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Coyle and Cassidy High School
2 Hamilton Street | Taunton, MA 02780 | Phone: 508.823.6164 | Fax: 508.823.2530 |
" Tradition Lives Here " |
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College Planning Guidebook--Class of '09
Table of Contents
The College Search What to Consider When Choosing a College The College Admission Interview What is an Alumni Admissions Interview? Summer Planning Activities for College Bound Seniors Information for Students with Learning Disabilities Information for the Student Athlete
Guidance Office Computers, Software, and Videos
College Entrance Testing Tests, Scores and Score Reports
The Transcript Package and the College Application Your Transcript Package: Putting It Together Other Items in the Transcript Package Examples of College Essay Questions
Financial Aid Financial Aid: Sources and Programs
Second Semester The Wait List: Questions and Answers
Additional Post-Secondary Options Prep School, the 13th Year, Trade and Business Tech Programs Apprenticeship Training, Military, Correspondence Study, Working Full-Time Career Decision Making, Summer Opportunities
SAT Test Dates
Dates for the SAT/SAT Subject Tests are as follows for '08-09 that are applicable to the Class of '09:
ACT Test Dates
It is advised that every student at Coyle and Cassidy take the ACT PLUS WRITING.
** Indicates test will be held at Coyle and Cassidy High School
Information you will need:
Our College Entrance Examination Board SAT code and ACT code is 222-120
(For the SAT October Test you may want to take at CCHS. Our Test Center Code is: 22-801)
School phone: 508-823-6164 Counseling Office Phone: 508-823-6164 x620 School fax: 508-823-2530 School Address: Coyle & Cassidy High School, 2 Hamilton Street, Taunton, MA 02780
This booklet, Post-Secondary Planning Guide, is updated and reprinted annually by the Coyle and Cassidy High School Guidance Department. It is given each year to college-planning students in order to provide important information as students begin planning for their post-secondary education.
The booklet includes specific information on college entrance testing, financial aid, and college application procedures. Some sections are designed to raise questions about individual priorities and to offer general guidance concerning adequate high school preparation. Other parts provide information about resources available for further research. Finally, the concluding section suggests a variety of alternatives for the student who chooses not to continue on to college at the conclusion of his/her high school career.
All of these sections are meant to provide initial information or raise general questions that are most useful when supplemented by the individual guidance of a student's counselor. Students and parents are encouraged to contact counselors at any time they would like assistance with post-secondary planning. All students will have a chance to discuss the issues surrounding post-secondary planning in their meetings with their counselor and will be urged to initiate individual appointments. Parents are also encouraged to meet with the guidance counselor if any questions or concerns may arise.
A series of evening meetings also provides an over-view of the post-secondary planning process as well as specific information on testing, interviews, essay-writing, financial aid, and Guidance Office resources and materials. Parents and students are encouraged to attend these sessions.
We hope you will find this variety of resources useful as you plan your educational opportunities for after high school. As always, we look forward to assisting you in any way possible.
The Guidance Staff
Mr. Brian F. Dickinson, Director of Guidance Mr. Brian E. Nichols, Director of Admissions Mrs. Judith K. D’Agostino (editor of Planning Guide) Ms. Mary Haynes Mrs. Louisa McKay, Academic Support Mrs. Kathy Angeley, Secretary
What to Consider When Choosing a College
The following factors should be considered before beginning your college search:
Self - Exploration:
What are your interests, abilities, goals, and expectations? Students should review the course work, extra-curricular activities, or community service that they have found most interesting throughout their high school years. Academic records, standardized testing, special awards, and feedback from teachers, coaches, club advisors, and other adults can help students assess activities. Career interest inventories and other information in the Guidance Office may be useful in considering personal and career goals. Students are encouraged to meet with their guidance counselor to explore all these factors.
WHAT ARE YOU LOOKING FOR IN THE COLLEGE YOU CHOOSE?
Explained below are the most common application plans students may encounter during the college admissions process. Given the variety of plans and the subtle differences between them, students should read each college's literature carefully.
Regular Application Deadline and the Candidate's Reply Date Many colleges establish an application deadline by which all applications must be received. All students are then notified of the college's decisions at a uniform response date, typically on or before April 1st. At most colleges, May 1st is the date by which accepted applicants must indicate their intention to enroll. By use of a common reply date, students may evaluate all notices of admission and financial aid awards before deciding on any one college.
Early Decision Many colleges offer this plan to applicants who are sure they want to attend the college. This college should clearly be the applicant's first choice. Traditionally, the deadline for early decision applications has been November 1st. Colleges then render a decision by mid-December. Some colleges also have a second round of early decision (usually in January). These later plans have the advantage of giving students more time to think through their decision. If accepted under this plan, the student is under strong ethical obligation to attend the college and to withdraw or forego applications to all other colleges. Some colleges exchange lists of students accepted under this program. Generally, if you apply Early Decision to a college, then you are required to attend that college, no matter what.
Early Action or Early Admission This program is similar to early decision, except that, if admitted, the applicant is not ethically obligated to withdraw other applications and has until May 1st to decide. Always read the fine print on EA or ED options.
Rolling Admissions Under this program a college considers a student's application as soon as all the required credentials have been received. Notification of acceptance or rejection is mailed as soon as a decision is made. Colleges that follow this practice may make their admissions decisions continuously over several months, in contrast to the practice of other colleges who accumulate their applications until a deadline data and then announce all their decisions at the same time. It is wise to have your application into that college very early to ensure that there will be a spot for you as the applicant pool becomes filled.
Deferred or Delayed Admission Most colleges allow an accepted candidate to postpone enrollment in a college, generally for one semester or one year. Talk with your counselor about your plans and how to contact your college of choice.
Open Admissions An open admissions policy grants acceptance to all high school graduates without regard to additional qualifications. Community Colleges have an open admissions policy.
College Representatives Visiting Our School
The Guidance Department is planning on hosting 3 separate college fair dates during the school day. These dates and colleges that will be coming to talk with students will be announced in September. Typically, about 30 colleges will be set up in the gym during these three dates to disseminate information and answer any questions.
Students should review the following suggestions:
A personal visit to a post-secondary institution is often the most useful step in helping students and their parents decide whether or not to apply to a particular school. Students are encouraged to make use of group tours, open house events and group information sessions as a way of obtaining first-hand impressions of schools they have previously researched. Visits during the regular academic year provide a more accurate view of the academic and social life of a campus, but families often make use of summer vacation to visit several schools that are at a distance. Where possible, it is a good idea to avoid the distortions of registration, final exams and special campus events such as homecomings or festivals. Several high school holidays such as Columbus Day, Veteran's Day, and February and April vacations, allow students who visit colleges to minimize the disruption to their own academic program.
What Are Some Questions to Ask a College Admissions Representative?
1. What constitutes a typical freshman program? 2. Who teaches freshman courses - graduate assistants or permanent staff? 3. What is the average class size for freshman and introductory courses? 4. Which departments are strong? 5. To what extent is there interaction between faculty and students? 6. How good are the library facilities? What are the library hours? 7. What cultural opportunities are available in the community? 8. For what reasons did the students you see on campus choose that particular college? In their opinions, are these reasons being borne out? 9. What is the makeup of the student body? Are there a number of foreign students and students from all over the U.S. and from all types of home environments? Does one region or class predominate? 10. What types of financial aid are available? 11. What is the ratio of men to women if the college is coeducational? 12. How complete are infirmary and health facilities? Is there a doctor on campus all or part of the time? 13. Is there a professional counseling service available for career planning and personal concerns? Faculty advisor? 14. How active and effective is student government? 15. What are the opportunities for participating in intercollegiate or intramural sports? 16. What type of housing is available to first year students? 17. Can you pick your roommate? 18. Is campus security an area of concern to students or faculty? 19. What is the method of travel to and from college and the impact on the family budget?
When Is a Good Time To Visit a College?
Students should begin planning college visits after they have given considerable thought to their abilities, interests, and career plans. They should also consult with the college counselor and utilize the material available in the Guidance Office.
Some students begin visiting colleges during the spring of their junior year. Others visit campuses during the summer between the junior and senior year. Others prefer to wait until the fall of their senior year. By starting early, the process will feel less stressful.
How Do You Make Arrangements For a Campus Visit?
Students should e-mail or call the admissions office of the college in which they are interested two or three weeks in advance and make arrangements for a personal interview and a tour of campus facilities. Some colleges, usually large universities will grant only group interviews. At a few colleges, typically the most competitive schools, you may need to schedule an interview several months in advance. Some Ivy League schools will not be able to grant a personal interview; they rely on alumnae/alumni interviews which are arranged after an application is on file.
While the trend at colleges and universities is away from the once all-important personal interview and toward a more relaxed, general information meeting, some colleges still require an interview, some recommend it (which is an offer students should not refuse), and still others leave it up to the applicant. Though generally not as important as other items in the application process, an interview can prove crucial when the decision hangs in the balance. Here are a few tips to keep in mind:
Arrive promptly, dressed in a manner which you feel represents your "best foot forward." Conduct yourself in a friendly, inquisitive, and interested manner.
While it is not necessary, feel free to bring your parents. They probably won't sit in on the interview but they, too, may have questions and concerns which may be answered on campus.
Avoid being overly impressed by a "super salesperson" in the admissions office. On the other hand, don't be "turned off" by an unimpressive admissions officer. Try to gain information and don't be unduly influenced by a personality.
Be sure to prepare in advance a list of questions to ask about the school. Bring a written list to be sure you don't forget your questions due to nervousness or excitement in the interview.
Avoid asking questions that can be readily answered by reading the catalog. This approach enables you to make the most effective use of your limited interview time and may show a knowledge of the catalog and a thoroughness of planning on your part.
Bring a copy of your transcript available through the Guidance Office.
Take advantage of the campus tour often provided by the admissions office. The library, student union, freshmen housing, music, drama, and athletic facilities are areas to consider in addition to the academic classes and labs.
Talk to students in the dorms, in the student union, at the bookstore, or wherever they congregate. A graduate of your own high school can be very helpful in describing her or his experience. Sit in on classes if you are given the opportunity.
What Questions Might You Be Asked During An Interview?
What Is An Alumni Admissions Interview?
Some colleges do not give personal interviews to students, but do offer the option of an alumni interview. Colleges are increasingly utilizing alumni in the college admissions process. In some cases on campus interviews are not granted, but once an application is filed, the student may arrange for an alumni interview. Many Ivy League schools utilize this system.
In other cases, on campus interviews are encouraged, but a student may be unable to arrange a visit. In such cases, the alumni interview may be requested, and is a good alternative. These interviews are arranged through the admissions office and are often conducted at the alumni representative's home.
Summer Planning Activities for College Bound Seniors
Although summertime is a welcome break for most students from their high school education, it is a good time to make progress in planning for education beyond high school. During the summer before the senior year, there are several things students can do to help prepare for college applications in the fall. Listed below are some suggested activities related to college selection and the application process:
Information for Students with Learning Differences
Students with identified learning differences may want to investigate the programs and services which are specifically designed to meet their post-secondary educational needs. Students may want to make use of preparatory programs which help them identify individual learning styles and develop organizational and study skills that maximize their strengths. Within a four-year college there are often special support services necessary for the student to function in regular classes. These programs also frequently provide non-credit courses which help the student identify her or his learning style and develop appropriate compensatory skills. There is often a separate admissions process to enter a Learning Disabilities program.
Even in colleges with programs for learning disabled students, individuals with learning disabilities may take advantage of tutorial or other support services which are available to all students, and students may also request appropriate modifications such as extended time testing, taping of lectures, etc.
As students explore post-secondary options, they should raise questions about the availability of support services, the presence of trained learning disability specialists, and the provision for classroom modification, if necessary. In most instances, students should indicate in the application process the nature of the learning disability services they have received in high school, and the nature of accommodations that will be necessary in college, if any. If the school has a special learning support program, the student should also be in contact with the director of that program during the admissions process. Colleges which have a program for learning disabled students frequently require professional assessments, which document and identify the specific learning disability of the student who is applying.
Students with documented hearing, learning, physical or visual disabilities which might impact their performance on college entrance examinations such as the SAT/ACT can receive special accommodations for testing. These accommodations, for eligible students only, can include additional time to take the tests, large type test booklets and answers sheets, a sign-language interpreter, a reader, etc. These accommodations are available during specific periods of the academic year and do not cover all regularly scheduled test dates.
To be eligible for these special accommodations a student needs to either have an Individual Educational Plan (IEP) that identifies the need for these testing conditions, a "504 Plan" (Americans with Disabilities Act) in force, or documentation which provides independent verification of the existence and nature of the disability signed by appropriate licensed or certified professionals. In either case, to qualify for modifications, a student also needs to be currently receiving in school those modifications for instruction and assessment that they would receive on the SAT/ACT program tests. The SAT and ACT companies will review all materials and determine which, if any, accommodations they will allow. Information about non-standard admissions testing is available from the Guidance Office. Registration deadlines apply to non-standardized testing.
Information for the Student Athlete
Athletics is an area of special talent that can make a difference in the college admissions and financial aid process. At most colleges, athletics are regulated by the rules established by the NCAA (National Collegiate Athletic Association). The NCAA has instituted several rule changes in the last several years. In an attempt to keep students informed of these changes, the Guidance Office important information for the student athlete. We suggest that student athletes do the following:
To be eligible to participate at the Division I or II level, students must be certified as eligible by the NCAA Clearinghouse. Applications can be found on-line.
Computers, Software, Videos, CDs
Computers and Software
Computers and computer software enable students to perform a college search, get information about specific colleges, explore occupations, and obtain additional sources of financial aid much more quickly and efficiently than by any other means.
Internet resources are also available in the Guidance Office and throughout the school. Students can request information from schools on-line, apply on-line, and receive scholarship information this way as well.
Video Tapes and CDs
The Guidance Office has a collection of college videos and CD-ROMS available to students. The videos give students the opportunity to see and hear presentations which attempt to provide them the “look and feel” of particular colleges. It should be noted, however, that these are promotional pieces produced by the colleges themselves and that they are designed to “sell” their respective schools.
Most schools have interactive Web Tours through the internet. A virtual tour may be a great way to start your search of colleges.
Students planning to attend college after graduation should take the College Board Entrance Examinations. Most students take the Preliminary Scholastic Assessment Test (PSAT) which is offered once a year in October. Students should plan to take the SAT-I: Reasoning Test and, if appropriate, the SAT-II: Subject Tests in the spring of the Junior year and probably again in the fall of their senior year. The SAT-I: Reasoning Tests is a four-hour exam that measures ability to reason verbally, mathematically and assess writing skills. Most four-year colleges and some two-year colleges require the SAT-I. Registration forms are available in the Guidance Office along with a booklet entitled Taking the SAT-I Reasoning Test. Registration forms should be mailed directly to Princeton, New Jersey. SAT-II: many private colleges, usually the more competitive institutions, require Subject Tests. Those colleges that do require the SAT-II often require three, including a Writing Test. Tests are given in Writing, Literature, American History and Social Studies, World History, Mathematics Level IC (Calculator) , Mathematics Level IIC, Biology, Chemistry, Physics, Chinese with Listening, French and French with Listening, German and German with Listening, Modern Hebrew, Italian, Japanese with Listening, Latin, Spanish and Spanish with Listening. All SAT-II: Subject tests take one hour, and a student can take a maximum of three on a given test date. Students should confer with their Guidance Counselor to determine if and when to take a specific test. Because last minute cramming is not likely to be of much use, a student who decides to take an SAT-II Subject Test in a subject her or she has not studied recently should review the course material over several weeks. Sample questions are contained in Taking the SAT-II Subject Tests, a booklet which students can obtain in the Guidance Office. In addition, preparation books for specific SAT-II: Subject Tests are commercially available in many bookstores. The Coyle and Cassidy High School College Examination Board (CEEB) High School number is 222 120. Students are reminded to bring a picture I.D. with them to the test. If student does not have an I.D. with a picture, they should request an identification letter from the Guidance office a few days before the scheduled test.
****DO THE ACT PLUS WRITING EXAM in addition to the SATs. The ACT is a competitor to the SAT and measures achievement as opposed to aptitude. It is widely recognized among all colleges and serves to be as good of an assessment as the SAT, if not better.
Fee waivers
Fee waivers are available to students who need financial assistance. Students that are granted fee waivers are also eligible for free college applications. If the cost of making application to college will be an obstacle, it is important to ask for the SAT fee waiver to ensure this benefit. Fee waivers are also available for the SAT-II.
SAT Test Scores and Score Reports
Students’ score reports will be mailed to their home address about five weeks after the test. If students request that their scores be sent to colleges or scholarship programs, a report will be sent to each, usually within four weeks after the test. You may also receive your scores online at an earlier date. Your counselor will receive a score report if students provide our high school code number on their registration form. Our school code is:222 120
Score reports are cumulative. They include information provided on the Student Descriptive Questionnaire and scores for up to six SAT/SAT I and six Achievement/Subject Test administrations. Students cannot send only their latest or highest SAT/SAT I scores or separate scores for verbal or math sections. A score report will also list all the colleges and scholarship programs designated to receive scores, with descriptive and deadline information about each of the colleges listed. (This list of colleges does not appear on reports sent to colleges.)
If it is necessary to send test scores to additional colleges, an Additional Report Request Form can be used. One is usually sent in the admission packet. These forms are also available from the Guidance Counselor. This service is also available by phone at an additional charge. Requests should be made at least five weeks before the date colleges and scholarship programs need to receive a report. College and scholarship codes appear in the Registration Bulletin.
Score Reports
The Guidance Office will send an unofficial copy of a student’s SAT I and/or Subject Test scores to any college designated by a student. Be sure to have the Coyle and Cassidy School Code (222120) on the initial standardized testing registration. This is most important – as your scores can never be placed on our transcript if they are not done originally. Many colleges require that an official copy of the score report be sent directly to them from the College Board.
The ACT
The ACT, another standardized college admissions test, is administered by the American College Testing Service located in Iowa City, Iowa. Coyle and Cassidy High School students are strongly recommended to take the ACT Exam because of their traditionally higher scores. Students are advised to take the ACT PLUS WRITING exam, not the “regular” ACT.
The ACT is composed of four 35 to 50 minute sections in English usage, mathematics usage, social studies reading, and natural science reading. The main difference between the ACT and the SAT is the ACT is a yardstick of both reasoning ability and knowledge of specific subject matter covered in classes. If students need more information about the ACT, they should go to the www.act.org website or check with their Guidance Counselor. ACT applications are available in the Guidance Office.
Advanced Placement (AP) Tests
The Advanced Placement Test (AP Test) allows current high school students to demonstrate college level proficiency achieved in demanding high school course work. At Coyle and Cassidy a student needs to be enrolled in a specifically designated AP course to take the exam in that subject. It is expected that advanced study in a demanding curriculum will be necessary to perform well on Advanced Placement exams. The AP exam is not required as part of the college admissions process, and many students who choose to take AP exams do so in the spring of their senior year, well after admissions decisions are made. |
