2015 college handbook

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Applying to College A Guide to the College Selection and Application Process

The Abraham Joshua Heschel School CEEB: 333430

20 West End Ave New York, NY 10023

212.246.7717 [email protected]

[email protected]

Contents Introduction 1 The Process A College Search Timeline 2 Preliminary Questions for College Selection 5 Comparing Colleges Characteristics 6 Factors Used in the Admissions Process 8 Breakdown of a Students Candidacy 9 Creating a College List 10 College Visits 11 College Representative Visits 12 Application Deadlines and Plans 13 The Common Application 14 Financial Aid 15 Decision Time 16 The Application Guidelines for Completing College Applications 17 The College Essay 18 College Admissions Testing 19 The Interview 22 Secondary School Report 24 Letters of Recommendation 25 The Athlete and the Artist 26 Appendix Glossary of College Terminology 27 Glossary of Financial Aid Terminology 28 Bibliography 29 Online Resources 31

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Introduction Applying to college can be very exciting, but for some, the college selection and application process is fraught with anxiety, concern and trepidation. Rather than see this as an opportunity to meet new people, go to new places and discover a world of endless possibilities, the months spent interviewing and visiting schools, writing essays and completing applications are months spent in worry. For many of you, deciding where to apply to college is the biggest decision you have as yet had to make; it may also be the most public. Relatives want to offer advice, teachers ask where you are applying and friends want to know your SAT scores. Everyone has an opinion. That school is a party school. This college is for really smart people. The kids who go to that school are so laid back. With all this pressure you cant help but feel that your identity, and perhaps even your self worth, hinges on the colleges to which you apply. We would like you to see the college application and selection process as an opportunity to learn more about yourself and who you hope to become; to consider the kind of student you are and to think about what is important to you, a chance to assess your strengths and be proud of your accomplishments so you have the confidence to apply to schools that meet your needs and satisfy your ambitions. The purpose of this handbook then is to help you do just that, to provide guidance, to answer questions and to outline the steps in the college process. From learning how to research schools and create a college list, from navigating the process through to deciding which college to attend, the goal is to help you make good choices so you can remember how exciting a time this really is and look forward to the challenges yet to come. Sam Charner and Micki Talmadge


A College Search Timeline Junior Year

January February Attend College Night on Tuesday, January 7th. This is the first official college

counseling program for juniors and their parents and is an introduction to the college selection and application process.

Complete College Questionnaire. After the personal statement and questionnaire, which asks students to reflect on their high school experience and think about what they are looking for in a college, are submitted students meet with the college counselors. After this meeting a preliminary college list is compiled and a family meeting is scheduled.

Research colleges. Use books, the Internet and other resources to learn more about schools and begin your college search.

March June

Take the SAT or ACT. We recommend students take a test once before the end of junior year. The SAT is offered in March and May; the ACT is given in April and June.

Consider taking SAT Subject Tests. Not all students need to take SAT Subject Tests; you should discuss your specific circumstances with the college counselors. June is often a good time to take these tests as they will coincide with final exams. Studying for a final in all likelihood helps you prepare for a Subject Test.

Attend College Night 2 on Wednesday, May 7th. This is our second program for juniors and their families.

Visit colleges. Visiting colleges is a great way to get to know a school better and to start to develop an understanding of what it would be like to attend. Both February and Spring breaks may provide an opportunity to do this. Please see the section on College Visits for more information.

Plan your summer. We hope you plan an interesting (and restful) summer. This could include a summer program, community service project, trip or job.

July August Draft college essays. Think about possible topics and try to write a draft of your essay

(and application). Visit colleges. Continue to visit colleges and research them online. This should help

your list of schools take shape; schedule interviews for the fall. Sign up for mailing lists. Contact college admission offices and put your name on their

mailing lists. Attend Common Application Workshop. On Wednesday and Thursday afternoon, prior

to Labor Day, we host a workshop on completing the Common Application.


Senior Year

September October Return to school rested and ready to work. The first semester of senior year is the last

set of grades that colleges see when making most decisions. You should also continue with your extracurricular activities.

Meet with college representatives. In the fall college representatives visit Heschel and meet with interested students. These meeting are a good opportunity to learn more about the college.

Individual college meetings continue. Sign up and attend college essay writing workshops. In September and October we

offer workshops on the Common Application essay and college supplements. Ask two teachers to write letters of recommendation. We ask you to do this as soon

as possible in the fall so teachers can have ample time to write their letters. You can talk to the college counselors about who you are thinking of asking.

Continue to visit colleges. Seniors get four college visit days. You must let the college counselors, your teachers, and Barbara Lewis know at least five schools days in advance for the absence to be excused and recorded as a college visit.

Finalize you college list. As the fall progresses so should your college list. Take additional tests, if needed. The SAT and Subject Tests are administered in

October and November and the ACT is offered in September and October. CSS Profile is available. Families applying for financial aid can access the Profile at

collegeboard.org. Applying early. If you are thinking about Early Decision or Early Action, you should talk

with the college counselors in September. If you decide to apply to one or more schools with November deadlines, this list must be submitted by the (early) October deadline.

December February Submitting applications. Most colleges have January 1st or 15th deadlines. Make sure

you have turned in the required forms by the December deadline. Receiving news. Students who apply Early Decision or Early Action, or submit early

applications often receive decisions in December. Please keep in mind that even if you apply through an early plan, you still need to have other options available and ready.

FAFSA available. The Free Application for Federal Student Aid comes online January 1st. Families applying for financial aid must complete and submit this and any other required financial aid forms by the deadlines set by each college.

Keep up in your classes. Your grades in second semester are important. College acceptances are contingent on continued performance at a similar level to that shown in your application.


March - May Admission decisions received. Colleges begin to notify students of their decisions in

March. Visit again. If you are trying to make a decision between two or more schools, visiting

again is a great way to help in this process. This last visit can give you and (your family) the peace of mind you need to make a good decision.

May 1st deposits due. You must submit your enrollment deposit to the one college you are planning to attend no later than May 1st. Shortly thereafter you should notify your other colleges of your decision.


Preliminary Questions for College Selection Before beginning the college search, you must know who you are and what it is you want. What do you like to do? What matters to you? In what kind of environment do you learn best? What do you hope to gain from your college experience? You must be certain that the colleges and universities to which you apply are the best ones for youschools that fit your learning style and meet both your academic and social needs. But with more than 2,000 four-year colleges and universities in the United States, it is not always easy to decide to which colleges to apply. It might be helpful to think about the following questions when making college selections: Are you considering a specific major? If so, what is it? Do you have a career objective at this

time? Are there specific interests or activities you would like to pursue at college, i.e. drama, music,

art, photography, dance, cross country skiing, golf? Would you like to participate in sports? Which ones? At what levelvarsity, club or

intramural? Are you interested in applying to a single-sex college? What type of academic and social environment do you want? What type of Jewish community would you like at college? Do you want to attend a college that has fraternities and sororities? Are there any specific areas of the country or any states that you find particularly appealing? Are there any geographic considerations that are important to you, i.e. lakes, mountains,

urban, rural, warm or cold climates? Colleges and universities come in all sizes. There are schools with under 200 students and

colleges with more than 10,000 students. Does the size of the school matter to you? Are there any colleges or universities that you are currently thinking about? If so, what about

these schools appeals to you?


Comparing Colleges Characteristics There are many qualities that determine the character of a college or university. Some may be important or relevant to you and others may not.

College vs University While not an exhaustive list, most students attend institutions that fall into one of the following categories. But keep in mind that there are exceptions to every rule. Liberal Arts Colleges focus on undergraduate education. Professors who see teaching as their primary responsibility will generally teach your classes. Because most liberal arts colleges are smaller than universities, classes tend to be smaller and more personal attention is available. Students at liberal arts institutions typically pursue one area of in-depth study. However, they are also often required to take a broad range of courses, which span multiple disciplines. Many employers and graduate schools actively recruit liberal arts graduates, valuing their broad-based education. Universities are generally larger than liberal arts colleges. They may consist of several divisions, including arts and sciences, which might be similar to a liberal arts college, and professional colleges such as engineering and business. Universities tend to offer a wider range of academic choices than liberal arts colleges. Class size will likely reflect the size of the university, with intro classes being taught in lecture format. Graduate students may teach some classes. Professors at universities are typically involved in research. While this may draw energy away from teaching, it can also add vitality to the community. Art, Drama, or Music Colleges, also known as Conservatories, provide intensive training for students interested in careers as artists and musicians. Admission to these schools can be highly competitive, with portfolios and auditions playing the central role in the application. Others factors, such as grades and standardized test scores may play into a decision, though to a lesser extent than at liberal arts colleges and universities. Womens Colleges offer young women a variety of opportunities. There are many reasons a girl may choose to go to a womens college, not least of which is an excellent education. With their long commitment to educating women, many are among the most respected colleges in the United States. Community Colleges generally offer the first two years of liberal arts education in addition to specialized occupational preparation. An associates degree is awarded at the end of two years of study, following which many students transfer to a four-year institution.


Institution Size The size of a college or university may impact your opportunities and experiences. The range of majors offered, extracurricular activities and amount of personal attention will be affected by the schools size. That said, it is important to look beyond the raw number of students and consider the average class size for both first-year students and upperclassmen. Investigate not just the number of faculty a school or a particular department has, but also how accessible they are to students. Do not forget that you can find small departments within a large school, as well as small schools that are part of consortia.

Location The distance of a college or university from your home may be important to you. Do you want to be able to come home frequently? Are you looking forward to living in a different part of the country? Have you always dreamed of living near the beach or by a ski slope? You may prefer to be in an urban area or small town.

Academic Programs If you have a good idea of what it is you want to study, or a career for which you want to prepare, you way want to look for schools that have good departments in this discipline. Talk with professors and students in these departments. But do not let your intended major limit your college search; studies show that the majority of college students change their major at least once. Additionally, it is estimated that 70% of college graduates never work in the field of their major.

Student Life Going to college involves much more than merely attending class. For most students, it represents a substantial increase in both their freedom and responsibility. College is also a place to explore new social waters. So while an academic match between you and a college is important, you must also be socially comfortable with your choices.

Cost Educational costs have risen dramatically over the last few decades. Please refer to the financial aid section of this handbook for more information.

Diversity Racial, religious and socioeconomic diversity affect the education you receive. If it is important to have organizations such as a Hillel or Chabad on campus, a critical mass of international students or students with a range of political affiliations, find out how colleges on your list compare to each other.


Factors in the Admissions Process The amount of time involved reviewing an applicants folder is extraordinary and admissions committees carefully consider all the information that is submitted. Admissions decisions may be influenced by criteria such as geographic representation in the student body, the financial aid budget, development/legacy interest and the needs of specific departments. But for the most part, what you have done in high school has the greatest impact on the selection process. The most important factor in the application is the high school transcript, the courses you have taken and the grades earned in those courses. Most colleges require standardized test results. Some evaluate SAT and ACT scores; a few (also) require Subject Tests. In addition to the application and general information, most schools will ask you to respond to one or more short answer questions and to submit an essay. Colleges also want to know about any extra activities in which you participate. Whether these activities are school related, teams, clubs, the drama crew, or whether its a job at the local bookstore or baby-sitting younger siblings, colleges want to hear about it. This does not mean that you must or should have a laundry list of activities, quite the contrary, the student who presents a long list of clubs and activities may come across as scattered. Admissions offices are looking for applicants who can sustain interest, pursue passions and honor commitments. Colleges need students who will add to the community as well as to the classroom, so how you spend your time when you are not in class matters. Interviews with college representatives (when available) give voice to the printed word. Likewise, recommendations from college counselors and teachers help to enhance the more factual data found in your application and give the reader(s) a fuller picture and more complete understanding of the applicant. Some colleges use demonstrated interest as a factor in the admissions process. This is an effort to gauge how likely a student is to attend if accepted and can entail anything from a campus visit or attendance at a high school representative meeting to an interview or an email. If demonstrated interest is something a college tracks be sure to show it.


Breakdown of a Students Candidacy


Creating a College List Prior to winter break the junior class is given a questionnaire. It asks questions about your high school experience and what you think about when you think about college. You are also asked to write a 400-500 word personal statement. When these are submitted you will be asked to schedule a meeting with the college counselors. After this meeting you will be given a preliminary college list and your parents, who have the option of completing their own questionnaire, will be invited to schedule a family meeting. The preliminary college list is based on a variety of criteria, both objective and subjective, including information supplied in the questionnaire, your school records and test scores and observations culled from our discussions. You are then advised to research the schools on the list to get a sense of the individual colleges and a feel for the campus culture. After months of research, meetings and college visits, by December of your senior year you will have a final list. By comparing different college characteristics, you should be able to narrow down your list so that by the time you are ready to apply to college you will have a final list that consists of seven to ten schools with common characteristics that reflect your priorities. They will however have one significant difference: selectivity. It is important that you have three ranges of selectivity: two or three schools to which you are sure to be accepted (likely), a few mid-range schools (match) and two or three schools which present a reasonable admission challenge (reach). You want to give yourself every possibility to achieve at the highest level but not gamble unnecessarily. When trying to categorize colleges into likely, match and reach schools, be sure to work closely with the college counselors. Standardized test scores and grades do not give a complete picture. We will help you interpret your chances at all of the institutions on your list and make sure that it includes all ranges of schools. On a final note, avoid the shotgun approach to college applications. Applying to a long list of reach schools, does not necessarily improve your chances of attending a highly selective school. In fact, it may work against you and lists that not well balanced may lead to too many rejection letters. Be sensible and strategic in making your list and be sure that all of the schools on your list are places you want to attend.


College Visits Whenever possible it is a good idea for you to visit the colleges to which you are thinking of applying. While it is preferable to visit a college when it is in session, summer visits can also be helpful. Walking on the campus, seeing the dorms and chatting with the tour guide will give you a better sense of what that particular school is really like and what matters to the students who go there. A campus visit gives you the opportunity to see what you have previously only read about in guidebooks. Some Questions You May Want to Ask Your Tour Guide

Do professors or graduate students teach the classes? How good is the library? How late is it open? Are you able to get the books you need? Are the arts supported here? Which areas are the strongest? How large are your classes? Do students seem to work primarily for grades? How competitive is the student body?

What is the attitude toward working hard? Have you been in any faculty homes since youve been here? How available are the

professors? Why did you choose this college? What other colleges did you consider? What do you like best about your experience and education here? What do you think is the greatest shortcoming of this college? About what do students

complain? What kind of students do you think are happiest here? Which ones are least happy? What are the campus issues that students have talked about most this year? What are weekends like? Do students stay on campus? What are the most popular

weekend activities? Scheduling a College Visit Information about scheduling a college visit can be found on the college website. A visit to the campus generally consists of a tour and an information session. Sometimes students have the opportunity to sit in on a class or interview; often there are opportunities for overnight stays, students who are interested in spending Shabbat on campus can often arrange this as well. But whether you are planning on taking a tour or are hoping to sit in on a class, college visits must be planned. You should never just drop in in hopes of scheduling a meeting. Likewise, even if you just want to take a walk around the campus and have lunch in the cafeteria, it is in your best interest to let the admissions office know you are there. (Most) colleges like to know that students are interested in their school; a visit to the campus demonstrates interest. Excused College Visit Days Seniors have four excused college visit days, which can be used any time during the school year. Students must keep the school informed of their plans. At least five school days prior to the scheduled visit, you must email Micki or Sam and your teachers of the upcoming visit. At the same time you must let Barbara Lewis know of your plans. Please remember, you are responsible for all the work you miss.


College Representative Visits In the fall college representatives visit the High School. These meetings are important for a variety of reasons:

They are an opportunity for you to learn more about college and college life so that you can make more informed decisions when selecting schools.

Often times the representative who visits the school is the first reader of your application and attending these meetings helps the representative put a face to the name.

If you have not visited the campus you can begin to get a sense of the school. If you have visited the college you will have another opportunity to raise issues and ask

questions you didnt have a chance to when you were there. If you do decide to apply to that college, having attended the college representative

meeting demonstrates interest in that school. And, as mentioned previously, most colleges like to know that applicants are truly interested in attending their school.

College representative meetings are posted. The calendar is updated as new appointments are made. Last minute changes in the schedule will be posted online and you will be notified of these changes via email. You must sign up to attend college representative meetings. If a meeting conflicts with a class, you are responsible for letting your teacher(s) know five school days prior to the scheduled visit that you will not be in class that day. Additionally, you are responsible for all the work you miss. You must arrive at the meetings on time and be attentive throughout the meeting.


Application Deadlines and Plans College application deadlines vary from college to college and colleges themselves have more than one type of application deadline. It is your responsibility to be aware of application deadlines and to be certain that all deadlines are met. Regular Decision Regular Decision is the way most students apply to college. Applying to college as a Regular Decision applicant is just as the name implies, applications are submitted in time to meet the regular application deadline. Typically, you apply in January or February, and are notified in late March or early April. Students who apply to college under the Regular Decision plan have until May 1st to submit their enrollment deposit. Early Decision Students who use the Early Decision plan apply and receive an admission decision earlier than students who apply Regular Decision. In general, Early Decision deadlines range from November 1st to November 15th; decisions on Early Decision applicants are sent mid-December. Increasingly, colleges are offering a second or Early Decision II option; students who apply ED II usually receive a decision in February. Decisions to apply Early Decision must be well reasoned. Early Decision applicants can be admitted, deferred or denied. Acceptance to an ED school is binding, If you are admitted you must enroll. Early Action Like Early Decision, students who submit an Early Action application, apply and receive an admission decision earlier than applicants who apply Regular Decision. While this decision is not binding we ask students to be thoughtful when applying Early Action. Rolling Admissions Rolling admissions is an admissions policy by which the admissions committee evaluates and decides upon applicants as soon as their application files are complete. Colleges and universities that offer this plan often retrun a decision within six weeks. Accepted students do not have to let the college know of their intent to enroll until May 1st. If you apply to schools with rolling admissions please remember the sooner the better. Priority Deadline In the last few years some colleges and universities, including the University of Wisconsin and the University of Maryland, have instituted a priority deadline. Schools with this policy make a decision on an application earlier than other applications if all application materials are received by the priority deadline.


The Common Application The Common Application is a wonderful tool, intended to simplify the college application process. It is now accepted in lieu of a schools own application at over 500 colleges and universities. Whenever possible use the Common Application. It is an easy way to provide information. Basic information, such as your name, biographical information and essay stay the same for each school, but please remember many colleges have a supplement that gets added to the basic information. The supplement may take the form of questions, essays or short answer responses. This information, and the forms themselves, can be found on the Common Application web site, www.commonapp.org.


Financial Aid The average cost of attending a private four-year college is fast approaching $250,000. Tuition, room and board for out-of-state students at some public universities can cost more than $50,000 a year; at the State University of New York, New York residents can expect to pay $85,000 for their college education. Whether a student plans on attending a public or a private university, a college education is not free, but it need not be prohibitive. There is financial assistance for families who demonstrate need. To apply for financial aid, colleges ask you to complete a variety of forms. All schools that administer federal money require you to file a Free Application for Federal Student Aid (FAFSA). This form can be completed online at www.fafsa.ed.gov. The FAFSA is available after January 1st. In addition to the FAFSA many private colleges require applicants for financial aid to submit the College Scholarship Service (CSS) Profile. This form must be completed online. It can be found on the College Board website at www.collegeboard.org or directly at https://profileonline.collegeboard.com/prf/index.jsp. And finally, colleges may have their own financial aid forms. These (three) forms are used to determine whether you qualify for financial assistance and, if you do qualify, how much your family can afford to contribute to your college education. The cost of attending college minus the family contribution equals demonstrated need. That said, not all schools are able to meet demonstrated need. If you and your parents are in doubt as to whether or not to apply for aid, it is often recommended that you apply. (On each schools financial aid website you can find a Net Price Calculator. By plugging in your numbers you can estimate the amount you will receive in financial aid.) When applying you are advised to keep a copy of your worksheets and honor all filing deadlines. It should be noted, that while many schools guarantee financial aid for all four years of college, assuming that your need remains the same, you are still required to file for financial aid each year you are in college.


Decision Time Congratulations! Youve been accepted to college. If you have received multiple acceptances think carefully before deciding which college to attend. By May 1st you must commit, in writing and with a deposit, to one school and let the other schools to which you have been accepted know of your decision. You may only deposit at one school. Failure to comply with this could forfeit your acceptance. Wait List When a college or university delays offering or denying admission to a student, this is known as wait listing. Sometime after May 1st, when all accepted students are required to let colleges know whether or not they will be attending, students, if they have chosen to stay on the wait list, begin to hear if they have a place at the colleges where they have been wait listed. Deferred Admission Deferred admission allows students to delay attendance at college for one year. If you want to take some time off after high school, to work, to travel, to participate in a gap-year program, we recommend that you apply to college and after you are accepted notify the college you plan to attend of your desire to delay entry. Most colleges allow students to defer their admission.


Guidelines for Completing College Applications Before an application is ready to be read by the admissions committee it must be complete. That is, all components of the application must be filed. To help ensure that the process runs smoothly you should:

Be organized. Remember you will often correspond with college admissions offices via email so your

email address must be appropriate. (You might want to consider using your Heschel email address or opening a new account just to deal with the college process.)

Check all deadlines. Keep accurate records. Read and follow all directions. Have someone look over your application before you submit it. Remember that presentation matters. Be in communication with the college counselors. Ask for recommendations in a timely fashion. Have test scores sent directly from the College Board or ACT to the colleges to which you

are applying. Remember all the work you submit, whether it is the application, an essay or a portfolio,

must be your own. Plan ahead.


The College Essay In addition to grades and test scores most colleges ask applicants to submit an essay or personal statement. This is an opportunity to demonstrate your writing skills and gives you the chance to distinguish yourself from other applicants. It is here, in the college essay, where the admissions committee gets to know the person behind the numbers. Some colleges ask you to respond to very specific questions, others give you much more freedom to choose your own topic. If there is a specific topic, you must address it. Otherwise you are free to write about anything. While students often feel there are right and wrong answers, and admissions officers are looking for one particular response, this is not the case. It is not a question of what the admissions committee wants, rather it is a question of what the applicant wants to tell them. Regardless of what you write about, it is essential that you are the focus of the piece. An essay about Jay Gatsby may be beautifully written and interesting to read, but if you do not draw a comparison between you and the character of Jay Gatsby, the admissions committee will learn more about Gatsby than they will about you, a wasted opportunity. When writing a college essay the following should be kept in mind:

Essays should be personalized. Use anecdotes. Discuss feelings and impressions. The experience should come alive for the reader. Show, dont tell.

Talk about a singular experience. Dont make a laundry list of activities, interests or accomplishments.

Write about something that matters and reinforce something positive. Be simple and caring. More is not necessarily better. If multi-syllable words are not part of your natural writing style, dont use them. The

personal statement will probably sound stilted and stuffy and will not impress the reader. It takes time to write an essay. Dont wait until the night before the application is due to

start writing. Seek constructive criticism and get editing help but remember, the essay MUST be your

own work. Someone should read the final draft before submitting it, to (again) check for spelling and

grammatical errors.


College Admissions Testing Standardized tests are required for admission by most colleges. When applying, you must be aware of these requirements and be certain that you have completed the appropriate testing. The College Board administers both the SAT and the SAT Subject Tests; ACT, Inc. administers the ACT. These tests are given at official test centers on specific test dates. Please keep the following in mind:

1. The SAT and ACT are not intelligence tests. 2. The SAT and ACT are not infallible. 3. The SAT and ACT are not the most important component of an application. 4. You can prepare for standardized tests.

SAT The SAT is the oldest college placement exam used in the United States. It is a 3 hour and 45 minute examination and is composed of three sections. The critical reading section assesses students reading skills and includes both long and short reading passages. The writing section has two parts. Two-thirds of the writing test is multiple choice in which students identify errors in usage, agreement and idiom. One-third of the section is an essay based on a writing prompt. The math section covers topics in algebra, geometry and trigonometry. Each section is scored individually. Scores range from 200-800 per section; the highest composite score is 2400. The College Board has a policy known as Score Choice, allowing you to (sometimes) select the SAT and Subject Test scores you send to colleges. Still, taking the SAT again and again is rarely advised as it is unusual for a students score to increase after the second time. ACT The ACT is a 3 hour and 25 minute exam and covers English, reading, mathematics and science reasoning in the format of 215 multiple-choice questions. It also offers a writing component that while optional is required by all colleges to which our students have historically applied. The ACT is graded on a scale of 1 to 36 for each of the four subject areas; the composite score is an average of the four scores rounded to the nearest whole number. Standardized test scores are not included on the Heschel transcript.


SAT Subject Tests Some colleges (about 30) require SAT Subject Tests. Please note: In most instances schools that require the SAT and Subject Tests will accept the ACT in lieu of both. Subject Tests are one-hour exams that measure a student's knowledge in specific subject areas. Tests are offered in a variety of subjects. You must check the specific test requirements of the colleges to which you are applying as they can vary from school to school. While some students take Subject Tests at the end of sophomore year, students usually take them in June of their junior year and/or fall of their senior year. Talk with a college counselor or the subject teacher if you'd like help deciding which test(s) to take and when. The College Board offers Subject Tests in the following areas:

TOEFL In addition to the SAT, students who have recently arrived in the United States and whose native language is not English may also (need to) take TOEFL, the Test of English as a Foreign Language. Colleges use this exam to assess the English language skills of those students for whom English is a newly acquired language. Information about this exam can be found at www.ets.org/toefl. Nonstandard Testing and Extended Time Students with documented disabilities may need testing accommodations or extra time. To receive accommodations on tests administered by the College Board or ACT, you must apply for these accommodations. Generally speaking, in order to apply for testing accommodations the following criteria must be in place:

A current psych/ed evaluation must be on file at the school. Students must use the accommodations in school, on a regular basis for at least four

months of the school year prior to requesting accommodations. Students planning on applying for accommodations should speak to Micki. More information about SAT testing accommodations and disability documentation guidelines can be found at www.collegeboard.com/ssd or, for the ACT, at www.act.org/aap/disab.

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Registering for the SAT or ACT In order to take a standardized test you must register and are advised to do so early. If the registration deadline is missed, a late fee is charged and you may not be placed in the test center of your choice. Registration can be completed by mail or online. Heschels CEEB and ACT Code is 333430 and is required for all test registration forms. Sunday Testing Standardized tests are customarily given on Saturday. Students, who, because of religious beliefs, cannot test on Saturday, may test on Sunday. Sunday test dates immediately follow the Saturday test date. The first time you register for a Sunday SAT you must register by paper and include a Sunday test date explanation letter. When completing the SAT test registration form you should enter code 01-000 as your first choice test center and leave the second choice blank; the College Board will place you in the nearest available test site. All subsequent test registration can be done online. Please note: A Sunday test letter, an official letter from the school explaining the need for Sunday testing, is available in the college counseling office. Students taking the ACT are able to register for a Sunday test date online and may choose their test site. Sunday Test Dates 2014 Test Date Registration Deadline SAT Only March 9, 2014 February 7, 2014 ACT April 13, 2014 March 7, 2014 SAT & Subject Tests May 4, 2014 April 4, 2014 SAT & Subject Tests June 8, 2014 May 9, 2014 ACT June 15, 2014 May 17, 2014 ACT September 14, 2014 TBD SAT & Subject Tests October 12, 2014 TBD ACT October 26, 2014 TBD SAT & Subject Tests November 9, 2014 TBD SAT & Subject Tests December 7, 2014 TBD ACT December 14, 2014 TBD Submitting Scores to Colleges Official score reports must be sent from the testing agency directly to the colleges to which you are applying. When registering for the SAT or ACT, you may choose up to four colleges to receive your scores at no additional charge; additional reports are sent via your ACT or College Board account. Once a request is received it usually takes one to four weeks for the request to be processed and sent to the college(s). While there is a rush option students are advised against using it. Not all colleges accept rushed scores and rushed scores can sometimes take longer to arrive than expected to arrive.


The Interview Although they are not always offered or required, interviews can be a valuable tool for both the interviewer and the applicant. Like the essay, the interview is a chance for you to give the admissions committee a glimpse into the person behind the numbers. It is also a good way for you to learn more about the school and to better evaluate whether or not the college is a good place for you, an environment where you think you will be happy and successful. Interviews are usually conducted on college campuses with a member of the admissions staff, a current student, or with college alumni who live in your area. But whether you have an on-campus interview or interview with alumni, the goal is the same: to distinguish yourself and to show a strong interest in the college. As helpful as interviews can be, the significance of them is sometimes overrated by both students and parents. Students sometimes think they can compensate for deficiencies in their application if they are able to wow the interviewer; parents are sure that once an admissions counselor meets their child, the counselor will be so impressed the student, regardless of his or her academic record, will be accepted on the spot. The truth is interviews alone are not usually the deciding factor in an admissions decision. While it is always in your best interest to make a good impression, the interview cannot explain away everything. Interviews should be scheduled from July through December of your senior year. To schedule an interview you should contact the college admissions office. Interviews must be scheduled ahead of time, sometimes several weeks in advance. So plan accordingly. Information about scheduling both on-campus and off-campus interviews can be found on the schools websites.


Tips for Interviewing Arrive early. Shake hands firmly, and sit attentively. Do not chew gum. Clothes make an impression. How seriously you take the interview is reflected in your

dress and appearance. Clean school clothes, not torn or ripped, are fine. Dress neatly and comfortably.

Be prepared. Go to the interview ready with thoughtful and pertinent questions. Do not ask questions that can easily be answered by flipping through college publications. (See College Visit page for some suggestions.)

Be an active participant in the interview. Interviewers often want to know why. So come prepared. Know why you are applying to

the school, what you will contribute to the community and what it is you hope to achieve at college.

Take time to listen to the questions and answer them directly. Be thoughtful. Dont make excuses for poor grades. Before leaving, ask the interviewer for his or her business card and follow up the

interview with a brief thank you email sent directly to the interviewer.


Secondary School Report In addition to the information you supply, colleges ask for a report from the high school, commonly known as the Secondary School Report. The SSR asks about your academic performance and about the schools academic program. It should be noted in accordance with National Association for College Admissions Counseling's Statement of Principles of Good Practice, it is the policy of The Abraham Joshua Heschel School to answer questions regarding a student's disciplinary history on college and scholarship applications. Disclosures are made for infractions committed in the student's high school years that lead to suspension or expulsion. Additionally, whenever a student's academic or citizenship record changes substantially during their senior year, colleges will be notified.


Letters of Recommendation Colleges ask applicants to submit letters of recommendation. The college counselors write one and teachers of your choosing, write the others. Some colleges ask applicants to submit one teacher letter, others ask for two and a number of schools do not require or even accept teacher recommendations. To cover all bases we suggest students ask two teachers for recommendations. A handful of colleges ask for letters from teachers in particular subject areas. When this is not the case you have the leeway to ask any two teachers who can best present your strengths and accomplishments to the admissions committee. Whenever possible, you should ask teachers who have taught you in 11th or 12th grade. When you, in consultation with the college counselors, have decided which teachers to ask, you should arrange to speak with the teachers to discuss your college plans and whether or not they would be willing to write on your behalf. When asking teachers, you might want to say something like, I was wondering if you would write one of my college recommendations. However you make your request, you must always do so in person, never with a note left on a teachers desk and never via email. After a teacher has agreed to write the recommendation, you must give him or her a completed Classroom Assessment Form. This form asks you to reflect on your experience in the class. Students sometimes submit a letter from a coach, an employer or an arts teacher. But this is the exception. If a college asks for two teacher recommendations, they only want two. You should not overload your applications. Teachers need time to write recommendations and suggest you ask for letters early in your senior year. That said, students submitting applications with November deadlines must ask for recommendations by early October; regular Decision applicants have until mid-November to request recommendation. But whenever you ask, please remember teachers expend an enormous amount of time and effort writing recommendations. You should keep them up to date on your college plans, and, after applications are submitted, write a thank you note.


The Athlete and the Artist Students applying to college who have interest in the arts or in high-level athletics may be required to take additional steps as part of the application process. Athletic Recruiting While Division I schools do not typically recruit Heschel students, every year a few students express interest in Division III athletics. If you are thinking of playing a Division III sport, in the spring of junior year you should contact coaches. (Contact information is available on college websites.) Coaches may want to know details about your role on the team, playing experience, statistics, etc. You may also be asked to prepare a video. The Arts: Art, Drama and Music Heschel students often apply to music, drama and art schools. Generally speaking these schools have additional application requirements. An art school asks for a portfolio and may also require a home test. A music school will expect students to audition, either live or by recording and some music schools ask students to submit a recording prior to scheduling an audition. Drama schools require an audition. You should always be in contact with the colleges you are applying to in order to determine what the specific application requirements are.


Glossary of College Terminology College: An undergraduate school of higher learning (although some colleges have graduate schools.) Core Curriculum: A specified program of courses that all students must take in order to graduate. CUNY: The acronym for the City University of New York. Schools such as Baruch, Brooklyn, City, Hunter and Queens College, as well as several community colleges, are part of this system. Distribution Requirements: Required courses for college graduation; students at schools with distribution requirements must take a specific number of courses in a variety of disciplines. Four-One-Four: An academic calendar consisting of two regular four month semesters with a short winter or January term in between. Humanities: Courses that primarily focus on human nature. These include art history, drama, English, foreign language, music, philosophy and religion. Legacy: An applicant whose parents or grandparents are graduates of a particular college. Liberal Arts College: Schools that offer courses in all subject areas. Its Americas typical undergraduate college. Natural Sciences: These include such disciplines as astronomy, biology, chemistry, genetics, geology, mathematics, physics and zoology. Resident Advisor (RA): A paid upperclassman living in a dorm whose job it is to offer support and advice to (new) students. Social Sciences: These include such disciplines as anthropology, economics, geography, history, political science, psychology and sociology. SUNY: The acronym for the State University of New York. The state university system is composed of four universities, Albany, Binghamton, Buffalo and Stony Brook and several colleges, community colleges and technical schools. Teaching Assistant (TA): A graduate student who teaches undergraduates, and/or holds smaller discussion sections for a professors larger lecture. Three-Two Program (3-2): A program in which students spend their first three years at a liberal arts college and two at a specialized school, such as engineering. University: A school of higher learning that encompasses undergraduate, graduate and professional divisions. Universities usually have a much larger student body than the typical liberal arts college.


Glossary of Financial Aid Terminology Admit/Deny: A philosophy that admits students without regard to their financial need but denies them financial assistance. These students have to find their own way to pay for their education. CSS Profile: A customized financial aid application from the College Board that, in addition to FAFSA, is required by many private colleges. Estimated Family Contribution (EFC): The amount a family can afford and is expected to pay for one year of college as determined by standardized forms such as FAFSA and Profile. Financial Aid Package: The combination of aid awarded by a college. It may include grants, loans, and a work-study job. Free Application for Federal Student Aid (FAFSA): A financial aid form produced by the federal government, required by (nearly) all colleges for students seeking financial aid. Full Need: Colleges that guarantee to meet the full financial need of their students promise to provide 100% of the financial support a student needs to attend that college. Need may be met through grants, loans and work-study. Gapping: Rather than guarantee that full need will be met, some colleges gap their packages, so that a college with a 10% gap would provide 90% of the money each student needs to enroll. Merit Based: This is aid that is awarded according to a students talents or achievements. Merit based aid is not dependent on the financial situation of the students family. Need: The difference between the cost of attending a particular college and the students EFC. In essence, it is the amount the student needs in order to attend that school. Need Based: Aid that is awarded according to the familys ability to pay for college. Need Blind: When evaluating an applicant, his or her ability to pay for college is not part of the admissions process. Need Conscious or Need Sensitive: Colleges that take a students financial resources into account when deciding whether or not to admit the applicant. Most colleges that are need sensitive are so for only a small percentage of the applicant pool. Preferential Packaging: A policy of awarding financial aid in which colleges offer the best aid to their most desired applicants.


Bibliography A good way to begin the college search process is by reading about it. Here are some sources that might be helpful: Guidebooks Barrons Guide to the Most Competitive Colleges, Barrons Educational Series. Detailed profiles of 65 of the most academically demanding colleges in the United States. Barrons Profiles of American Colleges, Barrons. Published every few years, this guidebook gives general information about the colleges. The Best 378 Colleges, Princeton Review. Published annually, this guidebook gives the reader both objective information as well as insights from the students who attend the colleges. The College Handbook, College Board Publications. This guidebook provides helpful data on American two and four year colleges. It is a good source of statistical information, deadlines and other info. It is updated annually and its information is also searchable on the College Boards website. Colleges That Change Lives, Loren Pope. Loren Pope does an excellent job of showing how many liberal arts colleges are appropriate options for students. Please remember that this is not an exhaustive list, in fact there are many colleges that change lives. Cool Colleges, Donald Asher. An in-depth look at the best-kept secrets in higher education for outstanding and unusual students. The Fiske Guide to Colleges, Edward Fiske. Fiske was the first editor of college guidebooks. His annual guide provides excellent, detailed profiles of many of the most selective school in America. The Insiders Guide to the Colleges, The Yale Daily News Staff. One of the most relied upon sources for high school students looking for honest reports on colleges from fellow students. It gives them the information they need to chose the school thats right for them. K & W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorder, Marybeth Kravets and Imy Wax. Almost all schools have special services for students with learning disabilities, and this book provides information to help differentiate the programs.


Additional Resources The College Admissions Mystique, Bill Mayher. A former college counselor offers his very helpful and, at times, humorous perspective on the college process. College Unranked, Lloyd Thacker, the Education Conservancy. Twenty essays by college admissions deans and others about what really matter in college admission. This book cuts through the hype and myth of college admissions. Dont Miss Out: the Ambitious Students Guide to Financial Aid, Anna Leider and Robert Leider. Everything you need to know about financial aid and more. The Gatekeepers: Inside the Admissions Process of a Premier College, Jacques Steinberg. This book chronicles a year in the life of a Wesleyan University admission office as it follows six high school students from the time they meet a Wesleyan admission representative to when they lean about their admission decision. Harvard Schmarvard, Jay Mathews. Packed with practical information and insider tips, this guide will help determine which school fits you. Letting Go: A Parents Guide to Understanding the College Years, Karen Levin Coburn and Madge Lawrence Teeger. How involved should parents be in the college search process? This is a favorite of many college counselors who work closely with parents and students alike. It addresses issues of transition and separation as well as giving helpful advice regarding the college search and application process. Looking Beyond the Ivy League, Loren Pope. Like Changing Lives this small book offers a wealth of information that will help ensure good college choices. Making the Most of College: Students Speak Their Minds, Richard Light. College students talk about how to get the most our of college, both in and out of the classroom. The Official SAT Study Guide, the College Board. This book includes practice SAT exams. It is an excellent resource for students who want to take real practice testes. Remember, SAT test are the property of the College Board, so any other practice tests that you can buy are merely approximations of SAT tests. Paying for College without Going Broke, Kalman Chany. Kal Chaney is a nationally recognized expert on educational financing. His book answers many of the questions you have about applying for financial aid. Articles Fitzsimmons, William. Time Out or Burn Out for the Next Generation. The Dean of Admissions at Harvard University offers thoughts on the stress of the college admissions process. This article can be found at: http://admis.fas.harvard.edu/timeoff.htm Thompson, Michael. Failed Rite of Passage. Dr. Thompson helps parents and children better understand the psychological implications of the admissions process. It can be found at: www.parentsassoication.com/college/failed_rite.html


Online Resources Information about college, college applications and financial aid is available on the internet. There are literally hundreds of sites. Here are just a few: General College The College Board, www.collegeboard.org. The College Board is the parent organization of the SAT, PSAT, Profile, and many other college admission related programs. Its website contains financial aid information, a college search tool, test dates, practice SAT questions and much more. It is one of the best resources on the web, and it is particularly helpful when students register to take the SAT or SAT Subject Tests, as well as when they send scores to colleges. The ACT, www.act.org. This site provides helpful information regarding ACT programs, as well as the opportunity to register for the test and send scores online. Common Application, www.commonapp.org. The Common App is the application used by over 500 colleges, both public and private. The website allows students to access information on colleges, download application materials, and complete the application online. Fiske Campus Profiles, http://colleges.usnews.rankingsandreviews.com/best-colleges. Mini college profiles based on Fiske Guide to Colleges. TOEFL, www.ets.org/toefl. Go to this website to register and get practice questions for the Test of English as a Foreign Language (TOEFL). Special Interest Hillel: The Foundation for Jewish Campus Life, www.hillel.org. The Hillel Foundation sponsors and staffs about 500 centers at colleges and universities. This site is a good source of information on Jewish life on campus. I Need a Pencil, www.ineedapencil.com. Free SAT prep website designed by college students. Macleans, www.macleans.ca/universities/. An invaluable resource for those interested in schools in Canada. The National Collegiate Athletic Association (NCAA), www.ncaa.org. Information about college sports and playing on a college team. Financial Aid Completing FAFSA, studentaid.ed.gov/resources#complete. This site gives detailed guidance on how to complete the FAFSA. CSS Profile, student.collegeboard.org/css-financial-aid-profile. Many private schools require this form. It can be completed online at the College Board website. FastWeb, www.fastweb.com. A general website with a scholarship search engine. It also has an EFC (Estimated Family Contribution) calculator. FINAID, www.finaid.org. An excellent website for anything to do with financial aid. The Free Application for Federal Student Aid (FAFSA), www.fafsa.ed.gov. Students applying for need based aid must complete this form. It is available on-line beginning on January 1st.


Gap Year Resources AFS (American Field Service). www.afs.org. Spend a year living abroad with a host family and take classes at a university. Americorps, www.americorps.org. A national service program for high school and college age students. Dynamy, www.dynamy.org. An urban experiential education program in Worcester, MA. Earthwatch, www.earthwatch.org. Spend a year doing scientific expeditions that promotes the understanding and action necessary for a sustainable environment. Gap Year, www.gapyear.com. A website that provide information about a variety of travel and work ideas for students. Israel Programs, www.jewishsites.org/israel/programs. A great resource on a wide variety of work, study and volunteer programs in Israel. Kivunim: New Directions, www.kivunim.org. Founded and directed by Peter Geffen, this year-long program seeks to forge a life-long relationship with Israel and the Jewish people by travel across the world. MASA, www.MasaIsrael.org. An umbrella organization that maintains a catalogue of gap year opportunities in Israel. Nativ, www.nativ.org. A year long program dedicated to creating and inspiring the Conservative Jewish leaders of tomorrow. NOLS (National Outdoor Leadership School), www.nols.edu. A program that takes highly motivated students on remote wilderness expeditions while developing outdoor and leadership skills. Outward Bound, www.outwardbound.org. Wilderness trips designed to teach survival and leadership skills. Tivnu, www.tivnu.org. The only Jewish, domestic, service-based gap year program. USA Gap Year Fairs, www.usagapyearfairs.org. An organization that provides and organizes gap year fairs all over the country, including in NYC. Young Judea Year Course, www.youngjudea.org. Established in 1956, Year Course is a program dedicated to growth, growth as human beings, as Jews, as Zionists, and as leaders.

Documents

2015 college handbook