September 8th, 2010 by Joe Connell
To answer this question, it is important to learn more about the ACT.
The ACT is a national test used for college admissions and college readiness by institutions across the country. ACT results are accepted by all four-year colleges in the United States. The ACT is a curriculum-based test; whereas, the SAT is a reasoning-based test. The ACT focuses on curriculum in four areas and provides standards for college readiness. The College Readiness Benchmark Scores follow:
- English 18
- Mathematics 22
- Reading 21
- Science 24
According to ACT (accessed on September 8, 2010), “A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, which include English Composition, Algebra, Social Science, and Biology.”
In addition to the curriculum areas above, the ACT includes an optional essay-writing section at the end of the test. As some colleges require this essay for admissions, I recommend that students take the essay whenever they take the ACT. The essay on both the ACT and SAT are similar in format and scoring.
A common student question is whether the ACT is super-scored (i.e., taking a student’s best section results from multiple test dates to create the best composite score) by colleges as is commonly done for the SAT. The answer is that more colleges are taking a student’s best sections and creating a super-score; however, it is still more commonly done for the SAT.
So, should you take the ACT? The answer is individual, but taking either the SAT or ACT a couple times will generally increase your chances for college admissions through achieving a higher score. If you believe you’ll do better on the ACT, then start preparing and plan to take it at least twice.
Finally, if you are looking for effective ACT preparation to achieve your best score, Educational Services Center (ESC) offers both traditional classroom and online class settings. With ESC’s Premium Package, you can even sign up for ACT and SAT prep at one low price.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
August 26th, 2010 by Joe Connell
Many students wonder whether they should take the SAT, the ACT or both. They wonder if their scores on one test will be better than the other, and if they should then take both tests to have the best chance of college admissions. The answer is both universal and individual. From a universal or national perspective, students perform similarly on both tests. However, from an individual perspective, some students will do better on one test than the other.
The test similarities are that they both are used as national measures of college readiness (a factor that admissions offices review) by assessing students’ skills in reading, writing and mathematics. However, the tests differ in some of the reading and writing content. For example, the SAT test adds sentence completion questions in Critical Reading and different types of writing multiple choice questions; whereas, the ACT only has paragraph questions in both reading and writing, which are also on the SAT. The ACT includes a science section that the SAT does not. The main difference in the tests is that the ACT focuses on high school achievement and the SAT emphasizes reasoning skills. Given these content differences, some students may perform better on one test than the other.
To assist students and colleges in effectively comparing SAT and ACT scores, the College Board (makers of the SAT) and ACT have created concordance charts to provide comparable scores. These charts do not equate scores as the tests are distinct, but they are used by many colleges to cross-walk students’ test scores.
Finally, if you are looking for effective SAT or ACT preparation to achieve your best score, Educational Services Center (ESC) offers both traditional classroom and online class settings. With ESC’s Premium Package, you can even sign up for both SAT and ACT prep at one low price.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
August 17th, 2010 by Joe Connell
The College Admissions Resume is an opportunity for students to showcase their strengths to college admissions’ officers. Although many college applications only ask a student to provide a list of their activities, students should use the opportunity to create a resume. Like the College Admissions Essay, the resume provides students a significant and potentially transformative occasion to impact an admissions counselor’s review of a student’s profile beyond the view of GPA and SAT / ACT scores.
When writing college resumes, students should include:
- Heading – clearly identify yourself with your name and other distinguishable characteristics, such as date of birth and home address
- Education – list only highlights (Class Rank, GPA) because admissions officers will receive your high school transcript
- Extracurricular Activities (Sports, Music, Art, Theater, Clubs, etc.) – include all of them; this may be a long list; note the years in high school that you did each activity
- Community Service – list any service you did in high school whether participating once in Relay for Life or visiting a nursing home weekly
- Work Experience – include hours worked to provide a sense of how you balance school and work
- Honors and Achievements (National Honor Society, Sectional Recognition, etc.) – promote all of your accomplishments
- Unique Experiences/Qualities (personal/school travel abroad, research, fluency in a second language) – choose a heading for this section that fits your unique background
Information before ninth grade should only be included if it is an extraordinarily unique accomplishment.
When writing resumes, students want to keep in mind the perspective of the admissions officer reading them and to err on the side of providing too much information, rather than not enough. For example, if a student from New York lists that they participate in Boys’ State, an admissions counselor from New Jersey may not understand the competitive selection process for Boys’ State New York. In sum, a college resume should look professional; however, it is not a job resume. Rather, it is a useful and formal tool to list students’ activities and their significance.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
August 11th, 2010 by Joe Connell
After the SAT and ACT, the College Admissions Essay is one of the most stressful aspects of applying to college for many students. However, I consider it to be one of their greatest opportunities. The essay provides one of a student’s only opportunities to reveal himself/herself as a person to the college admissions counselor who will review the application folder. As such, the essay is a powerful tool to make a significant and potentially transformative impact in an admissions counselor’s review.
I still remember reading the essay of one high school applicant applying to Miami University (OH), a selective public ivy where I worked in Admissions, that informed me of his job as a shift supervisor at McDonald’s that he picked up after his father passed away as a means to provide for his family. His essay went on to reveal his sacrifice for two years was being reciprocated by his family, who supported his decision to go away to college. Not all students have such vivid stories to share, but each student has a powerful story to share. The essay is the opportunity to discover it and write it.
When writing college essays (sometimes called personal statements), students should do the following:
- Brainstorm the unique strengths they have to offer (e.g., community service, Eagle Scout, athletic team captain, part-time job balanced with school, musical performer, student leader, significant academic project, etc.)
- Tie those strengths into a chosen essay topic (for common topics, see The Common Application topics at the end of this blog)
- Draft their essay
- Get feedback on their essay from multiple people (e.g., family, trusted mentors, high school counselors/teachers/coaches)
- Revise their essay
- Get one more round of feedback and edits
- Submit their essay to colleges as part of their admissions application
By following these steps, a student can transform the task of completing the Admissions essay into a reason that a college may accept a student.
Sample resume topics from The Common Application follow:
- tell a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you
- discuss some issue of personal, local, national or international concern and its importance to you
- indicate a person who has had a significant influence on you, and describe that influence
- describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
- a range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you
- topic of your choice
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
August 5th, 2010 by Joe Connell
Once students have decided where they wish to apply, they have to start completing college applications. If a student is applying to six or more schools, this may become an all-consuming and tedious activity. To make this a simpler task, I recommend pre-planning by becoming familiar with the selected college applications, using common applications whenever possible and creating “master documents” that can be adapted to each college’s needs (e.g., the college essay, a resume and recommendation letters).
The Common Application is a non-profit organization with a 35-year history that provides one application that may be sent to 415 member colleges. If students are applying to multiple schools that accept The Common Application, they may save time by completing one primary application. It is important to note that many colleges now have supplements to The Common Application, which may be a few additional questions or an additional essay. In general if a student is applying to two or more colleges that accept The Common Application, it will benefit them to use this resource.
Some states have their own version of The Common Application. For example, New York’s SUNY System accepts a common application for many of the state’s colleges and universities.
If a student is applying to multiple schools that all require individual applications, I recommend tailoring “master documents” to each school. For example, most colleges request a list of activities or resume and a response to a college essay. Frequent resume topics include those found on The Common Application, which follow:
- tell a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you
- discuss some issue of personal, local, national or international concern and its importance to you
- indicate a person who has had a significant influence on you, and describe that influence
- describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
- a range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community or an encounter that demonstrated the importance of diversity to you
- topic of your choice
Finally, if a student has the option to apply online or on paper, it is their choice. From a processing perspective, many colleges now encourage online applications; however, applying by paper will not hurt a student’s admission chances.
In upcoming blogs, I will provide tips on the college essay, resume and recommendation letters.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
July 28th, 2010 by Joe Connell
As students visit colleges, prepare for their upcoming year of high school and enjoy the final moments of summer, the question that looms is where should I apply to college?
This is an individual question that is based on many factors that have been covered in previous blogs; particularly, I invite you to read “Where should I attend (or apply) – Choosing a college is about fit!” Once you have an idea of what you are looking for in a college [i.e., cost, location, size, academic programs (your major), extracurricular activities, graduation rates, etc.], I recommend applying to three types of colleges – safe schools, target schools and reach schools.
Safe Schools: These are the schools that students know based on their academic background (SAT score, GPA and high school classes) will accept them. A student’s academic background should be stronger than the Middle 50% (consists of ranges of SAT/ACT scores and GPAs/Class Ranks) of students who attend this college.
Target Schools: These are the schools that students believe based on their academic background (SAT score, GPA and high school classes) should accept them. A student’s academic background should be around the Middle 50% of students who attend this college.
Reach Schools: These are the schools that students consider based on their academic background (SAT score, GPA and high school classes) to be a significant stretch to accept them. A student’s academic background will be lower than the Middle 50% of students who attend this college. A student applying to a reach school may be accepted based on their unique talents, such as music, sports, service or other life experiences. More importantly, they can work to improve their comparison to the institution’s Middle 50% by increasing their SAT/ACT scores and GPA.
If you’re looking for a “magic number” of colleges to apply to, I recommend six, which provides two each of safe, target and reach schools. However, I do not recommend that every student apply to six schools – I encourage each student to take this advice and make it their own.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
July 21st, 2010 by Joe Connell
During the summer months, many students visit colleges to see what campuses look like, to hear college presentations from admissions counselors and student tour guides, to feel the atmosphere of the institution, to touch the residence halls, classrooms, dining halls, laboratories and quads of campuses, and to try to taste what it would be like to be a student at the school. These college visits are a key part of a student’s decision-making process during their senior year of high school as they decide where to apply and ultimately where to attend. To make the most of these college visits, I recommend students follow “Four P’s:”
- Plan: What do you want to get out of your visit to a particular college?
- How much time do you want to spend at a school?
- Do you want to visit several nearby colleges in one trip?
- Who do you want to see at a college (e.g., faculty, members of clubs/teams, etc.)?
- Do you want to attend a class? If yes, which class?
- Do you want to stay overnight with a student?
- Prepare: What questions would you like to have answered?
- What are the requirements for admission?
- What are the retention and graduation rates?
- What majors and career opportunities are available?
- What is class size?
- Where do students live? Is the school more residential or commuter?
- What scholarships/grants/loans/other financial aid packages are available?
Tip: Look at the school’s web site before you go, so you can ask specific questions.
- Pay Attention: Look for details that provide a sense of what the college values.
- How clean is the college?
- Who are you introduced to? Are students interacting between classes? Who does your tour guide greet during the tour (students, professors, staff, etc.)?
Tips: Pick up a newspaper to see what the important issues and interests are on campus. Pick up a calendar of events to see what cultural, athletic, musical and other events are planned.
- People: Gain multiple perspectives of the college by talking to as many people as you can.
- Introduce yourself to others besides your tour guide and admission counselor.
- Try to gain a broader picture of the college through conversation. Eating lunch in the dining room is a great way to do this.
Ultimately, the college visit is about you, the student. You may travel with your mom, dad or some other key adult in your life, and you will hear their opinions and those of the colleges. However, I encourage you to ask yourself these questions when your visiting is done: Where do you see yourself for the next phase of your life? What place do you want to call your “home away from home” for the next four years? What place will allow you to grow into the adult you are becoming?
To get the experience and perspective of a father and daughter who went on a college road trip together, I recommend the following Newsweek article from 2007 that was written by Howard Fineman and his daughter Meredith.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
July 14th, 2010 by Joe Connell
Most students who attend college apply by a college’s regular decision deadlines, which commonly range from December through March. Some schools do not have decision deadlines and review students’ applications on an ongoing or rolling basis. Other colleges, particularly community colleges, offer open admissions and allow students to apply and register almost until the time classes begin.
Regular Decision
Regular decision is a non-binding decision, so students are encouraged to apply to several colleges through regular decision. Regular decision deadlines often vary by college (frequently December or January); therefore, students have the responsibility to know and follow them. At some colleges students who have been denied early decision or early action, can be considered again for regular admissions. Students generally find out about their acceptance from regular decision applications from mid-March through April 1.
Rolling Decision
Rolling decision is a non-binding decision and, in a sense, blends regular decision and early action policies. Rolling decision applications usually are submitted from the summer before senior year through spring of the senior year. Rolling decision informs students of their acceptance in a timely fashion after they apply as determined by the college. Students can apply to multiple colleges by rolling admissions.
Open Admissions
Open admissions institutions, often community colleges, can require students to follow application deadlines. However, these deadlines typically are very close to the start of the academic year.
A major difference between these application decision types and early decision/action types is that students have the opportunity to add more information to their admission “portfolio” from the fall of their senior year. For example, SAT and ACT scores taken throughout the Fall Semester, including in December, normally can be taken into consideration, as can a students’ initial senior year grades. Adding these factors together gives students a final opportunity to improve their admission “portfolio” and increase their chances of acceptance. In addition, through regular and rolling decision students have the flexibility to learn more about themselves and their future career and personal plans, before making a college decision.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
July 7th, 2010 by Joe Connell
In the fall of senior year, students will learn that some of their friends are applying to colleges by November 1 or 15 and finding out whether they are admitted in December. These early application periods are called early decision and early action. It is important for students to be familiar with the similarities and differences of the terms as described below. For both early decision and early action, students should take their final SAT and ACT exams early in the fall of senior year (preferably by October).
Early Decision
Early decision is a binding decision to attend one college made at the time that the student applies. For example, if a student applies to College Z and is accepted early decision, the student has agreed to attend College Z upon receiving the acceptance. For students and families considering early decision, they need to be certain that the college they apply to early decision is the right college for them academically, personally and financially. From a financial perspective, families have to know that regardless of the final financial aid award the student receives (often not provided until spring of the senior year) that they can afford to pay the cost of attendance.
Of note:
- A student can only apply to one college early decision.
- Early decision can benefit a student who is completely certain of where they want to attend college, but may not be certain of their admittance to that college. Early decision shows the student’s strong commitment to attend a particular college.
Early Action
Early action is a non-binding decision to attend one college made at the time that the student applies. For example, if a student applies to College Z and is accepted early action, the student indicated strong interest in attending College Z upon receiving the acceptance; however, the student has no obligation to attend. Early action provides the opportunity to receive the early peace of mind that early decision provides; however, it does not hold the same commitment for the student.
Of note:
- A student can apply to multiple colleges through early action.
- Early action benefits students in finding out their acceptances earlier in their senior year without forcing a commitment at that time. Early action shows a student’s strong interest in attending a particular college(s).
Colleges may slightly vary their early decision and early action procedures, so students should review each institution’s process before applying. Remember, it is the student’s right to have clear information and the student’s responsibility to be aware of his/her growing knowledge of college admissions criteria.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
June 30th, 2010 by Joe Connell
Welcome to summer! Students – I wish you relaxing and fulfilling summer breaks. Summer is an excellent time for rising juniors and seniors to get a jump start on the college admissions process. Over the summer, this blog will focus on key terms in the college admissions process, making the most of college visits and starting college applications! To get started, students should be reminded of their rights and responsibilities in the college admissions process.
Rights
- Students have the right to receive the following information from colleges: admissions processes and procedures, financial costs and financial aid opportunities, room and board costs and other policies.
- Students have the right to not be pressured by any college admissions officer. It is the job of admissions counselors to provide counsel on where they see a student being academically and personally successful.
- Students have the right to wait until May 1 (postmark date) to respond to an offer of admission and/or financial aid. (The exception to this is candidates who choose to apply early decision, which will be covered in next week’s blog.)
- Students have the right to accurate wait list information (if they are waitlisted). This includes: the number of students on the wait list, the number offered admission in the past and the availability of financial aid and housing for students on the list. Colleges must notify students of their waitlist decisions by August 1 at the latest.
Responsibilities
- Students have the responsibility to know and follow the admissions, financial aid, and housing policies and procedures for each college or university they choose to apply.
- Students have the responsibility to follow published deadlines.
- Students have the responsibility to seek assistance from their guidance counselor or other trusted advisor. It is especially important for students to follow their high school’s procedures when submitting college applications.
- Students have the responsibility to notify each college or university that accepts them of their decision by May 1. Students may only choose to attend one school, unless they are on a waitlist. If waitlisted, a student can accept the offer of another college; however, they must immediately notify the college of any changes in their plans.
For more information on rights and responsibilities, I encourage students to review the comprehensive information provided by the National Association for College Admission Counseling.
Joe Connell has been helping high school students transition to college for the last nine years through positions in admissions, new student orientation and retention. Currently, Joe is the Director of Academic Services & Testing at Dutchess Community College (NY); he has previous work experience at William Paterson University (NJ), Marist College (NY) and Miami University (OH). Joe has presented on issues related to college students' transition and success at both regional and national levels and has taught both SAT preparation and college courses for the past eight years.
