Handbook

Here are three checklists of considerations as you start the College Search process. One covers the basics in selecting a school, the next covers academic considerations, and the third covers extracurriculars. Click on the tabs below to read the checklists or download the full PDF.

Sometimes, choosing your schools comes down to a “feeling” you get from the college – a gut instinct that emerges from walking around a campus and talking to students. But before you can reach that point with any confidence, you should take a methodical approach to your research, comparing colleges based on criteria that best match your interests and needs.

To help you in this area, we provide a downloadable worksheet below that will allow you to compare a variety of essential characteristics at each of the colleges you are considering. While we list the most common factors that students should consider, you will likely have a few other preferences that do not appear on this worksheet; make sure you add other categories that pertain particularly to you, modifying this worksheet to suit your needs.

Use the worksheet to observe the similarities and differences between each college; it should provide you with a foundation from which you can realistically assess each school and feel confident that you are making a wise decision about where to apply and ultimately where to attend.

• College Comparison Worksheet

Due to busy schedules and financial constraints, students often can’t visit all of the schools in which they are interested prior to applying, especially if many schools on their college list are outside of the New England area. As a result, the college fair is a great tool for students as they move through the college search process.

College fairs are large gatherings of college representatives in one central location (often a school gymnasium or a convention center). The representatives could be admissions professionals or alumni, and they typically have a myriad of publications to distribute to interested students. It is a wonderful opportunity to ask questions and to take a risk and learn about colleges perhaps you have never heard of before without a significant investment of time or money.

The BISCCA group (Boston Independent School College Counseling Association) provides a college fair in the spring for all independent school students in the Boston area. Over 100 colleges and organizations are in attendance, but the only colleges permitted are those outside of New England. Many Thayer students attend each year and find it very helpful.

Tips for the Fair

Whether you attend the BISCCA Fair or another fair in the area, below are some tips as composed by Brennan Barnard for the Concord Monitor and posted on his blog.

1. Plan ahead. Meet with your guidance counselor prior to the college fair season. Ask your counselor for a list of the colleges that will be present so that you can create a list of schools about which you want to gather more information.
2. No flybys. Take the time to stop and speak with the representative at the table. Do not just grab a view-book or free pencil and run for the door. With the surge in applications that many colleges are now experiencing, more and more institutions are factoring “demonstrated interest” into their admissions decisions. They track contact with the admissions office and often prefer students who have shown interest in the college. By filling out the contact cards at the fair tables, your name will be added to the mailing list and the formal relationship with the college has begun.
3. Save time and avoid writer’s cramp. Before you attend the fair, print out a sheet or two of self-adhesive labels with your name, address, phone number, e-mail address, high school and birth date. These can be applied to the contact cards, ensuring that your information will be legible and saving you from writing the information over and over again.
4. Know who you are talking to. Representatives behind each table vary depending on the institution. Often the individual is the regional dean of admissions who will likely be reading your application in a few months. Other times, an alumnus of the college, current student, parent or faculty member will be assisting the admissions office by attending. It is in your interest to understand with whom you are talking and what their relative influence in the process is. Collect business cards so that you can write to the representative and thank him or her for taking the time to speak with you.
5. Arrive fashionably late. Often the crowds are the thickest at the beginning of the fair, and it is difficult to have a meaningful conversation with the admissions counselors. While you do not want to wait to catch them as they are packing up, you will likely stand out more if you can have an in-depth conversation rather than elbow your way through the crowd.
6. Highlight your interests. The flow of information goes both ways at fairs. It is an excellent opportunity for you to gather literature and materials from colleges, but admissions counselors are eager to learn more about you. If you have specific interests in terms of a major, sports team, or other activity, be sure to discuss these with the representative. Chances are, they will make a note on your contact card, and you might be invited to special events on campus or connected with a coach or faculty member.
7. Ask thoughtful questions. Questions such as “Do you have a biology major?” or “Where are you located?” can easily be answered by glancing at the view-book. Instead, think of more probing questions such as “What makes your institution different from your peer schools?” or “How accessible are opportunities for research with faculty?” These thoughtful inquiries will distinguish you among the other students wandering through the fair.

Ideally, you should settle on your final list of colleges by October, although schools may drop off or be added in after results of any early applications are received. Your final list should have about eight colleges that range in selectivity from reach to likely. Balance is critical in developing your list if you want to ensure a variety of choices by the end of the admissions process.

You should give yourself the opportunity to reach and challenge yourself (don’t sell yourself short!), but also protect yourself with some safer choices because admission to college has its uncertainties. Consult with your college counselor about the selectivity categories into which your colleges fall. We have data and experience that allow us to anticipate how different colleges may respond to your transcript, test scores, and application.

You should plan to have a balanced number of schools in the three main selectivity categories: reach, possible, and likely.

IMPORTANT: PLEASE MAKE SURE YOU REVIEW YOUR FINAL LIST OF COLLEGES WITH YOUR COLLEGE COUNSELOR. IF YOU DECIDE TO ALTER YOUR LIST AT ANY TIME, YOU SHOULD ALSO DISCUSS THE CHANGES WITH YOUR COLLEGE COUNSELOR. Once you have decided on your college list, you can use this chart to keep all of your applications organized.

With the exception of some large universities, most colleges make admission decisions by committee. Selective colleges do not use a simple formula to determine which applicants get admitted and which do not. Admission representatives know they cannot grant admission to all the students that they see as qualified or interesting; as a result, many colleges employ a multi-step process that allows them to weigh their priorities and evaluate each student individually as well as in the context of the larger pool of applicants. Admission representatives read the application folders closely, record their impressions, make recommendations, and then discuss the candidates in committee meetings where final decisions are rendered.

While colleges may differ slightly in their institutional priorities – the types of students they seek and the elements of the application that they emphasize – most of them share fundamental values in their assessment of an applicant’s caliber and potential.

In essence, colleges will be evaluating you in two major categories:

This section exists to show students and their families the documents they are likely to encounter throughout the college admission process. Below is a description of each sample.

Thayer Academy School Profile
This document is mailed to colleges along with high school transcripts. It helps colleges to understand the academic and social environment at Thayer Academy by highlighting the curriculum, requirements for graduation, and describing the varied backgrounds our students represent.

Parent Response Form
This document is sent to parents (and available on Scoir) in the hopes that they will take advantage of the opportunity to shed some new light on their child for the benefit of the college counselor. This additional perspective will be a tremendous help when the college counselor writes the counselor recommendation.

The pandemic has forever altered the standardized testing landscape in college admissions.  Faced with test center closures and limited opportunities to sit for both ACT and SAT exams, colleges had to re-evaluate their testing policies. In the end, the majority of colleges moved to a test-optional review of their applicants for the classes of 2021 and 2022, and the majority have kept that policy in place. There are currently about 2,000 test-optional schools and about 80 that don't use standardized testing in their applications process. This means that if a student doesn't feel that their test scores would help their application, that student would not be disadvantaged by withholding the scores. 

As is usually the case, different colleges have different approaches. 

• Some larger state schools down south continued to require testing or recently returned to making it a requirement. A couple highly selective institutions did as well (MIT, Georgetown).
• Colleges that were already in the throes of test-optional discussions during this already-growing trend used the health crisis to commit to a permanent change.
• Schools intrigued by the idea of a test-optional application review announced a trial period, often three years in length. Many have extended that trial period or have made it a permanent policy.  
• A small but growing group of colleges announced they were going to be test-free, meaning no one can submit standardized testing with their application. The University of California system, for example, has instituted a “test-free” policy until at least 2024, excluding the SAT and ACT from being a factor at all in admission decisions.

Given the variations out there, it is now more critical than ever for students to keep track of every college's testing policy.   

Test scores have always been less important than other parts of an application, but without testing to consider among all of the components of a complete application, teacher recommendations, counselor recommendations, supplemental essays, graded writing samples, or whatever else a college might ask for, will increase in importance.

Keep track of the testing requirements at each college where you are applying. In addition, students should be aware of score submission options at each of their schools. If colleges require official test scores, it is the student's responsibility to have test scores sent directly from the testing service either via their ACT or College Board account (or over the phone). If self-reporting of test scores is permitted, colleges are usually clear about the ways in which a student can do that (it can differ among schools). If a student self-reports their test scores and ultimately enrolls at that college, official test scores must be submitted after May 1 as a point of verification.

Superscore: Although the number of schools requiring testing has dwindled, for the schools that do, most will take your best scores, even if it means mixing different scores (i.e. SAT Evidence-Based Reading and Writing score from one test date and the SAT Math score from another test date). The ACT follows a similar protocol (called super-scoring), although it is not as common as with the SAT. Schools don’t have a preference between the ACT and the SAT, happily accepting either.

Score Choice: Students taking the SAT have the option of sending scores from select test dates while not revealing others. Students cannot isolate specific sections from different SAT dates. If students do not exercise this option, then all scores on the student’s record will be sent to the college. It is important to note that a small number of colleges do not participate in Score Choice and will require that students submit all of their test scores regardless. Most colleges will select a student’s best scores from all of their score reports anyway and use those when making their admission decisions. Students will need to refer to the specific policies of the colleges on their list.

Fairtest: For a list of colleges that do not require standardized tests as a part of a completed application, go to www.fairtest.org.

Starting in March 2024, the College Board will begin administering the SAT solely in digital format, unless a student qualifies for a paper test based on approved accommodations (this is uncommon but contact the Hale Learning Center for more information). This new format is based on an adaptive model, which means that the test questions reflect the ability level of each individual student and allows the results to be more precise and administered in less time. The SAT focuses on the knowledge and skills that current research shows are most essential for college and career readiness and success. Therefore, there are two sections: (1) Reading and Writing and (2) Math, each scoring between 200 and 800 points. In total, SAT scores will fall between 400-1600. Total testing time will be approximately 2 hours and 4 minutes, not counting administrative time or breaks.

READING & WRITING TEST: The SAT Reading and Writing Test lasts 64 minutes and is comprised of 2 two modules. Every student gets the same first module. The difficulty of the second module will depend on the results of the first. Both modules are 27 questions long, and students have, on average, 1 minute and 11 seconds to respond to each question. Students will find short texts (25-150 words) ranging in difficulty and covering everything from literature and history to science and the humanities. Each passage is followed by one question that either focuses on the meaning of the text or ways in which to improve the grammar.

MATH TEST: The SAT Math Test takes 70 minutes broken into two modules. Every student gets the same first module. The difficulty of the second module will depend on the results of the first. Both modules contain 22 questions with an average of 1 minute and 35 seconds per response. A calculator is allowed on all questions. 75% of the questions are multiple choice and 25% are student-produced responses, meaning the student has to type in their answer. The latter are sprinkled throughout both modules. Topics covered include: pre-algebra, algebra, geometry, and statistics.

Source: College Admission Testing Guide, Summit Educational Group

This is a testing program used mostly by colleges in the South and Midwest, but accepted at most colleges in the country in place of the SAT. It is a battery of multiple-choice tests that covers four areas: English, math, reading, and science. There is also an optional writing section that assesses your ability to plan and write a short essay (Thayer students should not register for the essay section unless they are applying to the military academies). The ACT is scored on a scale of 1-36, and students receive a composite score as well as sub-scores for each subject. Unlike the SAT, the ACT is still administered using paper and pencil.

In the past few years, more students have taken the ACT. In some cases, the material on the ACT may be more suitable to a student’s knowledge and style of learning than the SAT is. For those students who are struggling with the SAT or feeling that the SAT scores do not reflect their ability or success in high school classes, the ACT may be a good alternative. We have seen, however, that students who walk into the ACT without becoming accustomed to it in advance will rarely score significantly better than on the SAT. If students want to explore the option of the ACT, it is recommended that they prepare for it as they would the SAT, at the very least reviewing the material and taking several practice tests.

For more detailed information on the ACT Assessment test, go to www.act.org.

2023-24 ACT Testing Dates

Click here for a helpful chart that compares the SAT and ACT.

The Advanced Placement program enables students to challenge themselves with college-level work and, perhaps, achieve advanced standing when they enroll in college. The A.P. examinations are typically administered the first two weeks in May. Scores range from one to five, and each college has its own criteria for granting college credit, typically a score of three or better.

For most colleges, A.P. scores do not factor into an admission decision. However, colleges acknowledge that A.P. certified courses are typically very rigorous, and you will get credit for challenging yourself.

If you have taken A.P. exams or expect to take them at the end of your senior year, you should plan to have your scores sent to the college you will attend. In May, when you make a deposit to the college of your choice, you can contact the College Board to forward your A.P. scores to that college to see if you qualify for college credit or placement in a higher-level course. You are not required to send A.P. scores to your college of choice if you do not wish to.

The TOEFL is designed for students for whom English is not a native language; it is used to determine the student’s facility with English. The test is four hours long and uses a multiple-choice format in three sections: listening, comprehension, and vocabulary. There are two formats: internet-based and paper-based testing. Students who have resided in the United States for longer than five years should probably not take the test. Colleges do take a student’s bilingual background into consideration during admission deliberation. If you have questions about whether the TOEFL makes sense for you, speak with your college counselor as well as the admission offices at the schools where you hope to apply.

For more detailed information on the TOEFL, go to www.ets.org/toefl.

We cannot discuss testing without being aware of the variety of test preparation programs for all the different tests. Some students take test preparation courses or work with tutors and find them helpful. SAT scores generally go up, tutored or not, 20 to 30 points with each repeat test. However, studies have shown that the average score increase after a preparation program generally does not exceed 50 points, and sometimes students even show declines. The math and writing questions respond more readily to specific tutoring than the reading questions because the reading score is more a measure of acquired language background and reading completed over a long period of time. If you plan to take a test preparation course, it should be with a tutor or program that understands and adjusts to your learning style and academic level. To be effective, the student must invest a good deal of time and effort, which can create additional stress by taking away from course work, application preparation, and extracurricular activities. Remember that college admission officers see classroom performance as much more important than a test score from one Saturday morning.

Thayer does not endorse any test preparation tutors or services, although we do provide facilities for a Summit SAT course in the winter/spring and we make arrangements for online classes for Thayer students through Revolution Prep.

In addition, we recommend that you consider linking your PSAT and SAT results to khanacademy.org for free, personalized test prep based on your actual PSAT or SAT results. The link is in your collegeboard.com account. 

Remember that standardized tests do not pretend to measure motivation, creativity, kindness, decency, sense of humor, and other human qualities that colleges take into account when considering applicants. These qualities will have more of an impact than 50 points on the SAT.

Are intercollegiate athletics the right path for you?

Being part of an NCAA (National Collegiate Athletic Association) sanctioned athletic program in college will have a tremendous impact on your college experience, so it is imperative that students think carefully about whether or not it is something they want to pursue. For some students, the time and dedication they have invested into their primary sport(s), coupled with a high level of talent, make playing in college a natural step. For others, this decision is less clear. It is important to be honest with yourself about your athletic ability, potential, and commitment to the sport all throughout the process of making a decision.

There are many different levels at which you can stay involved in athletics while in college: Intramural (competition among teams within the same college) and club sports, for example, are great ways to incorporate athletic competition, but due to their competitiveness and how the process impacts college applications, we will focus on NCAA Division I, II, and III.

Division I: the highest level of intercollegiate athletics sanctioned by the NCAA in the United States. The expectations are very high for Division I student athletes. Sometimes a student can be granted a full and partial athletic scholarship. However, many recruited Division I student athletes are not on an athletic scholarship, but may receive other need-based aid. The typical day for a student athlete is often very structured and inclusive of work-outs, practices, games, as well as study halls, both in and out of season. To be considered, students must have standardized testing and a high school GPA that reach a certain standard.

Division II: Division II student-athletes may be just as skilled and competitive as those in Division I, but universities in Division II have fewer financial resources to devote to their athletics programs. Division II offers a partial scholarship for financial aid-- students can cover their tuition through a mixture of athletic scholarships, need-based grants, academic aid and employment. Again, students must meet standardized testing and high school GPA requirements to be considered. 

Division III: This division does not allow athletic scholarships. Although a high level of commitment is still required for Division III participation, these student-athletes have fewer demands on their time, so the student experience is closer to that of a non-student athlete.

To get a sense for which level to target, speak with your Thayer coach, your club team coach, and former players (especially those with similar ability to yourself). Ask them for their perspective on your chances of success in collegiate sports and what areas need improvement. It is also beneficial to seek their advice on what to expect from college athletics participation to assess if the commitment required is something you really want to take on.

If you decide to pursue participation in collegiate athletics, the rest of this section will give you a sense of the recruiting process. If not, there are many ways to participate in athletics without being on an intercollegiate team. Research club sports or colleges with strong intramural programs that could be a better fit. Many club teams, for example, are highly competitive. If you still feel that intercollegiate athletics are the best fit for you, it is sometimes possible to “walk on” to a varsity sport once enrolled at the school.

I’ve decided to play NCAA athletics in college. What now?

It is critical that Athletics should only be one of your considerations when creating a college list. You should be investigating all of the other criteria like any other student would (size, location, major, etc). If you get injured, don’t make a team, lose interest in the sport, don’t like the coach, etc., you might be left with a school that doesn’t match any of your interests. You also want to insure that you have a reasonable chance of admission. While athletic ability can increase your chances of admission, only a few students are able to get admitted almost entirely on the basis of their athletic contribution.

The recruiting timeline will differ based on sport and on NCAA division. While some students will begin this process as early as sophomore year, others will find that they do not commit to a school until mid-way through their senior year. Work with the people around you to help generate a list of colleges. Your coach (who can weigh in on which teams would be an appropriate fit for your talents) and your college counselor (who can address whether or not you would be competitive for admission) will be able to provide you with a starting point. Once a college list is established, you should begin building relationships with teams and coaches. Contact the coaches at the colleges directly, informing them of your interest and your background. It is usually best to do this through an inquiry letter or email. Some colleges have inquiry forms on the athletics section of their websites. You should also create an athletics resume that is easy to submit to a coach and send that as appropriate. In addition, your coach may be willing to contact schools on your behalf. There are many rules regarding contacts between athletes and coaches of Division I and Division II schools. Click here for a better understanding based on individual sports.

If a coach is responsive to your inquiries, he or she will often ask for film or come see you play. The coach might be present at one of your clinics or camps over the summer. Some coaches will maintain contact with you via text, email, and/or phone. A coach that maintains contact has continuing interest in your ability to play on his or her team. However, just as you are choosing between many schools, the coach is choosing among a wide pool of student-athletes. At some point, if you are looking like someone this coach has interest in, a transcript and test scores (PSAT, SAT, or ACT) will be requested to assess academic fit. Although standardized testing is no longer required for NCAA eligibility, even colleges that don't require testing for admissions purposes may still request your scores to make sure that you are a good academic fit for the institution. If your academic background does not meet admissions expectations, you will be told to pursue other options.

If a student and coach make verbal commitments to one another, often the coach will ask the student to apply Early Decision or Early Action. It is important to keep in contact with your college counselor about these developments to help you determine if this is the best option for you. Sometimes Division I schools are less focused on the timing of the application, as a letter of intent can be signed either in November or February of senior year.

Remember that your college counselor is always available to help you navigate the ins and outs of this process, as well as interpret what you are hearing from a coach or admission office. Additionally, the NCAA has published a great resource for students and families called “The Guide for the College-Bound Student- Athlete.” It can be found at the following link:

http://fs.ncaa.org/Docs/eligibility_center/Student_Resources/CBSA.pdf

Note: If you are considering Division I or II athletics, be sure to have a conversation with the Director of Studies regarding your academic eligibility based on NCAA standards.

Many, if not most, colleges today provide academic support services for qualified students. The student, with support of family and members of the high school community, should determine which option is the best given his or her specific needs. Learning support offices at colleges are available to speak to and meet with families to discuss whether that college can fully support the student. Colleges typically offer one of three different levels of support as listed below:

Comprehensive/structured programs - Colleges with comprehensive support programs usually require a separate admissions procedure along with the regular college admissions procedure. For these programs, an updated psycho-educational testing report (no more than three years old), including at minimum a WAIS or WISC test and educational testing, will be required. Early contact and application for these programs is strongly recommended. The good programs are small in size and will accept only as many candidates as they can accommodate. These colleges typically provide a structured program with required elements, such as a pre-college summer session and regularly scheduled sessions with college learning specialists. They assist students with course selection and in negotiating the various demands of college life. They provide assistance with academic tasks such as writing papers and studying for exams. They assist students in gaining access to needed accommodations, such as books on tape, note-takers, extended time for tests, or petitioning for reduced course loads or waivers of requirements. They provide tutoring and content-based assistance in specific course areas. While responsible use of the program is expected from a college student, these programs do provide a level of structure that can assist a student in making a transition to college.

Coordinated services - The most common among colleges. Participation is voluntary and students use what they need, when they need it. There is usually a specialized staff that oversees a wide variety of available services. They also work with faculty and the community at large to insure students get what they need.

Services - meets the minimum requirements for compliance with governmental regulations. Typically, colleges that fall into this category do not have a staff member on hand who is trained to work with students requiring additional support. Students need to be prepared to advocate for themselves.

Parents and students should be aware that all colleges and universities today are required to provide supportive services and appropriate accommodations for students with learning disabilities who attend the college. However, the existence of such services does not mean that any specific college or university is a good match for an individual student. The type of services and the college or university personnel who provide these services vary considerably from college to college. In addition, general admissions selectivity remains a factor to be considered. For example, Brown University provides good academic support services for students with learning disabilities, but these students must also meet the extremely high general standards for admission at Brown University.

Many colleges have academic support services that are available to all students. Typical resources are Math labs and Writing labs, often staffed by student peer tutors and drop-in tutorial sessions of study groups. Students are expected to initiate requests for assistance, make and keep appointments with tutors, and take responsibility for seeking help when needed.

Here are several suggestions when searching for college programs for a student with learning disabilities:

1. Start your search early.
2. Have a comprehensive, up-to-date (within the last 2 – 3 years) learning disability evaluation.
3. Be able to demonstrate good understanding of your learning strengths and weaknesses.
4. Be able to show that you are a responsible self-advocate.
5. Visit the colleges, the learning support programs, and ask lots of questions.

If the arts are a large part of your life, then you probably want to consider what role you want this talent to have in your life, and even more specifically, in college. Some students want to continue their involvement in the arts but are not interested in making that a main focus in college. But for others, their passion for their craft propels them to consider a more formalized education and even a career in their area of specialization. This section explores the options tied to both of those paths. If you aren’t sure where you land, consider the differences in educational options at the college level:

Different School Settings

Four Year Colleges/Universities: Attending a college or university means a student will be required to take liberal arts courses outside of their major. There is a diversity of majors in the event a student wishes to be in a setting where he or she could easily make a change in concentration without transferring colleges. Auditions/portfolios may or may not be required. Some universities have professional conservatories or art school programs within their institutions. Auditions/portfolios are required for such specialized programs.
Examples include: Boston Univ., Carnegie Mellon Univ., Florida State Univ., New York Univ., Oberlin College, Syracuse University, University of Hartford, Goucher College, Sarah Lawrence College.

Four Year Performing and Visual Art Schools: These colleges only offer degrees in arts-related areas, but typically require some liberal arts courses to graduate. Small and comprised of students with similar interests, there is less flexibility if students lose interest in his or her major.
Examples include: Fashion Institute of Technology, Maine College of Art, Otis College of Art and Design.

Conservatories: Conservatories are professional schools that focus solely on the teaching of the performing arts. Typically, this is done with very little, if any, liberal arts coursework. Students who take this route are already far advanced in their craft and have often worked with private instructors for several years.
Examples include: American Conservatory Theater, Berklee College of Music, Boston Conservatory, Julliard.

Vocational/Technical Colleges: These institutions exist as a way for a student to gain job-training in a specific field. The end result of these programs tends to be Associate degrees, certificates, or diplomas. Some students will go on to acquire a four year degree, but often will use the career-focused education to get right out in the work force.
Examples include: The Art Institutes, Community Colleges.

Different Degree Options

Bachelor of Arts (B.A.)
This degree option is perfect for students who wish to pursue a broad range of liberal arts coursework in addition to an in depth study of their art concentration. Close to half of the coursework will be in the arts, and the other half, if not more, will be in the liberal arts and sciences. This option works well for students who may wish to double major in another field. Often times B.A. art majors do not need to sit for an audition or submit a portfolio to be admitted to that major.

Bachelor of Fine Arts (B.F.A.)
This degree option is for those students who want to train as to be professional artists. 70% of the coursework will be in the fine arts whereas 30% will be in the liberal arts. An audition or portfolio is usually required and plays a significant part in the admission decision. Many colleges discourage a double major because of the large amount of time that will need to be devoted to practicing the craft (art studio, music practice room, etc).

Within the different areas of the arts, you may find different labels for the B.F.A degree. For example, music has the Bachelor of Music (BM), and Architecture has the Bachelor of Architecture (B. Arch). The B. Arch degree 5 years, to complete.

Remember that art schools vary in selectivity as much as any other colleges. Some art schools are highly selective, and expect to see top level academic credentials as well as significant artistic talent and experience. Other art schools put an emphasis on demonstrated artistic ability, but are less concerned with academic achievement level and test scores. Other art schools are career and vocationally oriented, offering certificate or two-year degree programs on an open-admission basis for any high school graduate.

There are five federal service academies, all of which offer an outstanding education and full four-year scholarships. Upon graduating, students receive Bachelor’s degrees and are also commissioned as military officers (with certain exceptions).  In return, students will accept an appointment and serve as a commissioned officer for at least eight years after graduation, five of which must be active duty, and the remainder can be served as inactive reserve. The five federal service academies are:

1. U.S. Military Academy (Army) in West Point, New York
2. U.S. Naval Academy (Navy/Marine Corps) in Annapolis, Maryland
3. U.S. Air Force Academy (Air Force) in Colorado Springs, Colorado
4. U.S. Coast Guard Academy (Coast Guard) in New London, Connecticut
5. U.S. Merchant Marine Academy in Kings Point, N.Y

Is this the right fit for you? The life of a student at a service academy will, of course, challenge the student academically, but also require physical and mental challenges on a regular basis to help prepare graduates for the demands of active military duty. Candidates need to be able to handle a regimented environment with high expectations for success, lots of rules, and tolerance for a strong sense of hierarchy.  Moral character will also be under a microscope. Students at service academies have significantly less freedom than those at colleges for civilians, but many students thrive in such a setting. 

From the start of their high school career, students interested in the service academies should aim to achieve A and B level grades in advanced courses when possible (AP courses are strongly recommended, with particular emphasis on English and Math). The service academies are very selective in their admission selection process.

How applying for the academies is different

1) Unlike admission for other colleges and universities, the military academies require a fitness assessment during which students must prove strength and endurance through challenges including running, sit-ups, push-ups, and pull-ups, among others.  A failing score will disqualify an applicant from admission. Students should check with each academy for specific requirements for the Candidate Fitness Assessment.

2) Another difference that exists within the admissions process for the academies is the need for a nomination from an elected official (the Coast Guard Academy does not require this). Most often these come from a member of Congress (US Representatives, US Senators, or the Vice President). The process of securing a nomination is competitive and lengthy so most students begin the process at the same time that they are completing their Pre-Candidate Questionnaire (Spring/summer junior year). The deadlines for the nominating sources vary and could be as soon as early September of your senior year. Because the nomination and appointment process is competitive students should seek all the nominations for which they are eligible. Every candidate from Massachusetts is eligible for the four congressional nominations – one from the Vice-President Mike Pence, one from U.S. Senator Elizabeth Warren, one from U.S. Senator Ed Markey, and one from the Congressional Representative from your District. To see who is the Congressional Representative for your District visit https://www.govtrack.us/congress/members/MA#representatives.

Timeline

Freshman and Sophomore Year

• Your focus should be on academics. Service Academies are looking for students who have earned A’s and B’s throughout high school.
• Participate in clubs or organizations in your school, community, or church with the hopes of becoming a leader in the organization by 11th grade.
• Begin to improve your physical strength and endurance by participating in your school’s athletic teams, running, and practicing for the Candidate Fitness Assessment.

Junior Year

Start early! Applying to Service Academies takes more time than applying to other colleges.

• Continue to challenge yourself academically.
• Assume leadership positions in the clubs or organizations in which you are involved.
• Get fit! Continue to improve your physical conditioning through cross-country running and swimming, joining a strenuous team sport, and practicing for the Candidate Fitness Assessment (a requirement for admission).
• Apply to a Summer Leaders Experience in order to be a more highly competitive applicant. These are week-long Summer Programs during the summer before your senior year. You will experience firsthand what it means to be a cadet. It is possible to do multiple summer programs. Currently the Army, Air Force, and Navy have them.
• Complete your “Pre-Candidate Questionnaire” as early as March 1st of your junior year.
• Begin the nomination process in the spring.
• After preliminary screening by the academy, you will receive information about scheduling a medical exam with the Department of Defense Medical Review Board.  Schedule your appointment early in case you need time to file for a medical waiver. All candidates must be found medically qualified before admittance to the academies. 

Senior Year

• Secure your nominations and interviews. The application due dates can vary office to office, year to year, so be sure to carefully keep track of these dates. Notifications are distributed in the winter months.
• Take the Candidate Fitness Assessment.
• Spend a day with a cadet and schedule an overnight visit if possible.
• Submit your application by early January.
• The academies will offer the majority of appointments to candidates from March to May. You will receive a letter directly from the academies notifying you of your offer of appointment.

The pandemic increased mental health needs while simultaneously creating barriers to access. At Thayer, we’re seeing a record high number of students receiving school counseling support. We recognize the importance of these services and are actively working to overcome the stigma of mental illness. 

For students that experience severe mental health challenges, the college process may exacerbate existing symptoms. If you are concerned about your mental health, and/or curious about addressing mental illness throughout the college application process, below are some tips to help you navigate and feel empowered to access support services:

• Talk with your College Counselor
  • Discussing your unique situation with your college counselor will provide them with insight into your struggles and strengths, and help them better explain your circumstances in their letter of recommendation. 
• Focus on your growth and improvement
  • Your definition of success is going to be different than someone else’s, and that is okay! You don’t need to get straight A’s to show admissions counselors that you’ve worked hard, especially if you’ve faced major adversity. What is important to focus on is your steady growth and improvement throughout your time at Thayer.
• Utilize the “Additional Information” Section
  • The “Additional Information” section is a great place to explain extenuating circumstances and extended absences. You can remain succinct and take a positive approach to explaining your experience to provide the admissions counselor with a wealth of insight to your unique situation.
• Remember that you are so much more than your grades and test scores
  • Colleges are not lying when they say the review process is holistic. Admissions counselors look forward to reading your essay and learning about your extracurricular involvement. Yes, they will take into account your grades, but providing them with a landscape of context will allow them to see who you are as a whole student.
     

FAFSA: The Free Application for Federal Aid. All colleges require this form. It determines your eligibility for federal financial assistance. Some colleges use it exclusively to determine your SAI (Student Aid Index). It determines “household” income only, which can include a step-parent and exclude a non-custodial parent. It does not ask for home equity data. Based on the data provided through the FAFSA, a Student Aid Report (SAR) is generated, and most colleges use the results of that form to help determine the financial assistance that you will receive.

File your FAFSA online at www.fafsa.ed.gov anytime after October 1st. Families will need their 2022 taxes to complete the form, and can download their tax information directly into the FAFSA form. Make sure you submit the FAFSA before the financial aid deadlines at the schools to which you are applying.

CSS/PROFILE: Some colleges (including many private colleges) require this form, which provides more detailed financial information than the FAFSA, including assets such as the value of your home. Check each college to see if it requires this form. Using the information you provide on the Profile form, the College Scholarship Service prepares a Need Analysis Report that colleges use to shape your Estimated Family Contribution and, thus, the college’s financial aid package.

Pre-register for this form at profileonline.collegeboard.com sometime in the fall of senior year and file the rest of the form before your financial aid deadlines.

Divorced-Separated Parent’s Statement: A supplement to the PROFILE for the non-custodial parent requested by many colleges. Copies of the completed form should be sent directly to the colleges’ financial aid offices.

Business/Farm Supplement: A supplement to the PROFILE required by some colleges if a parent is self-employed or a farmer. This form should be sent directly to the colleges’ financial aid offices.

Institutional Forms: a few schools still use their own forms to inquire about financial information. Check with each school to determine the appropriate forms to complete.

• Cost of Attendance (COA): this total includes a college’s tuition, room and board, fees, books, and travel. It will vary, of course, with each college.
• Net-Price Calculator: All colleges must provide a net-price calculator on their website which allows families to estimate their COA using standardized inputs (i.e. savings, family size, etc) and the college’s financial aid and merit aid methodology. This tool can usually be found in the Financial Aid area of a college web site (although not always easy to find).
• Student Aid Index (SAI): this is an eligibility index number that helps a college determine how much federal aid you would be eligible for should you attend their college. The number results from the data on your FAFSA form.
  • Parental Contribution: is determined by your family’s net worth, a sum of income and assets. Typically, parents are expected to contribute 5% of their income and assets towards college expenses. Allowances are made for the number of family members, children in college, debts, necessary expenses, taxes, and special circumstances (i.e. illness, older parents approaching retirement, special education needs, etc.). There is no standardized way for colleges to treat the income and assets of step-parents and non-custodial parents; check with each school to understand its expectation.
  • Student Contribution: is determined by a review of the student’s earnings and assets. You are typically expected to contribute 35% of your personal savings and earnings. There is also an expectation that you will contribute a reasonable amount of money from summer work, whether you work or not.

With your admission letter, or shortly after, colleges will send you a financial aid letter, which will outline the amount of financial aid the school is offering. Most colleges provide a financial aid package that consists of:

1. Grant money: these are funds typically provided by the college (and sometimes by the government) which you do NOT need to pay back. Sometimes, merit-based grant money is also included in a predominantly need-based financial aid award.
2. Loans: these are typically federally-funded loans (Perkins or Stafford), with low interest rates, which you don’t need to begin repaying until after you graduate. These loans are usually in the student’s name, though loans are also available for parents to assume as well, if desired.
3. Work-study: students may also be expected to earn a portion of their college expenses through some form of work-study program on campus. These are designated jobs at the school (i.e., working in the library, food service, athletic center, etc.) that allow students to work part-time. The earnings from these jobs are expected to go toward the costs of college.

Inevitably you will find that colleges can arrive at different financial aid awards, because they include different figures or make different allowances; likewise, colleges will probably offer different financial aid packages, in its composition (the balance between grant and self-help money). As you apply for financial aid, you should become knowledgeable about how each school calculates your financial need and how each school constructs a standard financial aid package.

Here’s some terminology to help you understand what colleges may tell you about their awarding procedure:

• Meeting 100% of demonstrated need: the college is able to provide enough funding to cover the difference between the COA and your SAI.
• Gapping: some colleges do not meet every student’s financial need. Instead, they will provide you partial funding to meet some of your family’s need. This is called “gapping” because there will be a gap left between your SAI and the COA that the college will not help you cover.
• Need blind: colleges that are need-blind make admission decisions without regard for the financial situation of the applicant’s family. The admission process is separate from the financial aid process. Your admission decision is based on your merit, while your financial aid is determined by your family’s financial need.
• Need aware: colleges that are need-aware may make admission decisions with some consideration of the family’s financial situation; financial aid decisions may also take into account the strength of the student (i.e., a stronger applicant may be awarded a better financial aid package than a weaker applicant – see “gapping” above for more information). In most cases, this will affect the last 10% of the class accepted, or any student placed on a wait list may learn that no funds are available.

Unlike need-based financial aid, merit-based aid is not awarded on the basis of your family’s financial status. Some merit scholarships are granted by foundations and can be used at any college. Some colleges offer scholarships that can only be used at their institution. The money can vary from a small amount to cover books to a medium-sized amount to full-ride scholarships. Merit awards typically target a certain type of student, depending on the types of students that a college wishes to attract. You may find competitive merit scholarships in the following areas:

• Academic excellence
• Leadership
• Specific academic fields
• Racial background
• Athletics

At some colleges, you need to apply for merit scholarships directly. Check with the college to determine the list of scholarships available, and determine what the application process requires.

Some colleges will also offer merit scholarship funds based on the quality of your candidacy. This is a way to discount the tuition and attract students that the college desires. You do not have to apply separately for these scholarships, as the admission office determines who is worthy based on the application for admission.

The other sources for merit-based scholarships are foundations or private companies, which require separate applications and essays. Identifying these types of scholarships is time-consuming, and the competition is usually tough. Do not count on outside scholarships to be your main ticket to college. The financial aid that colleges provide – whether need-based or merit-based – remains the most common means of supporting students. However, if you are interested in researching outside scholarships, here are the best ways to approach it:

• Check frequently with the college counseling office; we get mailings for scholarships and keep file folders of them. Many of these opportunities tend to be local ones. We post all scholarships (of which we are directly notified) on Naviance under Scholarships.
• Go to your local library, which should keep records of scholarship opportunities, both local and national. In addition, the basement of the Boston Public Library houses the Higher Education Information Center (HEIC), where electronic databases of thousands of local and national scholarships are open to the general public. You can input information about you and your family and be matched with scholarships for which you may qualify.
• Use a college scholarship search web site to filter your criteria and get a list of scholarships to which you can apply. These are generally national in scope. We list a few good sites at the end of this section. Naviance also has this resource under the Scholarships tab. The information comes from Sallie Mae. NEVER USE A SCHOLARSHIP SEARCH THAT REQUIRES YOU TO PAY.

If you are applying to a school under a binding Early Decision program and the financial aid package is important in determining you ability to attend, take a few things into consideration.

First, by applying Early Decision somewhere you are restricting your ability to compare financial packages and scholarship awards from various schools.

On the other hand, we have found that most colleges offer adequate funding for families demonstrating need. In a worst-case scenario, if the college is unable to meet your demonstrated need, then that can be grounds for breaking the Early Decision contract, freeing you to follow through on applications to other schools. Please also note, however, that the college involved will typically rescind the offer of admission.

• Which forms does the college require to determine financial aid eligibility?
• What percentage of students is on financial aid? Need based? Merit based?
• What percentage of students had their full need met?
• What does the typical financial aid package look like? What percentage of the package tends to be grant vs. self-help (loan and work-study)?
• What is a typical work-study commitment on campus?
• What is the average indebtedness for a graduating student?
• Does the financial aid process and packaging change with each year (i.e., does the grant award get reduced while loan is increased)?
• What is the policy towards non-custodial parents and step-parents? Are they expected to hand in any forms? What income and assets are considered? Are they expected to contribute?
• Can the financial aid award apply to study abroad?
• How does the financial aid office handle outside scholarships? Are they credited against the loan portion of your aid, the grant portion, or the family contribution?
• Is the financial aid contingent on a certain academic performance in college?
• What merit-based financial aid (scholarships) is available through the college?
• Does a student need to apply for specific merit-based scholarships, or are they automatically awarded using the admission application materials?

• Speak with admission officers and, when possible, financial aid officers at the colleges where you plan to apply; inquire about the financial aid process and requirements.
• Gather the records you will need to complete financial aid forms (usually includes tax returns, W-2’s, etc.)
• Pre-register for the PROFILE in the fall of the senior year. This will open your account, which you can then complete. Go to collegeboard.com to register and complete the application.
• Begin completing the FAFSA after October 1st but before deadlines posted by each of the colleges (usually in late January or February).
• Keep a list of each college’s admission deadline and financial aid deadline. As with the admission deadlines, make sure you meet financial aid deadlines. If you miss them, you will likely be bumped to a lower-priority list, jeopardizing your chances of receiving financial assistance.
• Do not use scholarship searches that charge fees; they are often scams.
• Think about applying to a few “economic financial aid safety schools” – a school that meets your academic needs and is affordable. This is often a public university, or a college where you are assured strong merit-based financial assistance based on your academic record.
• Wait to receive financial aid awards from all your schools before making a final choice on which one to accept. If you have any questions about your financial aid package – if something is unclear or if it does not meet your needs – contact the financial aid office. Inquire about how they calculated your SAI and your final package. Discuss any special circumstances that they may have overlooked. Financial aid offices can adjust your award if there is new, justifying information. You will need to provide concrete information – not just a vague statement. Most colleges do not negotiate the financial aid offer, or match the offers from other schools, but they are generally willing to consider your situation and try to meet your needs.

College Money Method
Thayer partners with College Money Method to provide financial aid resources and workshops. To access Thayer's account, enter the following password: tacmm2023.

fafsa.ed.gov
Complete the FAFSA form

collegescorecard.ed.gov
A website created by the US Department of Education which helps families compare colleges from a financial standpoint, including which schools will provide the best value relative to cost.

profileonline.collegeboard.com
Preregister for and complete the CSS Profile form

Fastweb.com, Collegeboard.com, Goingmerry.com, and Petersons.com
Search for and apply to scholarships matched to your profile

Finaid.org
A good general site to guide you through financial aid process

studentaid.ed.gov
How to pay for college, search for scholarships, and avoid scams

Thayer Academy is fortunate to be able to devote human resources exclusively to the process of college counseling, and families are strongly encouraged to use those resources to their fullest extent. That being said, some families may decide to seek additional support from Independent College Counselors or companies who specialize in college counseling.

While we don't recommend the use of Independent College Counselors, we understand that some families may wish to supplement the services already offered by Thayer.  When a third party is employed by the family for this purpose, that does not excuse the student from maintaining regular contact with his or her Thayer college counselor. It is vital for the Pulsifer College Counseling Center to be aware of, at the very least, how the student is progressing and which colleges comprise the student’s college list. The best scenario exists when the Thayer college counselor is aware of the use of an independent college counselor, and the independent college counselor is mindful and encouraging of the student-counselor relationship. In some circumstances, it may be helpful for both to connect.

Private college counseling is not a highly regulated field, therefore it's easy for people, whether qualified or not, to launch a business. That's why it's important for potential clients to check credentials. Independent counselors ideally are members of IECA (Independent Educational Consultant Association), HECA (Higher Education Consultants Association) or NACAC (National Association of College Admissions Counselors), and often will have previous experience in college admission or as a high school guidance counselor. The most effective independent college counselors are providing helpful guidance for students, not doing the work for them.

The Thayer college counselors are your primary resource for the college planning process and your best-equipped advocates. Even if you choose to work with an independent counselor, it is critical that you remain fully connected with your Thayer college counselor and engage in Thayer's college counseling program

1. Be visible in the college counseling office; attend meetings once every two or three weeks in the senior year until your applications are complete. Open communication is the key to a successful college process.
2. Save everything. If you throw it away we can almost guarantee you will need it sometime in the future. Be sure to save everything sent to you from the College Board regarding your SAT registration and scores.
3. Use the same name on every document you send to colleges. For example, if you use your formal name on your SATs but use a nickname on your application, those two pieces of information may never match up and your application will be considered incomplete.
4. Fill out your standardized testing registrations the same way every time. Occasionally inserting a middle initial can confuse a computer and make more work for you in the end. And make sure the name you enter matches the name on your Thayer transcript and the name you use on your applications.
5. If you have a special talent - music, drama, athletics, physics, creative writing - pursue that interest with each college. This is not the time to be modest.
6. Make appointments for interviews early. Some colleges stop interviewing candidates early in the winter.
7. Develop a system for organizing information about the process for each college; create check-lists with deadlines, things to be done, etc.
8. Use the resources of this handbook. It contains the answers to many of your questions.
9. Read the application instructions and requirements for each college thoroughly. Some colleges have very specific requirements. Knowing about and adhering to these specific requirements is your responsibility.
10. Treat each application as if that school were your first choice. Colleges pay attention to your level of interest. They want to admit students who want them. At the same time, don’t fall into the trap of telling every college that they are your first choice.
11. Meet all deadlines. Deadlines are a serious matter. Where possible, submit applications early.
12. Be kind to your teachers. If you need teacher recommendations, choose one or two teachers who know you well. Make these requests early, and make sure the teacher knows what the deadline is. Let your teacher know your admission results and thank them!
13. There is a college for every student who graduates from Thayer Academy. If you pay attention to the guidelines in this handbook, you will be in a position to attend a college of your choice.

From the New England Association for College Admission Counseling (NEACAC) www.neacac.org

1. You have the right to request information from colleges and universities without feeling high pressure tactics to persuade you to apply or enroll.
2. You have the right to accurate information about each institution's academic programs, facilities, and faculty, along with each institution's retention and graduation statistics.
3. You have the right to the names of all accrediting, certifying, or licensing organizations for each institution.
4. You have the right to complete information about all direct and miscellaneous expenses, the types of non need-based and need-based financial assistance provided, and the methods by which eligibility is determined.
5. You have the right to accurate information about all aspects of campus safety, including institutional crime statistics.
6. You have the responsibility to assure that all required items necessary for the completion of your application are received by each institution within the required timeframe.
7. Once admitted to a college or university, you have the right to wait until May 1 to respond to an offer of admission and financial aid (unless you have been admitted under a binding Early Decision program).
8. You have the right to request in writing an extension to May 1 without penalty if an institution requires an earlier commitment (unless you have been admitted under a binding Early Decision program).
9. You have the right to historical information about prior waiting list activity including the number wait-listed, the number ultimately admitted and the availability of housing and financial aid. Colleges and universities cannot require a deposit from you to maintain your place on a waiting list.
10. You have the responsibility to submit a deposit to only one institution–and upon submitting that deposit to withdraw from all other institutions to which you have been admitted.

From The New York Times by Frank Bruni

Our political leaders may or may not be worthy of emulation, but there’s no doubt that they’re successes in the strictest sense, having summited the professional peaks that they intended to scale. Which colleges set them on their ascents?

Kevin McCarthy, the highest-ranking Republican in the House, graduated from the Bakersfield campus of California State University. Hakeem Jeffries, the top Democrat, got his bachelor’s degree from Binghamton University, a branch of the State University of New York.

Chuck Schumer, the Democratic majority leader of the Senate, went to Harvard, one of the hyper-selective schools at the center of an intensifying anger about the admissions practices of elite institutions. But Mitch McConnell, the Republican minority leader, went to the University of Louisville, which accepts roughly three of every four applicants.

The acceptance rate is roughly the same at President Joe Biden’s undergraduate alma mater, the University of Delaware. At Vice President Kamala Harris’s, Howard University, it’s about 35 percent — a competitive situation, but not crazily so.

The people at the pinnacles of private enterprise have similarly diverse educational pedigrees. Among the chief executives running the top 10 companies in the Fortune 500, only two were undergraduates at American schools with current acceptance rates under 20 percent (Harvard and Boston College). One was educated in Britain, one in India and the remaining six hold bachelor’s degrees from these institutions: the University of Arkansas, Texas A&M, Auburn University, the University of Nebraska, the University of Colorado and the University of California, Santa Cruz.

I go through all of that in the service of the obvious, which — sadly — needs constant stating and restating: Highly selective colleges are hardly a prerequisite for, and have no monopoly on, lofty careers.

That gets somewhat lost in the discussion — especially impassioned in the wake of the Supreme Court’s ruling against affirmative action and in the midst of a fresh challenge to legacy admissions — about who gets into the most storied colleges and how. The intensity of emotion enveloping that conversation partly reflects and corrosively perpetuates the belief that the shimmer and exclusivity of the undergraduate institutions that students attend exert some magical, make-or-break influence on their futures. That belief is bunk.

Undeniably, the Harvards and Stanfords of the world have — and confer — significant advantages. Their resources are extravagant and their alumni networks extraordinary.

The same goes for the institution where I teach, Duke, which now accepts roughly 6 percent of its undergraduate applicants. During my two years on Duke’s faculty, I have watched many of my students leverage its reputation and its reach into plum jobs immediately upon graduation.

But I’ve no idea where those students will be 10 or 20 years down the road. I’d bet good money that a sizable percentage of them will realize that they followed somebody else’s script rather than writing their own and change careers. I also know that in many cases, their professional beginnings had a whole lot to do with privileged life circumstances and significant talents that Duke didn’t create but rather validated.

And I am beyond certain that their professional futures — and, more important, their fulfillment and contentment — will be determined less by where than by how they spent their college years. And perhaps the greatest tragedy of all the drama around college admissions is the degree to which it obscures that transcendent truth.

Nothing that I’ve observed at Duke or that I’ve discovered in many years of reporting on higher education has impressed me more than how differently students approach college, with widely divergent benefits. There are students who greedily and gratefully sop up what their professors can teach them. I’ve watched them bloom. Others do the bare minimum, cementing habits that will haunt them going forward. I foresee their stagnation.

There are students who spot the most exciting programs and niftiest perks and sprint toward them. They’re honing the best kind of opportunism. Others never pause long enough or look intently enough to notice the bounty before them. They’re honing the worst kind of wastefulness.

Where, in all the chatter about the Ivy League and all the debate about meritocracy, is the necessary attention to that? I’ve been asking that question and beating that drum for almost a decade, and I’ve seen too little erosion of the myth that no crossroads in a young life has as much consequence as the one that leads to an exclusive private college in one direction and a much less selective public institution in the other.

So, ever hopeful, I collect and scatter contradictions to that thinking, corrections of that assumption.

Jack Smith, the special counsel whose work just led to another indictment of Donald Trump? His route to Harvard Law and to a heroic role in the preservation of American democracy ran through the State University of New York at Oneonta.