Is the College Admissions Process Morally Ambiguous?

There was a headline in our local paper today about the "moral ambiguity" of characters in a particular TV series. My daughter said she disliked that phrase, thought it seemed over-used to the point that it didn't mean anything. And that was after she'd spent hours working on a history essay about Jefferson, so she clearly grasps the meaning of the phrase.

And maybe I am just in a mood, brought on by a rainy Monday. But it made me wonder: isn't the college admissions process at times morally ambiguous? We tell our kids to work hard, participate in meaningful activities, write thoughtful essays, do well on the standardized tests, and all should work out. But are we really telling the truth? The Huffington Post looked at some 2011 admissions rates and found that based on the highest ever number of applicants, the year is shaping up as a year with some of the lowest acceptance rates ever. Our kids have a dream, do what they are supposed to do, and many won't get into the colleges of their choice.

Maybe it's all the way of the world. For a laugh, look at actions taken by some students (and their parents), have done to get into their college of choice. Bribes, declaring an ethnicity that isn't, etc. There are some good tips, here, too.

Now, I understand that teens need to learn about the real world; that they are usually happy wherever they wind up; and that colleges need to keep up their standards so that appear as selective as possible. Oh well, maybe I am confusing moral ambiguity and life.

But here's an antidote to all of my kvetching. Just read about these kids, chosen as Times Scholars by The New York Times.

First Campus Visit -- A Way to Get Into the Head Game of College

My daughter, a friend of hers and I embarked on that critical first step, the one that brings college just a bit closer. We took a group tour of Rutgers University, the State University of New Jersey.

It was my first tour, so there's no way I can compare -- yet. But it seemed to be a good overview: an hour with an admissions officer talking about the school and answering questions, and an hour on a bus touring the campuses that make up Rutgers -- and seeing a model dorm room. Certainly the tour left the girls interested and me better educated about Rutgers and its strong points.

Thank you, Rutgers, for giving two teens their first whiff of higher academics, and encouraging them to start focusing more on their pathway to college.

Student Newspaper -- Good Training that Goes Beyond Writing

I've just been reading the February issue of The Columbian, the student newspaper at our daughter's school. Wish I could share it with you, but it is not online. That's a shame.

It's an impressive display of student thinking, writing, art and whimsy. And it's also an incredible amount of work. The students need to plan, adhere to deadlines, work as a team (not particularly easy for adults, let alone teens), coerce and charm fellow students into getting their assignments done and try to understand school politics.

The editorial this month looked at an event that had occurred in the fall. A student-painted mural called "We the People," created by an AP U.S. History class, was removed by school officials. Nothing was said before the removal and no one had any comments after the deed was done. I have no idea why the mural disappeared and why the administration isn't talking. But I do believe the paper's editorial board handled the issue well.

The editorial began by acknowledging the high degree of freedom the paper has in reporting on news. Then the editorial outlined all that the editors tried to do to learn about what happened to "We the People."

Although they could draw no conclusions because the editors still had no facts, the editorial still managed to raise the issue and teach a lesson on the value of freedom of speech.

Nice work. And congratulations on a fine school newspaper.

Moms and Their Teens - Letting Go

There's a new novel by Karen Russell, Swamplandia, which is getting fine reviews.\

Swamplandia! is set in a down-at-the-heels tourist attraction in Florida that spotlights alligator wrestling. It's about the wonderful and bizarre family that runs it, and a big old bear named Judy Garland. Haven't read the book (yet?), but the reviewer said that a line at the end of the book sums up the book's focus: “mothers burning inside the risen suns of their children.”

Not sure I fully understand the meaning without reading the book, but let me give it a shot. The line could apply to any mother, from Mama Rose in Gypsy to ordinary moms. We're the ones who don't want to relive/redeem our own lives through our children, but who just plain hope we've given them all that they need to succeed, be happy. And, I'd also suggest, we also hope that we can pinpoint some parts of ourselves in that success.

Here's a related article by Harold S. Koplewicz, MD, president of the Child Mind Institute, on letting go of your child, when the time comes. He looks at it from the transitional point of the high school senior/college freshman.

From this parent's perspective, the first 18 years of our children's lives amount to a crazy, meshed process of being protective and supportive and always there while at the same time letting go, bit by bit. If we wait till they are off to college, I am not sure either mom or child is then fully prepared (or able to cope) with the next phase.

As Dr. Koplewicz says, college is just another transition point. Our children will still need us, for which I am mightily glad.

Thanks, Andrea, for sharing this site with me.

Can It Be? FAFSA a Detriment in Admissions?

It's come to this: need blind is dead. Some colleges today are more likely to accept students who can afford the college. I don't think we're at the money-trumps-qualifications stage yet, but it seems to me it's a slippery slope.

Here's a news report that looks at the latest admissions angst.

Williams has begun admitting more international students able to pay the full cost of tuition, and this year it will once again include loans as part of financial aid packages. The article also says Middlebury and Wake Forest have begun to look at the financial aid status of wait-listed students when they consider admission. Tufts University, which used to admit all students on a "need-blind" basis (students were admitted regardless of ability to pay in 2007 and 2008), is once again "need-aware" for some applicants, which means it looks at the applicant's financial status. some noted schools that still have need-blind admissions are raising costs for higher-income families.

From the article: "Mark Kantrowitz, founder of FinAid.org, a financial-aid Web site, estimates that about 5% of the application pool may increase their chances of being admitted by not applying for aid—with international and wait-listed students seeing the greatest benefit. If the school does practice need-blind admissions, he says, ask if that policy also applies to international or wait-listed students."

It's possible we may be facing a new era of admissions. The view isn't pretty.

Sewanee Cutting Tuition -- Cue the Applause

Sewanee: The University of the South is cutting tuition 10 percent. Schools just don't take this step -- and those that have are generally small, unknown.

Sewanee, located the highlands of Tennessee, is noted for its English Department in part due to a bequest from playwright Tennessee Williams. The college is not exactly altruistic in making this move. It believes that doing so will allow it to compete more effectively against state colleges such as UVA and UNC, two colleges to which it loses students it has accepted, and against private colleges such as Vanderbilt and Washington & Lee which are, of course, increasing tuition.

Last September I suggested we start the Tuition Coalition, a means of banding together to decry the high costs. Right now it's still a group of one, but as sole officer of the coalition, I hereby bestow our highest honor on Sewanee. Here's to doing the right thing, whatever the reason!

Colleges, Think About Your Messages

Ever since our daughter took the PSATs as a sophomore, she has been swamped with emails and letters from colleges. She is astounded by the silliness of the correspondence.

As she says, they all say the same thing, in slightly different format: 7 "Must-Know Campus Visit Tips," "Four Things You Need to Know about College," take the "Your Personality...Your Major" online quiz, another quiz called "Major Decision Time," "5 Expert Tips about Scholarships and Financial Aid." And so on, and so on.

Hey guys, sophisticate up. These are hokey, silly and a waste of money -- at least that's how the teen in this household perceives it.

Is There Any Time for Good, Old-Fashioned Recreational Reading?

Amidst all of the homework, the prepping, sports, clubs, socializing in person or online, getting a little sleep, is there any reading of unassigned books going on?

First, my personal confession. Though I read print newspapers and periodicals, my weak showing in book reading is a personal embarrassment. How can I urge our teen to read books of her choosing (but not necessarily ones she had read before) when I am not doing it myself.

There is an interesting trend -- an uptick in reading among young people who use e-readers.

If it takes an electronic delivery system to get teens to read, well, I am all for whatever works to broaden their reading menu, give them something new to consider, or allow them to provide an interesting response when asked by an admissions officer what they've been reading.

My husband reads lots of real books. He sets a good example. I do not. So I am going to start reading again. And to hold my feet to the fire, I will report once a week (or so) on what I've read. Who knows, there may still be a book club in my future.

Sophomores Look Ahead to All Important Junior Year

One of the guidance counselors at our high school shares what she is telling sophomores now as they begin thinking ahead to next year.

“It is important that students choose their classes carefully for their junior year. They should discuss with their teachers the right levels to take. And they should work at the most difficult level at which they can experience success.”

On their own, she says, they should start considering their summer activities. “If they have an idea about what they are interested in studying, they should begin exploring summer programs. Many are listed in Naviance. Summers are also a good time to seek employment and volunteer work.”

Finally, she reminds us about something we've discussed before -- something that can be done now to ease possible headaches down the road. “Sophomores should be listing all of their activities, honors, awards, athletics, volunteer work and employment now in the resume builder in their personal Naviance accounts. This will greatly ease some of the burden of the application process during senior year.”

And as always, the College Board has specific advice for sophomores. So there you have it -- more homework for sophomores.

A Postponed and Evolving Post about Girls/ Are We Giving Them the Right Stuff

It all started a few weeks ago when I was looking at a Bloomberg Business Week. I flipped through about 15 pages in a not particularly thick publication before I found a woman -- any woman -- in anything other than ads. I had looked at page after page of mostly white men who were heads of companies or serving on boards and wondered why more women weren't on these pages.

I had gotten this far when our daughter saw what I was writing and told me this wasn't really related to college admissions. I thought that maybe she was right, so I put it aside.

The post is back, after I read some facts backing up my concern. In the current issue of the same magazine, an article asks, Business Plan Contests: Where Are the Women?" It's about contests for student entrepreneurs, of which there are about 100 in the U.S. Apparently only about 20 percent of the entries are from women.

Entrepreneurship experts blame a lack of confidence and bluster, fear of risk and an ongoing lack of women in engineering. And guess where the problem starts! With us, in our girls' childhood. As one woman says, "You have to be able to toot your horn in a way that we're not seeing women doing." We don't seem to teach that skill to girls.

Some of these competitions are now focusing on increasing women's participation. Meanwhile, what can we do as parents to ensure that our daughters are ready, and eager, to take chances in their careers? What can we do to let them see and grasp options that go beyond the standard "girl" choices.

I can't believe we still must ask these questions in 2011.

Help from an Expert on Financial Aid Questions

Here's a seven-part series, a financial aid Q&A that, if you are patient in reading through it, you are bound to find useful.

It looks at a number of issues related to the FAFSA as well as more arcane financial aid questions.

One thing we should all remember: if financial circumstances change (loss of job, substantial decrease in salary or loss of a minor's Social Security benefits when he turns 18, for example) it is difficult to make this clear on the FAFSA form, particularly if the event occurs mid-year and is not reflected in tax forms. That's when you call the financial aid office of a school your child is interested in or has been accepted by. And you ask for a professional judgment review, aka a special circumstances review or financial aid appeal. Once the college has the required documentation of this change in situation, it will make an adjustment to the FAFSA form. By the way, colleges are not required to make this adjustment but have been strongly encouraged to do so, in a letter from the Department of Education.

Happy reading!

There's Value in Old-Fashioned Science Fairs

I've decried the lack of research paper assignments. Today my old fogey remarks are related to science fairs.

President Obama recently said that science fair winners should be celebrated just as much as Super Bowl winners. Science fairs seem to die out after middle school. We need them in high schools. These fairs, for decades, enabled students who might not have considered themselves scientist material to think about science as a career. Michele Glidden, of the nonprofit Society for Science & the Public, said, "Science fairs develop skills that reach down to everybody's lives, whether you want to be a scientist or not."

Of course, one of the reasons the fairs are becoming so rare is that teens are too busy doing other things to help them get into college -- and yet the fundamentals learned in doing these projects might help them be more successful students and more engaged citizens than some of the other activities. And, these fairs help students get excited about science in ways that classroom learning just can't elicit.

My high school didn't have science fairs. That was a pity. Our daughter will be participating in one later this spring -- a group endeavor. So not only will she gain more knowledge about the subject but she and her peers will also gain more experience in collaboration.

Metacognition -- Useful Skill or Just Hokum?

As parent of a sophomore, I am most interested (right now) in making certain our daughter has the learning skills she needs to succeed in school, college and life. That's why I am intrigued when I read about techniques to help students learn and study.

I am currently fascinated by metacognition, defined, at least by one source, as awareness or analysis of one's own learning or thinking processes. Here's some background on the subject, which opens with a tantalizing question: "Why do some students in a course perform better than others of roughly equal ability?" the article describes discussions on the topic at the recent annual meeting of the Association of American Colleges and Universities.

By the time kids get to college, you would hope that they know how to learn. We all know that isn't true, and I can sympathize with professorsa who want to focus on content, not how- to-study-seminars. So, is there anything to this? I don't know, but while I was investigating the subject I found this list of questions based on metacognition fundamentals.

I may use some of them to keep me on course when I am trying to sort through a project or assignment. I'm all for anything that brings clarity -- and self-awareness, even now.

Some Straightforward Guidance on Admissions

One of the benefits of blogging is that I look at so many other writers, whether in blogs, print or even TV. I am especially impressed with work I see on the Patch, the online news platform backed by AOL that can be found across the country, dispensing local news and prompting discussion.

Here's a two-part discussion on admissions from the Annapolis, MD, Patch -- from the private and public school perspectives.

I found the private school counselor had the most interesting, commonsense points. And I also learned about an organization I didn't know about: the Education Conservancy, which describes itself as "a non-profit organization committed to improving college admission processes for students, colleges and high schools." Be sure to read its manifesto, offering guidance for students and parents.

Wall Street Recruiters' Shallow Field of Vision

Here's some commentary from The Atlantic on the issue of why Wall Street primarily seems to hire Ivy graduates.

What does that have to do with the undergraduate application process? Well, I think it has something to do with why kids want the most highly selective/big name schools. They perceive advantages that are economic and prestigious. As the piece points out, there are just as bright kids in other schools, but it's easier to recruit from a handful of places, rather than having to travel all over the country looking for those who might make the cut.

It's all crazy. But it is also how the game is played, at least now. So how should we advise our teens when increasingly the ability to make a living plays into decisions our teenagers have to make about colleges?

How Long Does It Take To Graduate from College?

In New Jersey, it takes a long time.

The chances of getting out of college in four years is 50/50. At schools like Montclair State, Kean University and William Paterson, not even a third of the students gain their bachelors' degrees in four years.

That's part of the findings of a Star-Ledger analysis of graduation rates from 27 schools in the state.

These are scary statistics, especially since some students seem to be fighting a vicious economic circle. Sometimes it is because the students are working long hours to pay for their education, causing them to spread out classes. In other cases, the schools, due to cutbacks, offer fewer courses and it takes longer for students to get the requisite courses for their majors. Or it costs them more as they try to take needed classes in the summer or over winter break.

The economic side of this story is reinforced by specific numbers: 90 percent of Princeton undergrads graduate in four years, Rutgers comes in at 49 percent and at New Jersey City University, in Jersey City, only six percent of freshmen graduate four years later.

And these are 2008 figures. The numbers are probably getting worse -- though some students may have had greater economic incentive to have finished on time because there was simply no money to prolong the undergraduate experience.

I wonder, in a highly competitive job market, if an employer might not prefer a student who finished in four years rather than someone who took five or six. Unfairly or not, the undergrad who took longer may look less ambitious, more like a dawdler.

What do other states' graduation rates look like? I don't know, but here in the Garden State, our college kids are not flourishing.

How Can We Help Our Children Feel Better about Themselves?

It's never good to worry and stew. It's never good to be depressed. But somehow it's even worse when it's a young person who's affected.

Two friends pointed out this article to me. It's about the emotional health of college freshmen -- the lowest it has been in 25 years, when the annual survey was started.

These students -- only 52 percent of whom feel their emotional health is above average -- come to campus under stress. Some are even already taking medication to ease their pain. The economy isn't helping, as they worry about the cosst of college, their own diminished outlooks for jobs and the debt they have taken on to get an education that may not land them any job, let alone a fulfilling (and maybe even decently paying) position.

What's even more upsetting to me as the mother of a girl is that the gap between boys' and girls' emotional health is widening -- and not in the girls' favor. They were more likely to seek help from campus professionals than boys -- but they were also less likely to do the activities that might ease stress, such as sports and exercise and more likely to do volunteer work, help out their families, activities which may not help with stress relief.

And I found this comment by one of the researchers equally upsetting. "Women’s sense of emotional well-being was more closely tied to how they felt the faculty treated them,” she said. “It wasn’t so much the level of contact as whether they felt they were being taken seriously by the professor. If not, it was more detrimental to women than to men.”

She added: “And while men who challenged their professor’s ideas in class had a decline in stress, for women it was associated with a decline in well-being.”

The economy will recover, though there will be long-term ramifications that will greatly affect our children's futures. But what I want to know is why our girls still feel this way in the classroom, the way I sometimes did decades ago.

Thanks to Andrea Axelrod and Amy Engel for passing this news along.

Do You Know Where Your Teens Will Be This Summer? Part 2

Yesterday we heard the parent perspective on how their teens will spend the summer. Now, three professionals speak. First, an admissions officer.

She states at the beginning what our panelists already figured out. "As long as the student is doing something productive, we have no preference for how the summer is spent."

Then she adds, "There are some activities that are going to be more notable than others. Highly selective programs that don’t require the student to pay are impressive. (In New Jersey, Governor’s School and the New Jersey Scholars Program come to mind.) We also love to see students who work full time in a less-than-glamorous job, particularly if those jobs are a big contrast to their normal, upper-middle-class suburban lives. In fact, when I give info sessions, I often say 'look for a job.' (I used to say 'get a job' but given the economy, that’s not always easy.)

She also pointed out, "More and more students are doing research or doing college summer programs these days. While those activities are useful for the students, I think there’s a sense that they’re going to impress us more than other activities, and they don’t.

"Finally, we essentially ignore all those national leadership forum opportunities, People to People, etc. There’s nothing wrong with them, but they’re not all that competitive and of no greater value than other experiences. That’s not to say that the experiences can’t be enriching for the student; they’re just not that unusual."

Linda Auld, of Suburban Learning Center, recommends summer standardized test tutoring for students who need more than testing strategies: "So it's really remediation in reading comprehension, writing skills, or math concepts which will help them with the SAT or ACT but more importantly will help them develop the skills they will need to do well in their academic classes. I often use the idea that we are 'prepping' for the SAT/ACT to motivate high school students to work on academic skill development."

Now, from a high school teacher's perspective. Lauren Fazio says, "Since I teach writing, many of my seniors come to me for help with their applications, more specifically the short answer sections. I did see one college (it was definitely an Ivy, but I don't remember which one) that explicitly asked the question, "What did you do last summer?" My student was able to talk about a church retreat, a class she took, and books she's read -- definitely more personal than the other questions, and shows an active applicant. I think that's the bottom line--as
long as they do something.

"But, I still think this is prime time to explore options and paths
they might want to revisit later, not just for an impressive resume
(though that's always nice) but for something to talk about in an
interview, write about in a common app short answer, or nurture as a
passion later.

"They might learn from being a camp counselor that they want to teach young children (or DON'T want to teach young children). Or if they volunteer in a
hospital, they may learn how to care for others--a skill that extends
far past hospital walls. Or if they take a photography class, they
may develop a passion (and a portfolio to show colleges later). At
the very least, any of these avenues will give them something to say
when colleges ask, in writing or in person, 'What significant event or
activity has changed your life?' And with so many demands on
them during the school year, summer is a great time to devote the
hours. They're less likely to resent the hours they spend doing
something that, without the resentment, they may end up loving."

One final comment from our admissions officer panelist. "One thing I have noticed is that it’s hard to quickly find what the student has done in the summer, given the way the Common Application is structured. The only way we know what’s a summer activity is by the length of time (# hrs/# weeks) spent on the activity and if the student actually tells us. I would love to see the summer separated from the overall list, but that’s just my personal preference."

Summers do matter -- but there are many ways to make them worthwhile, fulfilling and fun for our teens, as well as attractive to colleges.

Do You Know Where Your Teens Will Be This Summer? Part 1

It's snowing here in New Jersey, but the pressure is already on (well, I feel it, anyway) to begin making plans for the summer. Educational, test prep, volunteer work, jobs? I asked the Mom's College Cram Course panel for thoughts on how teens should spend their summer vacations.

Today we'll hear from parents; tomorrow, from the professionals.

Kim Cook makes it simple. "Summer job, summer job, summer job! Preferably one they start during sophomore or even freshman summer and stick with to the end of high school. Doesn't matter how lowly - scooping ice cream imparts just as many valuable skills and life lessons as a fancy expensive program in some exotic locale. They learn how to deal with people good and bad, to be responsible for time and money (theirs and someone else's). They may learn what jobs they DON'T want to settle for down the road! Returning a second summer, or working part time through the school year, shows consistency and the added responsibilities look good on their resume."

Jeanne Hogle's children are following a similar path. Her daughter, a junior, will start off her summer with a 10-day medical conference in Philadelphia for teens interested in entering the medical field. It's an expensive 10-day seminar, which she is paying for herself through a school-year job, where she will likely work after the seminar. She will also volunteer at her church.

Her son, a sophomore, will also volunteer at church and is intent on finding a job. But Jeanne also wants to figure out ways to keep him motivated and on track, and is also thinking about SAT prep.

Sarah Wohlenhaus said her daughter will mix work and volunteer efforts, continuing at a summer camp again and possibly doing something with the Habitat for Humanity group in this area.

Tina Squyres says her family philosophy, given the stresses of the school year and how little free time our kids have, is to allow their daughters to do something that recharges their batteries and enables them to do something out of the ordinary. "Both of my kids have had very different ideas about what that is," she added.

"My older daughter participated in the Johns Hopkins Center for Talented Youth (CTY) summer programs and really loved them. She also did non-CTY engineering and medical programs since she was interested in the two careers. That was very helpful in her opinion because she realized that she liked the science behind engineering but not the application. The medical program also solidified her interest in pursuing a career in medicine. Their younger daughter has opted for travel and performing arts programs.

Tina also pointed out that both daughters are required to work the summer after senior year of high school to earn money for college expenses. "My oldest daughter did, and enjoyed it, but I think her experiences during the previous summers were invaluable to her maturation."

As Jeanne said in conclusion, "I really do not know if it makes any difference if they attend a program, go to camp, or work. With the exception of the 'goofing-off' option, I think any activity, showing an interest in SOMETHING, is a positive."

Understanding What Drives Us Crazy about Our Teens

Teens. The teen brain. Teen moods. Teen inconsistencies. Oh, and the "You don't understand..." line. The New Yorker ran a cartoon recently. Mom in teen girl's room, saying to her daughter: "It's you who don't understand me -- I've been fifteen, but you have never been forty-eight."

Aside from the laugh, here's my take-away. We all survive the teen years and most of us turn out all right. And teens simply cannot know (or appreciate) what they have not experienced or witnessed. They don't know the trouble we've seen. (And that is okay, too.)

I am an eclectic reader of periodicals. Around the time of that cartoon, I also read a well-done piece, "What's Really Going On Inside Your Teen's Head", in Parade.

Scientists are now looking at why teens seem to forget what they once knew; why they can be so bright and yet so clueless; and why all that sleep really is necessary. Read the article. It just might help.