually in the Fall.

• Talk to your counselor about taking inventories to identify your career related interests and abilities.

• Check with your counselor to review your college profile. Make sure your courses meet college requirements and prepare you for your anticipated major in college. Investigate and get involved in extracurricular activities or community clubs, if you are not already.

October:

• Take the PSAT/NMSQT and the P-ACT.

• Remember that your junior year is the last full year of high school that a college will look at before making an admissions decision.

November:

• Continue to explore colleges. Write to the colleges for information and catalogs. Develop a list of ideal college characteristics.

• Try to develop skills that will qualify you for jobs at better wages and enhance your profile.
  For example: learn typing, develop computer skills, enhance interpersonal and communication skills.

December:

• Many colleges have college preparatory programs for seniors. Consider applying for a special one next summer. See your counselor for suggestions.

• Talk to teachers, graduates from your school, relatives, and people in your community about the colleges they attended.

• Prepare for the college entrance examinations, ACT, and/or SAT. Ask your counselor about test prep courses or use a test prep book.

January and February:

• Start lining up a summer job or a summer program to attend.

• Start learning about college costs and financial aid. Investigate financial aid possibilities.

• Check deadline dates for special scholarship competitions.

March and April:

• Ask your counselor about obtaining SAT or ACT test fee waivers, if needed.

• Make sure your parents have a copy of their federal income tax return in a safe place so that you will be able to use the information if needed to apply for private scholarships.

• Register for the May SAT. Send test scores to prospective colleges. (Ask your counselor about fee waivers.)

• Register for the June ACT. Send test scores to prospective colleges. (Ask your counselor about fee waivers.)

May and June:

• Take the SAT.

• Discuss your college choices with your counselor.

• Read college catalogs carefully for information about scholarships and grants that come from the college's own funds.

• Take the ACT.

September:

• Finalize the list of colleges to which you want to apply (usually three to five). Your selections should include at least one that you feel will definitely accept you.

• If you have not received them already, write to the colleges for applications for admissions (to The Director of Admissions) and financial aid (to The Director of Financial Aid).

• Remember that college admissions committees put a lot of weight on your overall high school average, college entrance examination scores, extracurricular activities, class rank, and recommendations from your high school. Keep evaluating your college profile.

• Register to take the ACT or SAT over again if your scores are not as high as you would like. Prepare for them before you take them a second time (see your counselor for advice). Send test scores to prospective colleges.

• Schedule college visits for schools that you are interested in.

• Search for scholarships from local community groups and other organizations.

October and November:

• Submit applications for admissions and financial aid.

• Spend time composing carefully thought out answers to questions on applications, especially those that call for a composition of some kind (e.g., an autobiography). Compose several drafts before writing a polished neatly typed essay. Get someone to proofread it.

• If you are seriously considering a college and you have not sent them your SAT or ACT test scores, contact your guidance counselor. Additional fees, forms, and time are required for to send additional colleges your scores.

• Take the ACT, if you haven't already. (Ask your counselor about fee waivers)

• Take the SAT, if you haven't already. (Ask your counselor about fee waivers)

• Ask teachers and counselors for letters of recommendation. Make sure they are aware of all deadlines and mailing procedures.

• Submit applications for private scholarships/grants.

December:

• Visit any colleges you've applied to that you haven't seen. College visits give you lots of information and help you to decide which schools are right for you.

• Register for SAT Achievement Test if required by colleges you are applying to.

• Check to see if you have done everything necessary for admissions and financial aid.

• Fill out the Free Application for Federal Student Aid (FAFSA).

• Check with your counselor and teachers to see that letters of recommendation and transcripts have been sent.

January:

• Submit the Free Application for Federal Student Aid (FAFSA).

• Take the SAT Achievement Tests.

• Continue to search out and apply for scholarships and grants.

February and March:

• Ask colleges about summer programs for freshmen.

• Ask your counselor about summer college preparation programs in the community.

• Have your mid-year grades sent to the colleges that require them.

• Register for May SAT, if necessary. Send test scores to prospective colleges.

April and May:

• Most colleges notify you of their admissions and financial aid award decisions in April.

• Bring your letters of acceptance and/or rejection to your counselor as you hear from the colleges so s/he knows your status and will be able to assist you. Also, share this information with your parents.

• Keep your counselor informed as you receive your financial aid packages.

• Make a decision about accepting admissions and the financial aid package after you and your parents clearly understand what you are being offered.

• See your counselor or call the college admissions or financial aid office for help regarding any questions about admissions and financial aid.

June:

• Send final high school transcripts to your prospective college.

• Stay in touch with your selected institution to make sure everything is in order.

• Continue to keep your counselor informed.

• Get a job and save as much as you can for your college expenses.

• Read all the material that your college/university sends you. Send in signed contracts for housing and meal plans. Complete health forms if needed.

July and August:

• Prepare for college. Begin collecting things you wish to take with you. Begin planning your courses for the Fall term.

• Encourage your student to create a list of characteristics s/he prefers in a college.

• Assist him/her to construct a list of schools to research and possibly visit.

• Assist in the travel arrangements/coordination of campus visits, calls to obtain college catalogs.

• Target private organizations and corporations which offer merit or need-based scholarships. Identify what is needed to apply for a scholarship.
  Make sure you are aware of scholarship application deadline dates!

• Assist your college-bound person in the registration process for college entrance exams: ACT and SAT.

• Establish a family calendar—maybe one of those large wipe-off plastic ones. Place it in a strategic place in the home. This way, everyone (not just the student) can be reminded of important testing, admission, and financial aid dates.

• As college catalogs and admissions materials arrive, review them with your student. Some families create a log to chart all incoming materials and to identify which ones are the most appealing.

• Be sure to review all college entrance exam scores with your student as each set of scores arrive. Note how they compare with other college-bound students across the nation and with admissions standards of their prospective colleges.

• Continue to contribute to your college savings plan!

• Keep informed about college fairs held in your community. Your student's guidance counselor will have up-to-date schedules and locations. Try to attend these events with your student. Identify questions he/she should ask the college representatives. Target admissions materials that should be picked up from the display tables. Take time after the fair to discuss the student's impressions and the significance of the event.

• Continue to review your family's financial status. Remember, next year you will be completing and filing student needs analysis forms (financial aid forms). You will need to have some idea of your income as it relates to contributing toward the cost of tuition.

• Meet with your student's guidance counselor to see what areas of support your student needs at this stage of college preparation efforts. Get advice on strategies to improve communication and understanding during these trying, yet exciting, times.

In the Fall

• Assist your student as he/she begins to finalize a list of prospective schools. Monitor the decision-making process; allow the student to process information independently. Aid in establishing criteria and evaluating characteristics. Take care to let the student take charge and assume primary responsibility for this activity.

• Attend college fairs, college nights, and special college planning workshops.

• Ensure that your student requests admissions packets from their prospective colleges early. It takes time to complete application forms, secure teacher/counselor recommendation letters, transcripts and file college entrance examination scores.

• Check to be sure that your student has registered for the college entrance examinations deemed necessary by prospective college(s).

• Remind your student that the earlier exams are taken, the earlier the scores will be reported. The later the test, the more likely the scores will not arrive in time for his/her application to be considered by the admissions department.

• Take steps to ensure that the sc