Menu Sidebar
Menu

Better than Flashcards: Tips to Help Your Students Score More Points on the SAT and ACT Essays

Are your students ready to take the SAT or ACT? Are they worried about the writing tests?

Many students think big words will lead to a big score, but that isn’t true. Using words that make a student uncomfortable can lead to miscommunication. If your students want to impress SAT readers, they will need to express their ideas clearly.

Here are some tips you can share with your students.

SAT and ACT Dos and Don’ts

Do

  • Use a thesis. On the SAT, the last sentence or two of your first paragraph should make a claim about how effective the sample argument is. Did you find it convincing? Do you think it will convince other people? On the ACT, your thesis should clearly state your perspective on the topic and indicate how your perspective relates to the samples you read.
  • Use specific examples. One example at a time.
  • Reference specific ideas in the sample argument. Use paraphrase and direct quotes to point out especially significant ideas in the sample argument and respond directly to those ideas.
  • Restate your thesis. Summarize your main points. You can wrap up with something clever or insightful, but don’t add new evidence.
  • Leave time to edit. Readers know that this is a first draft, but saving five minutes to reread and revise your work is an essential part of putting your best foot forward.

Don’t

  • You do not need to restate the prompt. Your audience has the prompt in front of them.
  • Don’t repeat yourself. Your points should be distinct. There should be a reason for every word on the page.
  • No need to say, “I think,” “I believe,” “In my opinion,” etc. Just make your point. Your reader knows that your essay is written from your point of view. This is not to say you can’t include personal anecdotes. First person is acceptable, just don’t waste time/space with unnecessary statements.
  • This is not the place for grammatical experimentation. If you know how to use a semicolon, then go for it. If you’re not sure, don’t try it here.
  • You don’t need to pack your essay with big words to sounds smart. Words that seem like synonyms often have subtle differences in meaning, so only use words that you are completely comfortable with. Clearly communicating your ideas is much more impressive than using elevated language.

Kim Lifton, President of WOW Writing Workshop, is a former journalist who keeps her finger on the pulse of the college admissions industry. A national expert on the college application essay, Lifton blogs for WOW and industry trade publications; she speaks at schools and industry conferences throughout the U.S..

 For more info on writing to get into college, go to WowWritingWorkshop.com. Have questions for Kim? Email her kim@wowwritingworkshop.com.

 

 

 

Suicide awareness and prevention – Counselors should know the signs

Suicide is one of the leading causes of death in the United States. In fact, it is the 10th leading causes of death, and it claims approximately 44,000 people every year. Statistics show that men are more likely to commit suicide than women. And, among youth, suicide is the 2nd leading cause of death. As a Counselor, you can possibly help students that may be contemplating suicide or having suicidal thoughts by watching for some critical signs. We were alerted to a post that Wristband Resources made by readers, Jessica and Kayla Freeguard.  Here are some links to some key statistics related to suicide that they provided:

As a Counselor, some of the signs you can look for include your student talking about suicide, talking about how they can kill themselves, or being socially withdrawn.

If you believe that someone you know is contemplating taking their own life, it is important to talk to them and look to seek help. An alert person may be the best way to prevent a suicide.

Here are some links they provided on other suicide resources:

We hope this information is helpful in learning about the problem of suicide, and what to look for to see if someone you know may be contemplating suicide. Here is a link to Wristband Resources site – https://www.wristband.com/content/suicide-awareness-and-prevention

 

Should your students set up a profile on LinkedIn?

Applying for admission to many American colleges already has high school students jumping through hoops.

School transcript? Check. Recommendations? Check. Personal statement? Standardized test scores? List of accomplishments? Check. Check. Check.

Now some social media experts are advising high school seniors to go even further. They are coaching students to take control of their online personas — by creating elaborate profiles on LinkedIn, the professional network, and bringing them to the attention of college admissions officers.

“They are going to click on your profile,” says Alan Katzman, the chief executive of Social Assurity, a company that offers courses for high school students on how to shape their online images.

Last year, for instance, Mr. Katzman’s company advised a high school senior in the Washington area to create a detailed LinkedIn profile and include a link on his application to Harvard. (His mother asked that the student’s name be withheld for privacy reasons.) Soon after, LinkedIn notified the student that someone from Harvard had checked out his profile.

The student is now in his first year at Harvard. Whether the LinkedIn profile had any bearing on his admission is unknown. Harvard did not respond to a request for comment. But Mr. Katzman says that high school students who use social media to showcase themselves may gain an edge with colleges.

“No one has quantified the power of this,” Mr. Katzman told me recently. “But I maintain that it is very powerful.”

Public schools from San Francisco to New York City are teaching online conduct skills as part of a nationwide digital citizenship push to prepare students for colleges and careers. Teenagers who set up LinkedIn profiles in the hope of enhancing their college prospects represent the vanguard of this trend.

But the phenomenon of ambitious high school students on LinkedIn also demonstrates how social networks are playing a role in the escalation of the college admissions arms race. For students in high-pressure schools who already start packaging themselves for college in ninth grade, LinkedIn could add yet another burden to what might be called the careerization of childhood.

“Will an overstuffed profile become a must?” asked a review of LinkedIn by Common Sense Media, a nonprofit children’s group. “Also, is it even healthy for kids to be so future-focused?” Teenagers, the site concluded, “should think twice before posting an online résumé.”

Professionalized teenage résumés could also further intensify disparities in college applications.

“Kids from privileged families tend to do more of those things both offline and online — joining school clubs, writing for their school newspaper, getting tutoring so their grades go up, doing SAT preparation,” says Vicky Rideout, a researcher who studies how teenagers use technology. Using LinkedIn on college applications, she says, “is yet another way for there to be a disparity between the haves and the have-nots.”

For high school students, LinkedIn is partly a defense mechanism against college admissions officers who snoop on applicants’ public Facebook and Twitter activities — without disclosing how that may affect an applicant’s chance of acceptance.

A recent study from Kaplan Test Prep of about 400 college admissions officers reported that 40 percent said they had visited applicants’ social media pages, a fourfold increase since 2008.

Officials at Vassar College and other institutions that deliberately do not search out applicants’ social media profiles suggested that colleges disclose their admissions practices.

“We prefer to evaluate a candidate based on the items that candidate has prepared and submitted to us,” said Art D. Rodriguez, Vassar’s dean of admission and financial aid. He added, “While we understand that some colleges and universities do look into candidates’ online profiles, we believe those schools should be transparent about the procedure and alert applicants to it.”

Some high school students are establishing LinkedIn profiles to give the colleges that do look, something they would like them to find. Students who naturally tailor posts for their peers on Instagram, Twitter or Facebook told me they used the professional network as a separate space to market their accomplishments to adults.

“I did not make a LinkedIn profile for my friends,” says Matthew Martratt, a 17-year-old high school senior in Marietta, Ga., who is an Eagle Scout and a member of his school’s marching band and organizes community service projects. “I made it to show people who don’t know who I am what I am about.”

Mr. Martratt, who took a LinkedIn course from Social Assurity, said he followed colleges to which he intended to apply on LinkedIn and Twitter and posted about them.

“It’s like sending them an invitation to look at my profile,” he said. “When I get likes or notifications back, it shows that they are looking.”

To attract high school students, LinkedIn in 2013 dropped its minimum age requirement for members in the United States to 14 from 18. Since then, the site has had a significant increase in high school users, said Suzi Owens, a LinkedIn spokeswoman. The company declined to specify how many high school students used the network.

At the High School of Fashion Industries in Manhattan, students majoring in business learn to use LinkedIn to look for internships, explore colleges that have set up pages and connect with alumni.

“LinkedIn makes sense from a professional standpoint of showcasing their expertise and their skills,” said Vita Vaccaro, the school’s marketing and virtual enterprise coordinator.

In a culture where digital citizenship is often taught as a series of prohibitions — “Don’t post anything you wouldn’t want your grandmother to see!” — coaching students to build online résumés may increase their sense of agency.

“We are helping them tell really good stories so they can control their own narrative,” says Chad Williamson, a co-founder of Noble Impact, a nonprofit education group that teaches students entrepreneurial skills they can use in their communities.

Given the privacy issues raised by teenagers using sites created primarily for adults, however, Mr. Williamson said his group kept close tabs on the students it had taught to use LinkedIn. Although LinkedIn has default privacy settings for users under 18 — like automatically displaying only their first names and last initials, rather than their full names — students can change the settings.

The push for digital citizenship education also raises the question of whether some schools are so fixated on teaching social media skills that they are steering students to the most popular commercial sites — rather than helping them develop a more expansive worldview, both online and off.

With widening students’ horizons in mind, Noble Impact offers courses at eStem High, a charter school in Little Rock, Ark., where students not only use LinkedIn but also separately create their own online portfolios and learn real-world entrepreneurship skills.

Nate Reeves, a senior at eStem High in the Noble Impact program, for instance, has a LinkedIn profile. But when he wanted an internship at Little Rock Technology Park, he did not rely on it. He called the co-working space directly and landed an in-person interview. He is now an intern there. And Mr. Reeves is trying to cultivate an online presence that is unique to him and not limited to LinkedIn.

“On LinkedIn, they see what you are good at,” said Mr. Reeves, 17, who has studied computer programming and is building a personal website to display a fuller picture of his experiences and interests. “But they don’t really get to know you.

This story was written by the New York Times and appeared on its site. Here is the link – https://www.nytimes.com/2016/11/06/technology/new-item-on-the-college-admission-checklist-linkedin-profile.html?_r=0

Teach students the warning sign of dating violence early

There have been a lot of stories in the news lately about sexual harassment. Most of those stories have focused on issues in Hollywood and with public figures but violence and harassment happen regularly to teens as well. There are several signs that Counselors and parents can look for that can help teens recognize that they might be with an abusive person.

Some of those signs include:

  • Some students romanticize jealousy and think that their partner smothering them is a loving thing. In many cases it is a sign that the relationship can become toxic.
  • If their partner puts limits on what they can and can’t wear this can be a sign of a smothering relationship
  • Do they put limits on who the student can and can’t be friends with?
  • Do they tell them they can’t talk to anyone of the opposite sex (even long time friends)?
  • Do they constantly text asking where they are, who they are with and what they are doing?
  • Do they want passwords to all the students accounts and phone so they can see all their communications?

These alone don’t mean the person is prone to violence but they do show signs of insecurity and the possibility that the person who the student is dating is too controlling which can turn to violence. The main thing you as a Counselor can do is to be alert and make sure your students know they have someone they can talk to in school if they have an issue.

Tips your students can use to make the most of College Fairs

Most schools have a college fair annually at their school or in their district. NACAC also offers College Fairs annually in most major metropolitan areas. College fairs allow students and their parents to quickly speak with those schools they already know a little bit about and have an interest in and also to quickly get a quick overview of schools that they may not be so familiar with. College fairs have the advantage of being considerably cheaper, more efficient, and lower-commitment than campus visits, so they can be a useful tool in your students college search.

Admissions representatives at college fairs can give your students a much more personal perspective on a college and its admissions process than they can get from a pamphlet or website. These may be the very people who will eventually read your students admissions application, so there’s no better source for insider information. Sometimes, admissions staff are alumni of that college, which makes their opinions even more valuable.

Here are some tips from a blog written by College Vine to help your students make the most of their time at a college fair:

  1. If your student already has an interest in attending a college stop by their table and show  interest. This can show “demonstrated” interest which is a great way to make sure they are on that college’s radar.
  2. At some fairs there are literally hundreds of colleges. Your student should do some research before hand to see which colleges are attending and make a list of the ones they want to make sure they see.
  3. They should prepare a list of questions in advance that they want to ask admissions representatives to find out if specific colleges are a good fit.
  4. Appearance matters so your students should plan to dress professionally.
  5. If they do find schools that are of interest make sure they get the admissions representatives name that they talked to with their contact information. It never hurts to have someone at the school that they can check in with when they have future questions.

8 Ways Technology Can Improve Your Students Health

Kids today grow up playing Xbox and similar games as a form of their entertainment. They also use texting, Instagram, Facebook and other social media as one of their primary means of communication. Many adults see these trends and look down on technology as it relates to their kids and the fact they don’t get some of the same experiences they had growing up when technology was not as prevalent.

Positive Health Wellness in a recent blog  made the case that there are some positive things that Technology has spurred as it relates to health. They listed 8 ways technology is actually improving health. Here is a summary:

  1. Technology is Everywhere in Medicine
  2. It Pushes Us to Do More Activity
  3. Better Ability for Communication Between Doctors and Patients
  4. More Ability to Do Research Into Problems
  5. There are Devices that Keep the Body Working as it Should
  6. Better Treatment Options for Various Ailments and Diseases
  7. Improved Prediction of Diagnosis and Life Expectancy
  8. Faster and More Accurate Diagnosis of Conditions

Each of the above are summarized here:  https://www.positivehealthwellness.com/fitness/8-ways-technology-improving-health/

 

New resource available that helps your students find the top online STEM and computer science classes

The cost of college for your students continues to rise. Many students that don’t have the funds available to attend a brick and mortar school or want to take some classes online in addition to attending a brick and mortar school are looking for good online opportunities. Where do they start? Where do you send them when they ask for available resources? The Simple Dollar recently published a free guide to help students research available online STEM and computer science classes. This resource provides a list of the top online computer science classes and advice on how these classes can be applied in the real world. Utilizing online computer science classes can be a great way for anyone to get ahead, explore a career change, and learn more about the STEM fields.

Here’s our link to Simple Dollar’s list: https://www.thesimpledollar.com/stem-free-computer-science-classes/

Although not all of them are free, each site has at least one free level of instruction. Education and self-betterment are processes that never really stop. Programming and other STEM-based skills are increasingly vital in modern business. Whatever your students degree of programming knowledge, these programs, sites, and courses are sure to help them expand their understanding of the digital world. With time, patience, and a little hard work, they can develop skills that will help guide them throughout the rest of their career.

Opioid Doses Nearly Triple Among Kids, Teens

A recent story on WebMD outlined how the Opiod epidemic continues to spread among kids and teens. The number of young children and teens hospitalized for overdosing on opioid painkillers have spiked nearly threefold in recent years, a new study finds. Counselors should be on the lookout for signs that their students are using Opiods.

Among children under 10, most of the painkiller poisonings were accidental, with children “eating them like candy,” said lead researcher Julie Gaither, a postdoctoral fellow in biostatistics at the Yale School of Medicine in New Haven, Conn. Among teens, most were accidental overdoses, although some were suicide attempts.

In both age groups, the increase in cases involving painkillers like OxyContin, Percocet and Vicodin was dramatic.

Among children aged 1 to 4 years, the number of poisonings went up 205 percent from 1997 to 2012. For teens 15 to 19, the increase was 176 percent. Overall, the study showed a 165 percent increase in poisonings from opioid painkillers among those 19 and younger.

In addition, poisonings involving the use of heroin among teens increased 161 percent, while poisonings involving methadone went up 950 percent.

“The opioid crisis affects everyone, and we need to pay better attention to the impact it’s had on children,” Gaither said. “Our study shows they have suffered hard from this epidemic.”

The rates at which narcotic painkillers have been prescribed have increased dramatically, Gaither said, “so we now have opioids in millions of American homes, and children and teens are exposed to them more frequently.”

In August 2015, the U.S. Food and Drug Administration approved the use of OxyContin for children aged 11 to 16, Gaither added. Pediatric cancer patients would be among those who benefit from the FDA approval, doctors said.

Among some teens, these medications are being misused and abused, often for nonmedical reasons — “to get high, just like they would use any recreational drug,” she said.

To curb this trend, Gaither suggests that parents limit access to these drugs, and to throw out any leftover pills.

Gaither pointed out that as access to narcotic painkiller prescriptions has become more restricted more recently and the costs of these drugs have increased, teens are turning to heroin, which is cheaper and more readily available.

Among teens, a better understanding of what’s driving them to use these drugs is important, as is better access to treatment for depression and addiction, she said.

“One million Americans 12 and older have a substance abuse disorder, so more available treatment is needed,” Gaither said.

To see how much overdoses from prescription narcotic painkillers has risen, Gaither and her colleagues analyzed data from children’s hospitals from 1997 through 2012 that was taken at three-year intervals.

The researchers identified more than 13,000 records of children and teens hospitalized for opioid painkiller poisoning. They also found records of heroin poisoning among teens. In all, just over 1 percent of the children died during hospitalization, the study authors found.

Gaither’s team also discovered that boys accounted for 35 percent of the hospitalizations in 1997, but by 2012 that had grown to 47 percent. Most of the children hospitalized were white (74 percent) and covered by private insurance (49 percent).

When the researchers looked at why these poisonings occurred, they found that 16 cases were attributed to suicide or self-inflicted injury among children younger than 10 from 1997 to 2012.

Among children aged 10 to 14, the incidence of poisonings from suicide or self-inflicted injury rose 37 percent, while the incidence of accidental poisoning increased 82 percent.

Among teens 15 to 19, poisonings from suicide or self-inflicted injury increased 140 percent, while accidental poisoning increased 300 percent, the researchers found.

The report was published online Oct. 31 in the journal JAMA Pediatrics.

Dr. Barbara Pena is research director of the emergency department at Nicklaus Children’s Hospital in Miami. She said, “The only reason opioid poisoning is increasing among children is because opioid prescriptions are increasing among adults.”

Any medicine that’s left out is “toddler-friendly — they’re going to put it in their mouth,” she said. Parents who are taking a narcotic painkiller should store it where toddlers and teens can’t get to it, “especially if you have a depressed adolescent.”

Teens, however, can get their own prescriptions for narcotic painkillers, Pena said. “Once you mix an adolescent who’s on opioids with depression, you’re mixing two potentially dangerous things,” she said.

Pena said doctors don’t necessarily have to prescribe narcotic painkillers as a first-line therapy. Non-narcotic painkillers may work as well, and parents should question their doctor why a narcotic painkiller is being prescribed and whether a non-narcotic medication would do the job.

“Some kids have chronic pain from conditions such as lupus or sickle cell disease, but to give a kid with back pain opioids is ridiculous,” Pena said.

“Give them some warm packs and Toradol [a non-steroidal anti-inflammatory drug], which has been show to work just as well as opioids without the dependency and without the risk,” she added.

 

5 Misconceptions About College Aid

Morningstar.com recently published a nice list of 5 misconceptions about College Aid. Here are their tips your students can use:

Mistake Number 1: Assuming you won’t qualify for grants.
According to government estimates, an estimated 2 million students who are enrolled in college and would be eligible for a Pell Grant never applied for aid.
Let that sink in for a moment–2 million students passed up thousands of dollars of free money from the government, and that’s only students who were enrolled in college! Undoubtedly there were many, many more eligible people who didn’t even apply to college, perhaps because they weren’t aware this type of funding was available or didn’t know how to take advantage of it.But it’s true that the higher your family’s income is, the lower your chances of receiving this type of federal grant. According to the College Board, three fourths of Pell Grant recipients (dependent students) came from families with incomes below $40,000 in 2013-14.But the Pell Grant isn’t the only reason to fill out the FAFSA. Information submitted on the FAFSA can qualify your child for other types of nonfederal grants–from state governments, private entities, and colleges themselves–that are available to students from higher-income households as well. Even some merit-based scholarships offered by colleges and universities require applicants to file the FAFSA. Thus, many college planning experts recommend that students from higher-income households also fill out the FAFSA (or, if your college instructs you, the CSS/Financial Aid PROFILE form). Mistake Number 2: Ruling out federal student loans.
Filling out the FAFSA will also determine your child’s eligibility for subsidized and unsubsidized federal student loans. Although some private student loans may advertise lower rates, further investigation is warranted. For instance, if that low advertised rate is a variable rate, that means there is a possibility that the base rate (and therefore the monthly payment) will increase over the life of your loan, sometimes by a large percentage. Also, the lowest advertised rates may not be available to borrowers with low credit scores or a lack of credit history.In contrast, federal student loans offer low fixed rates for the life of the loan, and rates are not based on a borrower’s credit. For undergraduates, the interest rates on subsidized and unsubsidized Direct loans is currently 3.76% (for loans disbursed between July 2016 and July 2017). For subsidized Perkins loans, the rate is 5%. (These rates are reset each July, based on current market interest rates.) There is a big benefit to subsidized loans, such as subsidized Stafford or Perkins loans: The U.S. Department of Education pays the interest for you if you’re in school at least half time and for a limited grace period after you leave school. This makes subsidized loans a better deal for the borrower than other types of loans, where interest begins to accrue immediately. Subsidized loans are available to students with a financial need, and there are limits to how much a student is eligible to borrow each academic year.Another option is unsubsidized Stafford loans, which are available to all students regardless of financial need and have a low fixed interest rate (currently 3.76% for an undergrad) that is not based on the borrower’s credit. Though the limits are higher than with subsidized Stafford loans, there are also limits to how much a student is eligible to borrow each year with unsubsidized Stafford loans. (This is also cheaper than the Parent PLUS loan, which has a 6.31% interest rate.)Mistake Number 3: Assuming that filling out the FAFSA is too much trouble. 
The FAFSA takes the average student around 25 minutes to fill out, according to the U.S. Department of Education’s Federal Student aid website. Even if that’s an optimistic estimate, the form costs nothing to fill out, and it could be well worth the time spent if it saves your family money.Also, some new federal rules have been implemented with the aim of making it easier to fill out the form. For one, the window for filing the FAFSA is now three months longer for the 2017-18 school year–Oct. 1 to June 30. This month, students can file for the FAFSA for the 2017-18 school year; in prior years the application period opened Jan. 1. This schedule will apply every year going forward as well, and it better aligns with colleges’ admission application deadlines. Another change allows students to use “prior-prior-year” income, as opposed to prior-year income. This is not as complicated as it sounds, and the upshot is that you don’t have to wait until your family’s tax returns are filed that year in order to complete your FAFSA. So, you could submit the form for the 2017-18 academic year right now, using 2015 income reported on your tax return filed in 2016, rather than waiting until mid-April 2017 to get your 2016 income figure. (Before, families would have to wait to submit the FAFSA until after they had filed their income taxes to get their household’s prior-year income figure. Or they would submit the FAFSA with an estimated income figure, and then go back and update the form with the finalized income figure.)Also, many users will be able to pull in their family’s tax information directly from the IRS using the IRS Data Retrieval Tool. The benefit of using this tool is that data are transferred directly from the IRS and automatically populate the form, which saves time and ensures greater reporting accuracy. In addition, according to the IRS, using the tool reduces the likelihood that the school’s financial aid office will select your form for verification (wherein the student’s family would be required to supply additional documentation for the information reported on the FAFSA).Mistake Number 4: Waiting too long to fill it out.
Don’t procrastinate. Though it’s tempting to focus on the FAFSA’s June 30 deadline and think there’s no rush to complete it, the FAFSA website says that because many states and colleges have earlier deadlines for applying for state and institutional financial aid, it is highly recommended that you fill out the form as soon as you can to ensure that you don’t miss out on any aid.

Mistake Number 5: Forgetting to fill it out every year.
Filling out the FAFSA is not a one-and-done affair, because eligibility for student aid does not carry over from one academic year to the next. Further, variables such as your family’s income level in a given year and the number of family members enrolled in college at the same time will affect the amount of aid a student is eligible to receive. Therefore, you need to file the FAFSA for every academic year. (To save time, check the FAFSA Renewal button, which will populate the form using information reported on previously submitted forms.)

Here is the link: http://news.morningstar.com/articlenet/article.aspx?id=774994

The 4 biggest mistakes your students make when applying to college

The Washington Post published an article with the 4 biggest mistakes students typically make when applying to college. They are:

  1. Delaying the Campus Visit until the Spring:

About a quarter of campus visits by prospective students occur in April, according to an analysis by VisitDays, a company that helps colleges schedule student visits. Of those students who visit in April, about half of them are stepping foot on campus for the first time after submitting their application.

Unless your student is applying to a half dozen colleges in all corners of the country — making visits burdensome because of time and finances — they should make an attempt to see as many campuses as they can this fall or winter. A physical campus filled with students and faculty members feels and looks much different than the carefully crafted online virtual tours now offered by most colleges.

2. Considering only Research Universities for Undergraduate Research:

Students increasingly want hands-on learning experiences in college, and in part, that comes from working on research projects with faculty members. But too many students and their parents believe that the only way to work on research is to attend a research university — an R1 in the lingo of higher education — where faculty members and their research teams often secure the biggest federal grants from the National Institutes of Health, the National Science Foundation, or other federal agencies.

Don’t be fooled by the term “research university.” For the most part, undergraduates will never have a chance to work on those projects that bring so much prestige to the universities; those are reserved for graduate students. Undergraduates might not even meet those star professors because research universities also bring in a steady stream of graduate students to teach introductory undergraduate courses.

3. Ignoring Life after College when Choosing a College:

During the admissions process, many colleges will encourage you not to worry too much about your life after college. They will tell you that their curriculum prepares you for your fifth job and a lifetime of employment, not just your first job after college. But college can and should be about giving you a broad education and about arming you with the skills to land that first job.

Be sure the college you’re considering thinks of career development as a four-year journey, not just an office you visit the second semester of your senior year. Internships while in college are more critical than ever to securing a job after graduation. Ask colleges you’re considering about their internship or co-op programs and how and where students get such experiences.

4. Getting Your Heart Set on one Place before the Financial-Aid Offer:

Several years ago, New York University, one of the most expensive institutions in the country, called several thousand prospective students who were accepted after they got their financial-aid offers. They focused on students who had a big gap between what NYU offered in aid and what the family was expected to pay. NYU essentially wanted to encourage the students to look elsewhere, because while the university might be a good academic fit, it wasn’t a good financial fit.

The calls had almost no impact on a student’s decision to enroll, and after a few years, NYU ended the outreach. Most parents didn’t want to disappoint their children. Instead of telling them to go to a less-expensive school, they encouraged their sons or daughters to take out bigger loans, or the parents took out loans themselves to help subsidize the degree.

Choosing a college is an emotional decision for most teenagers, and they don’t know the cold-blooded financial reality until it’s too late, usually after they begin paying their student loans. But if students have several choices at various price points, they are better able to figure out which one is the best academic fit and the best financial fit when it comes time to make a decision.

Here is a link to the article: https://www.washingtonpost.com/news/grade-point/wp/2016/10/20/the-four-biggest-mistakes-students-make-when-applying-to-college/?utm_term=.f3fbcfec6dda

Older Posts

Link for Counselors