G E O R G E T O W N  P R E P

C O L L E G E  C O UN S E L I N G
 

H A N D B O O K
 

 

TABLE OF CONTENTS

INTRODUCTION	THE APPLICATION ESSAY
PUTTING TOGETHER A LIST OF COLLEGES	THE SCHOOL REPORT/COUNSELOR RECOMMENDATION
WHAT KIND OF COLLEGE DO YOU WANT?	PREP'S APPLICATION DEADLINES
SOURCES OF INFORMATION ON COLLEGES	TEACHER RECOMMENDATIONS
JESUIT COLLEGES AND UNIVERSITIES	THE INTERVIEW
YOUR TRANSCRIPT	FINANCIAL AID
SENIOR COURSE SELECTION	INFORMATION FOR INTERNATIONAL STUDENTS
STANDARDIZED TESTS	THE STUDENT-ATHLETE IN THE PROCESS
COMPLETING AN APPLICATION	THICK ENVELOPE OR THIN?  THE WAIT LIST
APPLICATION DEADLINES AND RELATED TERMS	STATEMENT OF STUDENTS' RIGHTS AND RESPONSIBILITIES
APPLYING EARLY	SUMMARY OF PREP'S POLICIES AND PROCEDURES
ACTIVITIES	WHERE HAVE THEY GONE?

 

 

 

INTRODUCTION

To our juniors:

Applying to college is an intense and lengthy process.  It can also be confusing and anxiety-ridden.  It is a time when you will be asked to evaluate yourself – your strengths and your weaknesses, in ways you have never done before.  It is a time when you will be making important life decisions, perhaps for the first time as a young adult. 

Through it all, it will be easy to lose sight of how much control you have in this process.  This manual was prepared to provide you with some of the answers to the questions you might have as you face the year ahead of you.  The more you know, the better you are able to take control, and the greater the likelihood that you will make informed and reasonable decisions.  Though it is you who must ultimately make these important decisions, perhaps the most important point to remember after reading through this book is that there are people at school ready and willing to assist and guide you. 

Mr. Maczynski

Ms. Ciccone
 

 

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PUTTING TOGETHER A LIST OF COLLEGES

The process of selecting the colleges to which you will apply, and eventually the one you will actually attend, is very personal and should be undertaken with careful consideration.  The process must also be accompanied by an honest and realistic self-assessment.  By the end of your junior year, you should have a working list of about twenty or so colleges which you should investigate during the spring and summer.  By the fall of your senior year, you will have deleted schools from the list and added others.  Your goal is to develop a final list of about six schools, any one at which you would be happy and successful if you were to find yourself there as a student. 

Many students develop a final list of schools which includes three types: a couple of "reach" schools – colleges you would like to attend but for which you do not quite "fit" the profile of a typically accepted student, or for which you "fit" but the school is so selective that it turns away many "qualified" applicants; a couple of schools where your chance of acceptance is more reasonable in that you "have what they are looking for" or exceed the averages, but where a good number of qualified students are not accepted; and a couple of schools where your chance of getting admitted is very likely: you fit the profile and most qualified applicants are accepted ("safety" schools).  Keep in mind that there is no such thing as a guarantee or a sure-shot acceptance for anyone.  Also, you should not apply to a "reach" school that is too much of a reach if the academic environment you would face there would be overwhelming or burdensome.  Nor is much accomplished by going through all of the work of applying to a school just to see if you can get accepted if you have no intention of attending, or by finding out how many colleges will accept you – you can only attend one college!

In their book, College Match, published by Octameron Press, Steven Antonoff and Marie Friedemann discuss ten myths about the college selection process.  They are:

Colleges are either good or bad.  By whose criteria is the "goodness" or "badness" of a college measured?  Instead of asking the question, "Is X a good college?" you should ask, "Is X a good college for me?"

Future employers and graduate schools give an edge to those who have degrees from prestigious universities.  Not necessarily.  Employers and graduate schools are much more interested in your accomplishments and what you have to offer than the name of the college you attended.

Colleges always choose the "best" students.  The admission process is a human one, and it might not always be what you would consider to be fair.  You might be admitted to schools which are not appropriate for you.  Other students, less qualified than you, might be admitted to schools which you wanted to attend but which did not admit you.

Schools that cost more are of higher quality.  The cost of a school says a lot about its size, its state support, its endowment, how well (or not) its finances are managed, and many other variables. The cost says nothing about the quality of the education at the school or whether or not it is the right school for you.

The more rigorous the admission standards, the higher the quality of education.  Wrong.  Admission statistics could have a lot to do with one of the school's athletic team's recent performance, its being mentioned in a national magazine, or its sweatshirt being worn by someone on a popular television show.  Many excellent colleges have applicant pools that are self-selective, and so their admission rates are higher.  Many state schools have quotas for in- and out-of-state students.  The numbers have little to do with quality.

Cost is really important in determining where I can go to college, so I may not be able to attend the college I want to attend.  It is true, unfortunately, that ability to pay for your education is playing a larger role in the admission process today than it did a few years ago, but ability to pay should not be your first criterion for not applying to a school you would like to attend.  There is a lot of money available from many sources to help needy students pay for college – you just have to do a lot of research, take an active role in the pursuit of assistance, and be creative.  See the chapter in this handbook on financial aid.

Test scores are the most important criterion in college admission .  You will read more about this later in this handbook, but the fact is, this is not true for most colleges.  Because of the changes which have taken place with the SAT content and scoring, some colleges have even made the SAT optional.  Many state universities, the military academies, and some technical and engineering schools do use cut-off scores, but the vast majority of colleges look at all parts of your application and what you will bring to their campus community.  Your standardized test scores might get you into the ballpark of the applicant pool, and they may keep you out at other places.  But in the end, for most colleges, your high school transcript (school, courses, and grades) will be most important. 

There is only one perfect college for me.  There is no perfect college, and each year thousands of students transfer from the schools they thought were perfect.

I am a failure if I do not get into College X.  There are many reasons you might not be accepted to a particular college.  Perhaps this year they are looking for tuba players from rural areas.  Remember that you are in high school in one of the best educated and most college-bound areas of the country.  Competition is tough, and a denial is not necessarily a reflection of your qualifications.  Please don't judge your own self-worth by a single college's acceptance or denial.  You're better than that.

Some secret strategy can get me admitted to a college.  In our society and neighborhood, where money can buy almost anything, it is easy to believe this.  Impressive letters of recommendation from famous people and gimmicky application or essay approaches will not get you into a school.  YOU and your record will get YOU into a college –perhaps with a lot of guidance, assistance and support – but it will be YOU, and there is no secret strategy for any school.

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WHAT KIND OF COLLEGE DO YOU WANT?

There are some questions that you can ask yourself as you start to put together an initial list of schools you will investigate.  If your answer to any of the questions is "I don't care," or "That doesn't matter to me," then you are probably not approaching this task seriously enough.  Four years is a long time to spend in one place!  This is an important decision!

Do you want to attend a college close to home or far away?  Within a three-hour drive?  Within an hour's flight?  Across the country?

If you want to move some distance, do you have a preference for the Northeast?  the South? the West?  Do you like mountains?  the shore? Do you like mild winters?  Do you want easy access to skiing? to beaches?

Do you want a small school, a medium-sized school, or a large school?  Does it matter to you that you have classes with 400 other students?  with 800?  with a professor who teaches via closed-circuit television?  Do you like a more intimate community in which everyone knows everyone else?  Do you enjoy close relationships with your teachers?

Would you like a large research university or a smaller liberal arts college?  Do you mind being taught by graduate students?  Would you like to have state-of-the-art labs available for your use?  Do you want to have hundreds of courses available to you?  Would you like to take a liberal arts oriented core curriculum before pursuing your major? 

Do you want to attend a private school or a public school?  Do you want to continue your education at a Jesuit institution (see following list)? 

Would you prefer a city campus?  a rural setting?  a small town?  a college town?  a school in the suburbs?  a traditional tree-dotted campus with old buildings?  a new campus with high-rises?

Do you want to attend a college with a competitive academic environment?  Do you prefer a semester system or quarter system?  Do you like the idea of having January off?  How many classes can you take at one time?  How much time do you want to spend on homework?  Is there a policy regarding this?  Does a school having an honor system appeal to you?

Do you want to attend a school with a diverse student body?  with an equal number of males and females?  with a large minority population?  with a large number of international students?  Would you like a noticeably conservative environment?  a school with a traditionally liberal reputation?


Do you know that you want to study in a particular field?  Is that available at the schools you are considering?  Are there certain resources relative to your possible field which you would like to see at your school? Do you want a school with a pre-med or pre-law advising program?  Would you like to study abroad for a semester or a year?

Do you know you want to play on a particular sports team?  Division III, II or I?  Do you want an active intramural program?  Would you like a school with a nice theater program?  a well-known campus newspaper?  a debate team? 

Do you want to attend a school with single sex dorms?  Do you want to belong to a fraternity?  Do you want to attend a school where the social life revolves around the dormitories?  Do you want to be able to have a car on the campus?

How much does the school cost?  What kind of financial aid is available?  If you receive aid, will you have to get a job?  How much of your aid will you have to re-pay? 

What percentage of the freshman return for their sophomore year?  How many graduate in four years?  What do the graduates do after they leave?  Is there a career counseling center?

***

There are more than two thousand four-year colleges and universities in the country.  The college you select should fit YOU; the only colleges which deserve the title good, better, or best, are the ones that are such for YOU.  Chances are, you will be able to find a half dozen colleges which have all of the characteristics you are seeking.  Invest yourself in your search and in this process.  Don't forget that you do have control, but also responsibility.  The "process" involves three primary decisions, and YOU make two of them:  Where you will apply and which school you actually attend among those to which you were admitted.

Gary Ripple, the former Dean of Admissions at Lafayette College, quoted in Money Magazine's 1990 College Guide, said, "Too many families act as though they must find the one right school.  But you're not looking for a needle in a haystack.  That will make you crazy.  You're searching for a school where you'll do well and be happy, and there are probably dozens of schools like that for each applicant.  Most people who put in the time and effort to make an informed decision are going to have a good outcome."

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SOURCES OF INFORMATION ON COLLEGES

There are many sources of information on colleges of which you should take advantage.  The type of information available from these different sources is as varied as the sources themselves.  Do your college investigation homework with the help of the following:


Mr. Maczynski and Ms. Ciccone are available to help you weigh the pluses and minuses of different colleges and they can help steer you in the direction of schools that might be good matches for you.

Prep graduates and other current students-- Perhaps the best source of information on a college is someone who is a student there now.  The College Counseling Office can tell you which former Prep students are enrolled at a school in which you are interested.  (See list at end of this manual.)  A directory of the e-mail addresses of Prep alums can be used to reach most of those alums in college.  The office also has a file of completed questionnaires from Prep graduates arranged by college.  The questionnaires ask a variety of questions on all aspects of life at that student's college.

Alumni-- Information from people who have already graduated from a college is obviously not as current as that from a student attending now, but alumni are nevertheless a valuable source of information about a college.

College admission publications-- Colleges and universities spend millions of dollars each year on the production of literature designed to inform you and educate you about their institutions.  The College Counseling Office has catalogs and viewbooks from several hundred schools available for your perusal.  College catalogs are not very interesting books, but they do contain some information you might find helpful.  Included in them are academic and student life policies, requirements for degrees in all of the departments at that school, a listing and description of all of the courses offered, and a listing of the faculty members.  The viewbooks are the slick and photo-filled marketing tools which are designed to show you what the campus is really like.  The text is brief, but most viewbooks list programs available at the school as well as its activities and organizations.  They also contain practical information on the admission procedure, as well as financial aid information.  Many viewbooks have applications inserted in them.

Writing for your own information-- If you have not already, you will be receiving literature from many colleges and universities who have purchased your name and address from any one of a number of sources.  Chances are, however, there are schools about which you will want to learn more, but for which you have no information of your own.  The College Counseling Office has available postcards which you can use to request catalogs, viewbooks, applications, and other information from colleges.  You need only write in the name of the school and its address, your name and address, check off what you want to receive, put a stamp on the card, and drop it in the mail.  You can have as many of the postcards as you want. More and more students are using e-mail to communicate directly with colleges, and through your internet access at school or at home, you can do the same. 

Guidebooks-- There are probably a couple of dozen college guidebooks available at bookstores.  The College Counseling Office has most titles available for your use.  The guidebooks fall into two main categories: objective or comparative guides, and subjective or ranking guides. The first type includes such books as those published by Peterson's, Barron's, Lovejoy's, Arco, and the College Handbook by the College Board.  Most of the information included in these guides was obtained directly by the publishers from the admission offices.  They provide quick-reference information and a lot of statistics.  Be careful!  Statistics can be manipulated to suit the needs of the person or institution presenting them.  The subjective guides include those by Fiske, the Yale Daily News, Gourman, Rugg, William Buckley, Princeton Review, and Kaplan. When reading these guides and reviewing the manner in which they rate various aspects of the institutions they are discussing, keep in mind that you are reading the opinions of only a few people.  On the other hand, even though the information will be two or three years old, it is possible to read several such descriptions and put together a good idea of what life at the school might be like. 

World Wide Web and Internet--  Most colleges and universities have home pages on the World Wide Web.  What you will find on the pages will vary greatly from college to college, but typically you will find the most current and detailed information available about the school and its application procedures.  Some sites include "virtual" tours, and others allow you to apply electronically to the institution.  Most sites have some sort of e-mail link to communicate directly with the admission office. 

Videos and CD-ROMs--  Although most colleges are now investing more in their web pages, many have produced videos and CD-ROMs for admission office use.  Some schools will automatically send you a copy of their video or CD-ROM if you are on their mailing list; others will send you one if you request it.  Some may charge for their videos, and there are a few companies which specialize in producing college videos and selling them to prospective applicants.  The College Counseling Office has available over 150 VHS video tapes from a variety of schools. The office also has a VCR and monitor for you to use.  You may borrow the videos overnight if you prefer to watch them at home with your parents. The collection of CD-ROMs is smaller but growing.

Prep's Admission Statistics Information Book-- If you like numbers, you will probably enjoy looking through a book which contains the admissions history of recent Prep graduates at more than 150 popular colleges and universities.  The information is presented not by the name of each student, but by his grade average and verbal and math SAT scores.  The information allows you to assess how realistic a school might be for you based on these numbers.

College fairs-- All of the Jesuit colleges and universities in the U.S. visit Prep as a group in the spring at our Jesuit College Night.  The College Counseling Office has information on this event.  Later in the spring, Prep joins with several other independent schools in the area in hosting the Washington Area Independent School College Fair.  At this event, representatives from about 150 colleges and universities will be available to meet with prospective students and parents.  The National Association of College Admission Counselors sponsors larger college fairs around the country which bring together representatives from a few hundred colleges.  Information on the fair in Northern Virginia, held in the fall, and for Montgomery County, held in May, is announced by the College Counseling Office.  All of these fairs are good forums for you to talk briefly with the representatives, pick up literature, and put your name on their mailing lists.  The best time to visit the national fairs is in the evening when the crowds are smaller. 

College representative visits at Prep-- Each fall (and increasingly during the spring), more than 100 colleges and universities send admission representatives to Prep to speak with students and answer their questions.  The presentations are a convenient way for you to establish contact with an admission office and to learn more about the school and its application procedures from someone working there.  The meetings are also a good chance for you to learn more about schools about which you might know very little.  You should attend at least a couple of the meetings just to find out what they are like and to hear what an admission officer has to say to prospective applicants.  One added benefit to the meetings is that, in many cases, the representative will be one of the people who will be reading the applications from Prep and then contributing to the decisions made by the admission office. It is definitely to your advantage if that person gets to know you as a person rather than as just another application.  You are permitted to miss class to attend the meetings with college representatives, as long as you: sign up in advance in the College Counseling Office, inform your teacher before the meeting takes place, and are not excessive in missing class for the meetings.  You may not be able to attend a meeting during a class period in which a test is scheduled.  Arrive at the meetings on time and with at least some knowledge of the school so that you can ask informed, intelligent questions and make a good impression.  Locations for the meetings are announced by the College Counseling Office.

Campus visits-- Before you become too serious about attending any school, it is very important that you spend some time there to "get a feel for the place."  Spring break, summer vacation, and weekends are good times for you to visit campuses, and you should do so with your family at those times.  All admission offices offer campus tours and information sessions for prospective students.  You should try to revisit those schools in which you are most interested, however, at a time when classes are in session.  Most college admission offices will help arrange for you to spend a night in a dorm, attend classes, and eat in the cafeteria. The College Counseling Office can help you get in touch with a Prep student at the college, if there is one.  When visiting a college, try to simulate as best you can what life there will be like.  How large are the freshman classes? Do you like the food?  the dorms?  What information can you learn from the flyers posted around campus?  the school newspaper? How are people dressed?  How far do you have to walk to get to classes?  Do the people walking around look happy?  Visit campuses with a critical eye and do your homework on the school before you go.  Prep allows you to miss school to visit colleges.  The necessary permission form is available in the College Counseling Office.  Always call the admission office(s) in advance to find out the times of tours and information sessions.  You can get the names of contact people and phone numbers in the College Counseling Office.  If possible, try to schedule an interview during your visit (see section on interviewing). 

Interested?  A word about the amount of interest you show in a college:  Just about every college will keep track of how much interest you are showing in that school.  They know how many times you have requested information in writing or by phone, they know if you spoke with a representative at a college fair or at a meeting at Prep, and they know if you have been on campus and had an interview.  Regardless of how many times you have been asked to complete an information card for an admission office –on that campus or elsewhere–do it again. Also, remember that the more personal you can make the process, the better it can work in your favor.  Get to know someone in the admission office–that person could be an important advocate for you later.

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JESUIT COLLEGES AND UNIVERSITIES

Having been a student at Georgetown Prep, you are familiar with the Jesuit philosophy of education and the opportunities and challenges it offers.  You may want to consider continuing your education at a Jesuit college or university.  Many give special consideration to applicants from Jesuit high schools; some offer special scholarships for Jesuit high school graduates.  There are twenty-eight Jesuit colleges and universities in the United States:

 

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WHAT KIND OF STUDENT DO THE COLLEGES WANT?

When you are considering what colleges are seeking in their prospective students, realize that the more selective schools to which the majority of Prep students apply typically receive many, many more (sometimes thousands more) applications from qualified students than they can possibly accept.  This means that these colleges are denying admission to "acceptable" students: many with high SAT scores and near-perfect grade point averages. 

Most admission offices think not in terms of a large applicant "pool," but in terms of many smaller applicant "puddles," all of which have their demanding college constituencies.  High grades and test scores mean better statistics in the next issue of U.S. News and World Report, and that makes the President happy.  The coaches are looking for good athletes.  The band director needs a new clarinet player.  The development office is reviewing the applicants for hidden fortunes.  The minority student population is not large enough.  Perhaps you are applying to a college one of your parents attended.  You will be put into a special pool. If you are applying to a Jesuit college or university, you might be put into a special pool.  The examples of divergence from the "usual" process could go on and on. 

Having acknowledged that there are, then, always special factors coming into play, one can nevertheless consider the following several factors which are considered in the admission process at most colleges.  Most of these are discussed in more detail on the following pages.

•         high school performance (most important

•         high school course selection

•         academic rigor of high school and relative performance of students

•         scores on standardized tests

•         out-of-class activities

•         application essay(s)

•         recommendations

•         interview

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YOUR TRANSCRIPT

Your transcript is the single most important part of your application to any college.  You will receive at least two copies of your transcript as you work with the College Counseling Office.  The one you receive in the summer before senior year should be checked very carefully for accuracy.  The following information can be found on your transcript:

Where you are attending high school-- You are fortunate in that you are attending a high school which enjoys a good and respectable reputation in college admission offices.  You should feel confident in knowing that colleges are aware that Prep is competitive and academically demanding, and that its graduates are well prepared for college and life.

The courses you have taken-- The curriculum at Prep is fairly set for your first three years.  Everyone takes a similar course load through junior year.  Some exceptions would be the students who are taking an honors science, or those who are taking a mathematics or language course which is more advanced than what is typically taken in their year. Colleges do take note of such accelerated schedules.  Courses taken during the summer, for either high school or college credit, are also noted.

The courses you are taking in your senior year-- The courses you take in your senior year play an important role in your possible admission to certain colleges, especially the more selective ones.  A separate section of this manual which discusses senior course selection in more detail follows.

The grades you have earned-- Yes, colleges want students who have done well in high school.  As the Director of Admissions at UNC Chapel Hill said, "Performance predicts performance."  Your transcript shows each of your semester grades and your yearly average for each of your courses since freshman year.  Colleges do look back to your freshman and sophomore years.  Your junior year grades, however, being the most recent, receive a more careful review.  When your first semester senior year grades are placed on your transcript and then sent to the colleges to which you are applying, those grades get an even more careful review. 

In most cases, the grades you have earned and the courses you have taken will determine the schools to which you have a reasonable chance of admission.  You can see what kind of student you have been by reviewing your grades just like an admission officer can.  Are you an average student, a poor student, an exceptional student?  Late bloomers are not necessarily doomed.  Admission offices notice trends, both up and down.  Have your grades been getting better with each semester?  Did you have a bad first semester sophomore year?  Why?  Are you stronger in the sciences and math than in the humanities?  These are questions you should certainly think about addressing in your essay or during an interview.  Unless you have applied early somewhere, colleges do not see your quarter grades or your exam grades-- unless you request to have your first quarter senior year grades sent.

Prep's Profile-- Chances are that most of the college admission offices which will be reviewing your application will be familiar with Georgetown Prep.  They will be reviewing your performance relative to your classmates and looking at your course load relative to the courses available. Even if the person reviewing your application is not familiar with the school, however, Prep provides an instrument which will enable such an objective evaluation. 

Like most high schools, Prep compiles a profile, and a copy of it is sent with every transcript that is mailed to a college admission office.  Prep's profile includes the following information:  a brief history of the school, accreditation information, general information on the students and faculty, information on admission to Prep, a brief description of sports and activities available, a summary of our academic procedures, grading scale and program of study, a description of our curriculum, a listing of our Advanced Placement courses, a summary of our course offerings by department, a distribution chart of SAT, Subject Test and A.P. Exam scores, and a listing of the colleges with multiple enrollments from Prep for recent years. 

Explained in the profile is Prep's ranking policy.  Georgetown Prep does not rank its students, and the colleges use other information in the profile to help them judge you relative to your peers.  If you are ever asked about your rank in class, it is appropriate to say that your school does not rank.

In addition to your transcript and profile, we send colleges Prep's secondary school report.  This report will have your name and social security number on it, your average (which you will receive in the summer before senior year), a bar-graph distribution of averages, and a grade distribution chart for junior year courses.

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SENIOR COURSE SELECTION

In your senior year you have the greatest flexibility in selecting your courses, and the college admission offices will be paying attention to your choices.  Specifically, you are able to choose from courses of relatively greater or lesser academic challenge.  If you are applying to a school which is very selective in its admissions, you can be certain that they will be looking for Advanced Placement courses in your senior year schedule.  Not to be taking an A.P. course (or several) may well keep you from gaining admission to a selective school, even if you have always been a good student – especially if you have always been a good student.  The colleges like to see students who challenge themselves academically.  They like to see that you are taking advantage of all that your school has to offer.  This is not to say that everyone should be taking A.P. courses, because they are not for everyone. 

The rule of thumb is this: challenge yourself as much as you can given the courses that Prep has to offer; take senior year courses that are appropriate to your academic record, abilities and interest.  Challenge but do not overwhelm yourself!

You will select your senior year courses in the second semester of your junior year.  When the time comes, discuss your possibilities with your parents, faculty advisor and with Mr. Maczynski or Ms. Ciccone.

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STANDARDIZED TESTS

Most colleges and universities require their applicants to take at least one standardized test for their consideration for admission.  For you, this usually means taking the SAT I: Reasoning Test (formerly called the SAT).  Most selective colleges also require one, two, or even three SAT II: Subject Tests (formerly called Achievement Tests).  In recent years, most colleges have been accepting the ACT in place of the SAT I, and sometimes in place of both SAT I and SAT II.  The ACT is a test which most students should consider taking at least once; by doing so, you could be giving yourself more options. 

Whatever standardized test(s) you take, remember that Prep does not send scores to colleges; scores do not appear on your transcript.  You are responsible for seeing to it that the respective testing agency forwards your score(s), in a timely fashion, to the colleges to which you will applying.

You are also responsible for registering yourself for each of the standardized tests you take.  Registration materials area available in the College Counseling Office, and deadlines are usually announced in the morning announcements.

Following are descriptions of the more common standardized tests.


SAT I: REASONING TEST

The SAT, a program of the College Board and administered by the Educational Testing Service (ETS), is the required or preferred entrance exam for most colleges and universities.  The SAT is a three-hour multiple-choice test designed to measure your verbal and mathematical reasoning skills. Along with the other academic information you provide to the college, the test is designed to predict your readiness for college-level studies and to predict your academic performance in college.  The test is organized into seven sections:  three verbal sections, three mathematics sections, and a section of equating questions.  The verbal sections test your ability to understand and analyze what you read, to recognize relationships between parts of a sentence, and to establish relationships between pairs of words.  Your vocabulary skills are tested using reading passages, sentences, and word-pairs.  The math questions test problem-solving ability in arithmetic, algebra, and geometry.  Most math questions assume you've had a year of algebra and some geometry.  You will not know which is the equating section on your test: it is used to test new questions and to help make statistical adjustments in the test.  The equating section is not graded, and your performance on it will not change your score. 

Registration materials for the SAT are available in the College Counseling Office.  You are responsible for submitting your registration form on time and with the appropriate fees.  It is important that you register for each test you take from the College Board in the same way.  Always use the same first, middle and last names, birth date, social security number, etc., or your scores could be delayed or lost.  When registering, you need not complete the Student Descriptive Questionnaire, but about 90% of test-takers do (refer to the Prep insert in your registration booklet).  The questionnaire asks for you to provide information about your background, your school courses, your grades, your activities, and your college plans.  The information is sent to the schools to which you are reporting your scores, along with your scores. 

When you register for the SAT, you may select up to four colleges, universities, scholarship programs (ROTC, Maryland Scholarship Program), or other programs (Congressman's Office for Academy nomination, private coaching course) to which your scores will be sent.  If you want to send your scores to more than four recipients, you can do so in several ways by paying an additional fee.  Since you will probably take the SAT again in your senior year, it is not necessary to be final about your reporting plans when you register for the test in your junior year.  In fact, it is wise for some students not to have their first SAT scores sent to any college.  If you’re anxious to learn your score before you receive your score report, you can call ETS ten days after your test, pay a fee, and learn your score.  There is also an "urgent" reporting service available, and the phone number and additional information for this service is available in the registration booklet.  n.b. The school code, or CEEB code, for Georgetown Prep, is    2 1 0 5 7 5. 

The numbers on your SAT score report which are used for admission purposes are your verbal and mathematics scores.  Both range from 200-800, with the middle 50% range of verbal scores for Prep's class of 1998 being 570-690 and their math scores being 580-700.  Remember that SAT score reports are cumulative-- each successive report includes all of your previous scores.  Taking the test twice or three times is the common practice; to take it more than three times is excessive and unnecessary.  While some colleges consider your highest total score as your best, most colleges will use your highest verbal and highest math score as a composite, even if they were earned at two different sittings.  Sometimes the military academies and a few other schools will take an average of your verbal and math scores; still other schools will use only your most recent scores. 

SAT PREPARATION

As is the case with any test, especially with an important test such as the SAT, it is important that you prepare for the SAT before taking it.  Not to do so would be foolish.  The best type of preparation you can do for the SAT is to become familiar with the test.  The booklet you receive with your registration materials, Taking the SAT I: Reasoning Test , by the College Board, contains a great deal of information about the SAT.  It also contains a practice test.  Taking practice tests before you actually take the SAT is an excellent way to prepare for the exam. Books of practice tests are published and are available at most book stores. 

Preparation usually means something different to each person taking the SAT.  For many Prep students, and indeed, for a large number of the college-bound seniors in this area, preparation means taking a coaching course.  Study carefully the claims made by SAT coaching companies in their advertisements.  Remember that on average, all SAT scores increase on the second administration.  There are countless claims and countless reports regarding coaching and SAT preparation.  Before you decide on taking a course, ask some of these questions:  How much time do you have to devote to this course?  How much work will be required outside of class?  Are you disciplined enough to prepare for the exam on your own? 

The College Counseling Office has information on many of the SAT preparation courses offered in the area.  The College Counseling Office also has available numerous books on SAT preparation.  However you decide to prepare, remember that what will be most important will be the time you devote to preparation and the attitude with which you approach the test.  Remember that there is no course nor any individual with a "secret" to success on the SAT.


PRELIMINARY SCHOLASTIC APTITUDE TEST

As a sophomore and junior at Prep, you took the PSAT (Preliminary SAT).  The purpose for taking this exam was for you to gain experience taking the type of standardized tests used in college admissions.  In addition, the score you received on the PSAT in your junior year is used to determine your eligibility for competition in the National Merit and other scholarship competitions.  The PSAT does not play a role in the college admissions process.


AMERICAN COLLEGE TESTING ASSESSMENT

The ACT, administered by the American College Testing Program, is an alternative college admission test more commonly used in the Mid-west, parts of the South and the West, but with increased frequency on the East coast.  The ACT is a four-part exam that includes four multiple-choice tests.  The sections on the test measure your knowledge in English, mathematics, reading, and science reasoning.  The total testing time is three hours, and scores are reported on a range of 1 to 36.  Because the ACT is curriculum-based (unlike the SAT), some students tend to score a little higher on it. If you are interested in the ACT, you should discuss the possibility of taking it with Mr. Brightwell or Mrs. Phillips-Patrick.  One recent, unscientific study found that about one third of test-takers scored relatively higher on the SAT scale, one third higher on the ACT scale, and for one-third, the scores were roughly the same.  More and more juniors are taking both the ACT and the SAT in the spring to determine which might be better to retake.

 

SAT II: SUBJECT TESTS

The Subject Tests are administered by the College Board and are usually given on the same days as the SAT I.  The tests are designed to measure your knowledge or skill in a particular subject area and to apply that knowledge or skill.  The tests are curriculum-based, and being such, it is much easier to study for them than it is for the SAT.  Many of the more selective colleges require their applicants to take one, two, or even three Subject Tests.  Some even specify the tests you must take. 

Tests are offered in:  Writing, Literature, Mathematics Levels I-C and II-C, Biology (General), Biology E/M, Chemistry, Physics, American History and Social Studies, World History, French Reading, French Listening, Spanish Reading, Spanish Listening, German Reading, German Listening, Modern Hebrew, Italian, Latin, Chinese Listening, Japanese Listening, Korean Listening, and English Proficiency.  All of the tests except Writing take one hour and consist only of multiple choice questions.  The Writing Test also takes one hour but includes a twenty-minute essay with the forty minutes of questions. 

You must check the Subject Test requirements for each of the colleges to which you are applying.  Registration for the Subject Tests is the same as that for the SAT.  You may take up to three tests at one administration.  An informative booklet with sample questions from each test is available in the College Counseling Office.  Remember that you can study for the Subject Tests, and it is generally better to take them as soon after the respective courses as possible.  Many Prep students thus take the Biology Subject Test at the end of their sophomore year and the American History Test at the end of their junior year. 

The Writing Test will be found to be quite difficult for those who are not at ease with writing well under pressure on a given topic.  The Chemistry and Physics tests are usually better taken during the senior year, at the same time as the respective AP course.  The language tests should be considered by students who have studied at least three years of that language.  You should obviously take the Mathematics test for which you are best prepared.  Good study books for all of the tests are available in bookstores, and preparation courses are available for the Writing and Mathematics tests.

Scores for the Subject Tests are similar to those on the Verbal and Mathematics sections of the SAT, on a scale of 200 to 800.  Some colleges use the scores as a part of the admission criteria, others claim they use them more for placement purposes for students who have been accepted.  The tests you decide to take, when you take them, and the scores you receive can be very important factors in the admission formulas of the schools which require them. 

When registering for the Subject Tests, you have the option of withholding your scores.  By doing so, you are keeping any college from ever seeing the score until you give permission for that score to be released to your SAT score record.  Withheld scores will not appear on the cumulative SAT/Subject Test score reports which your colleges will receive.  When, and if, you decide to release certain Subject Test scores, they will then become a part of your cumulative test record.  It is very important to remember that you must allow five to six weeks between the time you release scores and the time they are received by colleges.  Be careful!  The score withholding process is described in detail in the registration booklet.  It is nice option to consider, especially when taking the Subject Tests before senior year.


ADVANCED PLACEMENT EXAMS

The A.P. Exams are administered by the College Board and are designed to be taken upon the completion of an A.P. course.  Depending on the score you receive on the exam (a scale of 1 to 5), and the schools to which you are accepted, you may be able to obtain college credit or advanced standing as a result of your taking an A.P. Exam.  Because most students do not take A.P. Exams until the end of the senior year, they are not typically considered in the college admission process.  However, if you have done well on an exam taken before senior year, send a copy of your score report to the colleges to which you are applying.


UNTIMED AND EXTENDED TIME STANDARDIZED TESTS

Each of the standardized tests described in this section can be taken with extended time by students with documented learning disabilities or other handicaps. Information on these testing conditions is available in the College Counseling Office.  The guidelines for documentation are very specific, and it is the student's responsibility to provide that documentation to the College Counseling Office.  Registration deadlines for these tests are usually six weeks before the testing dates, and documentation must be received before the registration can take place.  Most tests can be administered only within certain "windows" of time, or on certain days.

It is generally our advice in the College Counseling Office to take any of the standardized tests under the standard testing conditions on your first administration.  If you then feel that the time constraint contributed to your earning a lower score, investigate taking the test again with extra time.


A FINAL WORD ON TESTING

How important are your test scores?  That depends on where you are applying.  College guidebooks and admission materials often indicate an average score for students.  Keep in mind that this is an average, not a minimum.  More schools have moved to the reporting of their scores as ranges for the middle 50% of their students.  This information is usually more helpful and a lot less intimidating.  If your test scores are within the college's range, their relative importance, when compared to other parts of your application, decreases. 

College admission officers are fully aware that some students do not "test well."  Slow reading speed, unfamiliarity with the test format, or simple fear may cause a student to perform poorly on standardized tests.  For these reasons, test scores are usually reviewed in the context of all other parts of the student's application.  As one admission officer said, "We are much more interested in what the student has done in three and a half years than we are in what he has done in three and a half hours on a Saturday morning."

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COMPLETING AN APPLICATION

The application forms used by colleges and universities vary a great deal.  Some ask for little more than basic biographical and academic information on one side of a piece of paper while others can be several pages long.  Regardless of the form it takes, it is important that you recognize the fact that the application is the primary tool the admission offices use to collect information from you.  The questions asked and the credentials required tell you a lot about the school, and the answers you provide tell the school a lot about you. 

Completing applications takes time, a lot of time if you are going to do a good job.  You should know that even the mechanics of the completion of the application form is a significant "sorter" for the admission office.  A sloppy, incomplete or late application sends a very clear message to the college, whether that was your intention or not.  You would expect that the college will favor the applicants who have taken time with their application, have followed directions, and who have presented themselves in the best possible manner.

You should answer all of the questions asked on the applications honestly and forthrightly.  The application is not a place for you to be modest.  List your accomplishments and activities as requested.  Some students find that attaching an easy-to-read résumé is easier than trying to make your information fit within certain boxes or on lines.  If you attach anything additional to your application, however, be certain that you have followed the instructions on that application very carefully. Some schools will not accept attachments!  The basic information from most applications is transferred into a computer file when it is received, and not having the necessary information in the appropriate place at the time of entry into the program could be detrimental.  Avoid the temptation to "over-word process." 

In the past couple of years, there has been a proliferation of computerized and on-line applications which are making the mechanics of applying much easier and neater.  In many viewbooks and paper applications, you will be offered a disk version of the application if requested.  By investigating the Web sites of many colleges and universities, you will find still other applications which can be started and/or completed on-line.  The College Counseling Office makes available a CD-ROM from Apply! which includes the actual applications for more than 500 colleges and universities.  There are other companies providing similar products.  Be careful: you should not have to pay any company a fee over the college's usual application fee.

Have your completed application proofread and be certain that it is neat and clean.  It is suggested, but not necessary, that you type your applications.  Several of the typewriters at school can be used by students after office hours, if arrangements are made with the appropriate staff.  Do not rely on mom or dad, or mom's or dad's secretary to do your typing. A "sanitized" application or essay could actually work against you. Before mailing any application, you should make a copy of it to keep for your records.  Make sure you affix the correct amount of postage to the envelope.  Inform the College Counseling Office as you mail each application.

Some colleges request that all application materials be sent together in one envelope.  These applications will usually be mailed by the College Counseling Office after the school's information and your transcript are added to the other material.  Many colleges have a two-part application process.  These schools ask you to first submit some basic information along with the application fee and then send you the longer second application. Some state university systems, such as those in California and New York, centralize their application processes.  One application is completed and mailed to a central office, along with the appropriate fees for the campus(es) to which you are applying.  The central office then distributes your application to the campuses you specify.


OTHER SUPPORT MATERIALS

Many students wonder whether or not they should send extra materials along with their applications.  In some cases this would be suggested; in some cases it is even required.  For example, it is not uncommon for athletes to send videotapes of their play.  Talented artists usually submit portfolios of their work, especially when applying to art programs. When supplemental material is required or recommended, this will be mentioned in the application literature.  If not requested, should you still send extras?  It depends on whether or not your extra material will add something significant to your application.  Does it present you in an exceptional way?  Keep in mind the amount of material received by college admission offices.  Some colleges will not accept supplemental material because of this flood of paper.  If you have something you would like to send with your applications, speak with Mr. Maczynski or Ms. Ciccone about it first.


THE COMMON APPLICATION

In an effort to simplify the process for prospective applicants, more than 120 private colleges and universities agree to work together to develop, distribute, and accept a generic application form.  The form is called the Common Application, and an ample supply is kept on hand in the College Counseling Office; the disk version can be copied in the Computer Lab or downloaded from the World Wide Web.  Once you have completed the Common Application and have made copies of it, you may send it to as many of the participating institutions as you wish.  The same is true of the school report and teacher evaluation forms.  Of course, the appropriate application fees must be sent along with each copy of the Common Application.  Some schools which accept the common application require you to provide supplemental information, and this is usually provided on a second form which is sent to you. 

Many students wonder whether or not the use of the Common Application will indicate to the college a lack of interest on the part of the student.  They argue that, if the student were interested in that school, he would request and use the school's own application form.  In fact, each school participating in the Common Application group has agreed not to view the Common Application any differently than they would their own application. Many of the schools' own applications are actually Common Applications with that school's name imprinted on the forms.  On the other hand, we recommend that when using the Common Application, you write a paragraph to accompany your application which explains why you are applying to that specific college: add something college-specific to the otherwise cookie-cutter Common Application.  You should use the Common Application only if you are comfortable doing so.  The following is a list of schools which accepted the Common Application in 1999-2000.  Discuss its use with Mr. Maczynski or Ms. Ciccone.


Schools which accept the Common Application in 2002-2003:

 

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APPLICATION DEADLINES AND RELATED TERMS

It is critical that you know the application deadlines for the schools to which you are applying.  To apply late usually elicits the same response as not applying at all.  Below are some important terms used in the application and admission process by most colleges and universities. It is important that you understand them and the differences between them.

Application Deadline:  In the application literature for each college you will find a date by which all application materials are due.  In some cases, the date will be a postmark date, and in others it will be a date by which all materials must be received.  If this is not specified, you should assume that all materials must be received by the date indicated.
 
Candidate (or Applicant) Notification Date:  This is the date by which you will receive a decision, or the date by which the decisions will be mailed from the school.  Notification dates for the more competitive schools are usually in late March and early April.  Most colleges will not provide acceptance information by phone.  Be patient!

Rolling Admissions:  Many schools, especially state universities and smaller private schools, will review your application as soon as all supporting materials have been received.  You will usually receive your decision within three to six weeks of the receipt of your application materials by the admission office.  When a school has a Rolling Admission policy, there may not be a set application deadline; rather, applications are usually accepted within a certain time period (October through March, for example) as long as there are spaces in the freshman class.  At some of the more selective colleges with rolling admissions (for example, public universities in the Midwest), it is advisable that you apply by December or January of your senior year.  At some institutions with rolling admissions, Honors Programs and/or scholarship competitions may have earlier deadlines (the University of Maryland is an example).

Candidate's Reply Date:  The date of May 1 has been accepted by most colleges and universities in the United States as the date by which all admitted students must inform the school they are planning on attending of their intention to enroll.  A non-refundable deposit is usually due by this date.  Submitting your reply or deposit after May 1 will jeopardize your acceptance and place in the freshman class.  In addition to notifying the school you will attend of your intentions, you are also obligated to notify all other schools to which you have been accepted of your plans not to attend.  Sending a deposit to more than one college is not ethical and will jeopardize your acceptances at each of the schools involved.  If a school asks you to reply or submit a non-refundable deposit before May 1, you should speak with Mr. Maczynski or Ms. Ciccone.

The application process for the U.S. Military Academies begins in the spring of your junior year.  Representatives from the Academies are invited to Prep at that time, as are representatives from ROTC Programs.  The application process for the academies is a two-tiered process:  you apply to the academies in which you are interested and at the same time apply for the required nominations from Members of Congress or other officials.

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APPLYING EARLY

Many students like the idea of applying to colleges early, having the process completed by Christmas vacation, and relaxing during the second semester.  Applying early might, in fact, be a good idea for some students, but it is not the recommended route for most. Discuss your options with Mr. Maczynski or Ms. Ciccone.  Below is an explanation of some of the terms used to describe the various ways of applying early:


Early Admission:  Some colleges and universities accept students before they have finished high school, usually at the end of the student's junior year.  Admission is rare under this plan, and it is only appropriate for the student who has taken an accelerated high school academic program, has an exemplary high school record, and who is mature enough to make the early move to college.  It is not recommended for most Prep students.


Early Decision:  Several schools offer an admission plan for those students who are certain of their college choice during the first semester of their senior year.  Application deadlines for early decision plans are usually in November and December.  A student who applies to a school under an early decision plan must sign a contract (as do his parents and college counselor) which states that the student will attend that school if accepted.  He also states that he will withdraw any and all other applications submitted to other schools and that he will not submit any others.  Applying to a school early decision is a serious and binding commitment.  A sample contract, from Dickinson College in Pennsylvania, is on the following page.  Georgetown Prep will not violate an Early Decision commitment.

Students applying early are reviewed primarily on the basis of their performance through junior year, so the early decision option is usually advisable only for students with very good academic records.  Responses for early decision applicants are usually received before Christmas of the senior year, and they may be acceptance, denial or deferral to the regular spring applicant pool.  A student may apply to only one school as an early decision candidate, and he should be sure that that is the school he would like to attend. If you are interested in applying as an early decision applicant, it is important to discuss all of the considerations with Mr. Maczynski or Ms. Ciccone soon after senior year begins.


Early Action:  This is a decision plan similar to that described above, but the important difference is that your acceptance is not binding.  Most early action deadlines are in November and December, and you will usually receive a decision before Christmas break.  You will have until the May 1 Candidate's Reply Date, however, to decide whether or not you will attend that school. You may still apply to other schools even if accepted under this plan.  Decisions under this plan are made primarily on the basis of your performance through junior year. It is usually more difficult to get accepted under an early action plan than it is through the regular admission process in the spring.

EARLY DECISION AGREEMENT FORM
Procedures and Conditions

1.     Dickinson College is my first choice college, and I am committed to attending if accepted.

2.     I will submit an early decision application only to Dickinson.  I may not submit early decision applications to any other colleges or universities.

3.     I may submit regular admission applications to other colleges and universities, but if I am accepted as an early decision candidate at Dickinson (and if I am an aid candidate who has been awarded financial aid in the amount of my demonstrated need), I am obligated to submit my registration deposit to Dickinson and to withdraw all my other college applications.

4.     I understand that this form, signed by my counselor and me, is required for early decision consideration.  If this form is not submitted, my application will be incomplete and will not be reviewed.

5.     I will submit a separate sheet with my early decision application briefly stating why Dickinson is my first choice college.

My parent(s) or guardian(s) and I have discussed Dickinson's early agreement procedures and conditions, and we fully understand them.


                       ________________________________________              _____________
                                           Applicant's signature                                                    Date



The applicant and I have discussed Dickinson's early decision agreement procedures and conditions, and we fully understand them.


                        ________________________________________              _____________   
                                           Counselor's signature                                                    Date

For Your Information

Dickinson and a number of other colleges and universities share early decision admission lists.  Students accepted for admission as early decision candidates at Dickinson who have not complied with points two and three above may have their offers of admission withdrawn by Dickinson and may not be considered for admission in our regular application process.  Students violating these points may also jeopardize their admission status at the other colleges and universities to which they have applied.

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ACTIVITIES

Many times in this handbook, you will read that your academic record will be the single most important determining factor in your admission decisions.  On the other hand, your grades and test scores do not reflect everything about you which may of interest to a college.  Your involvement in out-of-class activities might reveal special talents you possess, such as unusual scientific or technical skills, musical ability, journalistic competence, or artistic talents.  Your problem-solving skills, organizational abilities, leadership skills and maturity are often demonstrated through your involvement in activities.  Drive and initiative, entrepreneurial ability, and dedication to some service activity above and beyond what is required are all attractive to the admission office. 

Selective colleges look for students who will bring to their campuses something special.  What are you going to contribute to that community? Chances are that if you were involved in activities in high school, you will continue to be involved in college.  Remember, however, that the colleges will not be impressed by a long laundry list of activities and club memberships.  What impresses them are some of the qualities described above-- qualities such as dedication and commitment, accomplishment and recognition, and movement into positions of leadership and increased responsibility.  What do your activities-- in school and out-- say about you?

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THE APPLICATION ESSAY

The application essay is probably the most dreaded part of the application for the student.  Most selective schools require at least one, and sometimes several, essays. 

Imagine all of the parts of your application on a table before an admission officer:  your application, your transcript, your test scores, your recommendations.  Think of your essay as being that part of your application which transforms your file from a collection of bits of information into a real person.  If one of the essay questions is, "Provide us with any other additional information which might be helpful in evaluating your application, "then do just that.  As the Dean of Admission at William and Mary said at Prep, "The essay is the student's chance to make his application come alive."  Especially at smaller and medium sized schools, the student who presents himself in a lively, honest, and self-motivated image is improving his chances for admission. 

Above all else, admission offices are looking for honesty, openness, directness and sincerity in your essays.  You should not feel that you have to come up with something unusual or tragic.  You should not try to give the reader what you think he or she wants.  You should not use language with which you are not usually comfortable.

What should you do when writing your essays?  Make sure you understand the question you are answering and answer it.  Do not give one school the answer to an essay for another school unless the questions are exactly the same.  Give yourself ample time to write good essays.  Write a first draft and then put it away for a couple of days.  Take it out and revise it.  Put it away again.  Polish it and then have someone else read it, for both content and grammatical and spelling errors.  A sloppily written essay is an easy death for any applicant.  Remember your audience and be sure to show, not just tell.  Remember that longer does not necessarily mean better.  If you are asked to keep your response within a certain space, do not exceed that space.  If you are asked to hand-write your essay, do not use a word processor. 

Be careful about getting too much help on your essays.  It will show and it will spell doom if the reader gets the impression that the work is not your own.  Someone who reads hundreds (or thousands) of them will be able to tell.  Write your own essays!

If you are interested, the College Counseling Office has available for your use several books and handouts which discuss application essays in more detail.  Many of them include sample essays, but be careful not to lose your originality; be YOURSELF, and leave yourself plenty of time to do a good job.

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THE SCHOOL REPORT/ COUNSELOR RECOMMENDATION

With each transcript sent to a college, we will also send a letter of recommendation on your behalf.  Be certain that you have taken enough time to talk with the counselor to whom you have been assigned long before you have application materials due so that he or she can write a specific, comprehensive, and informed letter about you.  You will have to take the initiative in arranging the meeting's).  Expect the conversation to be relaxed and expect to be asked questions about yourself and your interests.  These meetings are separate from, and usually take place after, the meetings in which college choices and other "housekeeping" details are discussed.

Many colleges ask that you have your counselor complete and submit a Counselor Report Form or a Secondary School Report.  Before submitting these forms to the College Counseling Office, be sure that you have provided any biographical information requested at the top of the form (you should type this information).  Such forms should not be submitted until your meeting to discuss your letter has taken place.  You need not submit an envelope with the form, since the form, your transcript, the school profile, and your letter of recommendation will all be sent together by the College Counseling Office.  If a school does not require the College Counseling Office to submit any form on your behalf, it will still want a copy of your transcript.  You must let the office know that you are applying to such a school so that your transcript is mailed on time.

Some schools ask the student to have his counselor provide an appraisal directly on the student's application form.  For these applications, you should complete all that you have to complete and submit the entire application to the College Counseling Office, along with any essays, other supporting documents, and your application fee.  Mr. Maczynski or Ms. Ciccone will then provide the additional information requested and mail everything together from Prep.

December and January get very busy in the College Counseling Office, with several hundred applications being processed in a month's time.  While you must be attentive to the application deadlines of the schools to which you are applying, you must also be aware of the internal deadlines set by the office since those occur earlier than those of the colleges.  Determine your earliest application deadline and observe the office deadlines on the following page to be sure your application materials are sent and reach the colleges on time.

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PREP'S APPLICATION DEADLINES

EARLY DECISION, EARLY ACTION, AND OTHER FALL DEADLINES :

    Your interview with Mr. Maczynski or Ms. Ciccone in
    preparation for your letter of recommendation must have
    taken place at least THREE WEEKS BEFORE the college's
    application deadline.  All counselor reports, school
    reports, and requests for transcripts (for October 15-
    December 15 deadlines) must also be submitted
    THREE WEEKS BEFORE the college's application deadline.

DEADLINES BETWEEN DECEMBER 15 AND JANUARY 15 :

    Your interview with Mr. Maczynski or Ms. Ciccone  in
    preparation for your letter of recommendation must have
    taken place BEFORE the Thanksgiving break, and all
    counselor reports, school reports, and requests for
    transcripts (for December 15-January 15 deadlines) must be
    submitted to the College Counseling Office upon your return
    from the Thanksgiving break.

DEADLINES BETWEEN JANUARY 16 AND FEBRUARY1 :

    Your interview with Mr. Maczynski or Ms. Ciccone in
    preparation for your letter of recommendation must have
    taken place BEFORE the Christmas break, and all counselor
    reports, school reports, and requests for transcripts
    (for January 16-February 1 deadlines) must be
    submitted to the College Counseling Office upon your return
    from Christmas break.

DEADLINES AFTER FEBRUARY 1:

    Your interview with Mr. Maczynski or Ms. Ciccone in
    preparation for your letter of recommendation must have
    taken place BEFORE January 15, and all counselor reports,
    school reports, and requests for transcripts (for deadlines
    after February 1) must be submitted to the College Counseling
    Office no later than TEN DAYS before the college's application
    deadline.

The College Counseling Office will automatically send your first semester grades to each college to which you are applying.  Many schools have an additional Mid-year School Report which they ask the office to submit.  These forms should be submitted to the College Counseling Office along with the other forms, according to the deadlines above.

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TEACHER RECOMMENDATIONS

Many colleges will ask that you have a teacher write a letter of reference on your behalf.  Some ask for more than one teacher recommendation, and some even specify teachers of specific subjects.  You should give careful consideration to your selection of the teachers you will ask to write letters for you.  The teachers you choose should know you well--both in class and out.  Teachers from junior and senior year are usually preferred, as are teachers of "core" academic subjects like math, English, history, and science.  Choose a teacher about whom you feel confident writing about you.  If you indicate a particular major of field of interest on your application, you should have letters which support that interest. For example, if you are interested in studying engineering, the college will look for a letter from a science or math teacher.  If you interested in a pre-law program, it would make sense to have letters from English and social studies teachers.

If you find that none of the colleges to which you are applying require a teacher recommendation, you might still consider having at least one teacher write on your behalf.  Most students will have two teacher letters sent to each of their colleges-- if one college requires two letters, it is not too much to ask both teachers to send their letters to each of your schools, even if some ask for only one or none at all-- provided you have followed the steps for requesting letters.  You should NOT mix and match teachers with your different colleges-- choose two teachers and have them write for each of your schools.

Once you have selected your teachers, you must ask them if they will write letters for you.  Remember that Prep's teachers take this responsibility very seriously, and that they spend a considerable amount of time and effort preparing thoughtful and well-written recommendations for their students.  You must give your teachers ample time to accomplish this task.  If the teacher agrees to write a letter for you, you should offer to meet with him or her to answer any questions he or she might have for you.   

Most schools which require letters will ask that the teacher also complete a teacher evaluation form.  Before you give it to the teacher, be certain that you have provided all the necessary information requested at the top of the form, including your signature.  In most cases, the teacher will not give the form or the letter back to you, but will mail them directly to the college(s) to which you are applying.  Along with any college forms, you must give the teacher a recommendation request form (available in the College Counseling Office), and a stamped, addressed envelope for each of the schools to which you are applying.

Never ask a teacher to write a recommendation for you when there is not ample time to do so properly.  Also, never ask a teacher to write a letter for you via a note left in the teacher's box or on the teacher's desk.  After all of your letters have been written, thank the teachers who have written for you.  When you get responses from the schools in the spring, let the teachers who have written for you know what the decisions are.


To waive or not to waive:

The Buckley Amendment (The Family Rights and Privacy Act) was passed in 1974 and allows you access to your application file and academic records once you have enrolled as a student at a particular school.  Many recommendation forms will include a statement to the effect that you understand your right to view such information.  You are then usually given the right to waive your right to access to the information on the form you are signing. 

You should be aware of several points regarding your waiving your right to review your recommendations.  The first is that they can be viewed only at the school you actually attend.  Second, most schools retain in the student files only the student's application and the high school transcript, with all recommendations being discarded.  An argument for signing the waiver is that the person who is writing for you will feel more freedom to write honestly and openly about you with the knowledge that you will not be reading the recommendation later.  Some say that if you do not sign the waiver, you might be sending a message to the college that you have something to hide, or that you are concerned about something the teacher might say about you.  No one knows for sure what effect your signing or not has on the person reading your application-- it is supposed to have no effect.  We  recommend that you do waive your right to access to the recommendation, but in doing so you are giving up a right to which you are entitled.  In light of this, the transcript release form which must be signed by you and your parents includes a waiver of access to information submitted to a college by the College Counseling Office on your behalf, and the colleges are informed of your having waived your access.


ADDITIONAL RECOMMENDATIONS

Many students ask about whether or not they should get extra letters of recommendation to support their application to a particular school.  Such letters might be from alumni of that college or friends of the family in prominent positions.  The rule of thumb is this:  letters from people who do not know you well as a person, and specifically, as a student, are not helpful .  In fact, letters from the President of a country, a bishop, wealthy business people, and so on, sometimes put off the people reading the application and could work against you.  IF you think an additional letter or two might be helpful to your application, you might think of asking a coach, an employer, an advisor, even a friend.  Do not include more than one or two, however.  Such letters should be sent directly to the Admission Office by the people writing them, and you should notify the College Counseling Office of their having been requested or mailed.

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THE INTERVIEW

The interview is probably the time in the application process when the student experiences the most anxiety.  There is a big difference between dropping an essay in the mail and sitting five feet from someone looking at you in the face.  Interviews can play an important role in the application process at many schools, especially at the smaller and more selective colleges.  Being nervous is expected and understandable, but the truth is, there is little to be nervous about.  It would take a lot of work to "blow" an interview completely.  Unless you are very shy and uncomfortable, they almost always will work in your favor.  Any personal contact you have with a representative from the admission office strengthens your application and makes it more "real."  Take advantage of your interviews and get one whenever you can.  There are several different types of interviews:


Alumni Interviews-- Many colleges, so overwhelmed by the numbers of applicants in recent years, have stopped offering interviews by members of their admission staffs.  Instead, the schools farm out their interviews to trained alumni who live in your area. For some colleges, this is a required part of the application process and for others it is an option.  The alumnus will usually contact you a couple of weeks after your application is received by the admission office. Meetings often take place at the office of the interviewer, at Prep, or in some cases, at your home.  Approach these interviews as conversations. Take advantage of the opportunity to learn more about the school.  If you can manage to keep the control of the conversation (not in a forceful way), then you leave yourself less open to feeling out of control. Some interviewers will, however, have a list of questions which they are expected to ask.  Whether they say the interview will "count" or not, you can be sure that your interviewer will send a report back to the school and that this report will become a part of your application file.

Group Interviews-- Many colleges, in conjunction with their campus tour, offer group interviews for many prospective students at one time.  This is designed to be more of an information session and carries little valuative weight.  At the same time, however, it would be easy to make a good or a bad impression depending on the questions you might ask, your appearance, and other factors.

On-campus Personal Interviews-- If it is possible, getting a personal interview with an admission officers the most desired type of interview.  These are conducted in the admission office and usually take about 45 minutes.  While the interview is chance for you to learn more about the school through hearing about it and asking questions, the primary purpose of this type of interview is valuative.  Even so, if the interview develops into a relaxed conversation, this is usually a good sign.  Remember that it is alright to politely express a difference of opinion or to say that you do not know something if you do not.

Interviewing tips to keep in mind--  Regardless of the type of interview, you should keep the following points in mind:

• Schedule your interview well enough in advance if you are seeking one at the school.

• Do your homework before the interview.  Review the school's literature and know the basics about the institution.

• Arrive at least fifteen minutes before your scheduled interview time so that you are not rushed or late.

• Do not take your parents with you into the actual interview.  If they have accompanied you, they should wait elsewhere.  If they have questions, and it is fine if they do, they should ask them after the interview has concluded.

• Dress neatly and cleanly.  If in doubt, dress conservatively.  Do not try to overly impress with your appearance.

• Do not bring "stuff" with you to the interview.  This is a chance to talk.  The only exception is the possibility of your wanting to have available a copy of your transcript.

• During the interview, be honest; be YOURSELF.  Listen and take time to reflect.  Try to be energetic and enthusiastic.  Make eye contact and use a firm handshake.

• Know the name of the person who interviewed you and send a brief thank-you note within a few days of your interview.

• Express yourself well and clearly and demonstrate self-confidence and maturity.

The College Counseling Office has available additional information regarding the college interview, and Mr. Maczynski or Ms. Ciccone will be happy to simulate an interview experience for you.

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FINANCIAL AID

With the total costs of many private colleges now exceeding $25-30,000 per year, financial aid is a topic on the minds of an increasing number of people.  Perhaps the most important thing to keep in mind regarding financial aid is this:  You will not know whether or not you qualify for assistance, and you will not receive any aid, if you do not apply.  It is not uncommon for more than half of the students at some very well known schools to be receiving some type of financial assistance. 

There are basically two different types of financial assistance offered by colleges and universities:  need-based and merit-based. 


NEED-BASED ASSISTANCE

Every school will require that you submit the Free Application for Federal Student Aid (FAFSA) in order to be considered for aid. The FAFSA is available in the College Counseling Office at the end of November but cannot be submitted until after January 1.  Many schools will also ask you to complete the Financial Aid Profile, a second form available in the early fall and with which you must send a processing fee.  Both forms are submitted to processors who then calculate your expected family contribution and forward that information to you and to any schools to which you have asked the information be sent.  The FAFSA calculations are based on federally legislated methodology.  The Financial Aid Profile calculations take additional discretionary information into account, as requested by the various schools to which you are applying. 

Some colleges ask that applicants for financial aid submit the school's own financial aid form directly to the school, in addition to the FAFSA, and sometimes the Financial Aid Profile as well.  If this is the case for a school to which you are applying, be attentive to deadlines and provide complete information.  There are four possible combinations of forms required for financial assistance:  Some colleges will want only the FAFSA, some will want the FAFSA, Financial Aid Profile, and an institutional form, others will want the FAFSA and an institutional form, and still others will want the FAFSA and Financial Aid Profile.  When applying for any type of financial aid, it is important to be accurate and prompt in filing all of your forms.

The Financial Aid Office at each institution will take the information provided by the form processor and put together a financial aid "package" which might be some combination of grant, scholarship, loan, and/or work-study.  Unfortunately, an increasing number of colleges are not able meet 100% of the demonstrated need of their applicants.  That means there might be a "gap" between what you can afford and what the college can provide to assist you.

Grants and scholarships are monies given to you by the college which do not have to be repaid.  The Pell Grant is the largest of the federal grant programs, and its awards range from $200 to $2400.  Determination is made on the basis of information provided by review of your FAFSA.  The Supplemental Educational Opportunity Grant (SEOG) is another federal program (administered by the colleges) for students with exceptional need.  Awards range from $200 to $4000 in excess of the Pell amount. 

Loans must be repaid and have different terms.  The Stafford Student Loan is a federal program (administered by private lenders) based on need.  Freshmen may borrow up to $2625per year.  Amounts are increased for upperclassmen.  The loan is interest free while the student is in college and until repayment begins. The federal government pays interest while you are still in school and for six months afterwards.  The repayment period is five to ten years, and there is a 5% origination fee subtracted from the loan.  Perkins Loans of up to $3000 per year are federally funded and are offered by the colleges.  They are based on need.  The interest rate is 5%for the first four years and 8% for the last six years of the repayment period. Interest is not paid while you are a student and for nine months after graduation.  Unsubsidized Stafford Loans are designed for students who do not demonstrate need.  The terms are the same as for the Stafford Loan described above, except that interest must be paid while the student is in college.  Repayment of principle begins upon graduation.  PLUS (Parents Loans to Undergraduate Students) and SLS (Supplemental Loan to Students) Loans are also not based on financial need, but you usually must first apply for Pell and Stafford Loans before being considered.  Both have yearly maximums.  Interest rates are tied to the 52-week T-bill rate.  Interest accumulates while you are a student, but payment can be deferred until after graduation.  The repayment periods are five to ten years. 

Most states and the District of Columbia have student loan and/or grant programs specifically for students of those jurisdictions.  In some cases, the student must attend a college in the state to receive the benefit. Information on programs for residents of Maryland, Virginia, and the District of Columbia is available in the College Counseling Office.

College Work Study is employment which you must take while in school, earning a salary which you are expected to contribute toward your expenses.  The program is administered by the colleges, and the financial aid or work study office will help you find a job which qualifies.  Most work study jobs are part-time and clerical in nature.


MERIT-BASED ASSISTANCE

A growing number of colleges and universities are making available scholarship money which is awarded not on the basis of need, but for some outstanding quality or accomplishment demonstrated by the student.  The only way to learn of these awards is to seek them out; check the literature you receive from the schools to which you are applying and do a search on the web.  Whenever such information is received by the College Counseling Office, it is placed in the file which is maintained for each school in the office.

Many privately-funded scholarships are also awarded each year, from businesses, associations, civic groups, corporations, and others.  As information on these awards is received by the College Counseling Office, the news is published in the College Counseling Newsletter, and then put in a file in the office.

BEWARE! of individuals and firms which claim to be able to uncover hidden riches available for you to use for college.  If you are wondering about whether or not to take advantage of such a "service", speak with Mr. Maczynski or Ms. Ciccone first.  There are extensive, FREE, scholarship searches available on the World Wide Web.  

Check these web pages for a lot of free information on financial aid and free scholarships searches:

www.finaid.org   and www.fastweb.com

 

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INFORMATION FOR INTERNATIONAL STUDENTS

The college process takes on some special considerations for international students.


TOEFL

If English is not your first language or if English is not spoken at home, you might consider taking the Test of English as a Foreign Language (TOEFL).  The test is administered by the Educational Testing Service and is administered by appointment at testing centers.  As of July, 1998, the TOEFL is computer-administered in the U.S. and most countries, and it has four sections: Listening Comprehension, Structure, Reading Comprehension, and Writing.  For students who have been studying in this country for less than two years, the score obtained on the TOEFL will often be substituted by college admission offices for the verbal score on the SAT.  Unlike the standard practice for the SAT, however, many schools do have cut-off scores for the TOEFL. Those that do will usually make that information known to you.  International students should take the TOEFL at least once before the end of their junior year.  Additional information on the TOEFL as well as a registration form can be obtained in the College Counseling Office and in the International Program Office.

The English Language Proficiency Test, one of the SAT II: Subject Tests, is designed to be taken by those students whose first language is not English, but who have been studying in the U.S. or in English-speaking schools for more than two years.  Because the test is relatively new, it is too early to tell how it will be used by college admission offices. Do not be surprised, however, if you are asked to take this test.  In fact, it could be a good idea for some international students.  Speak with someone in the International Office or College Counseling Office if you have questions.  The ELPT is administered at Prep and other testing centers, depending on the administration date.


INTERNATIONAL STUDENT APPLICATIONS

Many colleges and universities ask foreign students to complete a special application.  Sometimes this must be submitted in addition to the standard application, sometimes in place of it.  If you have been studying in the United States for at least three consecutive years in high school, the filing of the international student application will probably not be necessary.  You should check the requirements of the schools in which you are interested and seek assistance in the College Counseling Office or the International Program Office. 


PARENTS' FINANCIAL STATEMENT

In order to meet student visa issuance regulations, most colleges and universities will ask that nationals of other countries submit proof that they will have the funds necessary to pay for four years of college.  This usually means having to demonstrate the availability of funds to cover the costs of the first year in college, in U.S. funds.  In many cases, an official of a bank must verify that these funds are available.  Parents of international students should be aware of this requirement and plan ahead.


FINANCIAL AID FOR INTERNATIONAL STUDENTS

If you are not a United States citizen or a permanent resident, you will find that you will have limited resources available to you in the way of financial assistance from colleges and universities in this country. A small number of schools do have special funds established specifically to provide financial assistance to international students.  You should check with the financial aid offices at the schools in which you are interested.


TRANSCRIPTS FROM OTHER SCHOOLS

If you have transferred into Georgetown Prep, the College Counseling Office will forward copies of your previous transcript(s) to the colleges to which you are applying.  Some colleges will be satisfied with this record of your work before Prep, but some will not be satisfied.  Some colleges will ask that you have an official (original, signed, sealed) transcript forwarded directly from your previous school to the college admission office.  Plan ahead!

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THE STUDENT-ATHLETE IN THE PROCESS

The college application process takes on some special considerations for potential student-athletes.  If the student fills a need of a college team, however, the results can be very rewarding. 


REALISTIC ASSESSMENT

The first, and most important task which the student-athlete faces is to make a decision about the extent to which he would like to devote himself to athletics in college.  Many sports in college are year-round commitments.  Depending on the school, the coach, and/or the sport, much of the student-athlete's time in college will not be his own.  It is important to talk with student-athletes already in college as you decide for yourself what role you would like athletics to play in your college search and, subsequently, in your life as a college student.

The next step in pursuing your field of dreams is to take a realistic assessment of your athletic talent. This must usually be done with the guidance and input of the student-athlete's coach at Prep or outside of the school. Are you an athlete, a player, who will be of interest to college coaches?  At what level?  At what schools?


THE NCAA AND THE CLEARINGHOUSE

Most colleges and universities belong to the NCAA, and there are divisions of schools within the NCAA.  Division I institutions are the larger sports power-houses.  Division I schools usually recruit student-athletes in more than one sport and they offer athletic scholarships.  Within Division I are sub-divisions for football.  Division II institutions also recruit and offer scholarship money, but not nearly as much as at Division I schools.  Division III institutions may or may not recruit actively, and they do not offer athletic scholarships.  Note that some Division I schools, as a matter of institutional or league policy, do not offer scholarship money: the Ivy League and some Patriot League schools are examples.

The NCAA has established regulations which determine whether or not a student-athlete is eligible to play college athletics, and these regulations differ according to Division.  Students who have any interest in playing at a Division I or Division II school should register with the NCAA Clearinghouse in the spring of the junior year.  The Clearinghouse is a large and frustrating bureaucracy, and many student-athletes experience problems and delays in their certification process.  Start early to avoid a panic.  The student-athlete must be registered and qualified before he can play in college.


The College Counseling Office has the forms necessary for the student-athlete to register with the NCAA.  The office also provides potential student-athletes with the NCAA rules and regulations related to recruiting.  The student-athlete and his parents should become familiar with these rules, as a violation would make the student-athlete ineligible to play at any NCAA member institution.


PRESENTING YOURSELF

The student-athlete must actively pursue those institutions/programs/coaches in which he is interested.  The College Counseling Office has available resources which contain names, addresses and phone numbers of most college coaches.

It would be a good idea to have some type of sports "résumé " which he will distribute to coaches.  On the résumé would be athletic and academic information presented in an easy-to-read format.  Many student-athletes, depending on the sport, also prepare highlight videos .  College coaches say they find these helpful, but they should not be more than five to ten minutes in length.


THE COURTING PROCESS

Depending on how interested coaches are in having you join them, senior year can be a time of excitement and confusion.  The student-athlete must become familiar with the rules regarding campus visits, but at the same time, he must be certain to speak with student-athletes already playing at the schools in which he is interested. 

The Letter of Intent is a document sometimes used when the coach and the student-athlete have agreed to "accept each other."  The recruiting process halts when the Letter is signed, but admission to the institution could still be pending.  Student-athletes must always remember that even the best-intentioned coach has only one thing on his or her mind: the success of his team.  Usually, many potential players are juggled and recruited for a smaller number of positions to be filled.  Remember that the admission office, not the coach, offers admission to a college or university!!

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THICK ENVELOPE OR THIN?
THE WAIT LIST

You will receive a response from each of the schools to which you have applied by mid- April, and usually well before then.  Of course, the response you want to see is an acceptance, the feared response is the denial.  There is one other response which has been used increasingly in recent years: the Wait List response.


THE WAIT LIST

All colleges accept a larger number of students than needed to fill their freshman classes.  They know that most students apply to more than one school, and that most will be accepted by more than one.  This means that every school will accept students who will turn down their offers of acceptance.  Colleges and universities place extra qualified students on their wait lists and accept students from the list if there is space in the class after the May 1 response date.  In many cases, you will not be notified of your acceptance off of the wait list until long after May 1, so you should proceed with notifying another school of your intention to enroll by May 1.  If you are then taken off the wait list at the school you wish to attend, you would have to forfeit the deposit made to the first school.  If you find yourself dangling on a wait list, it is always a good idea to ask yourself, "How much is attending this one college really worth to me?"

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STATEMENT OF STUDENTS' RIGHTS AND RESPONSIBILITIES

Georgetown Prep, along with most colleges and universities, as well as a large number of high schools, is a member of the National Association for College Admission Counseling.  Following is a statement issued by that organization which outlines your rights and responsibilities in the college admission process, and to which Prep subscribes fully.


WHEN YOU APPLY TO COLLEGES AND UNIVERSITIES YOU HAVE RIGHTS


Before You Apply:

• You have the right to receive factual and comprehensive information from colleges and universities about their admission, financial costs, aid opportunities, practices and packaging policies, and housing policies.  If you consider applying under an early admission, early action or early decision plan, you have a right to complete information from the college about its process and policies.

When You Are Offered Admission:

• You have the right to wait to respond to an offer of admission and/or financial aid until May 1.

• Colleges that request commitments to offers of admission and/or financial assistance prior to May 1, must clearly offer you the opportunity to request (in writing) an extension until May 1.  They must grant you this extension and your request may not jeopardize your status for admission and/or financial aid.  (This right does not apply to candidates admitted under an early decision program.)

If You Are Placed on A Wait List or Alternate List:

• The letter that notifies you of that placement should provide a history that describes the number of students on the wait list, the number offered admission, and the availability of financial aid and housing.

• Colleges may require neither a deposit nor a written commitment as a condition of remaining on a wait list.

• Colleges are expected to notify you of the resolution of your wait list status by August 1 at the latest.

WHEN YOU APPLY TO COLLEGES AND UNIVERSITIES YOU HAVE RESPONSIBILITIES


Before You Apply:

• You have a responsibility to research and understand the policies and procedures     of each college or university regarding application fees, financial aid, scholarships, and housing.  You should also be sure that you understand the policies of each     college or university regarding deposits that you maybe required to make before you enroll.

As You Apply:

• You must complete all material that is required for application, and submit your application on or before the published deadlines.  You should be the sole author of your applications.

• You should seek the assistance of your high school counselor early and throughout the application period.  Follow the process recommended by your high school for filing college applications.

• It is your responsibility to arrange, if appropriate, for visits to and/or interviews at colleges of your choice.

After Your Receive Your Admission Decisions:

• You must notify each college or university which accepts you whether you are accepting or rejecting its offer. You should make these notifications as soon as you have made a final decision as to the college that you wish to attend, but no later than May 1.

• You may confirm your intention to enroll and, if required, submit a deposit to only one college or university.  The exception to this arises if you are put on a wait list by a college or university and are later admitted to that institution.  You may accept the offer and send a deposit.  However, you must immediately notify a college or university at which you previously indicated your intention to enroll.

• If you are accepted under an early decision plan, you must promptly withdraw the applications submitted to other colleges and universities and make no additional applications. If you are an early decision candidate and are seeking financial aid,  you need not withdraw other applications until you have received notification about financial aid.

If you think that your rights have been denied, you should contact the college or university immediately to request additional information or the extension of a reply date.  In addition, you should ask your counselor to notify the president of the state or regional affiliate of the National Association for College Admission Counseling.  If you need further assistance, send a copy of any correspondence you have had with the college or university and a copy of your letter of admission to: Executive Director, NACAC,1631 Prince Street, Alexandria, VA  22314-2818.


Student Athletes interested in being recruited by college coaches, or who are interested in playing intercollegiate athletics in a NCAA member institution, should also read copies of the NCAA's and NACAC's rules, regulations, and guidelines for student athletes regarding recruiting and admission.  Copies of both are available in the College Counseling Office.

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GEORGETOWN PREP COLLEGE COUNSELING OFFICE
SUMMARY OF POLICIES AND PROCEDURES

GPA and CLASS RANK
Prep provides to colleges your cumulative, unweighted numerical average for all of your academic work at Prep.  Prep does not rank its students, but colleges will receive a distribution chart which indicates your relative position in your class.

TRANSCRIPT RELEASE
Before your transcript or any other records can be sent to a college on your behalf, a signed transcript release form must be on file in the College Counseling Office.

EARLY DECISION
Prep abides by Early Decision commitments.  It is the school's obligation to notify colleges when a commitment has been broken.  If a student is accepted to a college under a binding early decision plan, his transcript will not be sent to other colleges.

FINAL TRANSCRIPT
Prep does not support "double-depositing" at the end of the school year.  Your final transcript will be sent to only one college.

COACHES/NCAA
Each student is provided a copy of his unofficial transcript.  Copies of the unofficial transcript can be provided to coaches by the student-athlete.  The College Counseling Office sends transcripts to admission offices only.  An official transcript will be sent to the NCAA Clearinghouse when requested by the student.  These policies are consistent with NCAA rules.

DISCIPLINARY DISCLOSURE    policy from the school's profile
It is the policy of Georgetown Prep not to respond to inquiries or to provide information regarding a student's disciplinary status or history for the student's freshman, sophomore, and junior years.  However, Georgetown Prep will report to colleges and/or other institutions any change(s) in a student's academic and/or disciplinary status or program of study which occur during the student's senior year.

FILING APPLICATIONS/DEADLINES
Students are responsible for observing in-school deadlines for application processing.  In-school deadlines are several weeks before the college deadlines.  You are responsible for sending your application to the colleges to which you apply.  The College Counseling Office sends your transcript, counselor recommendation, and secondary school report.

TEST SCORES
Standardized test scores DO NOT appear on the Prep transcript and are not disclosed by the school.  You are responsible for having your test scores sent to colleges by the appropriate testing service(s).

RECOMMENDATIONS
Your counselor will send a confidential letter of recommendation on your behalf to each college to which you apply.  You must complete and submit your junior questionnaire before your letter is written.

NON-STANDARD TESTING
Prep follows the published procedures for non-standard testing for SAT and ACT Program tests; information packets and applications are available in the College Counseling Office.  The guidelines are specific and outline the required documentation necessary for non-standard testing.  The student and his parents are responsible for providing copies of the documentation to the College Counseling Office by the deadlines.

COLLEGE REP VISITS       policy from the student handbook
During the course of the academic year, the school hosts many college representatives so that students may make more informed decisions about colleges.  Students may attend as many meetings as they like during free periods but are urged to limit the number of in-class meetings.  It is the student's responsibility to ask his teacher's permission to be excused from class before a college rep meeting.  Normally, students are not excused from classes that are giving tests; they are accountable for all class work and assignments missed in any class from which they were excused.  No later than the day before the college rep visit, the student must sign-up in the College Counseling Office.  If a student fails to sign-in or ask prior permission from his teacher in advance, he will be given an unexcused absence.

COLLEGE VISITATION DAYS    policy from the student handbook
The school has identified several days during the school year which are intended for seniors to use as college visitation days.  A student will be excused for a college visit on other schools days, but such absences count toward the total allowed per semester.  Several days in advance of his visit the student must notify the Director of College Counseling which schools he intends to visit and when; obtain a college visitation form from the Dean of Students; and ask to be excused by his teachers.  Students are responsible for any class work missed and must take any regularly scheduled tests on the day of return.

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WHERE HAVE THEY GONE?

Prep students from the class 2000 and the class of 2001 are currently attending colleges and universities across the country.  The figures below have not been adjusted for transfers.
  

 

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