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5/22 On Campus Chowan University Preview Day

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5/22 On Campus Chowan University Preview Day

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"This is a day for you to learn more about the academic courses Chowan offers, life on campus, and the admissions process itself. You’ll get to take a campus tour, meet with admissions staff, and even have lunch in the cafeteria! The best part? When you join us on-campus for Preview Day, you’ll get a Chowan t-shirt and we’ll waive your application fee." More info and registration at link below.

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5/23 & 5/24 National Virtual College Fair 

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5/23 & 5/24 National Virtual College Fair 

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"Explore the schedule and register for each session you want to attend. You will hear from up to six colleges in each 45-minute session." More info and registration at link below.

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What's High School Like in a Pandemic? WHRO wants your TikTok videos

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What's High School Like in a Pandemic? WHRO wants your TikTok videos

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"We’re trying to get in touch with high schoolers who want to show us through micro-vlogs (like these ones on TikTok) what a school day, and school events, like graduation and prom, are like.

We want to see any experience that’s become normal for high schoolers now, like navigating vaccine appointments and applying and going to college.

Creativity is welcome and encouraged. Give us humor, give us your best TikTok editing or keep it simple." Prizes will be awarded; more info at link below.

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Details

Written by Belinda Elliott

Category: Community

Published: 11 May 2021

The way COVID-19 changed education is a conversation that's largely focused on big-picture policy.

With schools mostly closed for a year, journalists lost access to some of the most honest, reliable sources about how education is going: The students.

There hasn't been a real chance for reporters to see what's really going on at the schools, what are the big issues with students, or see the impressive and creative work many students in Hampton Roads do every day.
WHRO Public Media is excited to partner with the PBS Student Reporting Labs to start rebuilding that bridge.
We're trying to get in touch with high schoolers who want to show us through micro-vlogs (like these ones on TikTok) what a school day, and school events, like graduation and prom, are like.

We want to see any experience that's become normal for high schoolers now, like navigating vaccine appointments and applying and going to college.
Here are some tips for making the best, usable video you can.
Creativity is welcome and encouraged. Give us humor, give us your best TikTok editing or keep it simple.

Here's an example of what we're looking for, by WHRO's News Director, Mechelle Hankerson. She's been out of a school for a while, so she's documented some of her day as an editor. We know yours will be much more exciting, and we welcome that!
Anyone who sends us a video will be entered in a random drawing to win one of four $50 VISA gift cards for your time.
And for those who are interested, our newsroom will reach out to some students who have a story that can help us capture and report on important education issues. Those students will be invited to work with our news staff on the story.

We're looking forward to learning more about what it's like being a high schooler today.

How to Submit:

1. Create your video (no longer than 60 seconds) and post it to TikTok

2. Tag us @whropublicmedia

3. Email your video (as a .mp4) to This email address is being protected from spambots. You need JavaScript enabled to view it. and include the subject line: Student Reporter

Related Event:

Disrupted: How COVID-19 Changed Education
May 18, 7 p.m., online
Register to attend

What happened to students and schools during the pandemic? Hear directly from teens and educators across the country on how we move forward. The virtual event will be hosted Amna Nawaz, senior national correspondent for the PBS NewsHour. Attend for free. Registration required.

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What Is High School Like During A Pandemic? Show Us With A Video

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High schoolers, we want to know what school is like during a pandemic. Create a micro-vlog about your experience and tag us on TikTok. It could be about your typical day, school events, graduation, prom, getting a vaccine, or applying to college -- whatever topic you want!

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74 international universities with English-language degree programs will be available during this event. Admissions presentations, 1-1 conversations, and college information will be provided. More info and registration in link below.

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The virtual fair works like a physical event and the best part is that you can do all from home! On the platform, you will be able to visit the booth of each educational institution to see more information about them and, best of all, to CHAT LIVE directly with their representatives through audio and video calls.

Yes, this is a free online event created to connect you to educational institutions abroad. To save your spot, you just need to register on this website and access the platform on the day and time of the virtual fair.

Each educational institution has its own payment terms, prices and opportunities. You will be able to clear all your doubts on this topic during the event directly with the representatives of the educational institutions of interest.

After registering for the event, you´ll receive an email with your login information. Check your inbox and SPAM. If not, click on "forgot my password" and enter the email you used to register to generate a new password.

Yes! If you forgot your password, click on "login" and then select "forgot my password". Enter the email you used to register for the event. You will receive a message at the same email address with instructions to reset your password.

Schedules are free, and you will be able to log in your profile during the entire event. You can log in whenever it is convenient, but we do recommend that you access the platform early enough to check all the institutions and get answers to your questions.

As soon as you have logged into the Global University Fair website, you will see a search engine that will allow you to look for institutions by name, type of programmes/courses and locations. You can save your favorites to review them later.

At the top right of this website, you can find the login icon. Your login credentials will be the same ones used when entering the event. Your favorite list or "backpack" will be located there.

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The virtual fair works like a physical event and the best part is that you can do all from home! On the platform, you will be able to visit the booth of each educational institution to see more information about them and, best of all, to CHAT LIVE directly with their representatives through audio and video calls.

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CIA Summer Undergraduate Scholarship Program (due 6/18)

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CIA Summer Undergraduate Scholarship Program (due 6/18)

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"The Undergraduate Scholarship Program is a financial needs-based initiative where you will be exposed to intelligence challenges while performing meaningful work that relates to your college major."

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About the Job
Scholarship application will open March 1 - June 18, 2021 for internship opportunities in Summer 2022. Please visit this site periodically for more specific dates.
The Undergraduate Scholarship Program is a financial needs-based initiative that offers undergraduate students an unmatched experience in a diverse, equitable, and inclusive environment. Undergraduate students, serving as scholarship recipients with CIA, attend an accredited college/university on a full-time basis and work during summer breaks at the Agency. While working at CIA, you will be exposed to real intelligence challenges while performing meaningful work that relates to your college major. An IT major, for example, might be given increasingly complex projects involving sophisticated computer systems. An engineering major might help produce a piece of state-of-the-art equipment. A finance major could be involved in developing and analyzing budgets for a worldwide operation, while a foreign language major might be instrumental in translating documents for U.S. policymakers. An international relations major might brief a senior policymaker and, as a final example, a human resources major could have the opportunity to develop and implement personnel policies and procedures.

Because CIA invests in scholarship recipients, accepting an offer means continued employment with the Agency for a specified timeframe. You are required to work at the Agency after college graduation for a period equal to 1.5 times the length of the college sponsorship you received from CIA. Students who leave earlier are required to reimburse the U.S. Government for their tuition. All positions require relocation to the Washington, DC area during summer work tours.

Who You'll Work With

At the Central Intelligence Agency (CIA), we recognize our Nation's strength comes from the diversity of its people. People from a broad range of backgrounds and viewpoints work at CIA, and our diverse teams are the reason we can keep our country safe.
Read more about diversity and inclusion
What You'll Get

If selected as a scholarship recipient, you will receive a wide array of benefits, including:

Tuition assistance up to $18,000 per calendar year for tuition, mandatory fees and books; STEM field positions receive tuition up to $25,000 per calendar year.

Daily allowance for meals and incidentals during summer tours

Reimbursement for transportation costs between school and Washington, DC

Annual salary

Federal health and life insurance

Federal retirement plans

Paid time off, as well as sick and holiday leave

Education and training

Health services

Child care center

Credit union

As a CIA employee, you'll also get the satisfaction of knowing your work is part of something bigger than yourself. Our work is driven by one : to keep our Nation safe. Every day is an opportunity to enhance U.S. national security.
Learn more about working at CIA

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Scholarship application will open March 1 - June 18, 2021 for internship opportunities in Summer 2022. Please visit this site periodically for more specific dates. The Undergraduate Scholarship Program is a financial needs-based initiative that offers undergraduate students an unmatched experience in a diverse, equitable, and inclusive environment.

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Free 2 Week Online STEM Summer Program with Pace University (due 6/8)

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Free 2 Week Online STEM Summer Program with Pace University (due 6/8)

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"...students will learn how to code with Python to create models, use design thinking, explore Billion Oyster Project (BOP) data, and work in teams. Career-oriented activities will complement the instruction. Online activities will permit students to meet professionals of tech companies, such as AppFigures, and hear from amazing data scientists." More info in flyer below; application at https://bit.ly/STEMInstitute2021

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May-June Lehigh University Virtual Spotlight Sessions

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May-June Lehigh University Virtual Spotlight Sessions

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"Our upcoming Virtual Spotlight Sessions will highlight specific topics like the application process, college essays, holistic admissions, Lehigh's academic experience and campus life, and more."

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Visit us virtually or in-person and see if Lehigh's beautiful campus and thriving community is the place for you to call home-for the next four years and beyond.

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TCC Leap Program (Summer Term classes at no cost!) 

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TCC Leap Program (Summer Term classes at no cost!) 

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"Recent high school graduates (January and June 2021) are invited to LEAP into College with TCC.

Get ahead this summer with TCC’s LEAP program. Join a summer session and enroll in 6-12 credits to receive scholarships to cover tuition, book stipends and a laptop.

Successful LEAP students may also apply to continue in Fall 2021 and complete up to 12 additional credits using scholarship funds."
More info & interest form in link below.

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See TCC's Spring 2021 COVID-19 Updates READ NOW

Recent high school graduates (January and June 2021) are invited to LEAP into College with TCC.

Get ahead this summer with TCC's LEAP program. Join a summer session and enroll in 6-12 credits to receive scholarships to cover tuition, book stipends and a laptop.

Successful LEAP students may also apply to continue in Fall 2021 and complete up to 12 additional credits using scholarship funds.

Already committed for the fall? Get a LEAP into college and transfer your credits with the help of an advisor. Scholarships are available on a first come, first serve basis. Don't miss this opportunity to LEAP ahead for a quality education that all 2021 graduates can afford.

LEAP Summer Course Options

ART 101 History and Appreciation of Art I

BUS 100 Introduction to Business

CSC 110 Introduction to Computing

CST 110 Introduction to Communication

ECO 201 Principles of Macroeconomics

ENG 111 College Composition I

ENG 112 College Composition II

GEO 220 World Regional Geography

HIS 121 US History I

HIS 122 US History II

MTH 154 Quantitative Reasoning

MTH 155 Statistical Reasoning

MTH 161 PreCalculus I

PLS 135 US Government and Politics

PSY 231 Lifespan Human Development I

PSY 232 Lifespan Human Development II

SOC 200 Principles of Sociology

SOC 211 Principle of Anthropology I

SDV 100 College Success Skills

SDV 101 Orientation to College and Transfer Success

SDV 101 Orientation to Computer Science & Information Technology

*ITN 101 Introduction to Network Concepts *(8 - week course)

Students interested in LEAP should contact info@tcc.edu

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See TCC's Spring 2021 COVID-19 Updates READ NOW Recent high school graduates (January and June 2021) are invited to LEAP into College with TCC. Get ahead this summer with TCC's LEAP program. Join a summer session and enroll in 6-12 credits to receive scholarships to cover tuition, book stipends and a laptop.

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For male students who will attend VCU in the fall. "Through academic excellence, demonstration of leadership skills, and commitment to personal and community well-being, individuals who stand out from the rest are awarded the Balanced Man Scholarship." More info in flyer below.

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How College Contributes to Workforce Success: Employer Views on What Matters Most

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How College Contributes to Workforce Success: Employer Views on What Matters Most

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"The survey explored employers’ views of what constitutes workforce preparedness, the educational outcomes and experiences they value most when making hiring decisions, and their perceptions of recent graduates’ levels of preparedness for entry-level positions as well as for promotion and career advancement. "

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Association of American Colleges & Universities

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How College Contributes to Workforce Success: Employer Views on What Matters Most presents findings from a wide-ranging survey of executives and hiring managers that was conducted in partnership with Hanover Research. The survey explored employers' views of what constitutes workforce preparedness, the educational outcomes and experiences they value most when making hiring decisions, and their perceptions of recent graduates' levels of preparedness for entry-level positions as well as for promotion and career advancement. The report also explores variations in employer views based on age and level of educational attainment.

Key Takeways

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New Report on Employer Views of Higher Education

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How College Contributes to Workforce Success: Employer Views on What Matters Most presents findings from a wide-ranging survey of executives and hiring managers that was conducted in partnership with Hanover Research.

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June 28-July 23 ODU REYES Virtual Summer Program

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June 28-July 23 ODU REYES Virtual Summer Program

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"Registration is now open for Old Dominion University’s Remote Experience for Young Engineers and Scientists (REYES) program. The goal of REYES is to increase science literacy, inspire and train the next generation of scientists. This engaging STEM-based summer enrichment virtual program is free and open to the public. Some of the 70+ topics covered in this program will include astronomy; artificial intelligence; spaceflight and autonomy; entomology; computer engineering; engineering; chemistry; gaming technologies; computer science; psychology; Python coding and more." Program is free & registration is open!

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Phone menu jump toggle

Join more than 7,000 high-achieving, motivated and ambitious learners from all over the world for Remote Experience for Young Engineers and Scientists (REYES). The goal of this program is to increase STEM-H literacy, inspire and train the next generation of scientists.

This unique virtual learning experience offers more than 70 classes, guest lectures, activities and opportunities for social engagement.

Some of the topics covered will include astronomy, artificial intelligence, entomology, engineering, science related to the coronavirus, psychology and Python coding.
Save the date for our summer program: June 28 - July 23, 2021! Complete your free registration today.
For updates, visit our Updates & News page.

For answers to all your questions, visit our Frequently Asked Questions Page

Missed a session and want to catch up, visit our Recordings

We look forward to showcasing some of the world's leading scientists and engineers virtually, e-meeting you soon,

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skip to content ] Phone menu jump toggle Join more than 7,000 high-achieving, motivated and ambitious learners from all over the world for Remote Experience for Young Engineers and Scientists (REYES). The goal of this program is to increase STEM-H literacy, inspire and train the next generation of scientists.

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Test-Optional, the Pandemic, & the Effect on College Waitlists

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Test-Optional, the Pandemic, & the Effect on College Waitlists

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This article mirrors the insight I'm getting from Admissions Offices and Admissions Directors, who are all saying that waitlists are longer and that they don't expect to go to their waitlists until well after May 1st. If you've been waitlisted and have questions, feel free to contact me for guidance or help.

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Many college admissions officers are stumped this spring over how many applicants to admit.

Their mathematical models to predict which admitted students might accept their offers and enroll as freshmen are proving useless because the coronavirus pandemic threw most traditional elements of the admissions process -campus visits, standardized tests, essays about busy extracurricular schedules-into disarray.

Accepting the right number of students is critical. If too many say yes, dorms may be overcrowded. If too many spurn the offers, the school could face a revenue shortfall.

Applications submitted via the Common App, which is used by more than 900 schools, rose by 11% nationwide through March 1. But the number of applicants increased by just 2.4%, meaning nearly the same number of students are casting a wider net.

"I think it will be a nail-biter," said MJ Knoll-Finn, senior vice president for enrollment management and student success at New York University. That school received more than 100,000 applications this year and aims to enroll a first-year class of about 6,000 students.

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Expect College Wait Lists to Be Obnoxiously Long This Year

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Many college admissions officers are stumped this spring over how many applicants to admit. Their mathematical models to predict which admitted students might accept their offers and enroll as freshmen are proving useless because the coronavirus pandemic threw most traditional elements of the admissions process -campus visits, standardized tests, essays about busy extracurricular schedules-into disarray.

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Solid advice with clear to dos of what juniors should be doing at this phase in the college process. I'm working on these things with juniors now; if you'd like help just click the GHS/GBHS College Counseling link in "My Contact Info" to the right!

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For many high schoolers, especially juniors, COVID-19 has upended school as we know it and created a host of looming questions around what this all means for applying to college.

While COVID-19 has introduced a number of changes -- in terms of school offerings, testing and extracurricular options, the good news is that the general principles for what students can do now to prepare for the college application season remains the same. Now is the perfect time for high school juniors to start thinking about college applications. If you start the process now, it will make the fall college application crush much less stressful.

Putting together your college application is like cooking a good beef stew. If you're trying to make a five-star stew, you wouldn't just nuke beef, potatoes and carrots in the microwave. That mouthwatering stew requires slow cooking and simmering for hours to achieve that delicious flavor and texture. Likewise, the most competitive college applications are crafted when a student has spent time reflecting on their time in high school, brainstorming, writing and revising (and re-revising) their essays.

But before you can get cooking on your college application, you need to first gather the raw ingredients. Don't aim for perfection right now, just gather the key components. And if you feel intimidated, remember: the hardest part is getting started.
1. Draft a college list.
As my colleague who formerly worked at Uber often says, you don't typically get in a car unless you have a destination in mind. Similarly, before you start piecing your application together, you need to have a general direction or destination in mind in terms of colleges.

Sometimes students feel intimidated because it's hard to know how to even begin making a college list. Consider these questions that can act as a compass to point you in a direction: "What do you like about your current high school and community? What are some things that you're not a fan of about your high school?" This thought exercise can help to inform what you're looking for in a college and perhaps even more importantly, its culture and community.

Some key factors to consider: college size (a large state institution like the University of Michigan versus a small liberal arts college like Haverford College), location (city/rural), weather, finances (in-state versus out-of-state tuition) and proximity to home. Be honest about your personal preferences, as you will be spending four years of your life in college.

A typical college list will have roughly 10 institutions, comprised of reach, fit and safety schools. For now, don't feel confined by the number of colleges you will apply to, just start the list. Over the next few months, as you have time to think about it, you will be able to whittle down your list.

In many cases, COVID-19 has impacted the ability to participate in on-campus visits, but many colleges have adapted to online visits. While it's not the same as in-person visits, it should still give you a sense of the culture and what they view as their strength. Think about what these colleges choose to highlight on their websites and videos. And try to connect with a current student at the college, who could provide more personal insight.
2. Track your extracurriculars.
The Common Application, which the majority of colleges and universities accept, gives you space to list up to 10 activities. Start a running list of the different activities that you've been involved in and note the impact you have made in those activities.

One of the biggest mistakes I saw as an admissions officer is that students would use the description portion of the activities list to describe the activity. Keep in mind that admissions officers aren't looking for a description of the activity, but we are looking to understand what type of impact that you've made during your participation in the activity.

You can describe your impact qualitatively, but when possible, quantify. For example, if you organized a fundraiser for the local Red Cross, how much did you and your team raise and what did the money do? Or if you made a film or an art piece and posted it on Instagram and gained a lot of likes or views, write that down. Or under your leadership of a club, how much percentage growth did your club experience?
3. Brainstorm some ideas for your personal statement.
The Common Application has announced that its prompts for 2020-21 will remain the same as the 2019-20 prompts. There are seven total prompts, but since the last prompt option is "share an essay on any topic of your choice," you can essentially write about anything.

Getting started is the most intimidating part. As a starting point, I'd suggest you look through the prompts No. 1-6 and jot down some potential brainstorm thoughts in response to each. Keep in mind that these ideas can come at completely random times -- while you're chatting with friends, taking a walk outside, sipping coffee by the window. As these thoughts come, you can type them on your phone or write them down in a notebook, however you want to notate. Over time, there will probably be two to three topics that emerge as ones that you feel more drawn to and can write more easily about.

I actually think it's a good idea to have two potential personal statement options. The reason is that if you get writer's block, you can turn to the other topic. And also, you will almost surely be able to use your "backup" personal statement content for the college-specific supplemental essays.
4. Consider and identify your theme.
The strongest applications that I read at Yale University were ones where after reading, I felt like I could almost see the student pop out of the application, because there was a common and consistent theme. Are you the mountain biker who is fascinated by all things mechanic? The budding scientist who loves to write? Try to come up with a short catchphrase that can help you identify what your theme will be. Imagine if you were writing a Twitter bio.

Oftentimes, your theme will be tied to where you spend most your time on and what gets you the most excited. Step back and take a look at your transcript (what classes you took) and personal statement brainstorm thoughts, along with the list of extracurriculars (this includes how you spent your summers). Do you see a theme? Or perhaps ask a friend to take a look and ask them if they see a theme.

This theme should be reflected in your personal statement, activities list order, teacher recommendations (areas you can ask your teachers to highlight) and more. The reason a theme is so important is because as an admissions officer, we could be reading upward of several dozens of applications in a day. The applications can start to blur together, so the ones that are most memorable are ones that I can easily recall.
5. Make sure you've completed any testing that you would like to take.
Prior to the pandemic, there was a movement toward test-optional admissions. That movement has been accelerated due to COVID-19, particularly as test dates have been canceled and there is less access to standardized testing options.

But if you still have the option, I'd recommend that you take the standardized tests and then -- based on your results -- you can then decide whether you want to submit to colleges.
6. Identify your teacher recommendations.
Most colleges require two letters of recommendation from teachers, as well as a letter of recommendation from your school counselor. Most often you're preassigned to your school counselor, but you do have a choice for your teacher recommendations.

Ideally, you'll have one letter of recommendation from a teacher that has taught you in the humanities or social sciences.

My biggest piece of advice is to choose the teachers that know you the best and that will advocate for you. Sometimes it will be the teacher for the class you have the best grade in, but sometimes it won't be. In my experience at Yale, the most underestimated part of the college application was the teacher recommendations. Admissions officers tend to put more weight on teacher recommendations over alumni interview write-ups because the teachers have the benefit of seeing you over an extended period of time, interacting with peers, and they see the more natural you.

By the end of junior year, you should have already asked your teachers whether they would be willing to write a letter of recommendation for you. Over the next few months, attend office hours, participate in class discussions and find ways to nurture that relationship.
7. Be kind to yourself and keep the big picture in mind.
If you're feeling stressed, know that it is understandable. Not only might you feel like you're trying to capture four years of high school life onto paper, but different colleges have different requirements. And on top of that, with COVID-19, a lot of normalcy has been upended.

I think it's so important to keep perspective, as sometimes we miss the forest for the trees. College admissions at selective schools is subjective -- it's human readers and committees formed of humans who make the decisions. It's rare that a student who gets into all the colleges they apply to.

At Yale, we weren't looking for students would only be happy at Yale. We were looking for students who would love to be at Yale, but also the type of student who would be happy and thrive at a number of colleges. Because ultimately, it's less about the college itself as it is about the student and how the student creatively utilizes the resources at hand.

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What juniors should be doing right now (opinion)

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For many high schoolers, especially juniors, COVID-19 has upended school as we know it and created a host of looming questions around what this all means for applying to college.

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"Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams are putting [their] own rivalries aside, and hosting a series of virtual events for students [and] families." Different sessions available April through May; more info & registration at link below.

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Let's make it easier to find the school that's perfect for you.

The college search is already challenging for students and families. So Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams are putting our own rivalries aside, and hosting a series of virtual events for students, families, and counselors.

Students: RSVP for the events below that interest you, and browse recordings of previous sessions at the bottom of the page. You can also fill out one easy form to get admission information about each school.

Counselors and CBOs: browse upcoming events just for you.

Recorded Sessions

Designed for all first-generation and/or low-income students and their families.

Starting Your College Search Process: A Special Session for First-Generation Students or Families with Fewer Financial Resources

Join admission officers from the six colleges to learn more about what you can do to prepare for college this summer. They'll have pointers for students and families alike on what to look for, what to prepare, and when to get started.

🌏 Designed for international students and their families.

Home Away from Home: Special Sessions for International Students and Their Families

Hear from the international admissions officers at our six schools about tools to help you navigate the US college search process.

Designed for high school juniors and their families.

Junior Jumpstart

In the spirit of cooperation, our six schools are teaming up to help with your college search. We're working together to make jumpstarting your college search a little easier.

Learn how to start your college search as a high school junior, featuring admission directors from Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams.

Beyond the Classroom: Campus Life and Community at a Liberal Arts College

Leadership and belonging. New friends and shared causes. Find your place and explore new interests. Let's get into the details of your life outside of academics.

Majors, Minors, and More: The Academic Experience at a Liberal Arts College

What are classes like? How do students explore academic interests? Faculty and current students will talk about the academic experience at a liberal arts college-from choosing a major to relationship building and research opportunities.

Designed for all first-generation and/or low-income students and their families.

Navigating and Belonging: A Special Session for First-Generation and Low-Income Students

Learn how our six colleges ensure that first-generation and low-income students have the resources they need to succeed-from financial aid to academic support to building a community.

Designed for all first-generation and/or low-income students and their families.

Fly-In Programs

Wondering what a fly-in program is and whether it's the right option for you? Join us to learn about our respective programs and how they can benefit you. We'll offer advice so that you can submit the strongest application possible.

🌏 Designed for international students and their families.

Starting the College Search: Session 1

Special information about the college search, featuring international admissions counselors from Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams.

Special Session for International Applicants

International Students: Session 1

Meet with international admissions staff from Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams.

Special Session for QuestBridge Applicants

QuestBridge National Scholarship Match Program

The National College Match is a college admission and scholarship process through which high-achieving, low-income students can be admitted early with full scholarships to QuestBridge college partners.

Each college- Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams -will abide by their respective privacy policies.

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Six top liberal arts colleges: one easy form. Learn more from Amherst, Bowdoin, Carleton, Pomona, Swarthmore, and Williams. Students, parents, and counselors can sign up for livestreamed events that cover the college application, how to apply, financial aid, grants, scholarships, tuition, loans, debt, student life, research, and academics.

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Southest Virginia Community Foundation Info & Scholarship Application

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Southest Virginia Community Foundation Info & Scholarship Application

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Multiple scholarships available for students in our area! Deadlines vary; see link for more info.

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Six $2,000 scholarships will be awarded altogether. Two graduating seniors from each of the three Portsmouth public high schools will be chosen. The scholarship will be renewable for a total of four years as long as the student meets the following criteria: 1) maintain a 2.5 GPA at a Virginia college or university that is accredited by the Southern Association of Colleges and Universities, 2) enroll full time with a minimum of 12 credit hours per semester, and 3) submit official transcript and fall schedule to the scholarship office by June 30th of each year for renewal consideration. Students will be selected by the scholarship committee at their high school. Each applicant must be of good character, be in the upper 20% of their class, and show financial need on the application. The deadline for this scholarship varies from year-to-year. Please apply for this scholarship through your school's scholarship counselor. Application deadline: March 29.

Scholarship award(s) available to students who are members of Third Baptist Church in Portsmouth, Virginia and who are pursuing a college or seminary education. The number of scholarships awarded and their amounts vary from year-to-year. Please apply for this scholarship through the Third Baptist Church in Portsmouth.

Scholarship award(s) available to deserving graduating students from I.C. Norcom High School who are pursuing post-secondary education at an ACE-accredited community college or 4-year college or university. To apply, students must have a minimum of a 2.5 GPA, be in good standing, and display a commitment to serve others. The number of scholarships awarded and their amounts vary from year-to-year.

One $1,000 scholarship available to an I.C. Norcom High School senior pursuing a degree in STEM (Science, Technology, Engineering, Math) or Arts at an ACE-accredited community college or 4-year college or university. Selection will be based on the following criteria: financial need, academic merit, and community service. Application deadline: May 15.

Scholarship(s) available to graduating seniors of Great Bridge High School with a minimum 3.0 GPA to attend an accredited college or university. Students must exemplify the "Tradition and Pride" for which Great Bridge High School is so well known. Students must exhibit qualities of leadership, citizenship, and service. Applications are available at Great Bridge High School. Application deadline: April 2.

Two $500.00 scholarships awarded to graduating students from Grassfield High School, who participated in Theatre, are members in good standing with the International Thespian Society, and will continue their studies in theatre at a regionally accredited institution of higher education. This award is merit-based; financial need is not a factor. Applicants will complete a Mason Hackworth Scholarship Application Form made available through the Fine Arts Department and Guidance Office at Grassfield High School. Application deadline: May 1. Click here to download the Application

Two $1,500 scholarships for women residing in Portsmouth, Virginia who are pursuing a higher education at an ACE-accredited community college, technical school, professional program, or 4-year college or university. Applicants must have a proven record of community service. In addition, applicants must provide (1) a letter of acceptance from an educational institution (2) a reference from someone affiliated with the service organization/project (3) a second reference (4) a one-page statement, special essay (see below). One scholarship requires that an applicant be a high school senior of Portsmouth Public Schools. The other applicant can be any woman living in Portsmouth who is trying to advance her education in any program. Important note: one of the references must be from a Community Service supervisor. Additionally please note: Active/sustaining/provisional members of the PSL are not eligible to apply. Application deadline: May 15.

One $1,500 scholarship available to a graduating senior at any Chesapeake high school with a minimum 2.5 GPA. The student must display a love of libraries and for helping other readers through volunteering in a Chesapeake Public Schools library, Chesapeake Public Library, and/or other media centers. The student must be enrolled in a Virginia college or university. Application deadline: May 15.

One $1,200 scholarship available to an applicant who meets the following criteria: 1) Portsmouth, Chesapeake, or Suffolk high school student pursuing an undergraduate degree at any ACE-accredited Virginia College or University in the pre-medical and/or pharmaceutical field with a 3.0 GPA or higher, or 2) Virginia resident attending the Medical College of Virginia for an advanced degree in the medical or pharmaceutical field with a 3.3 GPA or higher. Each applicant must meet GPA requirements or show financial need on the application. This scholarship may be renewed if the above requirements are maintained. Application deadline:

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Scholarship Offerings - Southeast Virginia Community Foundation

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Six $2,000 scholarships will be awarded altogether. Two graduating seniors from each of the three Portsmouth public high schools will be chosen.

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"Two-week, on-campus engineering summer program for high school students held at premier universities across the United States." Need-based scholarships available; more info under "Enrollment" on website.

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U Richmond Events & Application Fee Waivers!

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U Richmond Events & Application Fee Waivers!

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"Any student who attends one of our virtual campus programs will be extended an application fee waiver. This offer will apply to campus visits, as well, once we can safely reopen to prospective student visitors! In the meantime, we have excellent self-guided driving and walking tour to explore."

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Some helpful information to compare federal and private loans for undergraduate education.

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Editorial Note: Forbes may earn a commission on sales made from partner links on this page, but that doesn't affect our editors' opinions or evaluations.

There are two main categories of student loans to choose from: federal loans, which are offered by the federal government, and private loans, which are originated by banks, credit unions and online lenders.

Federal student loans come with far more benefits than private loans do, making them the best choice for most people. But federal student loans also come with annual limits, which means some borrowers may pursue private student loans to make up for a gap in college funding.

Here's what you should know about federal vs. private student loans, and how to decide which option is best for you.

1. You Must Submit the FAFSA to Get Federal Loans

The golden rule of financial aid is that you must fill out the Free Application for Federal Student Aid ( FAFSA) to access federal student loans, grants, work-study and other forms of support. The FAFSA is available each Oct. 1 for the following school year, and it collects financial and family information so that the government can determine how much federal student aid you're eligible for.

Fill out the FAFSA as early as possible, since some types of federal, state and school grant funding are first-come, first served. You don't need to submit the FAFSA to receive a private student loan, though you'll have to fill out an application that includes credit, income and other financial and personal information for you and your co-signer, if you need one.

2. Federal Student Loans Generally Have Lower Interest Rates

Interest adds to the overall cost of your loan, and for many borrowers, the interest rate is the deciding factor in which loan to choose. Here, almost every time, federal student loans win out over private loans. That's because anyone who takes out a federal student loan gets the same low, fixed rate-meaning it doesn't change over time-regardless of credit score or income.

For the 2020-21 school year, rates on federal subsidized and unsubsidized student loans for undergraduates is 2.75%. By contrast, fixed rates on private loans for undergraduates start at 3.49% on Forbes Advisor's list of the best private student loans -and the highest possible rate is 14.5%.

Students with little or no credit history and borrowers with less-than-excellent credit particularly stand to benefit from low federal loan rates. That's because private loans always require a credit check, and a co-signer is often needed to qualify or get lower rates in these circumstances.

One thing federal loans have that many private loans don't? An origination fee. Federal subsidized and unsubsidized loans come with an origination fee of 1.057% of the loan amount, deducted from the loan proceeds when they reach your bank account. The best private loans don't charge origination fees-but their higher rates often counteract the fee savings.

3. Federal Student Loans Have More Borrower Benefits

The consumer protections you'll enjoy as a federal student loan borrower are just as important as the amount you'll save on interest. These include:

Up to three years in deferment and forbearance if you experience an economic hardship

No interest accrual while in school, during your grace period and while your loans are in deferment if you have federal subsidized loans

Guaranteed six-month grace period after you graduate or leave school before monthly payments begin

A wide range of repayment plans to choose from, including graduated and extended repayment

Income-driven repayment (IDR) options if your loan balance is high relative to your income

Student loan forgiveness if you choose an IDR plan or you qualify for career-based loan cancellation programs such as Public Service Loan Forgiveness (PSLF) or Teacher Loan Forgiveness

270 days before loans go into default due to nonpayment; private loans can go into default much sooner

Particularly if you're considering a career that leads to low or irregular income, federal loans provide multiple opportunities for limiting or pausing payments. Private student loans, on the other hand, may offer only 12 months of forbearance instead of three years, or few chances to lower monthly payments over the long term. In nearly all cases, private lenders also do not provide forgiveness to borrowers in certain careers or who choose certain repayment plans.

4. Federal Student Loans Come With Greater Disaster Relief

During the Covid-19 pandemic, federal loan borrowers are receiving unprecedented repayment relief through automatic forbearance and an interest rate cut. Between March 2020 and September 2021, the federal government is requiring no monthly payments and has slashed interest rates to 0% for borrowers in repayment. That means that during the forbearance period, borrowers' loan balances will not grow.

Many private lenders have offered relief in the form of a special Covid-19 forbearance, but it's typically available in three-month increments only. Interest on private loans continues to accrue.

5. Most Federal Student Loans Aren't Credit-based

Subsidized and unsubsidized federal loans require no credit check meaning any college student can qualify.

However, PLUS loans for graduate students and parents do come with credit requirements: Borrowers must show that they have no "adverse credit history," meaning they do not have unpaid debts totaling more than $2,085 and have not experienced bankruptcy, foreclosure or other issues in the past five years. Federal PLUS borrowers with credit concerns can get a loan, though, either by sufficiently explaining any credit issues or applying with a co-signer.

Private lenders, by comparison, perform a much more substantial credit check on all applicants. They can either reject a borrower or charge higher interest rates if the applicant's credit score, income, cash flow and other factors do not meet their standards.

6. Undergraduate Federal Student Loans Have Low Loan Maximums

Undergraduates can borrow only up to $31,000 in subsidized and unsubsidized loans throughout college if they're considered financially dependent on their parents, or $57,000 total if they're considered financially independent. (The government makes a dependency determination based on information in the FAFSA.) Graduate and professional students can borrow up to $138,500 total, including loans used for undergraduate programs.

This may feel restrictive if you need more than that to attend your dream school. But consider limiting your total student loan borrowing to these federal loan maximums. That can help you keep your monthly debt payments affordable when you graduate.

PLUS loans for parents and graduate students have higher limits: You can borrow up to the school's cost of attendance. But PLUS loans come with higher interest rates (5.3% for 2020-21) and fees (4.228%) than other federal loan types, making it expensive to rely on these loans. It's best to avoid them if possible. However, they can be a good alternative to private loans if you need more money for school and want access to federal loan benefits.

7. Private Student Loans Offer Variable Interest Rates

Unlike federal loans, most private lenders give borrowers the option to choose between fixed and variable interest rates. Variable rates often start off lower than fixed rates, especially during periods of low rates across the board, but they can rise over time.

For the average student, fixed rates are the safer bet. But if you have stable income and plan to pay off a student loan quickly, it can be beneficial to choose a variable rate and pay down the loan while rates are low, avoiding potential increases in the future.

8. Private Student Loans are Safer to Refinance

Student loan refinancing is only available through private companies, which means refinancing a federal loan turns it into a private loan. You'll lose access to IDR, forgiveness, generous deferment periods and other advantages.

But since private student loans often have fewer protections and higher rates, it's particularly wise to consider refinancing them once you have a good or excellent credit score and stable income. By refinancing, you have the chance to secure a lower rate, saving you a potentially significant amount of money throughout your repayment term.

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Federal Vs. Private Student Loans: 8 Differences

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There are two main categories of student loans to choose from: federal loans, which are offered by the federal government, and private loans, which are originated by banks, credit unions and online lenders. Federal student loans come with far more benefits than private loans do, making them the b

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"The new provisions will show up on the 2022 FAFSA and take effect for the 2023-2024 academic year, which gives the U.S. Department of Education time to implement the changes."

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Applying for college financial aid will soon get easier, but some single parents and those with multiple kids in college may not be happy about other changes on the way.

College students and their parents should mark their calendar because July 1, 2023, will be a big day. It's the day that many new financial aid rules go into effect thanks to a funding bill signed into law at the end of December to avoid a government shutdown and provide pandemic relief.

The Consolidated Appropriations Act (CAA), 2021 contains provisions that expand those provided by the Coronavirus Aid, Relief, and Economic Security (CARES Act), as well as important policy changes to higher education. One of the biggest results of the CAA includes changes to the Free Application for Federal Student Aid (FAFSA), which iscompleted by prospective and current college students each academic year to determine their financial aid eligibility. The new provisions will show up on the 2022 FAFSA and take effect for the 2023-2024 academic year, which gives the U.S. Department of Education time to implement the changes.

Below are a few highlights of the legislation and how they impact middle- and high-income families.

Name Change: So Long EFC, Welcome SAI
Revision
The term "Expected Family Contribution (EFC)" will now be known as the "Student Aid Index (SAI)." The EFC is an index number that colleges use to determine a family's eligibility for financial aid. The term has often been misleading and confusing to families, as it implies that it is either the amount of money a family will have to pay for college or the amount of aid they will receive.

Impact
The name change does nothing more than acknowledge that the term doesn't properly characterize what it is -that it is an eligibility index for distributing funds, not a reflection of what a family can or will pay for college expenses, according to the National Association of Student Financial Aid Administrators (NASFAA).

The EFC (soon to be SAI) is based on several factors, including income, non-retirement assets, education savings account(s), household size and marital status to name a few. Many middle- and high-income-income families pay more than the EFC because schools rarely provide an aid package that meets 100% of financial need.

For example, if a family's EFC is $45,000 and the school's Cost of Attendance (COA) is $75,000, the student's demonstrated financial need is $30,000. If a school provides a financial aid award package covering only $20,000, the family is then responsible for the $45,000 EFC amount plus the financial aid shortfall of $10,000, thereby bringing their total out-of-pocket costs to $55,000. However, the good news is that there are several strategies that middle- and high-income families may be able to employ to cut expenses and maximize financial aid.

The FAFSA Application Will be Much Shorter and More User Friendly
Revision
In the midst of the pandemic, we've seen a disturbing trend in higher education - a decrease in the number of families completing the FAFSA, which is the universal first step to applying for financial aid. According to The National College Attainment Network, the number of high school students completing the application as of Jan. 15, 2021, is down by 10.1% from last year. There are several reasons for the decline, one being the sheer number of questions that families are required to answer.

The bill's student-aid provisions will eliminate dozens of questions, including many that didn't apply to more than 99% of filers. More specifically, lawmakers agreed to reduce the number of questions from over 100 to approximately 36. The bill also allows more applicants to have both their taxed and untaxed income automatically transferred into the FAFSA, rather than having to self-report or manually enter it.
Impact
One of the biggest myths that middle- and high-income families face is that they won't qualify for financial aid because their income is too high. This may or may not be true. As a result, they choose not to complete the FAFSA. But remember, I said that there are several factors that go into determining a family's eligibility for financial aid, and income is one only of them. It's also important to note there is no income cutoff limit when it comes to the FAFSA. These are just some of the reasons why families should not make assumptions about financial aid.

If funding is an issue, which is often the case even for middle- and high-income families, then determining whether they qualify for need-based aid is a crucial first step, which underscores the importance of completing the FAFSA. Thus, the hope is that fewer questions will lead to an increase in the number of applicants by making the application less tedious and daunting, especially since it must be completed every year until the student graduates.

Who Completes the FAFSA Application Will Change for Some Single Parents
Revision
Currently, in a two-parent household, either parent can complete the FAFSA. However, if the parents are divorced or separated, the custodial parent is required to fill out the FAFSA. The custodial parent is defined as the parent with whom the child lives for the majority of the 12-month period ending on the day the FAFSA is filed. A big advantage of this is that if the custodial parent is the lower wage earner, then only that parent's income and assets will be counted for financial aid purposes.

The new legislation will require the parent who provides the most financial support to complete the FAFSA, instead of the custodial parent. In cases in which the support provided is 50/50, it defaults to the parent or household with the highest adjusted gross income (AGI).

Impact
For two-parent households, this revision won't make much of a difference, as both parents are required to provide their financial information. However, for divorced or separated parents, the impact is greater because it could result in lesser financial aid eligibility if there is a significant difference in income between the parents.

Discount for Multiple Children in College Eliminated
Revision
Currently, financial aid eligibility increases for families with more than one child enrolled in college at the same time. So, parents with twins/multiples or parents whose children are spaced closer together have had the potential to benefit greatly. However, under the new legislation, the FAFSA will no longer provide this discount.
Impact
This change will reduce financial eligibility for families with more than one child enrolled in college at the same time. For example, prior to the change, a family with a calculated EFC of $40,000 could see that drop by as much as 50% if they had two children in college - that would mean an EFC of $20,000 per child. Without this discount, the calculated EFC would be $40,000 per child.

One Thing That Remains the Same: The Asset Protection Allowance

The FAFSA excludes a portion of your non-retirement assets, such as checking account balances, stocks, bonds, etc., from the financial aid eligibility formula. How much is shielded depends on the age of the oldest parent as of Dec. 31 of the year the FAFSA has been filed. For example, if the oldest parent of a married couple is 48 years of age for 2020, the couple could shield $6,000 ($2,000 for a single parent). With the new legislation, there is no change to the amount of non-retirement assets that can be sheltered by the asset protection allowance.

Impact
Unfortunately, the asset allowance protection amount has plummeted over the last decade (i.e., it was $52,400 in 2010 for a 48-year-old married parent, $21,900 for a single parent) and if this trend continues, it is projected to disappear entirely very soon. The decreasing protection has had the most impact on middle-income families and some high-income families, as it makes college less affordable. It reduces aid eligibility by thousands of dollars. Single parents are disproportionately impacted, given that the amount shielded is nearly two-thirds less than for two-parent households, as shown in the example above of the 48-year-old parent. Younger parents also have a lower asset protection than older parents. For example, a 65-year-old parent in 2020 could shield $9,400 ($3,000 for single parent) as compared to the 48-year-old parent.

Simplified Pell Grant Eligibility
Revision
The biggest source of financial aid comes from the federal government, and the vast majority of it is awarded through the Pell Grant Program. It is also the main federal grant available to low- and middle-income families. The new legislation simplifies Pell Grant eligibility by ensuring that families that make less the 175% of the federal poverty level will receive the maximum award, which is $6,345 for the 2021-22 school year. The bill also increases the maximum amounts by $150, thereby bringing the maximum award to $6,495.
Impact
Legislators project that this change will enable 1.7 million more students to qualify for the award each year and make thousands more eligible for partial awards. However, the new criteria for Pell Grant eligibility will have little impact on middle-income families and no impact on high-income families, as these grants are typically awarded to those earning less than $60,000 per year.

Student Loans
Revision

Under the CARES Act, interest and payments on federal student loans have been waived until Jan. 31, 2021. However, the bill did not extend the interest and repayment waivers, nor does it contain any student loan forgiveness provisions, as many advocates and borrowers had hoped. Another notable change, which is an extension of the CARES Act provision, is that employers can continue to make tax-free payments toward their employees' student debt, up to $5,250 through Jan. 1, 2026.
Impact
This provision allowing employers to make payments on their employees' student loans can benefit parents who are trying to pay for college while repaying their own student loan debt, which is common for many middle- and high-income families. Also of note, the new administration has now extended the waivers for another nine months, until Sept. 30, 2021, and is expected to call on Congress to consider across-the-board student loan debt forgiveness.

In sum, families seeking financial aid will need to complete the FAFSA to qualify for federal grants and loans - and many institutional grants and scholarships as well. The new legislation changes some of the landscape around this crucial piece of the financial aid process. While the bill simplifies some aspects of the FAFSA, it has made other aspects more complicated. This is why it is more important than ever to understand the provisions and how they impact a family's ability to pay for college.

This article was written by and presents the views of our contributing adviser, not the Kiplinger editorial staff. You can check adviser records with the SEC or with FINRA.

Financial Adviser, Urban Wealth Management

Derenda King is a CERTIFIED FINANCIAL PLANNER™ professional and financial adviser with Urban Wealth Management. Prior to becoming an adviser, Derenda worked in higher education and held various positions at local colleges and universities. Although she is no longer in a formal educational setting, she is still an educator at heart. She provides comprehensive, holistic financial planning services, with an added focus on late-stage college planning, and is passionate about educating, empowering and equipping individuals with the knowledge to make more informed decisions about their money.

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FAFSA Application Changes Are Coming - What They Mean for Middle- and High-Income Families | Kiplinger

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Applying for college financial aid will soon get easier, but some single parents and those with multiple kids in college may not be happy about other changes on the way. College students and their parents should mark their calendar because July 1, 2023, will be a big day.

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St. John's College Great Books Summer Program

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St. John's College Great Books Summer Program

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"St. John’s Summer Academy is a college summer program for high school students (ages 15 to 18), modeled after St. John’s discussion-based, interdisciplinary method of teaching the great books." Rolling admissions and financial aid is available. More info at link below!

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Skip to Main Content

St. John's Summer Academy is a college summer program for high school students (ages 15 to 18), modeled after St. John's discussion-based, interdisciplinary method of teaching great books. A genuine introduction to college life, Summer Academy helps students hone their reading, critical thinking, and discussion skills in classes led by St. John's faculty. This summer, we are offering week-long programs on our campuses in Annapolis, Maryland, and Santa Fe, New Mexico, and online programs from your own home. Summer Academy is perfect for high school students who want to immerse themselves in books, ideas, and a community that loves learning as much as you do. And it is fun!

On-Campus Sessions for 2023 are closed for registration.

For Online Sessions 2023, please email
summer.academy(at)sjc.edu to request an application.

Summer Classics for Adults in Santa Fe

Spend a week of your summer among fellow lovers of intellectual inquiry examining great works, either in Santa Fe or online! Our seminar offerings are lively, in-depth, and highly participatory conversations on enduring works that span fiction and nonfiction, math and science, poetry and philosophy, as well as visual, cinematic, and performing arts.
More about SUMMER CLASSICS

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Great Books Summer Program for High School Students | St. John's College

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St. John's College Summer Academy is a pre-college program for high school juniors & seniors. Our Great Books Summer Reading Program engages students in workshops and off-campus excursions.

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UVA School of Architecture Virtual Visits & Info Sessions

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UVA School of Architecture Virtual Visits & Info Sessions

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"The School of Architecture welcomes prospective students and their families to engage with us through a variety of opportunities. Join us at one of our upcoming virtual events and reach out to us with any questions you may have about our programs.'

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University of Virginia School of Architecture

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This page provides information on ways that prospective students can engage with us and learn more about our programs.

Do not hesitate to let us know if you have any questions about how to connect with the School of Architecture: Reach us at: a-school-admissions@virginia.edu

On-Site Campbell Hall Tours For Undergraduate Prospective students
On-site tours of Campbell Hall are available on select Mondays and Fridays throughout spring 2023 for undergraduate prospective students and their guests. Tours are held from 12pm - 1pm and are led by our student ambassadors.

PLEASE NOTE: You can find information on the most up-to-date University COVID polices here: www.coronavirus.virginia.edu. This site includes current information on masking and vaccination requirements at UVA. Please visit this site within 24 hours of arrival on Grounds for this event. We will continue to monitor CDC and state health guidelines and we will make changes when appropriate. The safety of our guests and our community members is our top priority.

VIRTUAL CAMPBELL HALL TOURS

One of the best ways to learn more about our programs, our community and student life is by connecting with one of our Student Ambassadors. Student Ambassadors are current undergraduate and graduate students pursuing degrees and minors across our departments. Click on the link below to learn more about our ambassador team and how to set up an in-person or virtual meeting with an ambassador:

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This page provides information on ways that prospective students can engage with us and learn more about our programs. Do not hesitate to let us know if you have any questions about how to connect with the School of Architecture: Reach us at: a-school-admissions@virginia.edu On-Site Campbell Hall Tours For Undergraduate Prospective students On-site tours of Campbell Hall are available on select Mondays and Fridays throughout spring 2023 for undergraduate prospective students and their guests.

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How to Tackle SAT/ACT Vocabulary Questions

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How to Tackle SAT/ACT Vocabulary Questions

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A quick read with some easy tips for tackling unfamiliar words on the SAT or ACT.

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In order to excel on the ACT English, ACT Reading, SAT Reading and SAT Writing and Language sections, test-takers must understand the question types that they will encounter and how to succeed on them.

One question type that appears on both college entrance exams involves vocabulary. As you prepare for either test, practice these four techniques to successfully tackle vocabulary questions:

Consider the context.

Choose your own word and select the closest match.

Make practical vocabulary lists.

Read more often.

Consider the Context

It may come as a relief to you that on the ACT and SAT, you will never be asked to identify the meaning of a vocabulary word in isolation. Instead, vocabulary words are always passage-based.

Consider, for instance, question 6 from the reading subtest of this past SAT. It asks readers to choose the best definition for "charge" given the context of this passage: "During the drive to the Quabarl mansion Lady Carlotta was impressively introduced to the nature of the charge that had been thrust upon her; he learned that Claude and Wilfrid were delicate, sensitive young people, that Irene had the artistic temperament highly developed, and that Viola was something or other else of a mould equally commonplace among children of that class and type in the twentieth century."

The test question asks, "In line 55, 'charge' most clearly means:" with the answer options being A) responsibility, B) attack, C) fee or D) expense. B, C and D are all valid substitutes for "charge," but the correct answer choice is A. This example is important because it shows that context is everything.

Some test-takers fall into the trap of relying too heavily on background knowledge where ACT or SAT vocabulary terms are concerned. They may simply read the question and choose an answer without rereading the lines where the word is used.

This approach is ill-advised, as the standard definition of a term may not lead you to the right answer choice. This makes particular sense on the SAT, where these question types are labeled as "words in context" rather than just vocabulary questions. Therefore, always use context clues on the ACT or SAT to deduce meaning.

Choose Your Own Word and Select the Closest Match

Another way that students misstep on the ACT and SAT is that they use the answer choices as a crutch. It is crucial to remember, however, that the answer choices are meant to trick you, not help you. This is why a student's strongest defense against tempting, yet incorrect, answer choices is making predictions.

An example of how the prediction technique works is the seventh question on the second page of Passage Four on this practice ACT. "Scientists are just now realizing how experiences after birth, rather than something innate, determine the actual wiring of the human brain."

The student should use a hand to cover the question's answer choices, then read the question stem: "As it is used in line 30, the phrase 'something innate' most nearly means A) a memory. B) learned behavior. C) physical immaturity. D) an inherited trait." The student should then reread line 30, where the word is mentioned.

Next, the student should substitute the word or phrase in question with his or her own word or words. "Before birth" could be one prediction. The student should then reveal the answer choices. The predicted phrase "before birth" is not present, but "an inherited trait" is the closest in meaning, so the student should select option D as the right answer.

Make Practical Vocabulary Lists

The ACT and SAT tend to test students on words that are commonly used by mature speakers and writers - words that you will also see in college-level reading assignments.

There is insufficient space in this post to provide a full set of words to review prior to taking the exam, but a brief internet search will uncover some terms that can guide your studies. Once you compile a list, create physical or virtual flashcards - for example, with a free tool like Quizlet - that include the possible meanings for each word.

Next, write sentences that use each definition appropriately. Keep your list handy as you write papers for your classes and try to incorporate these words into your assignments.

Writing can help you truly master new words and make them easier to recall under stress. As a bonus, you will also have an impressive arsenal of vocabulary words to deploy in your college admissions essays or on the optional ACT essay.

Read More Often

One of the easiest and most natural ways to broaden your vocabulary is by simply reading more.

Both the SAT and ACT use texts from literary works, as well as historically and scientifically minded documents. Unless your high school is uncommonly rigorous, or you are preparing for Advanced Placement exams in courses like American history or literature, you may have limited exposure to such writings, which can make them intimidating.

The best way to prepare is to increase your familiarity with these kinds of works. Choose a book from an earlier era, such as "The Great Gatsby," and mark seemingly important words that are unfamiliar to you, especially the ones that appear several times.

Also, mark any words that look familiar but do not quite fit the context. Look these words up in a dictionary and write down the sentence in which you encountered the word. You can then use that sentence when studying. Do not get carried away, though - you do not want to focus so much on vocabulary as you read that you lose sight of the plot.

If you are not an avid reader, there are still ways you can improve your vocabulary. Keep your ears open for new words you hear on the news, radio or in everyday conversation. Try to deduce their meaning from context but always verify with a dictionary. Then, try to use those words yourself.

The key to success on ACT and SAT vocabulary questions is using the right techniques. Consider context, predict answers and broaden your lexicon over a long period in order to score well.

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How to Tackle SAT, ACT Vocabulary Questions

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In order to excel on the ACT English, ACT Reading, SAT Reading and SAT Writing and Language sections, test-takers must understand the question types that they will encounter and how to succeed on them. One question type that appears on both college entrance exams involves vocabulary.

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"Subjects include psychology, creative writing, or Civil War Era Studies." Open to rising 10th-12th graders, more info & application on website.

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Gettysburg College is excited to offer several opportunities for high school students over the summer months.

Subjects include psychology, creative writing, or Civil War Era Studies - learn more about our summer programming below!

On this page:

Civil War Era Studies Camp
Monday, July 5 - Friday, July 9, 2021
Civil War Era Studies Camp provides rising high school Sophomores, Juniors, and Seniors an immersive experience into Civil War history.

Where: Gettysburg College campus

When: Monday, July 5 - Friday, July 9, 2021

Cost: $400 for lectures and activities online

Who: Rising high school sophomores, juniors, and seniors
Apply for Civil War Era Studies Camp
Camp Psych Virtual Camp
Monday, July 19 - Friday, July 22, 2021
Camp Psychprovides rising high school sophomores, juniors and seniors a window into how psychological science works. Campers will get hands-on experience that introduces them to research in psychology in a fun, challenging, and engaging environment. Campers will not simply learn about cutting edge issues and research in psychology this camp gives students an insider view of the field as well as preparation for college studies.

Where: Gettysburg College campus

When: Monday, July 19 - Friday, July 22, 2021

Cost: $350 for lectures and activities online

Who: Rising high school sophomores, juniors, and seniors
Apply for Camp Psych
Young Writers Workshop Virtual Camp
Monday, July 12 - Friday, July 16, 2021
Come enjoy a college-level creative writing experience. In our seminars and workshops you will develop your unique writing voice, and write your own story in one or more genres--poetry, fiction, nonfiction, and writing for stage and screen. Prepare to be inspired.

Meet new friends who share your passion for creative writing and your interest in poetry, fiction, nonfiction and writing for stage and screen. Be inspired by our seminars and workshops, and develop your own story in one or more genres.

Where: Gettysburg College campus

When: Monday, July 12 - Friday, July 16, 2021

Cost: $400 for lectures and activities online

Who: Rising high school sophomores, juniors, and seniors
Apply for the Young Writers Workshop
Athletic Camps and Clinics

Gettysburg College hosts the following athletic camps:

Football

Football Team Camp for boys in grades 9-12 (Dates TBD)

Battlefield 7-on-7 Team Passing Tournament (Dates TBD)

Prospect Camp for boys entering grades 11-12 (Dates TBD)

Register for Football Camps and Clinics
Women's soccer:

Overnight: Tuesday, July 6 - Thursday, July 8, 2021
Daycamp: Friday, August 6, 2021
Register for Women's Soccer Camp
Gettysburg College Bullets Swim Camp

Dates TBD

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Gettysburg College is excited to offer several opportunities for high school students over the summer months. Subjects include psychology, creative writing, or Civil War Era Studies - learn more about our summer programming below! Monday, July 5 - Friday, July 9, 2021 Civil War Era Studies Camp provides rising high school Sophomores, Juniors, and Seniors an immersive experience into Civil War history.

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"Penn delivers the challenge of an Ivy League curriculum to academically talented high school students seeking a pre-collegiate experience. Explore Penn's historic campus, engage with leading faculty, and build intellectual connections within accelerated two-, three-, or six-week Penn Summer High School Programs." Note: no decision yet if these programs are virtual or in person.

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Penn delivers the challenge of an Ivy League curriculum to academically talented high school students seeking a pre-collegiate experience. Students engage with leading faculty and build intellectual connections within accelerated two-, three-, or six-week

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Pioneer Academics Summer Research Program

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Pioneer Academics Summer Research Program

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"In Pioneer Academic's rigorous academic system, students work one-on-one with university professors in advanced study and research of a topic of their interest, culminating in a full-length research paper." Application is open now and need-based scholarships are available.

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Social Media & Your College Applications

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Social Media & Your College Applications

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"Nearly two-thirds (65 percent) of the admissions officers surveyed by Kaplan in 2020 see no issue with social media being part of the admissions equation."

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Nearly two-thirds (65 percent) of the admissions officers surveyed by Kaplan in 2020 see no issue with social media being part of the admissions equation. In Kaplan's 2019 survey, 59 percent of admissions officers reported a "fair game" view, while the 2018 survey found that figure to be 57 percent. On the other side, 35 percent of admissions officers consider viewing applicants' social media "an invasion of privacy and shouldn't be done."

The survey found that 36 percent of admissions officers polled visit applicants' social media profiles like Facebook, TikTok and Instagram to learn more about them⁠ -- holding steady from Kaplan's 2019 survey, but up significantly from 25 percent in Kaplan's 2018 survey.

Of admissions officers who have checked out an applicant's social media footprint, about 17 percent say they do it "often," about the same as in 2019's survey, but significantly higher than the 11 percent in Kaplan's 2015 survey.

And of the admissions officers who say they check social media, 42 percent say that what they found has had a positive impact on prospective students, up from 38 percent in 2019. On the flip side, 58 percent say that what they found had a negative impact, up significantly from 32 percent in 2019.

The results are based on a survey of 300-plus admissions officers.

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Admissions officers are checking applicants' social media, survey finds

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Nearly two-thirds (65 percent) of the admissions officers surveyed by Kaplan in 2020 see no issue with social media being part of the admissions equation. In Kaplan's 2019 survey, 59 percent of admissions officers reported a "fair game" view, while the 2018 survey found that figure to be 57 percent.

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"The Academic Common Market is a tuition-savings program for college students in 15 states, who want to pursue degrees that are not offered by their in-state institutions. Students can enroll in out-of-state institutions that offer their degree program and pay the institution’s in-state tuition rates. More than 1,900 undergraduate and graduate programs are available."
Examples:
1. a VA resident wants to study Marine Science and thus can get in-state tuition at Coastal Carolina in SC.
2. a VA resident wants to study Nuclear Engineering and thus can get in-state tuition at Univ. of Tennessee.

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Study in a specialized field at an out-of-state college. Pay in-state tuition rates.

Note on COVID-19

SREB staff is aware of temporary institutional closures and moving face-to-face courses into an online format. A student's Academic Common Market status will not be affected by courses being moved online or by temporary closures due to coronavirus/COVID-19. Students should check with both their institutional and state ACM coordinators for any updates to policies or practices related to the pandemic.

Is a degree program you'd like to pursue not available in your state? Is out-of state tuition a barrier to a major offered at a college in another state?

You're in the right place. For more than 35 years, SREB's Academic Common Market has enabled students to pursue out-of-state college degrees at in-state tuition rates, through agreements among the states and colleges and universities.

Search from more than 1,900 undergraduate and graduate degree programs in 15 states.

To qualify, you must:

Be a resident of one of 15 participating SREB states.

Select a program eligible for residents of your home state.

Complete the admission process at the institution that offers the program.

Be certified as a resident of your home state by contacting your state's ACM coordinator.

Read the ACM brochure for more details.

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Academic Common Market - Southern Regional Education Board

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Study in a specialized field at an out-of-state college. Pay in-state tuition rates. Note on COVID-19 SREB staff is aware of temporary institutional closures and moving face-to-face courses into an online format. A student's Academic Common Market status will not be affected by courses being moved online or by temporary closures due to coronavirus/COVID-19.

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Students interested in Swarthmore  may be nominated for a Fall 2021 Discover Swarthmore experience (hopefully in-person in Fall 2021).  If interested, contact Mrs. Moorhouse for nomination details!

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Discover Swarthmore, held each fall, is our all-expenses-paid overnight fly-in program for high-achieving high school seniors. Admissions pays for all transportation, meals, and on-campus housing expenses for students selected to attend one of these programs. Participants experience Swarthmore firsthand as they attend classes, stay with current students in our residence halls, eat in the dining hall, and go to campus events. Prospective students hear from faculty, staff, alumni, and current students through a series of panel discussions and informal conversations. We will continue to monitor the COVID-19 pandemic to determine whether or not our Discover Swarthmore program will be held in-person or virtually for the fall of 2021.

All applicants to Discover Swarthmore will also receive:

$60 Application Fee Waiver should they choose to apply to Swarthmore for admission.

The option to use their Discover Swarthmore essay to replace their Swarthmore supplemental essay on their application for admission.

Participants in Discover Swarthmore who are admitted to Swarthmore will be invited to our spring admitted students program, Swatlight. Assuming the resumption of on-campus visits at that time, the Admissions Office covers Swatlight participants' travel cost to campus, on-campus housing, meals and shuttle transportation between campus and the Philadelphia Airport and rail stations.

All interested rising high school seniors (U.S. citizens, permanent residents, and undocumented/ DACA students living in the United States) are welcome to apply to Discover Swarthmore, though preference will be given to students from underrepresented groups, students who are the first in their family to attend college, and students from low-income backgrounds who might not otherwise be able to afford a trip to campus.

Nominations

Counselor nominations for the Fall 2021 programs are now being accepted.

Any student nominated for Discover Swarthmore will receive:

$60 Application Fee Waiver should they choose to apply for admission to Swarthmore.

Access to pre-recorded Admissions Officer-led workshops in order to support students in their college search and application process.

Keep in mind, students do not have to be nominated in order to apply to Discover Swarthmore.

Applications

Applications for the Fall 2021 programs will become available in April 2021.

We have compiled some frequently asked questions below that we receive from nominators and from applicants. Questions about the nomination and application process, or about the program itself, not addressed by the FAQ can be directed to discover@swarthmore.edu.
FAQs for Student Applicants

Can I update my application with AP/IB/standardized test scores or senior course schedule?

Any updates or changes to your application after submission can be emailed to discover@swarthmore.edu. We will make the necessary updates or additions to your application. No further information is required to apply to Discover Swarthmore beyond the Discover Swarthmore application and end-of-junior year transcript.

Discover Swarthmore is open to all interested rising high school seniors (U.S. citizens, permanent residents, and undocumented/DACA students living in the United States). However, preference will be given to students from underrepresented groups, students who are the first in their family to attend college, and students from low-income backgrounds.

You must attend high school in the U.S. or its territories in order to be eligible to apply.

We expect to release Discover Swarthmore decisions in early September. Students will be notified via email about their decision.

If I'm not selected for Discover , does that mean I'm not a good fit for ?

The application process for Discover Swarthmore is very competitive as we receive many more applications than we can admit to the program. However, just because a student is not invited to attend Discover Swarthmore does not mean they are not a good fit for Swarthmore. Many students who we could not invite to Discover Swarthmore apply for admissions and are accepted to the College.

How do I submit my end-of-junior year transcript?

After submitting a Discover Swarthmore application, you will receive a confirmation email within 24 hours that includes log-in credentials for your Discover Swarthmore applicant portal. Here, you'll be able to submit your end-of-junior year transcript. This transcript should include all final high school grades between 9th and 11th. We will accept a PDF copy of an official, unofficial, or self-report high school transcript.

SAT/ACT scores are not required in order to apply to Discover Swarthmore. In response to the COVID-19 outbreak, Swarthmore is test-optional through the 2021-2022 admissions cycle. Students who are unable to submit standardized test scores or who choose not to reveal their scores are not at any disadvantage in our review process.

Do Discover participants receive a College interview?

Discover Swarthmore participants are offered an interview, which is conducted by current Swarthmore seniors. Interviews are a great opportunity to learn about Swarthmore from someone who knows it well. No need to wear a fancy suit or dress or provide a resume. Just come as you are and enjoy the conversations...and bring lots of questions. Admissions interviews will be available during Discover Swarthmore for students who have not interviewed already. Interviews are not a required part of the application for admission.

FAQs for Nominators

Unfortunately, Swarthmore does not offer a counselor fly-in program. However, we do hold a College Access Summit at Swarthmore each summer that brings together area community-based organizations, high school counselors and area colleges and universities for a day of training, conversations, and panels about college access and equity. This program is limited to our region. The summer 2020 College Access Summit was cancelled due to COVID-19. We encourage you to visit our Information for Counselors page and take a look at our Access and Aid Guide.

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Discover Swarthmore, held each fall, is our all-expenses-paid overnight fly-in program for high-achieving high school seniors. Admissions pays for all transportation, meals, and on-campus housing expenses for students selected to attend one of these programs. Participants experience Swarthmore firsthand as they attend classes, stay with current students in our residence halls, eat in the dining hall, and go to campus events.

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Virginia Military Survivors & Dependents Education Program

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Virginia Military Survivors & Dependents Education Program

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This is a program that provides substantial educational benefits to Virginia military veterans with qualifying disability ratings. Benefits & eligibility information on the linked page below.

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Virginia Department of Veterans Services

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TUITION BENEFITS (TIER 1 & TIER 2)
Eligible students, as confirmed by DVS, are guaranteed a waiver of all tuition and mandatory fees for eight semesters at a Virginia public college or university and Eastern Virginia Medical School.
TIER 1 ELIGIBILITY
Eligible students may receive a stipend to offset educational expenses such as room, board, books, and supplies. SCHEV works with DVS and the public colleges and universities in disbursing funds. The amount of the stipend is determined annually by SCHEV and is dependent on the student's enrollment status; the number of participating students; and the available funding.

The eligible student must be:

admitted to a Virginia public college or university; and

the spouse or the child between the ages of 16 and 29 of a qualifying Veteran.

A qualified Veteran is one who:
TIER 2 ELIGIBILITY

meets the domiciliary requirement as defined in the Code of Virginia § 23.1-608; and

is rated totally and permanently disabled or at least 90% permanently disabled due to military service.

The eligible student must be:

admitted to a Virginia public college or university; and

the spouse or the child between the ages of 16 and 29 of a qualifying military service member or Veteran.

A qualified military service member or Veteran is one who meets the domiciliary requirement as defined in the Code of Virginia § 23.1-608 and

was killed, became missing in action, taken prisoner of war; or

is rated totally and permanently disabled or at least 90% permanently disabled due to direct involvement in covered military combat (includes military operation against terrorism; a peacekeeping mission; a terrorist act; or any armed conflict).

NOTE for Tier 2 Eligibility: A military service member's death or a Veteran's total and permanent or at least 90% permanent disability must have been directly caused by the military service members's or Veteran's involvement in military operations: 1) against terrorism; 2) on a peacekeeping mission; 3) as a result of a terrorist act; 4) an armed conflict. The death or service connected disability cannot have incurred during active duty that coincides with, but was not the direct result of, one of the listed events or missions.

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Virginia Military Survivors & Dependents Education Program | Virginia Department of Veterans Services

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Virginia Military Survivors and Dependents Education Program The Virginia Military Survivors and Dependents Education Program (VMSDEP) provides education benefits to spouses and children of military service members killed, missing in action, taken prisoner, or who have been rated by the United States Department of Veterans Affairs as totally and permanently disabled or at least 90 [...]

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Connecticut College's "Essays That Worked"

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Connecticut College's "Essays That Worked"

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If you're a college essay nerd (like me!), or barreling towards writing your Common App personal statement (I'm looking at you, juniors), here's a collection of well-written, interesting, and effective essays with comments from Conn College admissions officers.

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Essay Tips from Andrew K. Strickler, Dean of Admission and Financial Aid

Over the years, students who tell me they absolutely love to write have said they struggle with the application essay. So if you've been biting your nails or tearing your hair out even a little, you're not alone.

The good news is, I can help. I've been in the admission business long enough to have gleaned a few tips that I think are worth passing along. I also want to recommend you take a look at our Essays that Worked: real essays submitted by real students who have since matriculated at Connecticut College. These essays are terrific, and you can find them listed on the right side of this page.

Now for my tips.

1. Allow yourself plenty of time to write the essay. Do not wait until the last minute. I know this sounds absurdly simple, but it really does make a difference to be as relaxed as possible when you sit down to write.

2. Choose the prompt that comes closest to something you'd like to write about. The purpose of the prompt is to help you reflect on something that matters to you. Your application will be full of information that illuminates dimensions of you and your abilities, but only the essay gives you a vehicle to speak, in your own voice, about something personally significant. Choose something you care about and it will flow more naturally.

(a) Fallacy: If you haven't experienced a life-changing event, you have nothing to write about. Wrong. You care about things now. Write about one of them and show us why it matters to you.

(b) Fallacy: If you haven't had a major international service experience, you're sunk. Wrong again. If you've had such an experience and you feel it says something important about you, great. If you haven't, just choose something that says something important about you. That's all.

3. When you've written a first draft, let it sit. Then go back to it another day. Ask people you trust for their feedback, but don't let anyone else tell you how you should write it. This is your story, or some small but significant part of it, as told or reflected upon by you.

4. When you've revised it to your heart's content, proofread with care. Spellcheck isn't always the most reliable friend, as I have learned on occasion with a quickly typed email that gets sent before it was proofread!

5. Submit it, and treat yourself to something nice - like your favorite film, a run, quality time with your dog or whatever it is that you enjoy.

That's it for tips. Now you should read the Essays that Worked, and be inspired by their example!

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Over the years, students who tell me they absolutely love to write have said they struggle with the application essay. So if you've been biting your nails or tearing your hair out even a little, you're not alone. The good news is, I can help.

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$100,000 for good grades in high school?

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$100,000 for good grades in high school?

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It's important to understand how colleges use merit scholarships (i.e., a tool for increasing enrollment, or yield). As this article explains, "...grades aren’t just a factor in getting into a first-choice school, but also in what you might pay for a residential undergraduate education."

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Credit... Robert Neubecker

Most colleges and universities now use a "merit" aid strategy to solicit teenagers. Your eighth grader probably ought to know how it works.

Credit... Robert Neubecker

This article is adapted from " The Price You Pay for College: An Entirely New Road Map for the Biggest Financial Decision Your Family Will Ever Make," by Ron Lieber. Harper, an imprint of HarperCollins Publishers, will publish the book on Jan. 26.

Financial aid is no longer just about what you earn and what you have. It's also about your children and what they do - and that means that good grades can be worth a whole lot of money.

In the past quarter-century, an ever-growing number of schools - both public and private - have begun using aid as a weapon to try to increase their institutional prestige. In many cases, it is bait for students who can raise the school's profile in the eyes of the rankings overlords at places like U.S. News & World Report. In others, it's become so rampant that discounts are necessary just to keep heads in the beds and pay the light bill.

It goes by the name merit aid, and it's not the same as the more limited academic scholarships of a generation ago. Now, admissions officers often report to bosses with the words "enrollment management" in their titles, and they can spread the money around much more broadly.

"Aid" is a bit of a misnomer, albeit one that we seem to be stuck with. It's not a scholarship as much as it is a coupon in many cases, one whose value may depend on applicants' traits ranging from their ZIP code (which can signal affluence) to how quickly they open an email invitation.

But the merit part - actual academic and leadership prowess - can also matter plenty. That means that grades aren't just a factor in getting into a first-choice school, but also in what you might pay for a residential undergraduate education.

The result is an elaborate parallel financial aid system that can totally upend the psychology of picking a college.

And because nearly all but the most selective schools now use merit aid at least a little, list prices are increasingly irrelevant for most families. Classrooms at public institutions like the Universities of Delaware or South Carolina and private ones like Occidental College in Los Angeles or Syracuse in New York State have become more like airplane cabins, where people often pay many different amounts via extensive menus of possible prices.

Over several years on the road talking to scores of college presidents, faculty members, enrollment deans and families about what we all should be willing to pay for college, I've learned how much of a head trip the merit aid system has become.

And just like drugs, you should talk to your kid about it before someone else does.

Any eighth grader with a web browser can sniff out the stakes.

Georgia high schoolers might aim for the Hope Scholarship, where a 3.0 grade point average or above can lead to thousands of dollars per year off the price at the University of Georgia and other schools. At the University of Oregon, there is a range of discounts, and the school lists different tiers of grades as the "basis" for awards.

A few private colleges are daring enough to broadcast the possibilities on their websites.

Wabash College in Crawfordsville, Ind., is one. There, a 3.0 to 3.24 grade point average plus an ACT score of 20 to 22 yields a $17,000 discount each year off the rack rate of $60,000 or so for tuition, room and board. But the 3.9-or-above student who scores 29 or higher gets $32,000 per year. That's $128,000 over four years.

But how - and when - should you tell your child that their high school grades might be worth six figures?

Credit... Robert Neubecker

If you haven't been talking about money all along, a basic conversation may be in order first, to prepare teenagers to take it all in. Roughly how much money have you saved for college, if any, and how much do you make? You would need to put this on financial aid forms, in any event.

Then, this: What are you willing to pay for college, and where? This is, alas, just as complex of a topic as the pricing system itself. Be ready to explain why you intend to limit it to a certain amount of money (if any) or particular types of schools (ditto).

Now, about the timing. It seems only fair that teenagers ought to know the rules of engagement at the beginning of the game. After all, many teens would be furious if you held this information back because you thought that they couldn't handle the truth.

So one possibility is this: Have a brief but deliberate merit aid conversation two months into the summer after eighth grade.

It does not have to be an extended chat if a child seems reasonably motivated already. You might simply explain that grades don't just count for admission these days - good ones can make many expensive schools more affordable. That way, rising high school freshmen can begin to consider what sort of marks they'll need to achieve and other extracurricular goals they might want to set.

Wait any longer than the start of high school, and the vicious math of grade point averages may not allow them to catch up if they are aiming for merit aid at more selective institutions. And grades and curricular choices - unlike ZIP codes or other demographic information - are something that is mostly within a teenager's control.

Any conversation with your child about what is, in effect, payment for performance, is a matter of obvious delicacy.

It is a heady stew of money and feelings and whatever angst hormonal children might experience if you try to make them responsible for a six-figure discount. The college application process is unpleasant enough; why pile on with more pressure?

One reason to try to at least break the news gently: The colleges are determined to put this information in front of your children whether you want them to or not. Have you been in your teenager's inbox lately? You really ought to take a peek.

A dispatch from Pennsylvania: "Muhlenberg: A College That Pays You Back." The savings there can be up to $30,000 a year, based on your prowess as a high school student and leader. Clark University - which offers merit aid up to the full cost of attendance, baked scrod and extra-long twin bed included - sent out an email in 2019 with the subject line "Show me the money."

It is tempting to hide the money instead, to assume that your child can't make sense of all of this heavy breathing. But plenty of parents already have conversations with middle school children about excellence and its financial benefits - it just happens to be about athletics instead of academics.

Credit... Robert Neubecker

Ashley Darcy-Mahoney, an associate professor of nursing at the George Washington University school of nursing, has reviewed many high school applications over the years. She also played Division I soccer at Georgetown on a partial scholarship.

In the realm of youth sports and the travel-team culture that surrounds them, parents and children understand well how colleges can reward teenage achievement with big piles of money.

"In seventh grade, you knew which teams you had to make," Dr. Darcy-Mahoney said. "You just knew."

She and her husband, Kevin Mahoney, a financial planner, told me that they would probably have no hesitation talking honestly about the financial stakes of athletics with their own small kids someday. "Most teenagers want to be treated like adults," she said. "And treating them that way, in giving them information about adulthood and adult decisions, is also what they want."

OK, but why is this happening to me?

It's the most natural, childlike question of all, and any even halfway curious teenager deserves a full explanation.

It started innocently enough, with private colleges seeking a bit more prestige a few decades ago. They hoped extra money for high-achieving students might attract others who wouldn't need inducements.

Instead, a full-on arms race broke out, slowly, and then seemingly all at once. If one school started offering a discount, similar colleges vying for the same kids had to do the same.

A few savvy families began to realize that they could ask for a better deal - and reject offers from schools that would not play along. And so on, up the food chain, until tonier brands like Oberlin and Connecticut College had to hold their noses and enter the game too.

Students with straight-A averages were surprised to find themselves the subject of occasional outright bidding wars. A big merit award could nudge an ace high school senior toward New Orleans and Tulane instead of heading to, say, Ann Arbor and the University of Michigan. A full-tuition offer from the University of Southern California just might pull others away from Cornell and Williams.

Then, the public universities got into the act. The University of Alabama threw so much money at so many students around the country that the Illinois legislature had to create a special $25 million fund to stem the teenage brain drain to places like Tuscaloosa.

All along, an elaborate bit of machinery buzzed and whirred in the background, mostly out of sight. Consulting firms brought their algorithms, and software kept meticulous track of teenagers' interest in a school by measuring things like how quickly they respond to text-message come-ons.

Credit... Robert Neubecker

Nowadays, applications come in, and the firms feed all the data - plus plenty of historical information about how area students reacted to discounts in earlier years - into proprietary databases. At the end of the process, those algorithms suggest "scholarship" amounts.

When these firms sell their skills to colleges, they refer to this process as financial aid "optimization" - hinting at ways to spread the discounts around so people get just what they need. But eventually, they use other words, like "leveraging" - as in brute force, using crowbars made of green cash money.

The result is the same kind of low-grade psychological warfare present in any standard marketing scheme. Only the product on offer isn't some Amazon trinket or even an S.U.V. discounted for a holiday "salebration." Instead, it is perhaps the biggest and most important purchase your family will ever make.

Colleges do not ask applicants to apply separately for merit aid in many instances. That way, when a bucket of money arrives alongside an acceptance notification, it feels like a freebie.

It's so alluring that plenty of schools give merit aid to everyone. Some, like Guilford College in North Carolina, have even taken to reminding college counselors of it in their emails: "100 percent of the fall 2017 class received a merit scholarship!" read a 2018 missive.

When everyone gets a trophy, it can smack of desperation, and the pandemic has hurt financially hard-up schools even further. But many parents fail to see it that way.

Instead, these discounts can be intoxicating. No one loves your children as much as you do, so it's hard not to look favorably upon a suitor with the largest dowry. But these feelings can lead to temporary lapses in mathematical judgment.

As the acceptances roll in, charmed parents often come to guidance counselors with a list of offers from schools. On a sheet of paper, they order the aid packages according to which merit awards are the biggest, instead of ranking them by the bottom-line cost to the family.

You may recognize this dynamic from, well, any kind of shopping you've ever done. Discounts can always make the more expensive choice seem like the better deal. It works with clothes and cars, so why not college?

At unguarded moments, experts occasionally call the whole thing out. Zakiya Smith Ellis, a former Obama White House staffer who also did a stint as New Jersey's secretary of higher education, lamented the entire state of affairs on the podcast Bad With Money With Gaby Dunn.

"There were whole colleges who had their strategy as being, "We are going to artificially increase our price, even if we don't expect people to pay it,'" she said. "And then what they did was they gave people bogus scholarships to make them think that they got a discount on the price."

Plenty of parents who see through the bogosity often seek to beat the system, since they can't very well burn it down on their own. And as ever, those with time and knowledge to spare have the advantage.

Lara Mordenti Perrault and her daughter visited over 30 schools. Her daughter wrote around 90 essays in pursuit of a full-tuition merit scholarship, which she eventually landed at Tulane.

Ms. Mordenti Perrault, who lives in Bel Air, Md., told me that the irony was not lost on her that her research skills and relative affluence were a big part of what helped her family. "If you have money, you can get money," she said.

If you are raising your eyebrows now, administrators feel for you. They do not like the equity implications of merit aid either, even if affluent families who get $20,000 discounts may well be helping to cross-subsidize lower-income ones at many schools.

Yet these managers of enrollment also wonder why you're so shocked that they use merit aid in the first place. After all, it is awfully hard to fundamentally change a college's character - its location, the tenured faculty, the type of students who come year after year, what the brand stands for in the market for entry-level employment and 22-year-old law school students.

But price? That's something administrators can change on a dime.

"I get impatient with people who think it's an easy decision or that schools that give much more merit aid than we do are somehow being morally corrupt," said Brian Rosenberg, the former president of Macalester College in St. Paul, Minn. "They're trying to keep their schools open."

Indeed, it's just business, or something like it.

"The better the student - and this includes curricular choice as well as grades - the more money it will take to change a student's enrollment choice," said Robert Massa, a longtime admissions, financial aid and communications administrator, when he was working at Drew University in New Jersey before becoming a consultant.

But when I pointed out to Mr. Massa that it stands to reason, then, that students ought to know how this works - so they can take harder classes and aim for better grades if they so choose - he winced a little. "Take a strong course load because you want to," he said. "Not because you think I want you to."

If this all sounds rather fraught, you should know that the experts in the field haven't quite figured out what they're going to say to their own kids, either. Maureen McRae Goldberg is the former executive director of financial aid at Occidental College and now has a similar role at Santa Barbara City College. She seemed both resigned and exasperated when I asked her what she intended to tell her daughter when the time comes.

Would explaining that her high school performance could be worth a six-figure discount be an absurd amount of pressure? Is it even fair to bring it up when many schools - private colleges, especially - don't reveal what mark a teen will need to hit to get merit aid at all?

"I am dreading it," she said. "These are the same questions I've been asking for 20 years, and in my naïveté, I thought we'd have some of this fixed by now."

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High School Grades Could Be Worth $100,000. Time to Tell Your Child?

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Most colleges and universities now use a "merit" aid strategy to solicit teenagers. Your eighth grader probably ought to know how it works. Credit... Robert Neubecker This article is adapted from " The Price You Pay for College: An Entirely New Road Map for the Biggest Financial Decision Your Family Will Ever Make," by Ron Lieber.

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High School Student Programs in Intelligence Fields

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High School Student Programs in Intelligence Fields

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Excellent opportunities for students interested in intelligence fields/careers to complete summer programs, senior year work experience, and/or undergraduate scholarships! A variety of opportunities available; more info linked below.

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Student Program Search | Intelligence Careers

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This program is intended for students interested in project management and electrical, power, mechanical or civil engineering fields, and supply chain and business management operations. You will be directly involved with selected NSA facilities' construction/renovation projects from planning and design through construction, commissioning, activation and occupancy.

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Download, complete, and upload ACCESS forms easily here! Fee Waivers available for juniors & seniors only-- must also complete Student Release form. FAFSA consultation forms only for seniors who have a confirmed appointment with Mrs. Moorhouse-- must also complete Student Release form.

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Use the fields below to upload
your application to your advisor.

Just input which high school you attend and your application(s) will be sent directly to your ACCESS College Advisor! They will be back in touch with you soon to confirm reciept of your form(s).
Looking for a form? Click here!

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Upload your forms and applications Use the fields below to upload your application to your advisor. Just input which high school you attend and your application(s) will be sent directly to your ACCESS College Advisor! They will be back in touch with you soon to confirm reciept of your form(s).

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5 Higher Education Trends to Watch in 2021

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5 Higher Education Trends to Watch in 2021

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"Enrollment changes, a return to campus, the future of admissions testing and more..."

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We're all hoping some degree of pre-pandemic life will return in 2021. But for higher education, many of the trends that dominated storylines in 2020 will continue into this year. We've rounded up a few below and will be following them throughout the year.

Will enrollment bounce back?

Colleges collectively enrolled about 560,000 fewer undergraduates this fall, a 3.6% decrease from a year ago. The losses were much steeper at community colleges and among first-time students. While the pandemic hasn't been found to have had a negative effect on overall high school graduation rates, low-income schools and those with high shares of Black and Hispanic students sent far fewer graduates to college this fall. The number of international students at U.S. colleges also tanked.

What's next? Enrollment experts predict the impact of the losses will reverberate, and they are watching whether more displaced workers will show up at colleges in 2021. But college applications and federal financial aid requests for fall 2021 were lagging where they were a year ago as of early December, according to national data, suggesting lower enrollment levels may continue.

What will the Biden administration's higher ed priorities be?

President-elect Joe Biden has promised to make community college - and, for some students, a four-year degree from a public institution - tuition-free. He has also said he'd invest heavily in minority-serving institutions and toughen restrictions on for-profit colleges . Other items on his campaign platform include doubling the Pell Grant and devising a new way to fund colleges that educate high shares of low-income students.

What's next? Biden is selecting his leadership team. He recently announced Miguel Cardona as his pick for Education Secretary , a decision the U.S. Senate must confirm. Cardona comes from a K-12 background, but yet-to-be-announced deputy appointees will help guide the department's higher ed policy.

Can colleges bring more students back to campus?

Public health experts are hopeful the availability of coronavirus vaccines means reopening campuses is on the horizon , they told Higher Ed Dive in December. But continued testing for the virus will be critical, and many colleges bringing students to campus this spring say they're ramping up those efforts .

What's next? It's too soon to ditch the facemasks. The U.S. is only in the early stages of vaccine distribution, so COVID-19 safety measures will be necessary for some time, experts said. Vaccines are expected to be widely available by mid-year, but recent polls found that only around 60% of people would get the shots. Scientists are also still researching how contagious vaccinated people are when they contract the virus.

Anthony Fauci, director of the National Institute of Allergy and Infectious Diseases, said in late December that he is "cautiously optimistic" college campuses will be able to reopen this fall.

Are the SAT and ACT a thing of the past?

When SAT and ACT exam sites closed or reduced capacity because of the coronavirus, hundreds of colleges put a moratorium on the requirement. That added fuel to the already brewing movement to make the tests optional or remove the requirement altogether. In May, exam makers were dealt another blow: The University of California System said it would phase out the tests in admissions. A court ruling this fall accelerated that plan.

What's next: The difficulty offering the exams continued into the fall, and some colleges have extended their test-optional policies. But the tests are important to their makers' business models, in part because they sell the student data back to colleges. The new head of the national college admissions trade group said in June he would try to work with the testing companies, calling the moment "the perfect storm for reinvention."

How much will online learning stick around?

Colleges moved courses almost entirely online during the span of a few weeks last year. Some brought back in-person instruction for the fall and spring. But online learning experts say the pandemic accelerated a long-running push for colleges to offer more instruction virtually.

There appears to be an appetite for it. More traditional-age students were enrolling in online-only schools before the pandemic.

What's next: The companies that help colleges offer online programs in business. And more course-sharing consortia emerged during the pandemic, giving schools a less-intensive way to expand their online footprints.

These trends may not help the sector bounce back from recent enrollment declines, however. Data from the National Student Clearinghouse Research Center shows significant enrollment drop-offs in programs at two-year schools, such as in culinary services and mechanic and repair programs. T hat could be because those courses are difficult to offer online, Doug Shapiro, the center's director, told reporters in December.

Other topics on our radar include the effects of pandemic-induced budget cuts at colleges nationwide, the impact of more coronavirus relief funding and the increasing collective action among college employees.

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5 higher education trends to watch in 2021

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We're all hoping some degree of pre-pandemic life will return in 2021. But for higher education, many of the trends that dominated storylines in 2020 will continue into this year. We've rounded up a few below and will be following them throughout the year.

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Changes to the FAFSA's Expected Family Contribution (EFC)

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Changes to the FAFSA's Expected Family Contribution (EFC)

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Starting with the 2021-2022 FAFSA cycle (in Oct 2021), the EFC will be replaced with a "Student Aid Index". This may be more of a re-branding attempt than anything else, though the recently passed Higher Education Act does also expand Pell Grant eligibility.

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The dollar figure that the federal financial aid form spits out has long left families confused and despondent. And then there are those great expectations.

Credit... Robert Neubecker

The Expected Family Contribution - a dreaded and confusing term for parents about to send their children to college - made little sense in the best of times. Now, it's finally going away.

Among the orders and edicts spilling into the 5,000-plus pages of the bill that President Trump signed into law on Sunday night was one that strikes the three words from the federal Higher Education Act and replaces them with "student aid index."

As many as 19 million students and their families encounter the E.F.C. each year. It's the dollar figure they see after they've answered scores of questions on the Free Application for Federal Student Aid (FAFSA) form, which they must file annually to qualify, and then requalify, for federal loans, grants and certain jobs.

And good riddance, too.

For decades now, families have been baffled by the E.F.C., the output of a federal formula that uses income and some household assets. Given that it doesn't account for parents' own student debts, for instance, plenty of people wondered whether the extra-large number was what they were supposed to pay for four years of college, not just one. It wasn't.

Then there are the words themselves. The great expectation that felt more like a demand. The unspoken assumption that, of course, families would step up and pay - parents, really, in the case of most students hoping to matriculate straight from high school. And the notion that this was a mere contribution, bathed in niceties, when in reality the bill could spiral well into the six figures.

Goodbye to all that - to the judgment those words implied, to the things they meant but did not say and to all of the euphemisms that have seeped into a system that has led to so much anxiety for so many families and the professionals who counsel them.

The underlying formula that determines the new index will change some, too - many more people will get federal Pell grants for lower-income students or qualify for the maximum amount. Other tweaks may mean even more disappointment for higher-income parents when the new index produces an even larger dollar figure than the E.F.C. did. (Their children could still get a more generous need-based aid offer from many schools than what the new index computes, or they might receive merit aid - which does not depend on financial need - from a college that wants them badly enough.)

But for now, let us celebrate the banishment, as of the 2022-23 application season, of each of these hateful words from our lives, one by one - and the emotional toll they took on countless parents.

The E.F.C. has been around at least since the Higher Education Act of 1992, though its inventor did not take a bow then. That person almost certainly needed better high school English instruction.

Where I come from, teachers drilled passive verbs like "expected" right out of us. I can still hear Bill Duffy, in our 20th-century British literature class, raising his voice in a tone both innocent and offended. "By whom?" he wondered.

Good question. A few years ago, I went to Washington and showed up for an appointment at the Department of Education with the intent of confronting the "expecter" doing the expecting, this destroyer of countless dreams of affordable college. But there is no such person, since the federal aid formula comes from statutes, not assistant secretaries acting on their own.

Still, it's worth answering Mr. Duffy's question. First and foremost, it's the federal government doing the expecting here. Its demands carry a kind of psychic weight, according to Caitlin Zaloom, an economic anthropologist and professor at New York University and author of the book " Indebted: How Families Make College Work at Any Cost."

"Policies like the E.F.C. are instructions to families and not simply numbers that have to be paid," she said. "They are moral messages that the government is sending to mothers and fathers about what they are supposed to do to be good parents."

In other words, kids need education. The government expects parents to pay for it. If you don't, you just may hinder their success in life. And if any part of your identity is wrapped up in helping your children do better than you have done, well, here's an advance look at the bill. Got that?

Those children may become expecters, too. After all, if the government is saying that parents are supposed to pay but that they are unable or unwilling to do so, the kids could begin resenting their parents. And then, parental guilt. And some borrowing, or a lot of it.

The colleges have expectations, too. They see that E.F.C. figure and may want even more information. You fill out another form, and then comes more judgment about your supposed ability to pay.

"The idea is that the university knows you well enough to expect something from you," said Sara Goldrick-Rab, professor of sociology and medicine at Temple University and author of " Paying the Price: College Costs, Financial Aid, and the Betrayal of the American Dream." "You get those words very early in the relationship, and they don't really know you at all. It doesn't build trust."

Then comes the kicker: That expectation may be just the beginning. "A college often expects students to pay more than the E.F.C.," said Robert Kelchen, associate professor of higher education at Seton Hall University and author of " Higher Education Accountability."

For students applying for college right out of high school, the "family" in the E.F.C. usually means parents, since it's nearly impossible for students to work their way through college in any reasonable period of time anymore.

But the E.F.C. makes no allowance for families where the parent or parents believe a child should try to pull that off. Or when parents look askance at higher education because they see no value in it, and then decide not to help. Or when students feel an obligation to help parents, even (or especially) if parents can't help them.

Estrangement complicates things, too. "With L.G.B.T.Q. students, people really begin to immediately understand the problem," Dr. Goldrick-Rab said. "When a 19-year-old comes out and gets cut off, what is family now?"

The E.F.C. also makes no allowance for extended families and obligations to aging parents, aunts, brothers or chosen family.

"It denies any responsibility that may lie elsewhere," Dr. Zaloom said.

By couching the E.F.C.'s final word in the language of charity, the federal financial aid system attempts to soften the blow. Sure, powerful forces are making demands of parents whether they like it or not, but at least it is a kind of gift. Right?

Of course it isn't. "A contribution is not supposed to be a payment that inflicts pain," Dr. Zaloom said. (A disclosure: She married a good friend of mine who also absorbed Mr. Duffy's wisdom back in the day.) "It is voluntary, something that you give easily. The word belies the weight that it puts on families."

Will a more neutral phrase, like student aid index, defuse the emotional land mines around what we can and should pay (and borrow and sacrifice) for college? Almost certainly not. The federal financial aid system can't solve for stagnant incomes, inequality or the high costs of the residential undergraduate experience that many families crave for their children.

But we can use better words. Language matters. It need not heap shame and blame on parents who are doing their level best.

So we come not to praise the E.F.C. but to bury it, smother it in dirt and leave it in the ground. Let it be compost, born from a bitter word salad that nobody ordered in the first place. May a more gentle conversation emerge around our obligations to our children, as soon as humanly possible.

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FAFSA's Expected Family Contribution Is Going Away. Good Riddance.

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The dollar figure that the federal financial aid form spits out has long left families confused and despondent. And then there are those great expectations. The Expected Family Contribution - a dreaded and confusing term for parents about to send their children to college - made little sense in the best of times.

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Univ of Mary Washington Info & Application Fee Waiver Code

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Univ of Mary Washington Info & Application Fee Waiver Code

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Info about University of Mary Washington, ways to connect & learn more, and a code for seniors to apply for free!

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University of Mary Washington

UNIVERSITY OF MARY WASHINGTON HEAR MORE ABOUT UMW! Public, Liberal Arts and Science University founded in 1908 Located: Fredericksburg, VA -50 miles north of Richmond and 50 miles south of D.C -Population: 4,100 students -28% of those students self- identify as minorities -Average Class Size: 19 -More than 60 academic areas of study APPLICATION PROCESS The Common AP- you can use the fee waiver code UMW54 or UMW Application - Free Deadlines: Early Decision: Nov 1 Early Action: Nov 15 Regular Decision: Feb 1 Connect with us on Social media: Still have other questions? Contact your Admissions Counselor: Natalie Davis (540) 369-3606 call or text ndavis3@umw.edu The information contained herein is distributed by the Chesapeake Public Schools as a public service. The Chesapeake Public Schools does not endorse any agency related to the information contained herein, nor is any agency/program related to the information contained herein, sponsored by or in connection with the Chesapeake Public Schools.

Flyer ID 1046546

Sent from Chesapeake Public Schools

© 2019 Peachjar. All rights reserved.

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UNIVERSITY OF MARY WASHINGTON HEAR MORE ABOUT UMW! Public, Liberal Arts and Science University founded in 1908 Located: Fredericksburg, VA -50 miles north of Richmond and 50 miles south of D.C -Population: 4,100 students -28% of those students self- identify as minorities -Average Class Size: 19 -

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Carnegie Mellon Pre-College Summer Programs (application now open)

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Carnegie Mellon Pre-College Summer Programs (application now open)

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CMU will offer a variety of online pre-college programs in Summer 2021; application requirements vary by subject-- see link for more info.  Scholarships are available!

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Within the online application, you will be asked to submit a combination of biographical, parent/guardian, and academic information. In addition, you will select up to three programs for application consideration, listed in order of preference. Although second and third choice programs are not required, they are recommended.

Keep in mind that the order of your program preferences matter in our review process. Your first choice program preference should be labeled as such. All students will be initially considered for their first choice program preference. If you are admitted or waitlisted to your first choice program, you will not be considered for your subsequent choices. Applicants will only be admitted to one program.

Please note that as individual programs reach their enrollment and waitlist capacity, they will no longer be available as a program choice. Please apply as early as possible for your best chance at securing a spot in your first, second, or third choice programs.

Additionally, your application will not be considered complete until we receive your Letter(s) of Recommendation. We cannot review your application until this letter(s) have been received by our office. Please plan ahead and request your recommendation letter(s) through our online application process in time for us to receive them by the appropriate application deadline.

Once your application is submitted, you will receive email correspondence on how to access your applicant portal. Please check your applicant portal regularly for updates or additional information requested.

Letter(s) of Recommendation

Your application will not be considered complete until we receive your Letter(s) of Recommendation. We cannot review your application until these letters have been uploaded into our online application.

Our Letter(s) of Recommendation process is entirely online. To request your Letter(s) of Recommendation within our online application, you will be required to enter your recommender's email address. Once this is entered, an email will be automatically sent to the recommender. They will be directed to an online portal where they will complete the recommendation form and submit their letter of recommendation.

In general, recommendation letters should be submitted by a counselor or teacher who can speak to your readiness to attend a pre-college program that includes college-level work, independent living, and cooperation in group situations.
It is important that you plan ahead and request your recommendation letter(s) through our online application process in time for us to receive them by the appropriate application deadline.
Unofficial Transcript

Your most recent unofficial transcript must be submitted with your online application. Transcripts must include your name and all grades and courses you have completed. Official transcripts (submitted via sealed envelope or directly from the school) are NOT required for our application.

Standardized Test Scores (optional)

Standardized tests scores are NOT required for application. However, you are welcome to submit your test scores if you feel they will strengthen your application submission. Please note that these test scores will be only one part of our holistic review process.

If you choose to submit your standardized tests scores, please upload the test score report of your most recent PSAT, SAT, PreACT or ACT.

Essay Requirements

Essay requirements vary by program. Please reference the academic program pages for more information. Essay prompts will be listed near the bottom of the program's page.

Responses to the essay prompts should be uploaded through the online application in a PDF or Word format.

Supplemental Materials (if applicable)

Depending on your program(s) of interest, supplemental materials (such as a video audition or images of your unique work) may be required to complete your application. Please reference the academic program pages for more information.

We highly encourage students to participate in our residential program as it provides a more comprehensive college-life experience. However, you can still greatly benefit from our commuter programs.

To be eligible as a commuter student, the student and parent/guardian must have a permanent residence within approximately 30 miles of campus or within Allegheny County. Exceptions to this requirement will NOT be considered.

Please find complete information on application and enrollment processes for international students here.

English Proficiency Requirements

If your native language is not English, we require a TOEFL score of 102 or better on the iBT (internet-based test) or iBT Home Edition, a TOEFL Essentials overall band score of at least 11, an IELTS score of 7.5 or above, a Duolingo English Test (DET) overall score of 135 or above, or a Cambridge English Assessment overall score of 191. Please arrange to have these scores uploaded with your application materials. Your official English proficiency score reports are required. Scores should be no more than two years old at the time of application. Carnegie Mellon's Pre-College Programs' TOEFL code is C534.

If you are an international student who has attended a high school within the United States for a minimum of one year and plan to return to that high school after participation in Pre-College Programs, you are exempt from the English proficiency requirement. Your unofficial transcripts must clearly show your attendance at a high school in the United States for the one-year minimum.

Application Fee

A $50 application fee (non-refundable) is required to submit your application. This application fee is waived for applicants requesting scholarship consideration or if they are applying to AI Scholars, CS Scholars, and/or Summer Academy for Math and Science. When applying for scholarship consideration or any of these three programs, financial documentation is required.

Examples of financial need are:

Students who have received or are eligible to receive an ACT or SAT testing fee waiver.

Students who are enrolled in or eligible to participate in the Federal Free or Reduced-Price Lunch program (FRPL).

Students whose family income falls within the Income Eligibility Guidelines set by the USDA Food and Nutrition Service.

Students who are enrolled in a federal, state, or local program that aids students from low-income families (e.g., TRIO programs such as Upward Bound).

Students whose family receives public assistance.

Students who live in federally subsidized public housing, a foster home, or are homeless.

Students who are a ward of the state or an orphan.

Students who can provide a supporting statement from a high school principal, high school counselor, financial aid officer, community advisor/leader or other official who can attest to the student's circumstances.

Through the application process, you will need to submit the household's most recent Tax Form 1040(s) or a signed NACAC Request for Admission Application Fee Waiver form to serve as verification of the financial situation of the household. This documentation is required in order to complete your application.

Further information on program costs and scholarship is provided here. Please contact Carnegie Mellon's Pre-College Programs at precollege@andrew.cmu.edu with any questions.

Enrollment Deposit and Enrollment Reply Form (if admitted)

Admitted students* will have 7 days to submit the $800 non-refundable enrollment deposit and the Enrollment Reply Form to secure their spot in the program.

Admitted students receiving scholarships* will have 7 days to submit the $100 enrollment deposit and the Enrollment Reply Form to secure their spot in the program. These funds will be available for student use on campus through their CMU ID Card during the duration of the program.

Students admitted to AI Scholars, CS Scholars, or Summer Academy for Math and Science are not required to pay an enrollment deposit. To secure their spot in the program, their Enrollment Reply Form must be received within 7 days of admittance.

*Music Part-time: Commuter students are exempt from paying any enrollment deposit.

Further information on program costs and scholarship is provided here.

Carnegie Mellon's Pre-College Programs abides by all University protocol currently in place.

Effective August 1, 2023, the COVID-19 vaccine will be strongly recommended, but no longer required for students.

Pre-College students will need to complete immunization records (including Meningococcal, MMR, TB testing, and Varicella) as well as medical forms during the enrollment process. This paperwork is required for Pre-College participation. All documentation will be reviewed and verified.

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Admission - Pre-College Programs - Carnegie Mellon University

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This page details the Carnegie Mellon University's Pre-College Admission process and provides an overview of the application.

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Applying to College as Undecided Major: Pros, Cons

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Applying to College as Undecided Major: Pros, Cons

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"A declared major is only one way to add specificity to your application, so not declaring isn't a major cause for concern – but you need to find a way to capture the admissions staff's attention."

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The applications for many colleges and universities allow students to specify an intended major, though this is not required - and not all students ultimately choose to do so. In most cases, choosing to begin college as an undecided major or electing to declare a major before arriving on campus depends on an individual student's situation.

Below are several scenarios for and against applying to college with an undecided major.

When to Apply to College as an Undeclared Major

If you have a competitive college concentration in mind, your academic profile - your GPA, in other words - will be key. If your high school GPA does not reflect your full potential and you would like to use your first year of college to correct this issue, it likely makes sense to apply as an undeclared major. This is a particularly good idea if your high school GPA is weak in the major's core field or fields.

Engineering is one common major where this strategy may apply. Because engineering offers strong career prospects, it can be a popular concentration. Thus, universities can be highly selective in which applicants they accept to their engineering schools. If you lack a history of high school success in science and math classes, it may be best to take college-level courses in STEM fields before you apply to this major.

As long as the required courses for your intended major are not so numerous that they need to be started during your freshman year, consider this approach.

The second and perhaps most important - and more common - reason to opt against declaring a major on your college application is if you are truly undecided. It is not worth choosing a concentration before you have fully researched your potential field.

This is the position that Danica Todorovic, a junior at North Park University in Chicago, found herself in. "When I applied to college, I was still unsure of what I wanted to study," Todorovic wrote in an email.

If your outlook matches Todorovic's, consider this question: Have you learned enough about multiple majors and compared them so that you can make an informed decision? Do you know what the requirements are for each of your prospective majors? Have you researched the career options that are available to students who are majoring in this field?

If you cannot answer "yes" to all of these questions, it is likely best to apply as an undeclared major. Doing so enabled Todorovic to "explore my options and take a few classes before I picked my major," she says. Now an education major, she recommends that undeclared students choose a major in the first semester of their sophomore year.

Even if you are certain about what you wish to study, and even if you have provided carefully researched answers to the questions outlined above, it may be best to wait. Remember that no matter how certain you are now, your mind may change, especially once you arrive at college and are exposed to its seemingly endless array of course offerings. Do not paint yourself into a corner if there is no compelling reason to do so.

In many cases, though not all, your college or university will not require you to declare a major as a high school senior. You may even be encouraged to wait until the end of your sophomore year of college to choose an academic concentration.

Brian Galvin, chief academic officer at Varsity Tutors, suggests that students who are nervous about applying undeclared remember the following: "College admissions departments do not expect every 17-year-old to have their life and major completely and specifically mapped out. A great many students who declare a major before applying end up changing that major at least once before graduating, so an applicant who demonstrates curiosity and the desire to broaden horizons and try new passions is being honest, candid, and vulnerable - qualities prized in application essays by admissions staff."

When to Apply to College as a Declared Major

There are some situations in which it may benefit you to declare your major on your college application. While simply being sure about what field you wish to major in does not necessarily mean that you should declare early, if that major requires a specific set of courses from freshman year on, then it is in your best interests to declare. Doing so on your application could allow you to begin those requirements as soon as possible.

It can also limit anxiety. Todorovic acknowledges that she "felt rushed to choose a major" and to complete its requirements. She subsequently worried that she might not graduate on time.

Sometimes, declaring a major during the application process can offer you benefits that you would not receive were you to wait a year or two to declare. If, for example, your major has a number of required classes that are offered infrequently, declaring your major early on may gain you automatic admittance to these courses. If nothing else, it will provide you with more attempts to register over your four years.

Applying to college with a specific major in mind may also qualify you for additional forms of financial support, such as department-specific scholarships, special freshman housing or professional development opportunities that are open only to majors. If you have made up your mind about your major, and the college to which you are applying offers a perk that makes it advantageous to declare early, selecting a major on your application makes sense.

Declaring a major has one final use. As Galvin states, "The 'danger' - we'll use that word loosely here since it's by no means imminent peril - in applying without a declared major is that it can synchronize with other factors that 'just blend in,' leaving an applicant looking somewhat generic."

A major can be a way to distinguish yourself and your portfolio, but that major must be one you feel passionate about and that you have built an academic and extracurricular history around.

If you have not, heed Galvin's advice: "A declared major is only one way to add specificity to your application, so not declaring isn't a major cause for concern - but you need to find a way to capture the admissions staff's attention."

Put another way, deciding whether to declare a major on your college application should not be taken lightly. But do not, under any circumstances, declare a major on your application when you are not sure about it.

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Applying to College as Undecided Major: Pros, Cons

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The applications for many colleges and universities allow students to specify an intended major, though this is not required - and not all students ultimately choose to do so. In most cases, choosing to begin college as an undecided major or electing to declare a major before arriving on campus depends on an individual student's situation.

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Grassfield c/o 2021: @ghsco2021g
Grassfield c/o 2022: @ghsco2022a

Great Bridge c/o 2021: @9gekhc
Great Bridge c/o 2022: @79kchc

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"The Edge summer college program is a five-week, credit-bearing college experience held July 11 – Aug. 14, 2021. Edge is designed for high school students moving into their junior and senior years. Students in Edge will have the opportunity to attend college courses taught by University of Delaware faculty, participate in on- and off-campus curricular and co-curricular activities, and live in a UD residence hall."

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The Edge summer college program at the University of Delaware offers opportunities to talented high school students across the country moving into their junior or senior year. Students have the chance to learn at one of the most engaging colleges on the East Coast.

*COVID-19 Update: We are currently planning for the Edge 2021 program to be hosted on campus and will have protocols in place to keep students and staff safe. If our plans need to change, we will update this site immediately.

Why Edge?

The UD Edge summer college program prepares high school students moving into their junior or senior year for a future as a successful college student. By emphasizing academic excellence, practical skill-building and student leadership, Edge offers you the challenge, independence and excitement of a learning experience that can only be found at a top national university.

From mid-July to mid-August, you will:

Live together with talented students from around the world in a state-of-the-art residence hall located on UD's beautiful Newark campus

Take two college-level courses, taught by excellent UD faculty members, for up to seven transferrable credits

Participate in a pre-college readiness workshop led by experienced college admissions professionals, where you'll gain insight into the college application process, including what it takes to create a competitive college essay

Engage with leaders and undergraduate students across campus to learn from their stories of personal growth, resiliency, leadership and how they have taken on a mindset to become successful

Take part in a variety of cultural experiences that allow students to build community and understand the purpose of living in a diverse world

Program Dates

Edge kicks off with move in to a University residence hall on July 11, 2021. Classes will run from July 12 - Aug. 13, 2021.

April 1, 2021: Priority deadline to submit applications.

May 15, 2021: Priority deadline for submission of all enrollment forms and the $100 program deposit fee. Enrollment forms and deposits may be accepted after the priority deadline until capacity is reached.

July 11, 2021: Move-in day and convocation at 12 p.m.

July 12, 2021: Classes begin.

August 13, 2021: Final exams; Move-out day and culminating event at 6 p.m.

August 14, 2021: Students must be moved out of the residence hall by 11 a.m.

How to Apply

To apply to the 2021 Edge session, please complete the following steps by April 1, 2021.

✓ Submit the online application, essay, and a $60 application fee. Application fee waivers will be considered on a case-by-case basis. Please email edge@udel.edu for more information.

✓ Submit an electronic copy of your most recent unofficial high school transcript. You can submit this on your own or have a school counselor do it for you

✓ Have a teacher, mentor or school counselor submit a letter of recommendation

Apply to Edge

EDGE Course Information

Edge courses are designed to encourage you to expand your knowledge in new directions and to provide a supportive environment where learning is valued for its own sake.

All Edge students will enroll in the Edge seminar course (UNIV 167) designed to help students learn techniques and skills correlated with college success, as well as gain insight into the college application process from experienced college admissions professionals.

The Edge exclusive courses offer a minimum of six or, in the case of a class with a laboratory element, a maximum of seven college credits. Upon successful completion of Edge courses, students earn regular University of Delaware credit. Earned credits may be used at the University of Delaware to fulfill breadth requirements or can be transferred to other accredited colleges or universities.

BISC 106 Elementary Human Physiology (3 credits): This lecture focuses on the structure and function of humans; mechanisms of maintenance and reproductive behavior.

EGGG 100 Introduction to Engineering Product Design (3 credits): This course introduces students to engineering product design through both theory and hands-on practice. Students will apply the four-phase engineering design process to understanding, designing, and testing product designs. The course will provide an introduction to computer aided design (CAD), manufacturing, and design validation concepts.

ENTR 350 Introduction to Entrepreneurship (3 credits): This course focuses on understanding the basic concepts, tools and practices of entrepreneurship and the development of entrepreneurial skills. The entrepreneurial process (opportunity recognition, resource marshaling and team building driven by communication, creativity and leadership) and business planning are emphasized.

ENGL 210 Introduction to Short Story (3 credits): In English 210, the short story is studied as a literary genre with emphasis on structure, technique, style and theme. In order to develop critical reading and writing skills, class discussion and writing assignments will concentrate on the close reading and analysis of short stories from a variety of time periods and cultural perspectives. This summer we will compare short stories that are considered classics with American short stories considered to be the best published this year.

HDFS 201 Life Span Development (3 credits): Exploration and understanding of the social, emotional, cognitive and physical development of the individual from infancy through old age in the context of the family.

PHIL 204 World Religions (3 credits): In this course we will take a critical yet sympathetic view of a wide range of religious traditions, including Native American, Hindu, Buddhist, Daoist, Jewish and Christian. This will require that we allow ourselves both to identify with and to maintain our distance from each of the traditions covered. We propose to explore textual roots and fundamental concerns, and to look for similarities and differences. We will not be experts on World Religions after taking this course, but we will be more sensitive to the kinds of issues at stake in the study of religion, and more familiar with the origins and evolutions of today's living religions, both Eastern and Western. In general, it must be remembered that this is a philosophy class, so that emphasis will be placed on critical thinking, clarity and argumentation.

Program Fees

The Edge program fee covers tuition for your courses, housing, a daily meal plan (including breakfast and dinner), library privileges, lab fees, and all group recreational costs. It does not include the cost of books, cost of lunch or other meals, or spending money.
* Program fee: $5,850.
There is a non-refundable, one-time deposit of $100 that is due May 15, 2021.

Admissions Criteria

Admission to the Edge Summer College Program is competitive and selective. Students must meet the following criteria to be considered for admission to the program:

Be a rising high school junior or senior (by summer of 2021)

3.0+ cumulative GPA

Evidence that demonstrates strong academic potential, good judgement and maturity, and the ability to succeed in a highly structured environment

Edge Program Contacts

Nakia Mack, M.Ed.

Director of Pre-College Programs

Tim Danos, M.P.A.

Assistant Director of Pre-College Programs

Address: 210 S. College Ave., Newark, DE 19716-7202

Phone: (302) 831-8123

Fax: (302) 831-6905

Email: edge@udel.edu

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Edge Summer College Program | University of Delaware

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COVID-19 Update: We are currently planning for the Edge 2021 program to be hosted on campus and will have protocols in place to keep students and staff safe. If our plans need to change, we will update this site immediately.

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mmoorhouse@accesscollege.org
(757) 550-0149
Hours: Mon-Fri 8:00 AM -3:30 PM

Appointment Booking Links:

Make a GHS College Counseling Appt:
https://calendly.com/accesscollege/ghs-1-1

Make a GBHS College Counseling Appt:
https://calendly.com/accesscollege/gbhs-1-1

Make a GHS FAFSA Appt (seniors only): https://calendly.com/accesscollege/fafsa-consultation-ghs

Make a GBHS FAFSA Appt (seniors only):
https://calendly.com/accesscollege/fafsa-consultation-gbhs

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What Parents and Students Should Know
About COVID-19's Effects on
ACCESS and Your College Journey

Click here for details.

ACCESS College Foundation was founded in 1988 to eliminate barriers to postsecondary education and increase college attainment for underrepresented and low-income students.

Since 1988, ACCESS has helped more than 69,000 students from low-income families enroll in a certification or degree program while leveraging $684 million in financial aid and scholarships. Additionally, ACCESS has awarded more than $11 million in ACCESS "Last-Dollar" Scholarships to students, helping to make their educational paths possible. Over the last 31 years, ACCESS has proven that through guidance, mentorship, and financial assistance, Hampton Roads' brightest students can achieve their educational dreams - regardless of their background. As these graduates return home, they contribute to the vitality of our community, as the doctors, lawyers, teachers, and engineers of tomorrow.

Mission

We provide educational pathways leading to certification or college degree attainment and
career opportunities for students, particularly those who may not otherwise have access.

Vision

We will give every desiring student the opportunity to enrich their lives
and our communities through training and education beyond high school.

Partner Spotlight

Proud to be a United Way Partner!

We value your trust and promise complete transparency, helping you to make informed decisions in your charitable giving.

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Click here for details. ACCESS College Foundation was founded in 1988 to eliminate barriers to postsecondary education and increase college attainment for underrepresented and low-income students. Since 1988, ACCESS has helped more than 69,000 students from low-income families enroll in a certification or degree program while leveraging $684 million in financial aid and scholarships.

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On Demand US Naval Academy Admissions Information

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On Demand US Naval Academy Admissions Information

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Recorded info sessions, admissions advice, application walkthrough and more.

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Ferrum College Tuition Freeze & Scholarship Information

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Ferrum College Tuition Freeze & Scholarship Information

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More info at https://www.ferrum.edu/admission/aid-affordability/

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Mrs. Desteli is our TCC Outreach Advisor!  She's happy to answer TCC-specific questions and/or meet with you via Zoom.

Mrs. Holly Desteli
hdesteli@tcc.edu
757-822-5241 / 757-301-1653
Meet 1-1 with Mrs. Desteli:  www.calendly.com/hdesteli
Prospective Student Outreach Form (to get TCC info):  https://www.tcc.edu/hscontact

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TCC Chesapeake Campus Outreach Advisor Welcome - Holly Desteli

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More people with bachelor’s degrees go back to school to learn skilled trades (Washington Post article)

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More people with bachelor’s degrees go back to school to learn skilled trades (Washington Post article)

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"In Virginia, Colorado and Texas, where earnings are tracked, students with certain technically oriented credentials short of bachelor’s degrees earn an average of from $2,000 to $11,000 a year more than those with bachelor’s degrees, the American Institutes for Research reports."

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Chris Drumm prepares to put on a Hazmat suit during training at the fire station in Scarborough, Maine. Drumm, who has a bachelor's degree in business administration from the University of Massachusetts at Amherst, is now studying fire science at Southern Maine Community College. (Molly Haley for The Hechinger Report)

SCARBOROUGH, Maine - Putting on hazmat gear for the first time turns out to be a drawn-out process, so the trainees who are practicing this new skill make the time go faster with a little clowning around.

"Smile! Work it! Work it!" one shouts at a classmate as she jokingly strikes glamour poses for photos in a heavy vapor suit with rubber boots, two layers of gloves, a respirator and a 26-pound breathing tank. Another compares the get-up to the uniforms worn by the child-detection agents in the movie "Monsters, Inc."

Spread out in a parking lot beside a fire station, these congenial 20- and 30-somethings are enrolled in a community college program to become firefighters.

Four of the five in this group have something else in common: They previously earned bachelor's degrees, even though they've now returned to school to prepare for a job that doesn't require one.

"I was part of that generation that was told to go to college, so that's what I did," Michael Kelly said with a shrug. "That's what we were supposed to do."

But after getting a bachelor's degree in political science - for which he's still paying off his student loans - Kelly realized that what he actually wanted to do was become a firefighter. After all, he said, unlike a politician, no one is ever angry to see a firefighter show up.

"I spent a lot of money to end up doing . . . this," said the 28-year-old as his colleagues stowed the equipment before they filed back into a classroom.

A lot of other people also have invested time and money getting four-year degrees only to return for career and technical education in fields ranging from firefighting to automation to nursing, in which jobs are relatively plentiful and salaries and benefits comparatively good, but which require faster and far less costly certificates and associate degrees.

One in 12 students now at community colleges - or more than 940,000 - previously earned a bachelor's degree, according to the American Association of Community Colleges. And even as college and university enrollment overall declines, some career and technical education programs are reporting growth - and anticipating more of it.

"I thought I was the only one following this road, but apparently a lot of people are," said Noor Al-Hamdani, 26, who is getting an associate degree in nursing at Fresno City College, a community college, after having already earned a bachelor's degree in public health from California State University at Fresno.

In some cases, bachelor's degree holders are obtaining supplementary skills - computer science majors adding certificates in cloud technology, for example.

But the trend is also exposing how many high school graduates almost reflexively go to college without entirely knowing why, pushed by parents and counselors, only to be disappointed with the way things turn out - and then having to start over.

"Somewhere along the line it became ingrained that in order to succeed, whether your children wanted to go to college or not, they had to go to college," said Jane Oates, who was an assistant secretary of labor in the Obama administration and now heads WorkingNation, a nonprofit that tries to better match workers with jobs.

When they do start on the route to bachelor's degrees, a third of students change their majors at least once and more than half take longer than four years to graduate, according to the National Center for Education Statistics. Some of the rest drop out.

Even among those who manage to finish, more than 40 percent of recent graduates ages 22 to 27 are underemployed, meaning that they're working in jobs that don't require their degree, the Federal Reserve Bank of New York reports.

That makes four-year universities and colleges "a really expensive career exploration program," said Amy Loyd, vice president at the education and employment policy organization Jobs for the Future.

When Shana Tinkle was finishing high school, it was more or less "a rite of passage" to go on and get a bachelor's degree, she said - in her case, in creative writing from Brown University.

" 'You're supposed to do this. You'll get a job later,' " Tinkle, 32, remembered being told. "It wasn't a particularly career-oriented approach."

Now she's also here at Southern Maine Community College with the tentative goal of becoming a wildland firefighter, an occupation she points out is in extremely high demand.

Advocates for career and technical education say that, for many people, it makes more sense to start with those kinds of programs, reserving the option of continuing on to more time-consuming and expensive bachelor's degrees later, instead of vice versa.

"They're doing college backward," said Dave DesRochers, a former offensive tackle for the Seattle Seahawks and now vice president of PATH2, which helps students figure out what they want to do with their lives - before they finish high school - and choose their educations accordingly.

Chris Drumm went to the University of Massachusetts at Amherst and earned a bachelor's degree in business administration. He worked in hospitality for a while, then as a paralegal, and now is in the firefighter training course at SMCC. "I wish I knew about this program when I was coming out of high school," said Drumm, 25.

Drumm's fellow trainee Matt Duhaime attended the prestigious Boston Latin School, from which almost everyone in his class went on to four-year colleges and universities. Duhaime, 27, chose Plymouth State University in New Hampshire, largely because "I knew I wanted to get better at snowboarding," he said.

What he didn't know was what to do with the bachelor's degree in marketing he ended up with. So Duhaime worked at restaurants until he has also found himself in the firefighter training program.

"Coming out of high school there's social pressure on you: 'Where are you going to college?' " he said. "But the hardest thing is making such a finite decision about what you want to do at 18 years old."

The push to help students make more informed career decisions while they're still in high school is coinciding with frustration over the high cost of college and increased awareness of the potential for jobs at good pay in the skilled trades.

In Virginia, Colorado and Texas, where earnings are tracked, students with certain technically oriented credentials short of bachelor's degrees earn an average of from $2,000 to $11,000 a year more than those with bachelor's degrees, the American Institutes for Research reports.

An analysis by the Georgetown University Center on Education and the Workforce found first-year nurses with associate degrees making $80,200 a year and up and first-year electrical and power transmission installers, who also need associate degrees, $80,400 - more than some graduates with not just bachelor's, but master's degrees.

Graduates with bachelor's degrees still generally make more than people with lesser credentials - about $19,000 a year more than associate degree recipients when they're at the peak of their respective careers, according to the Hamilton Project.

Completing career and technical education is almost always faster and less expensive than studying toward a bachelor's degree, however, and trainees can earn while they learn. That's the case for several of these future firefighters, who are already working in fire stations and getting paid to go on calls.

All of this is helping to change perceptions of long-disparaged career and technical - previously called vocational - education.

Maine's community colleges report that the number of people signing on to short-term job training quadrupled over the past two years. El Paso Community College in Texas is expanding those kinds of programs; its president, William Serrata - who chairs the American Association of Community Colleges - told education journalists in September that his counterparts are also preparing for an increase in demand.

Tinkle, the aspiring wildland firefighter with the Brown degree, said people often react to her story by expressing envy for her less conventional route to a job.

"A lot of people I've met have said to me, 'I wish I'd done what you were doing when I was your age,' " she said. "And I tell them: 'Well, you should have.' "

This story about Sign up for our career and technical education was produced by the Hechinger Report and supported by the Citizens & Scholars Higher Education Media Fellowship. higher education newsletter.

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More people with bachelor's degrees go back to school to learn skilled trades

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SCARBOROUGH, Maine - Putting on hazmat gear for the first time turns out to be a drawn-out process, so the trainees who are practicing this new skill make the time go faster with a little clowning around. "Smile! Work it! Work it!"

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TCC Application, Financial Aid, & Enrollment Checklist

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TCC Application, Financial Aid, & Enrollment Checklist

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Application & step by step instructions for what to do if you're planning on attending Tidewater Community College.

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See TCC's Spring 2021 COVID-19 Updates READ NOW

It's free & easy to apply to TCC

TCC's free application for admission is the first step towards enrollment at Tidewater Community College. In order to attend TCC classes, you must apply to TCC with an application.

Applying to TCC is free and easy, but there are a few things you want to make sure you get right on the application to avoid extra steps on your journey toward becoming a student!

When you start the application, you will be redirected to a new page where you will be instructed to create an account and begin.

Read all the application questions carefully and do your best to respond to everything accurately.

Skipping a response or giving an incomplete answer (i.e. not providing your social security number or failing to indicate that you plan to apply for financial aid) will create additional steps for you later.

To qualify for general admission, you must have a high school diploma, its equivalent, OR be 18 years of age or older, and be able to benefit from a program of study at Tidewater Community College.

If you have any questions with the steps to apply or need help with the application, don't hesitate to reach out.

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See TCC's Spring 2021 COVID-19 Updates READ NOW TCC's free application for admission is the first step towards enrollment at Tidewater Community College. In order to attend TCC classes, you must apply to TCC with an application.

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2021 Forecast for College Study Abroad Programs

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2021 Forecast for College Study Abroad Programs

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"Some study abroad programs are beginning to resume after being halted because of the pandemic, but their status remains fluid, and most professionals in the field don't anticipate a return to normalcy until next summer or fall at the earliest."

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Study abroad options for American students look likely to be limited next spring, as many professionals in the field do not anticipate a return to normal programming until next summer or fall at the earliest.

The pandemic caused unprecedented disruptions to study abroad programs over the past year, with colleges and program providers evacuating students from their host countries en masse and suspending most international programs for the summer and fall. Some colleges have extended existing restrictions on university-sponsored study abroad travel through next spring, while others are evaluating programs on a case-by-case basis.

The situation remains fluid, as many European nations have reinstituted lockdowns in response to a second wave of coronavirus cases and the number of infections continues to rise rapidly in the U.S.

"At this point in time, we are considering restarting our study abroad offerings for the spring semester, and I say at this point in time because we're not absolutely certain at this juncture whether that's going to happen," said Sukant Misra, vice provost for international affairs at Texas Tech University. "We're leaving the door open to possible cancellation depending on what happens in our destination countries."

Texas Tech is currently planning on sending 56 students to seven different study abroad locations, and it is encouraging students to purchase a new travel insurance option, offered by a private company but vetted by the university, providing protection for trip interruption or cancellation for any reason. The bulk of students are planning to go to Texas Tech's own study abroad center in Seville, Spain, where the university has developed COVID-19 health and quarantine protocols and new protocols for excursions, facilities and host families.

"I feel good that for this soft start more than half the students will be going to our center, where we have more control," Misra said.

To navigate study abroad this spring is to enter a labyrinth of border closures and testing and quarantining requirements. Some countries, such as Australia and New Zealand, are closed to anyone other than citizens and permanent residents. Other countries, including Italy and Spain, restrict some travel but allow for student travel. Many countries have pre- or postarrival testing or quarantine requirements.

The University of Richmond, in Virginia, plans to open a select number of programs in Asia or Europe to students in spring 2021. Ellen Sayles, associate dean and director of education abroad, said in deciding which programs to open the university considered dozens of factors, including what travel restrictions are in place, whether embassies and consulates are open so students can get necessary visa documents, available student housing options, and whether a partner university could provide a remote option should the program need to be cancelled midterm. Program administrators also considered medical and safety advisories from governmental sources and from the university's insurance provider.

"There was more time to plan and to understand in this new reality what kind of support and structures had to be in place," Sayles said of the decision to reopen study abroad for the spring on a limited basis. "The last thing we want to do again is have students be abroad and have to pull them home, because that was just heart-wrenching for everyone.

"Frankly, we felt that some of our students may not have another chance to do something like this as an undergraduate," Sayles added. "If we could feel semiconfident about the places and the partners we were sending them to, it would be something we'd like to at least offer those students."

Other colleges have made the decision to continue the suspension of study abroad programs through the spring semester. For example, the University of Notre Dame, in Indiana, recently announced to students that it was canceling spring study abroad.

"For the past several months, Notre Dame International has closely examined evolving factors including travel bans and advisories, the spread of the pandemic, the ability of health care systems around the world to provide the necessary care, as well as our capacity for surveillance testing and ability to quarantine and isolate our students, staff, and faculty overseas should it become necessary," a statement on the university's study abroad website said. "Unfortunately, the dynamically changing spread of the pandemic globally and the associated uncertainties make the risks to our students and faculty simply too high at this time. This news is deeply disappointing, but necessary to protect the safety and well-being of our students, faculty, and staff -- our top priority."

Tufts University has also suspended most study abroad for the spring. The Massachusetts institution's website lists various considerations that went into the decision, including "the prevalence of COVID across the globe; our inability to predict what incidence and prevalence will look like in the spring; the risks associated with air travel; current (and expected ongoing) travel and entry restrictions related to international travel."

It also listed "changing local guidance on mobility and transmission-mitigation mandates; the variability of local medical care; the financial burdens associated should situations worsen; uncertainties with our partners abroad; and academic continuity concerns."

The Forum on Education Abroad, a professional association for the field, has issued guidelines for conducting study abroad during the pandemic, including academic, health and safety, legal and insurance-related, and ethical considerations.

"It's certainly not lost on any of us in education abroad that there are ethical questions about sending students to communities with lower infection rates than the communities from which they're coming," said Melissa Torres, the Forum's president and CEO.

Torres said decisions by the Department of State and the Centers for Disease Control and Prevention to lift global health advisories urging Americans to avoid all international travel in favor of returning to country-specific safety ratings has given colleges more flexibility to consider resuming some study abroad programs.

The State Department currently rates most countries in the world at a level-three rating on a scale of one to four; level three translates to "reconsider travel." The CDC rates the COVID risk as level three, or high, in most countries in the world. Many colleges use a level-three State Department or CDC warning as a trigger for re-evaluating study abroad programs.

Torres said few professionals expect a return to normal programming this spring. The Forum just completed a survey of members and found that about 40 percent do not know when study abroad will return to normal. About 20 percent are planning on a return to normalcy in the summer and 15 percent in the fall.

"Just from talking to our members, many are reporting that students are extremely interested in resuming study abroad when their classes are back to face-to-face, when campuses reopen generally," Torres said. "Of course depending on a vaccine, student demand is there."

Some colleges have already resumed study abroad, at modest scale. The University of Texas at Austin is requiring all students who want to study abroad to petition for permission from the university's International Oversight Committee and submit a COVID-19-related waiver releasing the university from legal liability. This fall the university permitted 73 students -- 52 undergraduates and 21 graduates -- to study abroad or conduct research overseas, a small fraction of the number it would normally send abroad.

"We did allow for students to study abroad and conduct research abroad in the fall, and it was only 10 percent of the numbers we usually see," said Sonia Feigenbaum, senior vice provost for global engagement at UT Austin. "In the spring we're anticipating about 200, but this is an evolving situation that the numbers decrease day to day because programs are canceled."

The University of Dallas operated its study abroad program on a self-contained campus outside Rome this fall. The program was hit by a coronavirus outbreak in October that sickened about a third of the 78 students and three staff members. Peter Hatlie, dean and director of the University of Dallas Eugene Constantin Rome Program, said no one was hospitalized or otherwise seriously ill. Most students were asymptomatic, and those who experienced symptoms were mildly affected.

"I think people have to be prepared for at least one outbreak on their campus," said Hatlie. "We are dealing with an age demographic that is just very sociable."

Hatlie, a professor of classics, said a major difference for students this fall was limitations on their ability to travel across borders and domestically. An organized trip to Greece early in the semester was subbed out for one to southern Italy. And as case numbers have risen, new restrictions have been imposed on travel within Italy.

Hatlie said when administrators approved resuming the program in July, case numbers in Italy were low -- fewer than 500 new cases per day. Last week they peaked at over 40,000 daily. Navigating the rising case numbers and the increasing restrictions on movement within Italy have been a challenge, he said, but as of now the university is still planning on running the program in the spring. He is hopeful the Italian government will be successful in containing the second wave of infections by Christmas.

"The experiential education is what we advertise, and also we think it's a transformative experience. Obviously, this is a different kind of transformative experience. I definitely think it's broadened the horizon of students," Hatlie said.

"They went to the Colosseum. We study Greece, and they saw a lot of sites associated with Greece. They took some hits on independent travel and they had to be very, very resilient, but as a community we just have fantastic community spirit. It's unbelievable."

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Study abroad looks to remain limited this spring

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Some study abroad programs are beginning to resume after being halted because of the pandemic, but their status remains fluid, and most professionals in the field don't anticipate a return to normalcy until next summer or fall at the earliest.

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College That Change Lives (Info & College Search Tool)

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College That Change Lives (Info & College Search Tool)

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"Colleges That Change Lives, Inc. (CTCL) is a non-profit organization dedicated to the advancement and support of a student-centered college search process. We support the goal of every student finding a college that develops a lifelong love of learning and provides the foundation for a successful and fulfilling life beyond college."

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As educators, we have a responsibility to seek and teach justice, to call out injustice, and to lead our students and colleagues to a better tomorrow where every Black life will finally matter. We support our students, faculty, colleagues, staff, alumni, and supporters of color. Read the statement from the CTCL Board of Directors.

Thousands of students and families have reaped the benefits of a CTCL experience and have been "changed" in ways that were unforeseen but graciously welcomed. Your donation to the CTCL Scholarship fund makes the CTCL experience a reality for even more students and is a wonderful way to honor author Loren Pope's wisdom and the ongoing work of CTCL in carrying forth his vision.

After careful consideration of the current travel restrictions, hotel closures, and city and state regulations regarding social distancing and gathering groups of people together, the CTCL Board of Directors has made the difficult decision to cancel the annual college fairs and information sessions normally held nationwide. Virtual CTCL events will be coming soon!

It's July. We've passed the Summer Solstice and we are moving swiftly towards "back to school" time. But, what will "back to school" look like this fall? For many high school students one concern that overshadows others is the question of standardized tests. But let's keep a few things in mind if you are and your child are scrambling to find a test site: Hundreds of colleges and universities have gone test-optional in the past few months. Tests may be optional; your health and safety are not.

Personalized, student-centered experiences are at the heart of every Colleges That Change Lives education. While the CTCL member schools all share that mission, they are otherwise very distinctive from one another.

Whatever your heart (and mind!) desires, we invite you to search the CTCL colleges here online to find your very own transformative college experience.

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Colleges That Change Lives - Changing Lives. One Student At A Time.

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As educators, we have a responsibility to seek and teach justice, to call out injustice, and to lead our students and colleagues to a better tomorrow where every Black life will finally matter. We support our students, faculty, colleagues, staff, alumni, and supporters of color. Read the statement from the CTCL Board of Directors.

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A list of volunteer opportunities for students ages 12-17, organized by age.

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Search volunteer opportunities that accept youth volunteers by visiting our search page. Use the filters located on the left of the screen to filter opportunities by your child's age. If the opportunity is age-restricted but allows for youth volunteers with an adult you will have to sign up with your child by creating a team. Information on creating your team can be found on our Team Volunteers page.

The following nonprofits accept youth volunteers. Please note age requirements, although many will accept younger volunteers with an adult. For details, call the nonprofit directly.

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Search volunteer opportunities that accept youth volunteers by visiting our search page. Use the filters located on the left of the screen to filter opportunities by your child's age. If the opportunity is age-restricted but allows for youth volunteers with an adult you will have to sign up with your child by creating a team.

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GWU CyberCorps Program (+ full scholarship!)

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GWU CyberCorps Program (+ full scholarship!)

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"Government funding provides full scholarships (tuition, books, stipend, and professional development allowance) for students to study cybersecurity at GW for up to three years. After completing their coursework, students will help protect the nation's information infrastructure by working as security experts in a government agency for at least the amount of time they have been supported by this program."

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Each fall, approximately a dozen students pursue their bachelor's, master's, and doctoral degrees with federal funding from the National Science Foundation and the Department of Homeland Security. These grants are part of GW's Partnership in Securing Cyberspace through Education and Service (PISCES) program. Government funding provides full scholarships (tuition, books, stipend, and professional development allowance) for students to study cybersecurity at GW for up to three years. After completing their coursework, students will help protect the nation's information infrastructure by working as security experts in a government agency for at least the amount of time they have been supported by this program. Since 2002, 88 students have graduated with help from this program, earning degrees in computer science, electrical engineering, engineering management, forensic sciences, business administration, information systems technology management, national security studies, and public policy. They have gone on to work at numerous government agencies, national laboratories, and federally funded research and development corporations. A full list of agencies who have hired our CyberCorps graduates is available for viewing.

The scholarship covers 100% of GW tuition and fees. The scholarship also includes a stipend of between $25,000 and $35,000 per year for living expenses and a $4,000 annual allowance for professional development and a $2,000 allowance for textbooks. More information .

Eligibility requirements:

United States Citizens

Current GW Student or applicant for next Fall (GW admissions application must be submitted before scholarship application)

18 years or older

Undergraduate Juniors or higher (including graduate students)

Undergraduate applicants must have GPA of at least 3.0

Graduate applicants must have GPA of at least 3.2

Applications are being accepted now for the students starting in Fall 2021. Click here for more information about the application process.

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Each fall, approximately a dozen students pursue their bachelor's, master's, and doctoral degrees with federal funding from the National Science Foundation and the Department of Homeland Security. These grants are part of GW's Partnership in Securing Cyberspace through Education and Service (PISCES) program.

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Emory University Merit Scholarship Information 

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Emory University Merit Scholarship Information 

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"Emory University offers partial to full merit-based scholarships as part of the Emory University Scholar Programs. Scholar programs are more than just merit scholarships. They empower students through resources and support to reach their full potential and make an impact on the university, Atlanta, and the world beyond."

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Students applying Early Decision I can apply for the scholar programs but need to meet the November 1 deadline. If your ability to enroll depends on receiving a specific amount of merit scholarships or need-based financial aid, we strongly encourage you to apply Regular Decision.

Scholar program awards are not finalized until early April, after the deposit deadlines for Early Decision I and Early Decision II.

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Emory University Scholar Programs | Emory University | Atlanta GA

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Merit-based scholar programs offer partial to full merit-based scholarships to Emory University. Learn how to apply, requirements, and deadlines.

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Lehigh Launch First Semester Experiential Learning Program

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Lehigh Launch First Semester Experiential Learning Program

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"Lehigh Launch is an experiential, integrative learning experience for intellectually curious and independent students. This unique first-semester experience is led by Lehigh faculty and staff, is open to students in any major, and costs the same as an on-campus semester (financial aid applies the same as for an on-campus semester as well). Through hands-on learning and challenging coursework in a living-learning community, students will gain new perspectives, grow as individuals and return to Lehigh with the experience and knowledge to succeed."

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1. Admissions

2. Lehigh Launch: Experiential, Place-Based Learning

Start your college career with an immersive, inquiry-based semester in the American West and learn from your location, your professors, your peers-and yourself.

Because life isn't divided into majors. And not all classrooms have walls.

Lehigh Launch is an experiential, integrative learning experience for intellectually curious and independent students. This unique first-semester experience is led by Lehigh faculty and staff, is open to students in any major, and costs the same as an on-campus semester (financial aid applies the same as for an on-campus semester as well). Through hands-on learning and challenging coursework in a living-learning community, students will gain new perspectives, grow as individuals and return to Lehigh with the experience and knowledge to succeed.

Program Location

Spend your semester with Lehigh faculty learning about the literature, earth and environment, and peoples of Wyoming and New Mexico - while you also learn about yourself. Backpacking and canoeing expeditions with the National Outdoor Leadership School (NOLS) elevate the program's classroom- and field-based learning.

What is learning like in Lehigh Launch?

Immersive

place-based, situated in a living-learning environment

Active

experiential, inquiry-based

Integrative

concepts woven together through connective themes

Cooperative

cohort-based learning with collaborative projects and reports

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Admissions Lehigh Launch: Experiential, Place-Based Learning Start your college career with an immersive, inquiry-based semester in the American West and learn from your location, your professors, your peers-and yourself. Lehigh Launch is an experiential, integrative learning experience for intellectually curious and independent students.

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New local BS in Nursing degree with VWU & Sentara College of Health Sciences

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New local BS in Nursing degree with VWU & Sentara College of Health Sciences

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"Students will experience 990 hands-on hours in skill labs, simulations, and clinicals at award-winning Sentara facilities, and will work with renowned healthcare providers. Students who graduate from Sentara College of Health Sciences score consistently high-percentage pass rates on the NCLEX licensure exam for first-time testers."

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Joint Bachelor of Science in Nursing
with Sentara College of Health Sciences

Virginia Wesleyan is Coastal Virginia's premier university of the liberal arts and sciences, situated on a 300-acre park-like campus in Virginia Beach. Students thrive in small classes-the average is 14 people-and through the University's experiential learning, high-impact leadership, and career-development programs.

Founded as the first nursing program in Norfolk, Sentara College of Health Sciences has grown and advanced over its 128-year history to bring students the best in healthcare education. The College's connection to Sentara Healthcare allows students to learn from expert clinicians in world-class healthcare centers.

The joint BSN degree involves coursework at Virginia Wesleyan University and Sentara College of Health Sciences. Formal acceptance into the Sentara program occurs at the end of freshman year. Ten qualified applicants are guaranteed admission, and additional students will be considered on a competitive basis.

Learn More Request Information

Virginia Wesleyan also offers several preparatory programs for the medical field, including pre-professional tracks in pre-nursing/allied health, medicine, dentistry, veterinary medicine, art therapy and counseling. VWU also has an articulation agreement with Sentara College of Health Sciences whereby students may be guaranteed admission to Sentara's Master's Entry to Nursing Practice (MENP) program, and a Joint Program in Medicine and an Early Assurance Program with Eastern Virginia Medical School.

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Joint Bachelor of Science in Nursing with Sentara College of Health Sciences Virginia Wesleyan is Coastal Virginia's premier university of the liberal arts and sciences, situated on a 300-acre park-like campus in Virginia Beach.

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University of Alabama Merit Scholarship News & Updates

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University of Alabama Merit Scholarship News & Updates

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"The University of Alabama offers some of the most generous scholarship opportunities in the country for qualifying students. Students admitted before January 15 have the opportunity to qualify for university merit-based and competitive scholarships in addition to external scholarships awarded."

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The University of Alabama offers some of the most generous scholarship opportunities in the country for qualifying students. Students admitted before January 15 have the opportunity to qualify for university merit-based and competitive scholarships in addition to external scholarships awarded.

To select scholarship recipients, the Office of Undergraduate Admissions, the National Alumni Association, and The University of Alabama's Undergraduate Colleges and Schools use the scholarship application on mybama.ua.edu to award competitive scholarships to freshman, transfer, and currently enrolled students. Student Financial Aid will use this information for non-need-based scholarships as well.

The process for applying for scholarships varies based on whether you are an entering freshman, transfer, or currently enrolled student. Please select your student type for more information concerning the scholarships for which you qualify.

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Scholarships - | The University of Alabama

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The University of Alabama offers some of the most generous scholarship opportunities in the country for qualifying students. Students admitted before January 15 have the opportunity to qualify for university merit-based and competitive scholarships in addition to external scholarships awarded.

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Full Scholarship @ Texas Tech for National Merit Semifinalists

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Full Scholarship @ Texas Tech for National Merit Semifinalists

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"Qualifying students who designate Texas Tech University as their first choice institution are eligible to receive our National Merit Finalist Scholarship which guarantees 100% of the approved cost of attendance." (Worth over $100K for 4 years!)

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National Merit Semifinalist

Students named as semifinalist are encouraged to follow the directions set by the National Merit Corporation to apply for finalist standing. Additionally, we encourage you to make contact with Texas Tech University to begin a dialogue of your options as a student including your academic and extracurricular aspirations. We hope you'll plan to visit campus as soon as possible. To schedule your visit, please contact Jessica Cravens.
Requirements and Instructions for Semifinalists
National Merit Finalist

Students that reach finalist standing will be notified in February by the National Merit Corporation. Qualifying students who designate Texas Tech University as their first choice institution are eligible to receive our National Merit Finalist Scholarship which guarantees 100% of the approved cost of attendance. Below is a breakdown of the scholarship amounts.

The National Merit Scholarship is funded by a combination of federal, state and institutional gift aid funds from grants and scholarships. Loans are not included in the National Merit Scholarship.

Qualifying students should make their designation no later than May 31, 2021 to the National Merit Corporation to maximize eligibility.
Non-resident Students
National Merit Finalists who select Texas Tech University and are not residents of the State of Texas, qualify for Texas Tech's National Merit Scholars Program.
Renewal
Students that qualify for participation in this program will be eligible for 4 years of undergraduate studies. Students should enroll in 30 hours per academic year and maintain a minimum 3.5 GPA.

Hear From Our Students

Campus Visits

One of the most important steps in the college selection process is to take a tour of the college or university of interest. We're happy to arrange personalized campus visit experiences for National Merit Semifinalists and National Merit Finalists upon request. Contact Jessica Cravens to plan your visit.

Jessica Cravens
National Merit Program Coordinator
806.834.1198
jessica.cravens@ttu.edu
www.visit.ttu.edu

Additional Consideration for National Merit Scholars

Are you a National Merit Scholar?

Frequently Asked Questions

Does the National Merit Scholarship cover graduate school or law school?

Yes, this scholarship is awarded to qualifying students for 4 years at Texas Tech University, which can include graduate or law school.

Can this scholarship apply to study abroad programs?

Yes, the National Merit Scholarship does assist in covering study abroad trips in fall and spring semesters.

How does the scholarship disbursement work?

Each student is awarded half the cost of attendance in the fall and then half in the spring. Tuition, fees, room and board are deducted from the student's bill and then any remaining amount is refunded back to the student.

What is the deadline to designate Texas Tech as my college choice?

Our deadline is May 31. To do so, log in and select Texas Tech University as your college choice at www.nationalmerit.org.

Do I receive automatic admission into the Texas Tech Honors College?

Yes, all National Merit Finalist receive automatic admission into the Texas Tech Honors College. Simply apply and notify Jessica Cravens. Apply at honors.ttu.edu.

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State of Texas and Texas Tech University

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Students named as semifinalist are encouraged to follow the directions set by the National Merit Corporation to apply for finalist standing. Additionally, we encourage you to make contact with Texas Tech University to begin a dialogue of your options as a student including your academic and extracurricular aspirations.

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TCC Scholarship Info (including Dual Enrollment scholarships)

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TCC Scholarship Info (including Dual Enrollment scholarships)

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TCC has some new scholarships available, including some for new Dual Enrollment students. More info in the link!

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See TCC's plan for reopening in Fall 2020 READ NOW

TCC and the TCC Educational Foundation provide thousands of dollars in scholarships to deserving students each year. Most of them are worth $500 or more and don't need to be repaid, making one of the most affordable options in higher education even more cost-effective.

Spring Scholarship Opportunities

Before applying for a scholarship, you must complete the FAFSA. You may be awarded more than one scholarship depending on your financial need.

TCC Scholarship Opportunities

Don't miss out on money available to help you achieve your academic goals. Applications for Spring scholarships will be announced in December.

Where to find more scholarships

These scholarships are available through organizations outside TCC or through programs at the college other than TCC's Educational Foundation.

2-Year College Transfer Grant Program

TCC associate degree graduates who transfer to a 4-year Virginia college or university can receive up to $2,000 annually through the Virginia Two-Year College Transfer Grant.

Learn More About Transfer Grants

Military-related Student Scholarships

Scholarships specifically for military-related students are offered by a variety of different organizations. Each scholarship has its own criteria and application deadline.

Emergency Relief

Tidewater Community College is required by the U.S. Department of Education to supply the following information regarding distribution of CARES Act Higher Education Emergency Relief Fund (HEERF) funding.

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Scholarships @ TCC | Tidewater Community College

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See TCC's plan for reopening in Fall 2020 READ NOW TCC and the TCC Educational Foundation provide thousands of dollars in scholarships to deserving students each year. Most of them are worth $500 or more and don't need to be repaid, making one of the most affordable options in higher education even more cost-effective.

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Skype a Scientist gives "the opportunity to get to know a real scientist..."  You can "match" to a scientist in a field of your choosing to connect directly and learn about their work & research.  There are also live/recorded online events with scientists explaining their research. Free but it's a non-profit so donations are accepted. Personal plug: my family loves this program! So far we've Skyped with a geneticist and an epidemiologist.  Great for STEM-interested students!

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VA Military Survivors & Dependents Education Program

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VA Military Survivors & Dependents Education Program

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"...education benefits to spouses and children of military service members killed, missing in action, taken prisoner, or who have been rated by the United States Department of Veterans Affairs as totally and permanently disabled or at least 90 percent permanently disabled as a result of military service."  This program can cover up to full tuition, room & board at VA public colleges for eligible students.

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Virginia Department of Veterans Services

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TUITION BENEFITS (TIER 1 & TIER 2)
Eligible students, as confirmed by DVS, are guaranteed a waiver of all tuition and mandatory fees for eight semesters at a Virginia public college or university and Eastern Virginia Medical School.
TIER 1 ELIGIBILITY
Eligible students may receive a stipend to offset educational expenses such as room, board, books, and supplies. SCHEV works with DVS and the public colleges and universities in disbursing funds. The amount of the stipend is determined annually by SCHEV and is dependent on the student's enrollment status; the number of participating students; and the available funding.

The eligible student must be:

admitted to a Virginia public college or university; and

the spouse or the child between the ages of 16 and 29 of a qualifying Veteran.

A qualified Veteran is one who:
TIER 2 ELIGIBILITY

meets the domiciliary requirement as defined in the Code of Virginia § 23.1-608; and

is rated totally and permanently disabled or at least 90% permanently disabled due to military service.

The eligible student must be:

admitted to a Virginia public college or university; and

the spouse or the child between the ages of 16 and 29 of a qualifying military service member or Veteran.

A qualified military service member or Veteran is one who meets the domiciliary requirement as defined in the Code of Virginia § 23.1-608 and

was killed, became missing in action, taken prisoner of war; or

is rated totally and permanently disabled or at least 90% permanently disabled due to direct involvement in covered military combat (includes military operation against terrorism; a peacekeeping mission; a terrorist act; or any armed conflict).

NOTE for Tier 2 Eligibility: A military service member's death or a Veteran's total and permanent or at least 90% permanent disability must have been directly caused by the military service members's or Veteran's involvement in military operations: 1) against terrorism; 2) on a peacekeeping mission; 3) as a result of a terrorist act; 4) an armed conflict. The death or service connected disability cannot have incurred during active duty that coincides with, but was not the direct result of, one of the listed events or missions.

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Virginia Military Survivors & Dependents Education Program | Virginia Department of Veterans Services

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Virginia Military Survivors and Dependents Education Program The Virginia Military Survivors and Dependents Education Program (VMSDEP) provides education benefits to spouses and children of military service members killed, missing in action, taken prisoner, or who have been rated by the United States Department of Veterans Affairs as totally and permanently disabled or at least 90 [...]

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Info re: William & Mary Waitlist "Pathways to Admission"

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Info re: William & Mary Waitlist "Pathways to Admission"

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Interesting options if a student is waitlisted @ W&M: "We are excited to announce two new spring admission pathways for waitlisted students. Students who are waitlisted for fall admission now have two options that lead to guaranteed spring admission. The first option is to spend one semester at a two year institution and maintain a 3.0 GPA with at least 12 transferrable credits. The second option is to participate in a study abroad semester through Verto Education. Students can elect to stay on the waitlist for the fall semester while planning to participate in either of these programs, and the deposit for Verto Education is refundable should the student get off the waitlist for the fall semester."

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William & Mary will offer students on our freshman waitlist a guaranteed pathway to admission next spring if they meet the requirements specified below while completing one full-time semester at an accredited community or junior college, including but not limited to, Richard Bland College or a Virginia Community College.

For the community college pathway, freshman students remaining on the waitlist simply need to fulfill the following requirements:

1. Submit intent in pursuing this pathway by August 1.

2. Submit your official final high school transcript including date of graduation.

3. Complete at least 12 transferable credits (full-time semester) in the fall from an accredited community or junior college.

4. Earn at least a 3.0 GPA with no individual grade below a C-.

5. For students who have completed the intent form, our office will follow-up with a form to re-open your freshman application in October to complete by November 1.

6. Continue to meet high standards of personal and academic conduct. Your institution will need to send your College Report to [[transfer, transfer@wm.edu]] by November 22.

7. Submit a Mid-Term Report by November 22 to [[transfer, transfer@wm.edu]].

8. Send us an official college transcript from your fall college as soon as your fall grades are posted.

Frequently Asked Questions:

Do I also need to complete a Common Application for Transfer this Fall to pursue this program?

No, acceptances will be made quickly upon receipt of mid-semester grades and they will be conditional pending final grades. We will reactivate the application you submitted as a freshman applicant.

Is housing guaranteed for students pursuing this program?

Yes, on-campus housing will be guaranteed for all spring term guarantee admission students. A housing application will be completed by students pursuing this program in December.

Am I still eligible for Financial Aid in the spring?

Yes, we encourage students to complete the FAFSA & CSS Profile reflecting W&M for the 2020-2021 academic year by November 1 for spring financial aid consideration.

Is this program available for Waitlisted Transfer students?

No, this program is currently only intended for first-time freshmen who remained on the waitlist.

If I complete the intent form, am I obligated to attend W&M in the Spring?

No, the intent form is non-binding.

Is there a way for me to check which courses are transferrable?

Yes, we encourage students to use our Tribe Transfer Tool. The Tribe Transfer Tool is an online database of transfer information. It includes courses that have been reviewed for credit for incoming students from U.S. institutions. It is not an exhaustive database. Generally, lower level general education courses in the areas of math, English, sciences, and humanities with a grade of C (2.0) or better are transferable. Remedial coursework does not transfer to William & Mary.

Who should I contact for more information about this program?

Should you have any questions regarding the community or junior college pathway program please contact Monica Pinier at monica@wm.edu

Who should I contact regarding the Verto Academic Semester Abroad guaranteed admission pathway?

Additional information can be found on the Verto Education website, and questions may be directed to Catherine Malcolm at catherine@vertoeducation.org.

Students pursuing the Verto Study Abroad option do not need to complete the intent form above.

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Guaranteed Admission Pathway for Waitlisted Freshmen

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William & Mary will offer students on our freshman waitlist a guaranteed pathway to admission next spring if they meet the requirements specified below while completing one full-time semester at an accredited community or junior college, including but not limited to, Richard Bland College or a Virginia Community College.

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UVA School of Architecture Upcoming Events

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UVA School of Architecture Upcoming Events

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Info sessions specific to the School of Architecture, student chats, & more.

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University of Virginia School of Architecture

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In response to the novel coronavirus, known as COVID-19, the University of Virginia is temporarily discontinuing in-person visits in an effort to protect the health of our students, staff, faculty, and visitors and to assist in slowing the spread of the virus. We will provide an update on when we will resume on-site visits as soon as we are able.

We are offering a number of Virtual Undergraduate Information Sessions this fall for prospective students where you will be able to join faculty and current students to learn more about the undergraduate programs offered at the UVA School of Architecture.

Register now for one of the following Fall 2020 dates by clicking on the preferred date below. You will receive login information on how to join us online upon registration:

All sessions will be held from 11AM - 12PM (ET).
In addition, please take advantage of opportunities to learn about UVA online:
Learn about our other opportunities to learn about UVA School of Architecture through out Visit Us page.

Do not hesitate to let us know if you have any questions about how to connect with the School of Architecture: Reach us at: a-school-admissions@virginia.edu

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In response to the novel coronavirus, known as COVID-19, the University of Virginia is temporarily discontinuing in-person visits in an effort to protect the health of our students, staff, faculty, and visitors and to assist in slowing the spread of the virus.

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"Verto Education’s yearlong honors program is an academically rigorous, internationally immersive, and life-changing experience for students who want to change the world." With the Opportunity Grant, families who have household incomes between $0 and $125,000 will qualify for reduced tuition.

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Each course is designed to help you better understand the issues through a variety of perspectives as you travel the world. On Verto semesters, our curriculum is based on experiential learning, so you'll be getting your hands dirty and actively participating as a member of each host community. The people, culture, economy, and political perspective of each country will form a lens through which you'll navigate a range of important topics.

With your cohort, you are a member of a micro-community along the way. As CTW students, you'll be held to a high standard of academic excellence. At the culmination of the year, you'll present your final research project to industry leaders from around the world. We don't expect you to convert your academic outcomes into a presentation that will be locked in an archive. We expect that your final capstone project will be the beginning of a lifelong series of investigations and solutions that will-you guessed it-change the world.

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Change the World: Verto's International Honors Program * Verto Education

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Each course is designed to help you better understand the issues through a variety of perspectives as you travel the world. On Verto semesters, our curriculum is based on experiential learning, so you'll be getting your hands dirty and actively participating as a member of each host community.

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Rice University Financial Aid Information 

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Rice University Financial Aid Information 

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Rice University has need-blind admissions and meets 100% of a student's demonstrated financial need. Merit scholarships also available. More info at https://financialaid.rice.edu

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The 2021-2022 FAFSA is now open; all c/o 2021 students should file to be eligible for financial aid and need-based scholarships.

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The FSA ID allows student and parent to e-sign the FAFSA and import tax data using the Data Retrieval Tool (highly recommended).  The c/o 2021 senior will need an FSA ID, as will one parent (whomever the student lives with).  If the parent has filed a FAFSA for an older student in the past few years, he/she can retrieve their FSA ID on this site, as well.  https://fsaid.ed.gov/npas/index.htm

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The First Step Students Should Take When Applying to College

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The First Step Students Should Take When Applying to College

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Great blog post from Cornell Admissions about the critical first step in the college process (hint: it's NOT setting up Common App!)

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When my mentor and I were talking a while back, we somehow ended up discussing the college process. He asked me, "When do you think the college process starts?" I responded, "Well, when you first make contact with the institution or check it out online." He told me, "Nope. It starts way before you even make a single click online or make a single phone call to an admissions office."

Allow me to share the lesson I learned with you, and perhaps you can share it with your students.

When does the college process actually start?
I have found it very helpful in life to keep all matters in a good perspective. For this reason, I always find it imperative to remind every student I work with that no institution is a destination or a guarantee to a particular destiny or life. The school is nothing without its students. Every school is just a stepping stone to your next chapter in life. The resources each school provides are tools to help explore your interests and enhance your skills. Every school has its own DNA or way of operating, just like how we are all different and have our own DNA. This is why before you look up the school or make a phone call to an admissions office, students should first ask themselves - what is my DNA? Who am I?

Who are you as a person?
What do you enjoy doing? How do you make friends? What takes up most of your time? Time taken for self-assessment will help students as they assess campus life and resources at each college/university they explore. They then enter their college search knowing what they want to see on a school's campus.

Who are you as a student?
Every student is different. Some students thrive in a small classroom, and others feel right at home in a room of 100 students. Some prefer a class where no two days are the same, and others prefer a more traditional setting. Some students excel in math or science, and others excel in literature or social studies. There are no "right" choices, but assessing these choices and preferences is helpful when it comes to reviewing the academic environment and resources of each school.

It's all about research and matching.
The research process can be very time-consuming. Students shouldn't fall into the trap of looking at themselves and the institutions at the same time. They should know themselves first and then look for a match. Students will benefit from being able to understand themselves first, which will also impact how students approach their essays. Instead of trying to convey why they are a good fit for the college, they will discuss why the college is a good fit for them.

Keep it all in perspective.
Applying to college is not an easy process - but we don't need to make it more complicated. Encouraging our students to take time to assess who they are as a person and as a student does not just help them get through the college application process; it reminds them of who they are and how far they have come. Our students should be proud of themselves and reminded at every turn that they are not alone. In the same spirit, I remind all of you that, as counselors and guardians of the future, you are not alone. We are here to help!

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The First Step when Applying to College is Self-Reflection

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When my mentor and I were talking a while back, we somehow ended up discussing the college process. He asked me, "When do you think the college process starts?" I responded, "Well, when you first make contact with the institution or check it out online." He told me, "Nope.

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A great resource to start the college process, from tools for researching to a timeline of what to do/when, organizers, & more!

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"So what is a student who is seeking merit aid from colleges to do, given that such evaluations are based on those scores and grades, not to mention the very activities that are no longer possible?"

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Students may have no test scores, altered grades and compromised extracurricular activities. So how will colleges dole out the discounts?

Credit... Robert Neubecker

Untold numbers of high school seniors have had trouble finding convenient places to take standardized tests during the pandemic, while others have health issues that make doing so risky. In the spring, many of them got pass-fail grades or are grappling with other altered academic standards. And plenty of extracurricular activities may be limited or are gone altogether.

So what is a student who is seeking merit aid from colleges to do, given that such evaluations are based on those scores and grades, not to mention the very activities that are no longer possible?

To review, there are two main ways to pay less than full price for college. One is pretty straightforward, the other somewhat more mysterious.

The straightforward discount comes from need-based financial aid, when a school determines your ability to pay by looking at income and certain assets. Net price calculators on school websites predict the assistance a school might offer.

The second is merit aid, when the quality of applicants' grades, test scores and extracurricular activities can lead to offers that have little to do with their parents' financial standing. These renewable discounts can range from a few thousand dollars to a full ride and are often awarded without a separate application.

Like so much else, merit aid may not work the way it did 12 months ago. In this fundamentally altered admissions season, how is any college supposed to figure out who should get a discount coupon of $100,000 or more?

"I think you're trying to get me to go pour a drink," said Nathan Ament, chief enrollment officer at Loyola University in New Orleans, when I put the question to him before noon on a recent weekday.

Colleges offer merit aid on top of need-based aid for many reasons. They do it to woo star students, to lure out-of-state applicants to budget-strapped public universities or just to hit their enrollment and revenue goals through strategic deployment of discounts.

There can be a psychological component to merit aid, too. For students with financial need, it's an extra pat on the back. And families that don't meet a school's requirements for need-based aid, but that are unable or unwilling to pay full price, can still get a discount.

While families are the theoretical winners of the annual merit aid derby, it also has losers and - perhaps - victims. Merit aid is partly an act of competition that one school pursues to the detriment of another, which then needs to fill spots some other way. It's just business, or something like it.

But merit discounts also raise questions of equity. The good grades from rigorous high schools and high test scores that make admissions officers salivate often result from the kind of parental attention that is generally easier for the affluent.

However, if too many parents won't pay the list price, less selective schools like the Connecticut Colleges and the Oberlins have to discount somehow, even if the Yales and the Northwesterns, which are a bit higher up the competitive food chain, do not. Then, hopefully, they solve for the equity piece by offering need-based scholarships, too.

This year, test scores are in play. Every applicant seeking merit aid has to weigh the question: If I can't find a testing center or my health is at risk if I sit in one, could the lack of a score cost me thousands in lost discounts?

The best way for colleges to assuage those concerns is to adopt a "test blind" policy that doesn't examine scores, either for admission or for merit aid (unless required by state-based scholarships or athletic rules). Loyola University of New Orleans is doing that now.

"Like most institutions, we understood that G.P.A.s are a better and more fair predictor of success," Tania Tetlow, Loyola's president, said. "At a moment when students literally couldn't take the standardized tests, it felt like the right moment to be brave and make a change."

By contrast, the University of Alabama, which has been especially aggressive with merit aid, still requires test scores. The school will allow students to apply for conditional admission if they submit a score by May 1. A spokesman declined to comment beyond the university's description of its policies on its website.

Given the challenges in taking standardized tests, many more schools are now test optional, but that tends to leave lingering questions in families' minds.

Debbie Schwartz, who developed a search tool called College Insights, has a daily view into parents' thinking via the Paying for College 101 Facebook group she started. "I think the reason that so many families are still trying to have their kids take tests is that they need merit money," she said. While applicants may be qualified for admission, must they have a lights-out test score to get a large merit award too? "They are not sure how the schools are going to be giving it out."

Wabash College, a test-optional ( for this year at least) school for men that posts a grid showing the kinds of merit aid offers that admitted students get based on their grades and test scores, would seem to be in a particular predicament. After all, half its evaluative data could go missing. Wouldn't it prefer that students submit scores?

The answer is likely to be no in nearly every case, according to Chip Timmons, its dean for enrollment management and director of admissions. Its plan is to take an even harder look at grade point averages in core, college-preparatory classes.

"We're going to do this in a way that casts the student in the best possible light," he said. "If we feel like he can do well because of a strong G.P.A., he will not be disadvantaged by not having a test score."

What about the applicant with poor grades who plans to prove, via the aces ACT score he'll get next month, that he has pulled it together and deserves admission with a discount?

"Historically, that guy has not done well here," Mr. Timmons said. "We've learned enough to know that those aren't good bets for us."

Given the nuances of each school's system, some families may remain confused. If that's you, find the admissions representative who reads applications from your region and ask about tests or your high school's altered grading policy.

"That is what we are encouraging," said Loyola's Mr. Ament, who I could tell via Zoom had ultimately resisted the siren call of a pre-lunch Sazerac.

A few schools have gone further, offering a customized financial aid evaluation (both need based and merit) to all comers, before they even submit an application for admission. The idea is to make it clear early on what the price will be if they get in, as long as parents' financial pictures and applicants' grades don't change in the interim.

Whitman College is one school that invites interested students to submit academic information and financial data in advance. "We've been historically opaque, and we wanted to change that," said Josh Jensen, its vice president for enrollment and communications.

Mr. Jensen added that Whitman's offering could be especially useful for a family if the student wanted to apply during the binding early-decision round. Until the change, price-conscious students lacked certainty about what, if any, merit aid might be on offer if they were admitted.

The College of Wooster has offered a similar service for years, and its vice president of enrollment, Scott Friedhoff, did something a lot like it when he worked at Allegheny College. Wooster is also test optional.

"There is no disadvantage for a student if they do not submit a test, vis a vis merit aid," Mr. Friedhoff said.

Should skeptical students really trust his word? "They should believe me," he said. "We are test blind when it comes to merit."

Families could use more blunt talk, not to mention the kind of human intervention and transparency that Whitman and Wooster offer. If you are applying to college this season, ask the merit-aid-dangling school you're considering for a similar pre-application money read and let me know if it proves to be willing.

Next September, I hope to write a similar column to this one, but with a much longer list of schools that have started doing what these two colleges have already done.

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How to Predict Merit Aid in a Strange College Application Season

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Students may have no test scores, altered grades and compromised extracurricular activities. So how will colleges dole out the discounts? Untold numbers of high school seniors have had trouble finding convenient places to take standardized tests during the pandemic, while others have health issues that make doing so risky.

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COVID-19's Potential Longer Term Impact on College Tuition Rates

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COVID-19's Potential Longer Term Impact on College Tuition Rates

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"So, will university tuition fees continue to fall? Or, post-pandemic, will they bounce back?"

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College is getting cheaper. The consumer price index for college tuition and fees fell 0.7% in August from the prior month, according to a recent US Department of Labor report, the steepest drop since 1978. On a year-over-year basis, the index was up just 1.3%, the smallest increase on record.

This is likely due to universities halting yearly tuition hikes or cutting fees as a way of acknowledging a significantly curtailed - or even non-existent - on-campus experience this fall semester. For example, Williams College reduced tuition by 15% for the coming academic year and Princeton University cut tuition by 10%, while Duke University rescinded a planned increase. Ever since universities switched to online classes during the pandemic-disrupted spring semester, resistance from students and parents about paying full tuition for remote learning has been a concern.

So, will university tuition fees continue to fall? Or, post-pandemic, will they bounce back?

A number of universities, such as Princeton, have lowered tuition fees in an acknowledgement of a ... [+]
The Washington Post via Getty Images

"This is a big financial moment for universities and families," said Marguerite Roza, Director of the Edunomics Lab at Georgetown University. "The pandemic has forced people to separate the pieces and think about what they are paying for. Normally, tuition is on an escalator, but kids are doing the math. There is a shifting definition of what we are offering."

Indeed, with the value of university classes, currently stripped of campus life, under scrutiny, some higher education observers suggest the sector is primed for a correction. Prior to the pandemic, declining domestic enrollments and $1.5 trillion in student debt plagued universities even as tuition soared. The Bureau of Labor Statistics tuition index data showed college fees far outpacing inflation, underscoring the oft-used term "skyrocketing tuition."

But some higher education experts point out that sticker prices don't reflect reality. While the yearly tuition price tag for Columbia University may be $60,000, a fraction of students actually pay that much. Most receive financial aid or scholarships. While tuition at public universities tends to be less expensive, there, too, students can benefit from financial support.

"When calculating tuition growth, what we need to know is what an individual actually paid to go to college," said David Feldman, an economist at the College of William and Mary who specializes in higher education policy. He noted that when medical costs are examined by the Bureau of Labor Statistics, the amount patients actually pay for care and the insurance reimbursement on services is what is tracked, not what is initially billed. He argues the same parsing should be employed when mapping tuition trends, rather than simply going by the official fees a university puts on its website.

"The 'list price tuition' is paid by only a small minority of students, so the price index wildly overstates the true cost of going to college for the average student," he added.

Indeed, that distinction holds particularly true for specific groups of colleges. "In reality, in many of the small private institutions, 90 to 95 percent of students get institutional financial aid," said Rick Staisloff, founder and senior partner with rpk GROUP, an education consulting firm. "Students are getting a 60 percent discount on the sticker price. That means more competition for the students who can pay full tuition, but that's the game."

So far, trying to tap a limited pool of full-tuition-paying students has been the tactic to bolster revenue, rather than taking a hard look at the books. This could limit higher education's ability to lower base tuition, from where a university essentially negotiates downward to fill up each incoming class.

"Higher education is an interesting industry because it sets a price without knowing what it actually costs to deliver a high-quality program," said rpk's Staisloff, who adds that due to beneficial tax policies, universities have been largely protected from harsh commercial realities.

"Universities have not been forced to do the basics, to take Business 101," said Staisloff. "They don't think about a return on investment, about optimizing programs. Institutions are not making good decisions about creating greater efficiency."

So, even if online classes continue through the spring, or even further into the future, a continued decline in tuition fees is far from certain. Investing in the technology necessary to conduct virtual learning can be expensive, as is the training needed to deliver worthwhile online classes. Georgetown's Roza notes that high-quality professors are more important than small class size, something that, in the current pandemic-disrupted environment, higher education can no longer flaunt as a draw, especially if online classes become more firmly embedded in curricula.

"The sector needs to move away from outdated metrics that used to give them credibility with students and parents," Roza added.

In the end, what students are willing to spend will determine tuition levels, no matter what shape post-pandemic education may take. "There is price and then there's value," said Staisloff. "Students will ask, 'what exactly am I getting, in terms of how much I pay?'"

... Read More

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After The Pandemic, Will College Tuition Become Cheaper?

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Princeton, Williams and other higher education institutions lowered tuition fees while universities like Duke froze yearly increases in acknowledgement of the pandemic's restrictive impact on academics and campus life. However, once the health crisis abates, will cheaper tuition fees continue?

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Thoughts from the other side of the admissions process

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Thoughts from the other side of the admissions process

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Survey results from over 400 institutions across the US; one interesting takeaway:  "A majority of those that went test optional or test blind during the pandemic do not expect to ever restore a standardized testing requirement in admissions."

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The process of building a class to educate has never been easy. In recent years, community colleges and nonelite liberal arts colleges have had great difficulties.

But this year, fear and anxiety spread throughout higher education, according to the 2020 Inside Higher Ed Survey of College and University Admissions Officials, conducted by Gallup between Aug. 6 and 30. The survey of 433 senior admissions officials (only one per institution) found:

A record number were very concerned about filling their classes.

A majority (also a record) not only did not fill their classes by May 1 (the traditional deadline) but did not fill their classes by July 1.

A significant minority of private colleges said they were taking advantage of rules changes made by the National Association for College Admission Counseling to recruit students.

Most colleges expect enrollment to decrease this year.

A majority of those that went test optional or test blind during the pandemic do not expect to ever restore a standardized testing requirement in admissions.

Private college officials were much more likely than their public counterparts to say they played a "key role" in deciding what the college would do this fall, with regard to campus openings.

About the Survey
Inside Higher Ed's 2020 Survey of College and University Admissions Officers was conducted in conjunction with researchers from Gallup. Inside Higher Ed regularly surveys key higher ed professionals on a range of topics.

You may download a full survey report here.

On Thursday, Oct. 22, at 2 p.m. Eastern, Inside Higher Ed will present a free webcast to discuss the results of the surveys. Sign up here.

The Inside Higher Ed survey of admissions directors was made possible in part by support from Salesforce.org, Niche, TargetX and Hobsons.

"These results confirm that 2020 will be a year that all of us in college admission will be happy to get through in one piece," said David Hawkins, executive director for educational content and policy at the National Association for College Admission Counseling. "The struggle to recruit students was already intense, and it is evident that colleges' existing concerns about meeting enrollment goals will only get more intense. Our hope is that we can make use of this crisis to change course in our public policy to view education as a public good, rather than a private good. It is clear that as a country, we are not optimizing our capacity in higher education to meet student demand. If we were to refocus on treating higher education as an adequately funded public good, this never-ending cycle of enrollment-driven anxiety -- along with the accompanying side effects of intense competition -- would be disrupted and alleviated, at least to a degree."

Mary Ann Willis, director of college counseling at the Bayside Academy, in Alabama, said, "Both sides of the admissions desk -- high school and college -- must work harder than ever to maximize access to opportunity for students. Thinking less about the name on a building, and more about quality college preparation and readiness, in and out of the classroom, might be a place to start."

Six in 10 admissions officials said they were very concerned about meeting their institution's enrollment goals for this fall. Another 30 percent said they were concerned. Sixty-nine percent of community college admissions officials said they were very concerned.

Last year, and in the three years prior to last year, the percentage answering the question "very concerned" was either 54 or 55 percent, and in the three years before that it was 51, 47 and 46 percent.
Answers to the Question: How Concerned Were You About Meeting Your Institution's Goals for New Students?
Similarly, 56 percent of officials said they did fill their classes by July 1. The traditional date (except for community colleges) is May 1, a goal met by only 26 percent of colleges this year. Of the categories in the survey, only public doctoral universities (at 39 percent) did not have a majority of colleges not meeting their goals by July 1. In every category, fewer colleges met the May 1 target this year than last year.
Answers to the Question: When Did You Fill Your Class?
A minority of colleges said they took advantage of the NACAC rules changes. NACAC, under pressure from the Justice Department for alleged antitrust violations, changed its rules for good recruitment practice. NACAC no longer bans the promise of special housing, enhanced financial aid packages, and special scholarships for early-decision admits. Nor does NACAC insist on colleges adhering to a May 1 deadline for recruitment incentives.

When the rules passed, many at the meeting predicted that -- at the beginning -- only a few colleges would take advantage.

But the pandemic led colleges to change their views. Nearly a quarter (23 percent) of colleges said they were offering new incentives to get students. Only community colleges had a low percentage -- 6 percent.

The reason: colleges are changing their rules as they recruit students. As of the time the survey was conducted (in August), only some colleges were expecting increases in enrollment this year.
Answer to the Question: This Year, Do You Expect Undergraduate Enrollment to Be ...?
One possible approach to fewer students is to admit those who wouldn't have been admitted in the past. Twenty-eight percent of colleges said they would have such a strategy. The numbers were higher in the public sector (except community colleges), with 39 percent at public doctoral institutions answering yes, and 41 percent answering yes at public master's/bachelor's institutions.
Standardized Tests
One of the changes many colleges made in light of the COVID-19 pandemic was to go either test optional or test blind on admissions. (In test-blind admissions, SAT or ACT scores are not even examined if submitted.)

Most colleges that were not already test optional or test blind have converted, but some only for a year or two. The survey found that 52 percent of colleges changed in the last year. (Of the remaining colleges, 35 percent were already test optional or test blind.)

This development raises the question of whether they will go back to using the tests once the pandemic subsides. More than two-thirds of colleges (68 percent) that switched because of the pandemic said that they expect to stay that way. The figure was 60 percent at public institutions and 79 percent at private institutions.

Robert Schaeffer, interim executive director of FairTest: The National Center for Fair and Open Testing, and a long-standing critic of standardized testing, said, "The survey results are consistent with past experience: once admissions offices experiment with ACT/SAT-optional policies, they see that reviewing applicants as more than a score advances both the diversity and academic quality goals of their institutions."

He said it was "not surprising that officials at public campuses say they are less likely to remain test optional. Unlike at private colleges where admissions policies are set by experienced professionals based on data, many public university decision makers are political appointees who seek to promote ideologically influenced assessment agendas."

FairTest is currently urging all colleges that switched for a year "to extend those policies for at least several more years to allow sufficient time for collecting evidence about their consequences."

The College Board did not respond to a question about the survey results.

But Kenton Pauls, ACT's national director of higher education, said via email that "in the face of many unknowns and major shifts in education, schools are making decisions they regard to be in the best interest of their institutions and the students they serve, and we respect that autonomy."

But he added, "However, we expect demand for testing to remain high. Even at the most well-known and outspoken test optional institutions, the vast majority of their applicants actually opt in to testing, still choosing to submit test scores. Students, counselors and families know that the submission of test scores can serve to effectively differentiate a student's application and improve admission and scholarship prospects. Even now, as we see a growing number of institutions adopting test optional policies, the demand from students desiring to test is soaring. We're working to accommodate that desire for students to earn a score and show what they know as an important piece in a holistic admission process. As we've said for years, and other independent research has confirmed, test scores -- along with grades -- offer the best predictor of success."

Pauls added that "it's always important to note that grade inflation has been tethered and tempered by the objectivity and stability offered by standardized testing. As more high school transcripts (courses and GPAs) are reviewed without the benefits of the ballast of standardized testing, it's likely to show -- in new ways -- some of the same systemic inequities and challenges, which ACT data has been describing (not driving) for years."
Were Colleges Prepared?
Generally, the admissions officials thought that their offices and their colleges were only somewhat prepared for the pandemic. Nearly half (48 percent) of public colleges gave "somewhat prepared" as an answer to the question about their institution's preparedness. A lower number at private colleges (41 percent) gave the same answer. Generally, private colleges got better grades. Forty percent said they were well prepared or very well prepared. Only 33 percent of public colleges gave that score to their institutions.

On the question of how their college admissions office was prepared for the pandemic, they had more praise but were still in the middle. Among public officials, 45 percent said they were somewhat prepared, 31 percent said that they were well prepared and 11 percent said very well prepared. Among private college officials, 37 percent said somewhat prepared, 36 percent said well prepared and 19 percent said very well prepared.

Asked if they were a key player in the decision about the fall (whether to have an all-in-person or fully remote semester), private colleges' officials were much more likely than their public counterparts to say that they were a real player (59 percent to 29 percent). Private college admissions leaders are also more likely than their public counterparts to say they agreed with the decision to be in person or remote (94 percent to 84 percent).

And notably, private colleges' admissions leaders have more confidence in their plans than their public counterparts.
Answer to the Question: How Confident Are You That Your College's Plan Will Remain for the Entire Semester?
Another question asked was about groups of students the colleges will increase recruitment of. Online students showed the largest increase and international students the largest decrease.

Said Hawkins of NACAC, "Colleges will have to expand their reach to recruit students, as evidenced by their continued emphasis on recruiting transfer students, underrepresented students and adult learners. What will make this task more difficult is the financial crunch that the pandemic has imposed. At the state and federal levels, we have to make sure that students who want to enroll in college are able to do so without regard to their financial circumstances."

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The process of building a class to educate has never been easy. In recent years, community colleges and nonelite liberal arts colleges have had great difficulties. But this year, fear and anxiety spread throughout higher education, according to the 2020 Inside Higher Ed Survey of College and University Admissions Officials, conducted by Gallup between Aug.

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Does Your Application Need to Show a "Spike"?  

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Does Your Application Need to Show a "Spike"?  

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"I simply want to see that you're making a contribution in some area of your life...Activities don't have to be related to your academic interests. Activities should be rewarding, interesting, and fun."

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What does "spike" mean to you? If you've been spending time on websites where college admission advice is given out in the last few years, you've probably seen it used in conversations about extracurricular activities. Let's talk about that and what UVA admission officers are looking for when we review the activity section of your Common App.

The Definition

The spike being talked about on those sites refers to the notion that students should tailor their activities (and in some cases, the entire application) to fit their intended major. Most recently, I've seen people talk of showing a "business spike" or "psychology spike."

The General Concept Isn't New

There were people talking about crafting and packaging yourself to fit a specific theme back when I was applying to college! We thought you had to be either well-rounded or pointy. We'd also hear people talk about students being specialists and generalists. I think that the internet has made "spike" spread very quickly to the point that it's become generally accepted.

My Take on the Spike Messages I'm Seeing

When it comes to activities, we don't craft the class to cover certain interests because we don't have to. When you have an incoming class of ~3,900 students, you don't have to engineer variety. No one is going to say "where are the drummers" or "who will write for the newspaper?" There will be drummers. And writers. And dancers. You get the idea.

When I look at your activity list, I simply want to see that you're making a contribution in some area of your life. Activities don't have to be related to each other. Activities don't have to be related to your academic interests. Activities should be rewarding, interesting, and fun. You shouldn't be afraid to try something because it doesn't fit into a strategy.

Also, consider the fact that we are looking for curious students who will take advantage of all the wonderful options in the UVA curriculum. It's great to have an idea about what you'd like to study, but I hope you're excited about explore subjects you haven't had access to in high school.

What Applicants Should Do

Ask a few admission officers about this spike concept. You might have to explain what it is, as this idea didn't come out of admission offices. I hope you'll see that we are all interested in learning more about you in the activity section, but we aren't expecting your involvement to dovetail with your academic interests.

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Does Your #UVA Application Need to Show a Spike?

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What does "spike" mean to you? If you've been spending time on websites where college admission advice is given out in the last few years, you've probably seen it used in conversations about extracurricular activities. Let's talk about that and what UVA admission officers are looking for when we review the activity section of your Common App.

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Contact Info & Social Media

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Exploring College Options Connect With Us 2020

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Mrs. Moorhouse has personal & academic experience with gap years-- taking and studying them. :)  Here's a short article debunking 3 myths about gap years.  Feel free to contact me if you want to talk more.

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Info on USC's Honors College and Honors Scholarships

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Expand all Why study at the South Carolina Honors College?

There are so many reasons to study at the South Carolina Honors College. Here are just a few of them:

Nearly 600 Honors-only classes available each year, from Honors versions of Biology and English, to boutique classes like Literary Hauntings: Ghosts, Specters, and Other Undead and Social Informatics: Uses and Consequences of Technologies in Everyday Life

Personalized attention, including your own Honors Advisor, in addition to your major advisor

Research opportunities available only to Honors College students, available beginning your freshman year

Average class size of just 16 students

The BARSC degree awarded by the Honors College, which is a program where you can design your own major

Special early admission pre-med and pre-law programs

What are typical test scores and grades for admitted South Carolina Honors College students?

The middle 50 percent of students in the South Carolina Honors College had an SAT score between 1430-1520* or an ACT composite score between 32-34*. On average, students admitted to the Honors College were in the top four percent of their high school class and had an average weighted GPA of 4.77.
*Note: SAT/ACT scores are not required for admission consideration.
How do I apply to the Honors College?

There are three ways you can apply for admission to the University of South Carolina: our UofSC Application, the Coalition Application or the Common Application. You should choose the application that you are most comfortable submitting.

For full consideration for general admission, admission to the South Carolina Honors College and the Top Scholars Award program, the Office of Undergraduate Admissions requires the following items:

Submitted general UofSC admissions application, preferably by the October 15, early action deadline.

Submitted Honors College/Top Scholars application (available as a supplement after you submit your general admissions application). This application requires completion of two essay prompts and one short-answer question. The Honors College/Top Scholar application will be available on September 1.

One supplemental material of your choice: self-reported SAT/ACT scores*, self-reported AP/IB/AICE scores or a graded writing assignment.

Submit all required supplemental admission materials.

Two letters of recommendation

Resume (optional, but highly recommended)

2. Two letters of recommendation are required for a complete application and must be received by December 1. Your high school counselor can submit the letters on your behalf via a secure electronic service. Recommenders can also email the letters to admhonor@mailbox.sc.edu. If your recommenders are unable to submit electronically, they may mail the letters to the physical address below:

UofSC Undergraduate Admissions

902 Sumter Street Access - Lieber College

Columbia, SC 29208

ATTN: Honors College Processing

3. You will have until November 15 to update your supplemental materials via your UofSC Admissions Portal. We will use all information on file by February 1 when evaluating your candidacy for scholarships (if you are not named a Top Scholar Candidate).

4. Honors College admissions notifications will be issued by mid-February. Official notifications are sent via email, using the address from your admissions application.

5. If you are named a Top Scholar Candidate, you will be invited to participate in a mandatory interview weekend. Please make sure to note the dates below on your calendar. Notifications for these awards will be mailed in late January.

6. Merit scholarships awarded through the Admissions Office will be released by mid-March. Scholarship decisions cannot be relayed via telephone.

7. We consider it the student's responsibility to ensure that all supplemental materials are received by stated deadlines.

We want to hear from you if you have questions or concerns. Email us at admhonor@mailbox.sc.edu or call 803-777-7700.
*Note: SAT/ACT scores are not required for South Carolina Honors college or Top Scholar admission review.
What are the 2021 South Carolina Honors College writing prompts?

The Honors College application requires completion of two essay prompts and one short-answer question.

Interest Question:
"Tell us why you are interested in the South Carolina Honors College." (150-300 words)

Thinking Prompt:
What sparks your intellectual curiosity? How have you explored the subject in the past? How do you plan to explore it at UofSC?" (500-1000 words)

Doing Prompt:
"We expect our students to integrate their learning with meaningful extracurricular experiences. Pick a beyond-the-classroom activity where you have taken initiative and tell us more about your involvement. Share what you have learned from your experience. How do you envision building upon this experience to contribute to the University of South Carolina and the South Carolina Honors College community?" (500-1000 words)

Can I apply as a transfer student?

Students can transfer into the Honors College from within the University of South Carolina or from other colleges and schools. Admissions is very competitive. Students who have completed no more than 45 credit hours while enrolled at an institution of higher education and have a minimum 3.6 GPA in all college work attempted may apply for transfer admission to the Honors College. The 45 credit hour limit does not include AP and/or IB credit hours or hours earned for college courses taken while enrolled in high school.

Will I receive honors credit for my AP/IB and dual-enrollment courses?

Most of our students earn college credit before graduating from high school. Credits earned by advanced placement tests (IB, CLEP, etc.) are not counted toward honors requirements but often serve as pre-requisites for honors courses and can allow room in your course of study for higher-level honors courses. Discuss your credits with your honors advisor.

As an Honors Student, where do I live? Is an Honors Thesis required?

A senior thesis is required to graduate with Honors from the Honors College. We encourage students to think about the thesis as something more than just a research paper. It should be the opportunity to examine your passion through an academic lens. We've had students travel across the US, researching the meaning of success, and submitting a documentary as their thesis work. Others have explored art, written original music and authored novels. Many students gain funding specifically for the thesis, and are often able to present their work at national conferences.

What are the requirements to graduate "With Honors from the South Carolina Honors College"?

To graduate "With Honors," students must 1) take at least 45 credit hours of honors courses, or about one third of their total academic courses; 2) engage in at least one "Beyond the Classroom" experience (study abroad, internship, research, or service learning); and 3) complete a senior thesis. Most students in fact take significantly more honors courses than required. To graduate "With Honors," students must also maintain a sliding GPA, which goes from 3.0 as a freshman to 3.3 at graduation. (The average GPA in the Honors College last year was above 3.8.) Students who fail to maintain the minimum GPA or who do not make satisfactory progress toward graduating "With Honors" are placed on probation and given guidance toward improving their grades.

The Honors College also offers its own degree, the Baccalaureus Artium et Scientiae degree, usually called the BARSC, which allows students to design their own degree and requires 69 honors credits.

Does the Honors College have its own admissions office?

No. To apply to the Honors College, you'll need to complete a supplement application to the general application you submit through the University of South Carolina Office of Undergraduate Admissions.

May I appeal my Honors College decision?

Appeals may be considered on a case-by-case basis and only in circumstances where there appears to be evidence of an error or additional information that was not available to the admissions committee at the time of application. If you would like to appeal your decision, please use your login credentials for your admissions checklist and complete the South Carolina Honors College Appeal Form. Only students who submitted an Honors College application for the current term are eligible to file an appeal.

No. 1 Public Honors College Since 2012

"I'd heard about the Honors College program and I knew I'd fit in here." Watch Nathan's story!

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Expand all Why study at the South Carolina Honors College? There are so many reasons to study at the South Carolina Honors College.

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Info on program & scholarships for students who go on to enroll full time @ Regent

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EASY ADMISSIONS PROCESS

The Early College Program provides you the opportunity to study at Regent - one of the world's premier Christian universities - and helps you start college with credits under your belt, giving you a strong advantage in your educational and professional career.

Early College classes taken at Regent may be included on your high school transcript as part of your high school curriculum. When applying to another university or college, you will also need to provide that school with an official transcript from Regent. Regionally accredited, our courses should transfer to other colleges easily as long as you earned a "C" or above in those classes.
EARLY COLLEGE APPLICATION REQUIREMENTS

Must be at least 16 years of age

Completion of sophomore year or homeschool equivalent

"B" average in college prep curriculum

EARLY COLLEGE APPLICATION PROCESS

1. Complete the Early College application. If you are currently a JROTC Student and interested in the Royals Leadership Challenge, please apply here.

2. Obtain approval of a parent or guardian using the Early College Parent Verification Form .

3. Provide an official copy of current high school or homeschool transcript.

DEADLINE
The deadline for the completed application packet including all checklist items will be two weeks prior to the start of any session.
WHAT'S NEXT?
Once you've submitted your completed Early College application and your high school or homeschool transcript, your application will be processed, and you will receive an acceptance email from our Enrollment Management Office. A day or two later, you will also receive an introductory email from your academic advisor with helpful information. The whole process from the receipt of your completed application to acceptance should take no more than a week.

For questions about any of the procedures described above, please contact 757.352.4960 or undergrad@regent.edu.
APPLICATION & ADMISSIONS RESOURCES Calculate your high school GPA using college courses Gain college credit by taking CLEP tests

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Admissions Process - Early College | Regent University

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The Early College Program provides you the opportunity to study at Regent - one of the world's premier Christian universities - and helps you start college with credits under your belt, giving you a strong advantage in your educational and professional career.

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"...developed to help you identify what matters most to you and unlock your full potential as an innovative leader." 1 and 2 semester programs available; more info in link

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Design Your Success™

Be prepared to adapt, thrive and lead in any context

What if you were the person who knew what you wanted, took initiative, and articulated a vision others desired to follow?

Developing your capacities for leadership and creativity can transform your professional journey from an aimless search for a ladder to climb into a purposeful quest to craft a new ladder and occupy its top rung. Design Your Success™ was developed to help you identify what matters most to you and unlock your full potential as an innovative leader.

Design Your Success™ utilizes a multi-dimensional program model that includes:

Multi-format learning - a combination of discussion, workshop and project-based learning with opportunities for networking and personalized, individual coaching sessions.

Structured flexibility - programming is delivered on a consistent weekly schedule with flexible session times that won't interfere with opportunities for paid employment or volunteer work (a total workload of 10-15 hours per week should be expected).

Diverse perspectives - Participants engage with a diverse program faculty consisting of academic, business and community leaders who serve as discussion leaders, workshop hosts and leadership coaches; faculty expertise and experiences are supplemented through the active engagement of more than 50 roundtable presenters and project mentors.

NOTE: During the COVID-19 pandemic, all Design Your Success™ programming, including 1:1 coaching sessions, will be offered remotely through digital media.

Every field benefits from good leadership, and leading others begins with the systematic and habitual process of leading yourself. Part I of Design Your Success™ provides a jumpstart in preparing you to adapt, thrive and lead in any context by focusing on the development of mindsets, habits and capabilities needed to continuously improve your life and the lives of those you care about.

Specific outcomes you can expect to realize from Part I include:

1. Immersion in explorative, reflective, and professional activities that will launch your life-long leadership journey.

2. Gain a rich understanding of how leadership intersects with your areas of interest.

3. Identify and develop personal characteristics and capacities that enhance leadership.

4. Amplify your sense of individual accountability, responsibility, freedom and self- determination.

5. Articulate your life goals and a personal definition of success; and recognize growth and accomplishment as long-term, lifetime pursuits.

6. Benefit by learning from the wisdom and experiences of others, and begin building your personal network of meaningful professional relationships.

Part I of the 2020-21 offering of Design Your Success™ will include these programming elements:

Discussions & Reflections: Foundational leadership topics will be highlighted in a series of interactive discussions and reflections. Topics include: Defining and distinguishing leaders & leadership, misconceptions of leadership, identifying worlds of leadership, designing your leadership and best fit, developing CORE leadership capacities, self-assessments that identify a wide range of leadership attributes, applying your leadership strengths, and building the habits & mindsets for success, especially the growth mindset.

My Leadership Design: This series of activities will provide an opportunity to get a jump start on your leadership journey - to understand things about yourself as a person and leader that will position you for success. Each activity in the My Leadership Design series will help you learn about you, resulting in a more mindful approach to future challenges.

LeaderTips Market of Great Advice: You will engage in an in-depth exploration of a topic of leadership success - a core capacity, application, skill, mindset or habit - such as integrity, optimism, resilience, vulnerability, identifying and facilitating a process, finding and establishing shared vision, leading "up" (the hierarchy), resolving conflict, persuasion, empowerment and delegation, relationships and alliances, courage to pivot, expertise, curiosity and continual learning, ability to embrace change and finding balance and wellness.

Skills Workshops: Participants will learn a variety of practical leadership skills through a series of workshops focused on: developing a growth mindset, mindfulness and EQ (emotional intelligence), goal setting, time management, stress management & self care, establishing your personal brand, professional communication and utilizing LinkedIn for virtual networking.

Make a Difference Project: Go Do Some Leadership - Leading & Initiating Action. Design Your Success™ participants will complete an Initiate Action project. To complete the project, you will choose a context and/or organization that you feel passionate about and utilize your burgeoning leadership skills to bring people together to take action to initiate and facilitate positive change. Your take action project can be big or small, episodic or on-going.

Coaching sessions: You will participate in a series of up to five very small group and 1-on-1 sessions with an accomplished professional to share challenges, applications, and insights from your participation in Design Your Success™ programming. Coaches will particularly focus on you and your best fit leadership as you work through My Leadership Design activities.

Insights from the Journey: Leaders from a wide variety of backgrounds will share their experiences and lessons learned from practice in an interactive roundtable format. Each insights session will be limited to 10 participants and utilize an "ask me anything" format in which all participants will have an opportunity to directly engage with the presenter.

Professional Certificate: Participants who fulfill all program requirements for Design Your Success™: Discovering Individual Leadership & the Growth Mindset will earn a professional certificate in leadership from the University of Delaware.
As a leader, individuals look to you for guidance, assurance and solid decision making. They also look to you to solve complex problems and develop creative, innovative and successful solutions. Part II of Design Your Success™ continues to prepare you to adapt, thrive and lead by focusing on the development of creative problem-solving abilities needed to make a real difference in any context.

Specific outcomes you can expect to realize from Part II include:

1. Gain an understanding of the creative process and first-hand experience in working through it.

2. Acquire the tools and habits of creative & entrepreneurial thinkers.

3. Utilize design thinking to develop novel solutions to real problems.

4. Become sensitized to the abundance of opportunities that exist all around you and understand how to successfully pursue them by following an evidence-based process.

5. Continue to benefit from the wisdom and experiences of others while building your personal network of meaningful professional relationships.

Part II of the 2020-21 offering of Design Your Success™ will include these programming elements.

Discussions & Reflections: Foundational topics in creativity and design thinking will be highlighted in a series of interactive discussions and reflections. Topics include: What is creativity and why is it critical to all fields, developing creative thinking habits, creativity tools & techniques, processes for innovation, the power of design thinking for great solutions (and professional success) and prototyping.

Creativity Explorations & Design Sprint Activities: You will engage in a variety of real-world creative design challenges that highlight various topics and allow for skill-building and practice.These various experiential challenges may be Individual or collaborative, and may require that you assume a leadership role.

Skills Workshops: Participants will learn a variety of skills pertinent to innovation and entrepreneurship through a series of workshops focused on: developing an entrepreneurial mindset, effectual thinking, opportunity-finding and finding problems to solve, interviewing for understanding, customer discovery research, value proposition design and giving a persuasive pitch to gain buy in.

Make a Difference Project: Innovative Solution Project. Design Your Success™ participants are required to complete an Innovative Solution Project. To complete this project, you will engage in opportunity and problem-finding, choose a problem that you feel passionate about solving, and then apply the design thinking process to understand the problem, imagine possible solutions, develop an initial prototype, gather feedback on the prototype and iterate your design based on feedback. Your resulting solution will be a new program, project, policy, procedure, process or product that has the potential to create and deliver unique value.

Coaching sessions: You will participate in a series of up to five very small group and 1-on-1 sessions with an accomplished innovator to share challenges, applications, and insights from the discussions and workshops. Coaches will particularly focus on helping you to develop an entrepreneurial mindset and guiding you through the process of completing your Innovative Solution Project.

Insights from the Journey: Accomplished innovators from a wide variety of backgrounds will share their experiences and lessons learned from practice in an interactive roundtable format. Each insights session will be limited to a maximum of 10 participants and utilize an "ask me anything" format in which all participants will have an opportunity to directly engage with the presenter.

Professional Certificate: Participants who fulfill all program requirements for Design Your Success™: Developing Creativity, Design Thinking & the Entrepreneurial Mindset will earn a professional certificate in creativity and innovation from the University of Delaware.
Full year and half-year year (one part) program options are available. The full year, all-inclusive program fee is $4,950 (payable as a Part I fee of $2,725 and a discounted Part II fee of $2,225). This fee includes all costs associated with participation in Design Your Success™ and the opportunity to earn two professional certificates from the University of Delaware.

The half-year (one part) program fee is $2,725 and includes all associated program costs, including the opportunity to earn a professional certificate from the University of Delaware.

Limited financial assistance may be available to those for whom participation would otherwise not be possible. All requests for assistance must be noted on the application at the time of submission.

All high school graduates who have been accepted for admission into a two- or four-year institution of higher education (a college or university) within the last calendar year are eligible to participate in Design Your Success™. Matriculated undergraduate students who are taking a break from full-time studies are also eligible to participate. Space is limited to ensure our ability to deliver an exceptional learning experience to all participants. Offers of acceptance into the program will be made on a first-come, first-served basis, so apply now to reserve your spot.

Application and Registration Deadlines
Full year and Part I: Discovering Individual Leadership & the Growth Mindset only: Part II: Developing Creativity, Design Thinking & the Entrepreneurial Mindset only:

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Design Your Success | Horn Entrepreneurship | University of Delaware

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What if you were the person who knew what you wanted, took initiative, and articulated a vision others desired to follow? Developing your capacities for leadership and creativity can transform your professional journey from an aimless search for a ladder to climb into a purposeful quest to craft a new ladder and occupy its top rung.

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ScholarshipVUE is the hub for ALL CPS scholarship info. Use Student ID as username/password to log in.  https://apps.cpschools.com/ScholarshipVUE/login

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More info on this prestigious program & scholarship @ NC State

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If you believe you're qualified for the Park Scholarships based on our selection criteria of scholarship, leadership, service, and character, we welcome you to apply! The application processes for Park Scholarships and NC State undergraduate admissions are separate, so be sure to follow the instructions below.
By November 1:

Apply for undergraduate admission to NC State.

Complete the Park Scholarships application, which is housed in a Park Scholarships portal. To access this, you must either be endorsed by your high school (by October 15) or you must self-endorse. Explanations of each endorsement method appear near the bottom of this page.

The Park Scholarships application asks that you provide:

Names and email addresses of two recommenders

Information about advanced coursework completed

Two essays (for this year's essay prompts, refer to the Application Process FAQ)

From the NC State admission application, we will also review your:

High school transcript, submitted by a counselor/advisor

Honors and Activities

Personal essay

Short-answer essays

Additional Information section (optional)

Official or self-reported ACT and/or SAT scores (optional for Fall 2021 applicants)

We must receive all materials by 11:59 p.m. EST on November 1.

School Endorsement

Review the Endorsing Schools List, updated annually in August. If your school is not listed, skip to the Self-Endorsement section below.

If yours is an endorsing school, speak with your high school's scholarships coordinator (typically, this is a guidance counselor or college advisor) and let them know of your interest in receiving your school's endorsement for the Park Scholarships. Each school on the Endorsing Schools List is permitted to endorse two students and must make these endorsements by October 15. Endorsees should be the high school's two most qualified candidates according to the Park Scholarships selection criteria of scholarship, leadership, service, and character. If you do not receive your school's endorsement, but believe you are at least as competitive as your school's endorsed candidates, you may self-endorse.

Self-Endorsement

We encourage you to complete a Park Scholarships Self-Endorsement Form if you will apply for admission to NC State by the November 1 deadline and fall into one of the following two scenarios:

You do not attend an endorsing school, but believe you are highly qualified for the Park Scholarships on the basis of scholarship, leadership, service, and character -OR-

You do not receive your school's endorsement, but believe you are at least as competitive as your school's endorsed candidates

Park Scholarships Application

After submission of the endorsement, you will receive an email with access to the Park Scholarships portal. Through the portal dashboards, you will be able to:

Provide the names and email addresses for two (but no more than four) recommenders

Track the status of your recommendations

Submit your Park Scholarships application

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If you believe you're qualified for the Park Scholarships based on our selection criteria of scholarship, leadership, service, and character, we welcome you to apply! The application processes for Park Scholarships and NC State undergraduate admissions are separate, so be sure to follow the instructions below.

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Even unwelcome change can have positive impacts The Clocklike Regularity of Major Life Changes (The Atlantic article)

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VA Tech math students are offering free tutoring (through college calculus), info & signup @ https://www.math.vt.edu/undergrad-math/tutoring.html

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BigFuture is great for researching colleges. Sign in w/ your CollegeBoard info to save info for later.

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Our tools can help you find the right school for you.

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Great resource for seniors, including timeline of what to do/when, college and financial aid info, organizers, & more.

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Thoughts on how COVID-19 may change college admissions this year and beyond.

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A pandemic returns the focus to what matters: education.

Credit... Ben Wiseman

In the context of a pandemic that has killed about 190,000 Americans and economically devastated many millions more, getting into the college of your dreams is a boutique concern. But for many teenagers who have organized their school years around that goal, it's everything.

And it's going to be different this admission season. It may well be different forevermore.

That was what I concluded after a recent series of conversations with Jeffrey Selingo, whose widely anticipated new book, " Who Gets In and Why: A Year Inside College Admissions," will be published on Sept. 15.

Selingo was given extraordinary access to the selection process and the selectors at Emory University, Davidson College and the University of Washington. He uses it in his book to present one of the most nuanced, coolheaded examinations of the admission process that I've read. He explodes certain myths - for example, that SAT and ACT scores are absolutely pivotal - and confirms other suspicions, such as the ridiculous advantage conferred on middling students who play arcane sports.

But his knowledge and insights also put him in an excellent position to speculate on matters beyond the book's bounds: specifically, the little, big, temporary and permanent ways in which the coronavirus pandemic, which dawned after his research was done, will change the way colleges evaluate students and vice versa.

"College admissions is never going to be the same," he told me.

He was focusing on selective schools, which educate a small minority of Americans in college but loom monstrously large in the psyches of many high school students, who intricately game out how to breach these exclusive sanctums. Well, the rules of that game just changed.

Selingo predicts that many schools that allow "early decision" applications, with which a student sets his or her sights on one preferred institution and commits to attending it if accepted, will fill more of their slots that way than ever, meaning that these applications will have better odds of success than ones submitted later. Schools leaned extra hard on early decision in the shadow of the Great Recession, he said, and now face the same economic anxiety, the same motivation to figure out as soon as possible which new students will be arriving and how much financial aid they'll need.

But a more broadly consequential change involves standardized tests. Because the pandemic prevented students last spring from gathering to take the SAT and ACT exams, many selective schools are not requiring them for the time being. That will force them to focus more than ever on the toughness of the high school courses that students took and the grades they got.

Which students will benefit from that? It's complicated. On one hand, affluent students who are coached for these exams and usually take them repeatedly won't get to flaunt their high scores. On the other hand, less privileged students from high schools whose academic rigor is a question mark in screeners' minds won't have impressive scores to prove their mettle.

While these exams have been blamed for perpetuating inequality, they in some cases play the opposite role. In fact, a special committee of educators in the University of California system produced an exhaustively detailed report this year that determined that the use of SAT's in admissions had not lessened diversity and that SAT scores were useful predictors of college success. (University leaders elected to switch to test-optional admissions for a few years anyway.)

The SAT's downgrade won't be fleeting, Selingo said. "We're going to have a whole admissions year with scores of places going test-optional," he said. "Once their world doesn't come crashing down and they still recruit a class, those colleges are not going to flock back to the test. I think it's been knocked off the pedestal permanently."

He makes the same guess about what he calls "application bloat," referring to the flamboyant multiplicity of clubs, causes, hobbies and other materials that applicants assemble and showcase. The pandemic put many of those activities on hold, creating a pause in which he believes that some schools and some students will recognize the lunacy of this overkill.

"It's going to be difficult for students to fill in 10 spaces for extracurricular activities, flag down teachers for recommendations or take six A.P. courses and exams," he said. "Admissions officers are going to have to focus on what matters. That means in the future they can pare back the application and reduce our collective anxiety about what it takes to get into college."

Apart from the increased early-decision emphasis, which can favor in-the-know kids from in-clover families, the changes that Selingo predicts represent a back-to-basics streamlining of the process. It may have been born of terrible circumstances, but it's also sensible and overdue.

That streamlining extends to how students will choose schools during the coming admission cycle. For epidemiological and economic reasons, many of them will forgo all the campus tours and all the assessments of how comfy the dormitories seem, how tasty the food is, how high the spires rise and how lushly the trees grow. They'll perhaps look more closely at the course catalog, the roster of professors.

Selingo noted that many colleges based a big part of their sales pitch on their physical setting and even on lifestyle and social perks that are less relevant than ever, given pandemic-related restrictions. "That's forcing parents and students to ask, 'What are we really paying for?,'" he said.

The answer is, or should be, an education, and students may come to realize that excellent ones can be obtained at colleges that are less expensive than others in their sights and closer to home. The lure of going far away to college may diminish.

What I suspect will happen, at least in the short term, is that students' thinking about colleges will be less emotional and more practical. The pandemic has soured the romance.

Colleges had previously presented themselves to students as nurturing homes away from home, then had to send those students packing when the virus spread. Colleges were endless parties, then the partying stopped. They touted the intimacies of classroom instruction, then had to defend the tuition-worthy effectiveness of remote learning. How can students not feel some skepticism in the wake of all that?

"This morning I listened to a Planet Money podcast called 'The Old Rules Were Dumb Anyway,'" Selingo said. "It talked about the rules that went out the window because of the pandemic and which changes might be here to stay: alcohol takeout from restaurants, telemedicine, using nursing credentials across state lines."

"It got me to thinking about the old rules that were dumb in admissions," he added. And it got him to wondering how many were gone for good.
I invite you to sign up for my free weekly email newsletter. You can follow me on Twitter (@FrankBruni).

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Opinion | The Coronavirus May Change College Admissions Forever

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A pandemic returns the focus to what matters: education. In the context of a pandemic that has killed about 190,000 Americans and economically devastated many millions more, getting into the college of your dreams is a boutique concern. But for many teenagers who have organized their school years around that goal, it's everything.

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Micro-scholarships for students

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RaiseMe | College Scholarships for High School Students

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Through RaiseMe, high schoolers can start earning college scholarships as early as 9th grade for good grades, sports, extracurriculars and other achievements.