choate-rosemary hall: college handbook

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1CHOATE ROSEMARY HALL / 2009-2010 COLLEGE COUNSELING HANDBOOK 1

TABLE OF CONTENTS

Office Information and Contacts .............................................................................................................................................................................. 2

Statement of Philosophy, Beliefs and Expectations ............................................................................................................................................ 3

Welcome! ..................................................................................................................................................................................................................... 4

Getting Started ............................................................................................................................................................................................................ 4

A Multi-Pronged Approach to the College Process ............................................................................................................................................ 5

Timelines ...................................................................................................................................................................................................................... 5

Fourth Form Year ............................................................................................................................................................................................. 5

Fifth Form Year ................................................................................................................................................................................................. 5

Sixth Form/Post Graduate Year .................................................................................................................................................................... 6

Naviance—Database/Resource for College Counseling ................................................................................................................................... 7

Standardized Testing ................................................................................................................................................................................................. 7

Researching Colleges.............................................................................................................................................................................................. 11

Campus Visits and Interviews ............................................................................................................................................................................... 11

Choate College Application Policies ................................................................................................................................................................... 14

Applying to Colleges ................................................................................................................................................................................................ 16

Decisions from Colleges ......................................................................................................................................................................................... 19

Collegiate Athletics ................................................................................................................................................................................................. 20

Visual and Performing Arts .................................................................................................................................................................................... 21

Special Circumstances ........................................................................................................................................................................................... 22

Financial Aid and Scholarships ............................................................................................................................................................................ 23

Resources .................................................................................................................................................................................................................. 24

A Note to Parents...................................................................................................................................................................................................... 26

Glossary...................................................................................................................................................................................................................... 26

Back Cover—Top Ten Facts

2 CHOATE ROSEMARY HALL / 2009-2010 COLLEGE COUNSELING HANDBOOK

CEEB CODE: 070-810

OFFICE INFORMATION AND CONTACTS

Choate Rosemary HallCollege Counseling Office333 Christian StreetWallingford, CT 06492Main Phone Number: (203) 697-2528Main Fax Number: (203) 697-2672

Director of College Counseling:Tina Segalla Grant(203) [email protected]

Associate Directors of College Counseling:Jill Atkinson(203) [email protected]

Sam Bigelow(203) [email protected]

Timothy Eash(203) [email protected]

Eric Stahura(203) [email protected]

Shari Sutton(203) [email protected]

Testing Coordinator:Elizabeth (Lisa) Rodenhizer(203) [email protected]

Office Coordinator:Carla Zanoni(203) [email protected]

The College Counseling Office is staffed year round. During the summer months, please use the main office telephone number: (203) 697-2528.

Find us in Carrington House (at the Southwest corner of the intersection of Elm and Christian Streets).

3CHOATE ROSEMARY HALL / 2009-2010 COLLEGE COUNSELING HANDBOOK

STATEMENT OF PHILOSOPHYThe College Counseling Office collaborates and maintains close working relationships with counseling and college enrollment professionals. Our counselors offer their expertise and experience to educate, counsel and advocate for students throughout the post-secondary selection and application process. We help students set realistic and attainable college admission goals for themselves while encouraging each student’s talents, character and self-confidence.

CORE BELIEFS—Working in partnership with families and other members of the Choate community:

by helping them to find an appropriate college fit and/or interim year opportunity.

necessary skills to take responsibility for their own decisions, they understand how to make important decisions affecting their lives beyond the college admission process.

reminding our students and families that one’s value as a person is neither enhanced nor diminished by any college admission decision.

COUNSELEE EXPECTATIONS—Students expect the following from their college counselor:

timely, individualized attention.

COLLEGE COUNSELOR EXPECTATIONS—College counselors expect the following from their counselees:

self-reliant.

PARENT/GUARDIAN SUPPORT—Students and their college counselors expect the following support and guidance from parents and guardians:

belong to the applicant.

knowledge and insight within the field of college admission.


WELCOME!

of excitement, possibility and self-discovery for a student. Through assessing their own traits, needs, skills and interests, a young person has the opportunity to identify institutions and opportunities that not only match these traits but also assist them in attaining future goals.

The College Counseling Office (CCO) of Choate Rosemary Hall seeks to arm students with the tools necessary to conduct a thorough college search. Students are empowered to take ownership in their process through individual meetings with their counselor, group meetings with their counselor and peers, attending college fairs

create a well-balanced list of colleges and universities that offers suitable matches and to assemble a compelling application that accurately conveys their character, personality and strengths. Built-in timelines help ensure each student has the ability to achieve the necessary goals along the way.

The individuals in the CCO are professionals dedicated to helping

keeping abreast of the latest trends and best practices in college admission and cultivating relationships with admission offices and officers, the counselors of the CCO take seriously their primary roles: to counsel, educate, and support advocate for— Choate students to the best of their ability.

While it is no secret that college and university admission is the most competitive in recent history, a realistic and well-balanced list is easily attainable, ensuring student success. Using the most up-to-date tools and data possible, the CCO counsels students realistically, balancing the desire to reach for the most selective schools on their lists while introducing students to comparable schools that

Fortunately, although selectivity at the top schools in the nation is the most competitive ever, there are thousands of excellent colleges and universities from which to choose in the United States and beyond.

A critical piece of the puzzle is COMMUNICATION: communication between the student and the counselor, between the parent/guardian and the student, and between the parent/guardian and the counselor. These partnerships create the foundation for the successful participation in and completion of the admission process. Open lines of communication are essential, and the CCO welcomes input from parents/guardians.

extraordinary opportunities in a multitude of venues. Every student is encouraged to take full advantage of the academic, social, artistic,

must feel certain that a student they choose to invite into their community will be able and willing to contribute in positive ways. While the ways in which students contribute vary greatly in

the eyes of a college admission office, a student’s record of academic performance and good citizenship at Choate will factor into the formula most heavily.

This College Counseling Handbook serves as a resource to the students and families of Choate Rosemary Hall. Along with a carefully researched and executed college search and application process, this information regarding CCO policies and procedures and key pointers to students should help usher them through the admission process successfully. Students and families are encouraged to familiarize themselves with the Handbook and consult

GETTING STARTEDThe College Counseling Office officially begins its formal work with students mid-way through their fifth form year. While the office is not in regular contact with students in their third and fourth form years, the CCO communicates important information to underformers, especially with regard to standardized testing. During the early winter term of their fifth form year, students will be introduced to the members of the College Counseling Office. Next, they will be

counselor after carefully considering the student’s academic and personal interests and experiences.

attend Choate, they will be matched with the college counselor

by working with a counselor who understands both the challenges

upon their arrival to the Choate campus.

Once students are matched with their college counselor, they are asked to complete a College Questionnaire. This document is to be returned prior to the student’s first one-on-one meeting with his or

program in mid-February of their fifth form year. This initial self-

are informed of the name and contact information of their student’s college counselor via letter, and they are also invited to complete a


A MULTI-PRONGED APPROACH TO THE COLLEGE PROCESSThe College Counseling Office seeks to arm students with a solid understanding of the college search and application process through a variety of means. Once matched with their college counselors, students have the opportunity to enhance their own understanding of the college process.

Through one-on-one counseling sessions with his or her counselor, each student is able to focus on his or her own strengths

interests, academic progress, community involvement, athletics, standardized testing, etc. Since a successful college search must include a degree of self-awareness on the student’s part, students are asked to engage in activities that help to gain a greater

etc.) will also help a student assess the personal significance of community, relationships, learning styles and more, and how these concepts can play a role in the college search.

Small group meetings with individual counselors allow students

topics typically include (but are not limited to) the CCO timeline and process, Naviance, tools for the college search, making the most of the college visit, resumé/activity profile building, essays, teacher recommendations/evaluations, mechanics of the application, financial aid and scholarships, self-advocacy in the process, etc.

College Information Weekend presents an opportunity to hear

schedule includes panels and presentations that range from the current state of college admissions to athletic recruiting to financial aid. The CCO also hosts college fairs each academic year: one fall

one in the spring (recommended for fourth and fifth form students) allow students to meet representatives from a variety of colleges/universities from across the United States and beyond.

Special programs are scheduled throughout the year to help students better understand particular aspects of the college search and application process. Carrington Conversations provide various informal early evening programs on special topics. Large group workshops are also schedule to explore topics such as essay writing, mock application exercises, Naviance training, etc.

TIMELINESFOURTH FORM YEARAlthough fourth form students may not yet be researching colleges, this year can be a useful time to assess academic interests, explore new subject areas, and begin to take tests (when appropriate) that accompany college applications. Students work closely with academic advisers to plan a course of study that is appropriately challenging and diverse. Co-curricular activities provide another avenue for students to develop specific interests and skills that may influence their final college list.

October required for all fourth form students.

Spring Term Students meet with academic advisers to plan courses

are advised by their form dean and academic advisers to take a course load that includes solid academic courses with as much challenge as is appropriate,and to consider elective choices in their individual areas of interest whenever possible.

offered at Choate Rosemary Hall (rarely taken by fourth formers).

June * SAT Reasoning Test and Subject Tests offered at Choate Rosemary Hall.

August these experiences can help students to learn about possible career paths, about potential areas of study for college majors, or simply more about themselves.

* Usually, fourth form students do not take the SAT Reasoning Test. However, there may be SAT Subject Test(s) that would be appropriate to take, especially in June.

FIFTH FORM YEAROctober at Choate Rosemary Hall

required for fifth formers).

counselor. SAT Reasoning Test and Subject Tests offered at Choate Rosemary Hall (Students studying abroad winter term should take this SAT Reasoning Test).

January SAT Reasoning Test and Subject Tests offered at Choate Rosemary Hall (recommended for fifth form students).

Late January– Group and individual meetings with college counselor.early February


February– Group and individual meetings are held with college

initial list of colleges for further consideration.

information about colleges, for college tours and information sessions (but not for formal interviews on college campuses as colleges will be focused on current application decisions). Students interested in the Service Academies (Naval Academy, Coast Guard Academy, Air Force

April ACT–offered at Choate Rosemary Hall. Students

Spring College Fair at Choate Rosemary Hall Spring Long Weekend–Another good time to visit colleges. Athletes who have excelled in one or more sports should register with the NCAA Eligibility Center if

possibility.

SAT Reasoning and Subject Tests offered at

corresponding Subject Tests. Students who are not

SAT Reasoning Test.

offered at Choate Rosemary Hall.

June SAT Reasoning and Subject Tests offered at Choate Rosemary Hall. Students are encouraged to take either the Subject Tests or the Reasoning Test depending upon their testing needs (consult with college counselor).

mid-June Summer mailing to families including the ‘long’ list of colleges under consideration by student.

mid-July The Common Application is typically available at this

students register for an account and begin to complete relevant sections.

June, July, Time to visit colleges for tours, interviews, application

students are urged to continue drafting application essays and begin to gather applications.

The fifth form year is also a perfect time for those students interested in competing in collegiate athletics to continue conversations with their coaches regarding their abilities, ways in which to improve their skills, potential for recruitment and how to maximize that potential. The summer before the sixth form year can be a crucial one for participating in camps and competitions geared toward showcasing one’s skills.

For those students interested in performing or visual arts, the fifth form year is also important. Students should consult with their teachers regarding ways to prepare portfolios and for auditions, if necessary.

SIXTH FORM/POST GRADUATE YEAR

counselors upon return to campus.

Each sixth former is expected to return to Choate with a balanced preliminary college list (12-15 schools that have been well-researched) that represents a range of selectivity (probable, possible, reach, extreme reach) appropriate for that student.

immediately.

Athletes who have excelled in one or more sports and

level must register with the NCAA Eligibility Center if they have not yet done so.

December discuss sixth form year, assess testing needs, finalize college lists, begin applications, etc.

Small group meetings are held monthly throughout the fall to discuss the application process, essays, recommendations, etc.

October SAT Reasoning and Subject Tests offered at Choate Rosemary Hall.

ACT offered on campus.

registration information (for financial aid applicants) available in College Counseling Office. NOTE: For Early Decision/Early Action (ED/EA) applications, some colleges require the family to register by November 1; go to http://profileonline.collegeboard.com.

secure your electronic in order to file your Free Application for Federal Student Aid (FAFSA) in early January. Go to www.pin.ed.gov to register.

Fall College Fair is held on Columbus Day.

Fall Long Weekend–An excellent opportunity to visit colleges.

recommendations at least four weeks prior to application deadlines.

(usually due November 1 or 15). Submit applications with rolling deadlines (some prior to October 31).

colleges or at Choate (especially ED/EA alumni interviews).


SAT Reasoning and Subject Tests offered at Choate Rosemary Hall. (The November administration is the only time students may take the Foreign Language with Listening Subject Test, which requires registering by the regular registration deadline.)

Early Final College list due: All sixth formers must complete

documenting their final college list and making those colleges “active” applications in the CCO system.

Sixth formers must distribute all forms and pre- addressed, pre-stamped envelopes to teachers who are writing college recommendations.

December SAT Reasoning and Subject Tests offered at Choate Rosemary Hall.

ACT offered at Choate Rosemary Hall.

–mid-January due January 1 or 15).

–mid-January decisions.

January 1-15 The Free Application for Federal Student Aid

filing by January 15–February 1 for Regular Decision www.fafsa.ed.gov.

Deadline for most Regular Decision applications (usually due January 1).

January SAT Reasoning and Subject Tests offered at Choate

taken in the sixth form year to reach colleges in time for admission review.

January 15 Deadline for most college financial aid forms to be filed Additional deadlines for Regular Decision

applications.

February decisions.

colleges.

early April decisions.

students to accept or decline their offers of admission by this date.

offered at Choate Rosemary Hall.

from colleges.

June Commencement

NAVIANCEThe College Counseling Office strives to keep students and families well informed regarding the college process. To this end, Choate utilizes the computer program Naviance as a means for students and parents to access information. Naviance is a comprehensive website

Naviance provides an assortment of potential uses for families

specific admission officer contact for Choate families and the College Counseling Office at an institution, the name and contact information will be listed. The CCO has also provided an assortment of links to other useful web resources (for scholarships and financial aid, athletics, the arts, and more). Additionally, Naviance can be used to view an individual student’s information, including test scores and grade point average, and families can compare a student’s statistics to past Choate applicants who successfully applied to the same college or university. Further, families can view dates when college representatives may be visiting Choate, individually, to attend a College Fair, or to conduct interviews.

While many students and parents use Naviance as an effective research tool to learn more about schools, the CCO will also periodically post information on the site (including handouts given to students during our small group meetings in the fifth and sixth form years). We feel that providing students and families with as much information as possible will help everyone to better understand the college process. We also hope that by providing students and parents/guardians access to common information through postings, and that by providing statistical comparisons, this will engender better communication within families.

Fifth form students are generally provided access to Naviance shortly

Weekend, parents/guardians of fourth and fifth form students will be

and other students new to Choate after the formal college process begins will be given access to the system during the summer prior to their arrival to campus.) While both students and families will have the capability to navigate around the website, only students will have the ability to actively post information on the site.

STANDARDIZED TESTINGWhile standardized test scores are not the only credential (nor the most important) in a student’s application, they do provide colleges with a means of comparing student abilities nationally. Choate students are well prepared for standardized tests. Because each student’s course of study at Choate is tailored to his or her individual

students should discuss with their academic advisers, their deans, and/or with their college counselors the proper time to take specific

tests are offered, and the specific registration deadlines for each test. Be sure to register in a timely fashion.


each college to which he or she applies. Standardized test scores

transcript, nor does the CCO submit test score reports to colleges as part of the application process. Students themselves must request from the appropriate test agency the official test scores to be sent to individual collegesover which scores each institution will receive. College counselors are

Due to a special arrangement between Choate Rosemary Hall and the College Board, students who prefer to take the SAT Reasoning

forms are available in the College Counseling Office as well as in the Student Activities Center (SAC).

The ACT, the SAT and the SAT Subject Tests are offered on Saturday mornings. Underformers are not excused from classes on Academic Saturdays to take standardized tests.

PSAT/NMSQT

registered for the test by Choate’s Testing Coordinator. The test is generally regarded as a logical method to prepare for the SAT Reasoning Test. Not only can a score be an indicator of how a student might fare on the SAT in the future, it can also identify areas

the test and who may later be invited to participate in the National

September of their sixth form year and be contacted by their college

be reported to, nor viewed by, colleges for purposes of admission.

SAT REASONING TEST

of the fifth form year. Typically, fifth formers are advised to take it again

during the spring of fifth form, a meeting with a college counselor beforeleaving can clarify the proper timetable for testing. The SAT contains

Writing (which includes a 25-minute essay component). Each of the three sections is scored on a 200-800 point basis for a possible score of

SAT SUBJECT TESTS The SAT Subject Tests are one-hour in length, and a student can elect

when only the Reasoning Test is offered. While some colleges do not

right time to choose an individual subject test will vary from student

to student. Typically, an SAT Subject Test is most advantageous just after completing a course related to the test subject. Below are some general guidelines to consider in regards to scheduling tests. Students should always check with the CCO, the subject area

about the appropriate time to take such a test. Each Subject Test is scored on a 200-800 point basis.

Math Level 1: This test may be taken in any year of high school,

Math Level 2: This test may also be taken in any year of high

Foreign Language Test: This test should not be taken before the third year of language study has been completedhowever, a student has just completed a term or summer abroad program, the test should be taken as soon afterward as possible. For students with strong listening comprehension in the foreign language, the Language with Listening test (administered in November only) may be a good addition to their testing portfolio. Students must provide their own personal CD player for the administration of a listening test. Note: International students may wish to take a language test in their native language in order to demonstrate verbal facility beyond what can be measured on the SAT Reasoning Test, which is always given in English.

Physics, Chemistry and Biology M: These tests may be taken after completing the corresponding year-long introductory course. Honors-level courses give especially good preparation for the tests, but some students have done very well after regular-level courses. There is generally a modest correlation between grades in a course and performance on the corresponding SAT Subject Test, but interest in science should be a primary consideration.

U.S. History: This test should be taken after a student has successfully completed the year-long course.

World History: This test is for those students who have completed the World History program at the Honors level and have achieved a grade of B+ or higher. Students should also consult with their teacher for additional reading.

Literature: This test is recommended for students who love to read and study literature and who have sensitivity to literary

June of the fifth form or in the fall of the sixth form year.

ACT The ACT, an alternative college entrance exam to the SAT, is comprised

colleges will accept either the SAT Reasoning Test and the SAT Subject Tests, or the ACT plus Writing. Students who wish to take the ACT may do so in April of the fifth form year, and October or December of


the sixth form year. The ACT is often a good choice for students who

athletes to take the test in order to meet specific college eligibility guidelines. A student will receive four separate scores (1 is the lowest, 36 is the highest), one for each subject area as well as a composite

an institution, he or she may choose to submit the highest composite score from any test date.

AP EXAMS

whenever a student has completed a corresponding year-long Advanced

applications, but good scores could enhance a student’s chances for

Depending upon the credit policies of the matriculating college/university, a student may be granted advanced placement or credit for a

http://collegesearch.collegeboard.com/apcreditpolicy/index.jsp

not listed on Choate transcripts.

TOEFL iBT

test (iBT) and is for students whose native language is not English (regardless of citizenship or language of instruction). Fifth form students whose first language is not English should take the test over the summer and, if necessary, once again in the fall. This test

counselor for information on registering.

SCORE CHOICEScore Choice, The College Board’s new SAT score reporting feature, will replace the current policy of reporting all SAT and SAT Subject

record. Score Choice will now give students the option to send

reading, math or writing) and SAT Subject Test scores by individual test. Score Choice is optional, and if students choose not to use it, all scores will be sent to the designated college or scholarship recipient. This new score reporting policy will be available to all students

SAT prior to the launch.

This score reporting option is accessible to students only after their scores have been made available and then by logging in to their College Board account or by calling SAT Customer Service. Students taking advantage of this score reporting option will not incur any

additional cost above the current score reporting fees. Any student wishing to utilize the four free score reports associated with the test registration must understand that they will be unable to view the test scores, and utilize Score Choice, before the test scores are sent to the designated college(s).

strongly encouraged to refer to the website of each college or www.collegeboard.com

For more information on Score Choice, please visit www.collegeboard.com or contact the CCO Testing Coordinator.

ADDITIONAL TESTING INFORMATION

form years, Choate students will receive The Official PSAT Score Report Plus. This user-friendly document is a great way for students to identify strengths as well as areas in which they

and answer explanations, an individualized SAT study plan, the

accessing scores online. Visit for more information.

Official SAT Online Course for students free of charge. Students must contact the CCO Testing Coordinator for their access code before creating their individual

practice tests and features an auto-score essay component. The website is: www.collegeboard.com/satonlinecourseschool.

and The Real publications are available in the Choate Library

may be purchased online or can be found in bookstores featuring standardized testing material.

www.actstudent.org provides students with helpful

test preparation course each year.

who meet the criteria for inclusion. For more information, contact the office of the Dean of Academic Affairs (203-697-2428).

www.fairtest.org is a website that provides a comprehensive list of all test optionalstandardized tests as a component of the application process.

extra time and/or special accommodations on test days. To determine whether he or she meets the criteria, a student should consult with the Testing Coordinator as soon as possible.

students the option to cancel a test score, but typically this must be done either on the actual test day or within a few days


he or she deemed acceptable and wishes to cancel a score, he or she must see the test proctor on the test date or consult the Testing Coordinator immediately after the test date. Rules vary by test and test agency.

Saturdays to take standardized tests.

COMPARISON OF SAT AND ACT EXAMS

ACT SATCurriculum-based test Measures critical thinking and your ability to analyze

For students with a strong academic program For students with a natural aptitude for solving problems

Score reports are not cumulative Score reports are cumulative for all test dates including

subject tests

Four Sections: English, Math, Reading, and Science Three Sections: Critical Reading, Math, and Writing

Each section is scored on a 1-36 scale (a composite

score is provided)

Each section is scored on a 200-800 scale

2 hours and 55 minutes of testing (w/o essay) 3 hours and 45 minutes of testing

Optional: 30 minute essay Required: 25 minute essay

(1) 10 minute break (3) 5 minute breaks

May be used in lieu of the SAT Reasoning Test and /or

SAT Subject Tests

English: 75 Questions / 45 Minutes Critical Reading: 67 Questions / 70 MinutesUnderstanding of the conventions of standard written

English (punctuation, grammar and usage, and sentence

structure

Ability to identify genre relationships amongst parts of the

text, cause and effect, rhetorical devices, and comparative

arguments

Rhetorical Skills (strategy, organization, and style) Identifying main and supporting ideas, determining the

meaning of words, understanding author's purposes, and

understanding the structure and function of sentences

Reasoning and vocabulary

Mathematics: 60 Questions / 60 Minutes Mathematics: 54 Questions / 70 MinutesPre-Algebra / Elementary Algebra Number and Operations

Algebra / Coordinate Geometry Algebra and Functions

Plane Geometry / Trigonometry Geometry and Measurement

Data Analysis, Statistics, and Probability

Reading: 40 Questions / 35 Minutes Writing: 50 Questions / 35 MinutesDetermine main ideas, locate and interpret significant

details; understand sequences of events; make

comparisons, comprehend cause and effect

Ability to use language in a clear, consistent manner

Determine the meaning of context-dependent words,

phrases, and statements

Ability to improve a piece of writing through revision and

editing

Draw generalizations Recognize sentence errors and to choose the best version of

a piece of writing, and to improve paragraphs

Analyze the author's or narrator's voice and method

Science: 40 Questions / 35 MinutesBiology, Chemistry, Physics, and the Earth / Space

sciences

Essay: One Question / 30 Minutes Essay: One Question / 25 MinutesExpress judgments by taking a position on an issue Measures the student's skill in developing and expressing a

point of view on an issue

Use logical reasoning and by supporting your ideas Ability to support a point of view using reasoning and

evidence from your reading, studies, experience, or

observations

Organize ideas in a logical way Follows the conventions of standard written English

Use language clearly and effectively according to the

conventions of standard written English

Scored by two readers on a 1-6 scale Scored by two readers on a 1-6 scale


RESEARCHING COLLEGESWhen beginning their college search, students may find the

to sort through all the options? Each individual student will work with their college counselor to assess the criteria they deem most important to their search. Together, they will consider resources and begin building the student’s college list based on those personal

process unfolds. To develop a list of schools that truly best “fit” each student, it is essential to initially consider a wide variety of options.

have all the answers, each offers helpful information to students and families on a variety of topics. Another major factor to consider while

profile in line with that of the institution? Naviance, a college research database program, is also an effective tool for gathering specific academic data for comparison with Choate students who have recently been admitted.

The importance of research done by a student in the search process cannot be overstated. Only the student can know if the place they choose to spend the next four years feels like an appropriate fit when considering their needs and interests. Through the plethora of information available through guide books, Naviance, the institution’s own website and other means, a student may get an accurate feel for each school’s strengths and drawbacks. A visit to the campus will certainly reveal even more.

CAMPUS VISITS AND INTERVIEWSOne of the best ways to accurately determine if a college is a “good

admission offices consider during the application process.

Though visits to colleges may begin earlier, they should continue

feasible, plan to visit schools of various sizes, communities and locales so that you can determine the type of institution and environment that

colleges when classes are in session so that you can get a true picture of the campus community. When you speak with colleges to arrange

campus tour and a personal interview, if possible.

with a student or spend the night in a residence hall, make these

overnight visits or arrange meetings with faculty. But you will

INTERVIEWS

a student and a college and demonstrating interest in the institution. Demonstrated interest is an important factor considered by many

times and processes vary from school to school, however if an institution offers interviews, it is highly recommended that a student take advantage of the opportunity. While some institutions require interviews of students who submit an application, others may not have the means to offer interviews to every student.

An interview on the college’s campus might be conducted by an upperclass student of the institution, selected and trained to lead insightful conversations with prospective students, or by a representative of the admission office. An off-campus interview

is unable to visit a college’s campus, interviews can take place on Choate’s campus or a location mutually selected by the interviewer/interviewee. Finally, interviews are usually initiated at the student’s

student completes an application.

Although interviews are often conversational, it is an important way for both student and interviewer to assess the student’s interest in and fit with the institution. Following an interview, an interviewer will provide

the student’s application file and will be reviewed. While it has been said that an interview can usually only help a student in the application process, it is important to prepare for them and go armed with good

Throughout the fall and into the early winter, some colleges/

upcoming visits on Naviance and the Daily Notice.

During the academic year, Choate students are allowed a limited

fifth form, students may miss one day of classes. During the sixth

one day in the Winter term, and two additional days in the Spring term. To take advantage of these visit opportunities, students must

absence(s) and the school(s) the student intends to visit are recorded

student to the appropriate form dean for his or her signature before

is recommended that if a student plans to visit colleges while Choate classes are in session that they do so close to weekends or during breaks or Long Weekends to avoid missing more than the allotted days.

Helpful hints:

visit to make your official appointment.


with an admission counselor, have lunch in the cafeteria, attend a class, meet with a certain professor, speak with a financial aid officer, spend the night in a residence hall, etc.

interview with an admission counselor or if you and your family will be joining several other visitors for an information session.

assessment before you go. Learn as much about the college as possible prior to your visit.

in mind that you are interviewing the college as much as they are interviewing you.

counselor conducting the information session. Ask if it is possible to meet the counselor who recruits in Connecticut.

yourself ample time to roam the campus on your own before or after the formal tour, interview or information session.

boards and kiosks to discover the real campus pulse.

representatives. Students tend to be very candid. The way you are received will also be an indication of the friendliness of the campus.

future correspondence to him/her. Do not forget to send a hand-written or e-mail “thank you” note to the interviewer.

QUESTIONS TO ASK COLLEGE REPRESENTATIVES

representatives during an interview, during an information session if not already covered in the representative’s presentation, or even in

to high school students. They like to share their ideas about their colleges, and they all appreciate students who have thought about the college and who want to know more than what is stated in the course catalog, in the viewbook, or on the website. Thoughtful

a number of areas of college life and ask them of many different people. Depending on your particular interests, here are some useful

About Students:

can you tell?

different backgrounds mix or stick with others like themselves?

transgendered students? Are these students visible in leadership positions?

student of any particular faith (e.g. Jewish, Catholic) feel isolated?

when they first arrive?

administration react?

academically and socially?

About Co-curricular and Social Activities:

attend?

might it limit my social life?

club teams are there?

to drink?

(e.g. newspaper, drama program, fencing team)

About Housing and Dining:

percentage of students lives on campus? What alternatives are available, on or off-campus, for upperclassmen?

study rooms?

campus? At alternative eating facilities? Are there vegetarian or kosher alternatives?


About Facilities:

a specific class or on an athletic team?

class? Are they free?

get inter-library loans? Are there computer labs available?

to have cars on campus?

About Community:

classes in town?

About Academics:

teaches them (professors? graduate students?)? Do they break into smaller discussion groups? Led by whom? Are first-year seminars available?

year program? Are certain courses unavailable for first-year students?

undergraduates, or evenly divided? Does the same faculty teach both groups? Do all faculty teach at least one undergraduate course? How many classes are taught by teaching assistants?

how is one chosen? Can one double major?

what do you consider the reason?

aid “travel” with me?

a list of the graduate schools they’ve attended in recent years?

opportunities for internships?

About Financial Aid:

application process to be considered?

student’s financial aid package?

offered on campus?

General questions:

CAMPUS TOURS

Campus tours are usually led by current students of an institution. Generally, they will take prospective students and families through a variety of campus buildings and facilities and provide basic information about the school, including academic, social and co-curricular life.

INFORMATION SESSIONS

These are typically coordinated by admission officers and serve as a complement to the campus tour. Although some of the information may be repeated, these sessions will often delve deeper into specific

as allow time for Q&A.

AFTER THE VISIT

Not only is it important to do post-visit evaluations of each school, it is also important to continue appropriate communications with individuals encountered while on campus. This is especially important should you decide to apply to the school. Upon returning

important to send a note of thanks (and this can be via email) to any person with whom a student has met during this visit.

WHAT IF YOU CAN’T VISIT?

There are many meaningful ways to express interest in an institution, even if a student cannot visit the campus prior to applying. During the school year on Choate’s campus, students can attend the college fairs and meet with visiting college representatives offering

alumni interviewer in the region. Students are encouraged to keep abreast of the schedule of institutions sending interviewers to Choate during the fall and winter terms of their sixth form year. Of course, if a student is unable to visit a college’s campus, it is even more


appropriate to contact the institution via email (these are sometimes

to an institution and is accepted, they are strongly encouraged to visit campus in April prior to making an enrollment decision.

SPECIAL VISIT PROGRAMS

reserved for high school seniors, colleges welcome students and families to many of their on-campus programs. Visit programs are often packed with tours, sessions and panels designed to give visitors a comprehensive view of the institution. Regional programs also exist, with admission offices hosting receptions or interviews in cities around the country. These activities typically are aimed at interested students/families who may not have had the opportunity to visit campus. A student may receive an invitation to these types of special programs by virtue of being on an institution’s mailing list. However, many schools list special program opportunities on their website.

COLLEGE CONNECT

College Counseling Office has developed College Connect, a program whereby current Choate students can contact former Choate students at a variety of colleges and universities across the nation as well as abroad to hear first-hand about the student experience. A database is maintained of Choate graduates who wish to serve as resources for others considering the institution in which they are enrolled. This

Book is kept in the Carrington House living room to track connections made. For more information, students may consult with their college counselor. By emailing a College Connect mentor, a student will be able to gain important knowledge and insight about a college from a resource who knows it best.

CHOATE COLLEGE APPLICATION POLICIESThe college process is paradoxically both simple and complex. All Choate students must follow a simple and clear path: take standardized tests, learn about colleges, and complete applications. Unfortunately, each will likely experience some of the anxiousness caused by a multi-faceted and demanding process. Ultimately, it is our hope that each student will make informed choices about what is best for them in terms of schools that represent the best fit for

help navigate the path ahead, we offer the following rules of thumb:

1. High School Achievement. Different sources offer conflicting information about what is most important to admission officers.

Yet every year the National Association for College Admission Counseling polls thousands of admission officers, and every year the answer is the same: grades in college preparatory courses and strength of curriculum are the most important factors in admission. As students work through their college process, it is critical to keep academic coursework a priority at all times.

2. A Logical Plan. The College Counseling Office has a multi-faceted plan to assist each student through the application process. Through group meetings, individual sessions and special program opportunities, we help each student understand the offerings at different colleges, create a testing plan, and perform the self-analysis that leads to self-advocacy and results in strong applications. The CCO is a key resource in each student’s achievement of success.

3. Common Sense. The recent increases in college applications

many colleges have created a heightened awareness of the competitiveness in the process today, and it has also

outlandish or too good to be true, it probably is.

4. Selectivity. While it is accurate that many colleges continue to set records for numbers of received applications while also

of interesting, diverse students. However, this environment

creating compelling cases for “fit” and “match” at each college.

5. One College. A student can only attend one college. The process is not a competition to collect as many acceptances as possible. Nor is it a time to explore, purely out of curiosity, whether acceptances to certain institutions can be gained. This process is about finding an educational community that will appropriately challenge and support a student’s needs and aspirations.

With these five concepts in mind, we have developed a set of standards and policies that will allow each student to present high

as effectively as possible on behalf of every Choate student. Our ultimate goal is to allow each student to “reach for the stars” while maintaining the important balance necessary to have terrific options if “reach” schools do not come to fruition. Every student should complete the college application process with a feeling of success and, most importantly, with a fine college choice that will prove to be a beneficial fit for both institution and student. We look forward to working with you on this exciting rite of passage.

RULES AND EXPECTATIONSStudents are expected to attend all monthly small group meetings, required individual sessions with their college counselor and special programs as announced.

During these meetings, important information about the college application process is shared. Additionally, individual meetings allow for deeper conversation about each student’s interests and activities


while also allowing for a thorough review of the student’s academic history and testing plan, current courses, grades and test scores, as well as plans for future courses. The strong working relationship between the student and counselor is primary to Choate’s college counseling process.

Students must take responsibility when researching colleges.

Using advice from the college counselor, family, friends and reliable resources and guides, students should assess their desires for college and research the basic characteristics and “personality” of a large number of schools.

Students should visit colleges, if at all possible.

When possible, nothing replaces a personal visit to a college. Spring break, fifth form Spring Long Weekend and summer vacation are ideal times for students to go on college trips. First-hand impressions of college facilities, programs and people can be critical when deciding on a final college list. When a student visits an admission

at some institutions, interest plays a vital role in admission decisions.

A student may apply to, at most, ten schools.

Choate Rosemary Hall’s policy is that students may have a final list of no more than ten colleges. This maximum number allows a varied and competitive list without becoming counterproductive. Between visiting colleges, interviewing, demonstrating interest and spending time to write a compelling application, students’ efforts can be diminished by applying to too many schools. Because students can only attend one

early in the process about which institutions will be the best match. Excessive Choate applications to an institution can adversely affect the chances for all applicants. This ten college limit policy helps to give each Choate student the best possible chance for acceptance.

The CCO works together closely as a team. Using the most applicable and recent data available, our selectivity predictions for each school on a student’s college list are highly reliable. Taking into consideration each student’s own profile, we consider a variety of factors (including, but not limited to, gender, domestic or international citizenship, grade point average, course rigor,

parental or sibling legacy, academic interests, etc.) to determine the

reach” for a student, the likelihood of admission is less than 5%.

other words, there is at least an 85% chance the student will not be offered admission to the school. For schools in the “possible” range,

likelihood of being admitted is 75% or greater.

one “extreme reach” college. We also encourage students to have three to four “probable” colleges on their list. For the past several years, selective colleges and universities have admitted ever smaller percentages of their applicant pools. With sometimes dramatic changes from year to year, it is important to ensure that our students have balanced lists that incorporate both their most ambitious dreams and aspirations while providing attractive additional options that are a reliable “insurance policy.”

There are a few special exceptions to the “ten school” limit. Students should consult with their college counselor if circumstances might

petitions are sometimes, although not always, granted in those situations where a student’s application success might be difficult to predict. (Examples include athletic recruits, students applying to

or portfolio, etc.) ALL STUDENTS, however, are encouraged to

application of this kind often ensures a student a successful outcome and DOES NOT count toward the “ten school” limit.

A student must meet all college application deadlines, as well as internal Choate deadlines, to maximize admission possibilities.

To receive full consideration for college admission, it is imperative that students meet all deadlines for the submission of materials.

Regular Decision is the application process by which most students

application deadline which typically falls on or after January 1st. Due to the sheer volume of applications an admission office will receive and the time necessary to complete a fair and thorough review of each, students applying through the Regular Decision plan usually receive a

also especially recommended for those students for whom financial aid will be a factor. And perhaps most importantly, for students who need a strong fall term of the sixth form year, this provides an opportunity to demonstrate superior academic capability.

Rolling Admission is an application process by which institutions review applications as soon as they become complete and inform the

Rolling Admission plans begin accepting applications early in the fall, and some continue accepting applications well past Regular Decision deadlines. Applying as early as possible to a preferred institution with Rolling Admissions may help a student gain an acceptance much earlier than their other choices but still have the luxury of waiting

“insurance” to reach higher with the remaining selections on their college list. With Rolling Admission, the earlier the application is

they become complete and admitting students continuously, waiting

be admitted due to limited space.

A student may submit, at most, two Early applications.

Applying early to an institution implies extraordinary interest on the part of the student.

Early Decision (ED) is a binding application process through which a student submits an application early in the sixth form year (as early as mid-October, though most are due in early to mid-November)

student is committed to attend that college. The ED option should only be used in a situation where the school is the student’s first choice. Disadvantages? While applying early may yield a student admission to their top choice school, the timeline does not allow a


student/family to compare possible financial aid packages. For this reason, the Choate CCO strongly advises students/families with expected financial need not to consider the Early Decision option. This timeline also sometimes does not allow the college to consider sixth form fall term grades and other achievement.

Some schools offer an Early Decision II

fall in early January (oftentimes coinciding with Regular Decision application deadlines), and a decision can be expected in February.

a student to compare financial aid packages. The same strong caution

attractive to students who desire to await more testing results, need to establish a strong fall term performance or did not gain admittance

Early Action (EA) is a non-binding application process. Under the EA option, a student applies early, receives a decision early, yet is not obligated to enroll at that institution if admitted. Some schools offer Single Choice EA or Restrictive EA, which places limitations on the number of additional early round applications a student may

application policies of each school on their list, including deadline dates.

The Choate policy on Early applications is as follows:

one school Early Decision, since that is a binding commitment.

one school Early Decision and one school Early Action. (NOTE: Several selective colleges with Single Choice or Restrictive Early Action programs now prohibit students from applying early to any other college.)

two Early Action (non-binding) schools, unless one of those schools prohibits multiple early applications.

The expectation is that a student uses an early application to apply to a top choice college. This allows us to be the strongest advocates possible with colleges in the early round. Therefore:

immediately withdraw all other applications.

the student may submit up to two additional applications.

“possible” or “probable,” the student may submit up to five additional applications.

Please note that we have created these policies to promote a clear understanding that success in the college process comes from thorough research, a thoughtful self-evaluation (resulting in an analysis of the strengths and abilities that should be communicated to colleges), a clear articulation of the “fit” with each institution to which a student applies, careful writing of essays and other materials, and an active partnership between the student, the college counselor and the parent(s) and/or guardian(s). While the rumor mill and heightened competition might tempt a student to submit an increased number of

applications—much like buying a lottery ticket—Choate, like many other fine schools that place similar expectations on their students, believes quality, not quantity, gets results.

APPLYING TO COLLEGESApplying to college can be a very challenging experience for students and parents. The information and reminders provided here can help

take a moment to read these points before filling out your applications. And remember… it is essential to meet all application deadlines.

GENERAL INFORMATIONThe student completes the application and sends it directly to colleges (see your counselor for exceptions). Always keep a copy of your applications.

1) The college’s own application (hardcopy or online, if available), or

2) The Common Application.

Teachers mail their recommendations directly to colleges.

The College Counseling Office sends its version of the

college counselor’s letter of recommendation, the Choate school profile, and official secondary school transcripts.

Students are responsible for sending official SAT/ACT scores to

THE COMMON APPLICATION

universities. The form was originally developed so that students could apply to multiple institutions with one original copy.

supplemental application, which is often in the form of a short essay specific to each institution. These are available on the Common Application website or on the individual websites of each school.

www.commonapp.org. Each July, the version for the upcoming year goes “live.”

“original” for each school.

each college that accepts it, the additional supplement most

to express their interest in that specific school as well as to articulate their fit.


the Common Application, but they do allow students to expound on their interest and achievements in their areas of interest.

RECOMMENDATIONS/TEACHER OR CHARACTER EVALUATIONS

colleges would prefer to have a fifth or sixth form teacher in one of the five “core” academic fields (English, social science, math, science and foreign language) as a recommender.

recommendations, as well as exceptions to the two-letter

Recommendations” form (from the College Counseling Office),

2) The colleges’ recommendation forms or the Common Application “Teacher Evaluation Form” with your section completed. When using the Common Application form, make each teacher a copy for each school, and

college admission office.

at least four weeks in advance of any deadlines; ask in person, never by e-mail!

with your college counselor. A good rule of thumb? One additional recommendation (from an employer or supervisor, a mentor, a leader of a volunteer program, etc.) that provides additional information that might not be found in a teacher evaluation is acceptable, but more than one is generally discouraged.

The Family Educational Rights and Privacy Act of 1974 entitles students the opportunity to review his or her permanent

recommended that students waive this opportunity on the

recommendations were written candidly.

COLLEGE COUNSELING OFFICE FORMS

Counseling Office for each sixth form student and is submitted to each of the schools on his or her college list. The SSR is generated automatically when a student has an active college application, and the CCO mails a copy of the form to each college. The SSR will list rigor of program, grade point average and the sixth form academic year schedule. The student is responsible for notifying schools if there are changes to sixth form course schedule after the SSR is completed.

applications can be discarded.

This form will contain the name of each college and the type

SSR, your high school transcripts (an official Choate transcript and unofficial copies of any previous high school work), Choate’s school profile and counselor recommendation will be sent to schools listed on this sheet.

specific college within a university (e.g., the Steinhardt School of

have an opportunity to send their winter mid-term grades. Since these grades are unofficial, Choate does not send mid-terms

where students have an active application.

they’ve enrolled following Commencement.

SUPPLEMENTAL APPLICATION MATERIALS

of supplemental materials. Check the website for specific instructions.

material (e.g., a portfolio of artwork, a musical tape, an example of creative writing).

address are clearly marked on each item.

EARLY DECISION, EARLY ACTION AND ROLLING ADMISSION PROGRAMS

comply with them.

morally obligated to enroll if accepted.

inconsistent, work closely with your college counselor to decide if applying early is appropriate for you.

an early application to an “extreme reach” school may result in a deferral or denial decision.

policy that you limit the number of additional applications

number of applications for an EA candidate.


your sixth form year, well before the last application deadline.

STANDARDIZED TEST SCORES AND SCORE REPORTS

two or three SAT Subject Tests. Some schools accept the ACT

tests to take or retake, and when.

to determine the latest possible testing date they will accept).

of their colleges. Colleges will not consider scores official if not on the

Choate transcript.

by mail to take the SAT at Choate, and you must register by the deadline date to be assured a seat. NOTE: Walk-ins (“stand-bys”) are not guaranteed admittance. Registration forms are available in the College Counseling Office and the SAC.

www.actstudent.org or by mail. Registration packets are available in the College Counseling Office.

RECRUITED ATHLETES

as eligible to compete by the NCAA Eligibility Center https://web1.ncaa.org/

eligibilitycenter/common/index.html).

be eligible. Do not use the Choate English waiver option (see your counselor for details) in your sixth form year.

English course in the spring of sixth form year (see your counselor to determine this).

NCAA Eligibility Center.

coach comments and/or promises about your admission chances

ADDITIONAL FACTORS TO CONSIDER

continually challenged themselves with their course selections and have done consistent academic work. Throughout their time at Choate, students should communicate with their adviser, dean, teachers and later with their college counselor regarding their course schedule. Colleges often look for trends

students take course work in all of the core academic areas? Has

each institution.

level course work where appropriate. Students should meet regularly with their dean and adviser to ensure they are meeting

students have involved themselves in meaningful activities. Whether through school clubs, church activities, community service, athletics, music/drama/dance or other activity, students should be able to demonstrate a reasonable dedication to

fulfilled leadership positions (student government positions, team captainship, dorm prefect, etc.) have demonstrated a real commitment to their communities by doing so.

fall of their sixth form year with two well-written essays. English teachers or college counselors are happy to review any drafts and provide feedback. An effective essay truly conveys the spirit of the applicant to the admission committee. Students should ask themselves, “What does my essay reveal about me? Will the reader have a good sense of my character and personality after reading it?”

student’s record and be sure to address them.

admission office a significant amount of time to receive, process

notifying students when/if their applications become complete via postcard, letter or online. Some colleges also notify students if parts of their applications are missing and often specify

application is complete, and the CCO is happy to help re-send any information when necessary.

in the process, the Choate CCO also supports and advocates for its students. After applications are submitted and before decisions are made, the CCO communicates with many colleges to advocate for Choate applicants. During this time, if a school needs additional or updated information or if the school has

provide the missing details.


DECISIONS FROM COLLEGESThe job of a college admission officer is not an easy one. With large numbers of applications each year, they must sort through the pool

making decisions may sometimes hinge on the smallest of details. As mentioned previously in this College Counseling Handbook, a student’s academic work often plays the biggest role in the admission decision. However, special talent, diversity (racial, ethnic, first-generation college student, etc.), legacy, connections to the institution, etc. can all factor into the decision. While some larger state universities may make decisions by a more formulaic method (whereby the academic factors of test scores, grade point average and academic rigor can be especially important), many private

reason that in order to put their best foot forward, a student must invest the time to write thoughtful essays, select teachers whose recommendations can best represent their classroom contributions, and communicate with their college counselor about all aspects of his or her college search.

admits a student through the Early Decision round, that college expects that the student will enroll as promised in the

Regular Decision rounds, they expect that students will thoughtfully

to compare financial aid packages (and even contact a Financial Aid Office if an offer of aid does not match the need of the family), so applying Early Decision is usually not a good option for those students for whom financial aid will be a factor.

After carefully considering their acceptances, a student must decide upon one college and pay a deposit there in order to hold a spot

unethical and should never be done.

Waitlist, it often means that the college deems the student both an admissible and a viable candidate. However, it also often means that they simply did not have enough

waitlisted in the Regular Decision round are given the opportunity to stay on the waitlist or to remove their name from further consideration.

Office of Admission to further express their interest in the school and provide any updates possible since the time of their application

evaluate where they stand in relation to enrollment goals and make any decisions regarding the acceptance of any additional students on

their waitlists into the summer months, they will often indicate those plans to students who choose to remain on the waitlist. Because waitlist activity is often unpredictable, it is critical that a student accept their most appealing offer of admission and pay a deposit by the

that they be released from their enrollment.

deferred from an Early Decision or Early Action round, his or her application will be placed into the Regular Decision pool of applications. Often, a college may need to see additional course work

student who still wishes to be strongly considered should contact the Office of Admission to express their continued interest and provide

early April.

Some colleges will anticipate additional space in their residence halls mid-year. January admits, while still fairly rare, are becoming more popular. Students offered a January admit must weigh the pros and cons of starting college in the middle of an academic year, while their new classmates will already have experienced college life for half of an academic year. For some, this presents no problem

problematic. Students should consult their families and their college counselor to discuss their options and opportunities if offered an admission for January.

denied

Early Decision or Early Action round, a student may not re-apply in the same application cycle. Students should remember that a denial

of a highly competitive admission environment. Students should also seek advice from their college counselor, who may be able to provide some insight regarding the decision and offer advice should the student opt to re-apply in another admission cycle.

Deferring college enrollment is becoming a more popular idea. Students may find it interesting or appealing to work, travel, study or become involved in a community service program. Regardless of the reason, most students find this year both informative and rejuvenating. However, a “gap” or “interim” year is not intended to be an alternative for a student not happy with their admission results. Rather, a student should go through the admission process, pay an enrollment deposit, then seek the permission of the college to which they’ve enrolled to defer admission for a year to take advantage of

choice to take a year to become involved in a meaningful activity, as it may enable the student to make an even greater contribution to their campus community when they do arrive. Check the Resources section of this Handbook for websites and agencies/organizations offering viable gap or interim programs. Students should speak with their college counselor early in the process if they are considering a program of this type.

Some Choate graduates choose to re-apply to colleges in the year(s) following their graduation. Because of the significant time demands on the College Counseling Office in their work with current Choate students, the services available to graduates are not as comprehensive. Students wishing to transfer or re-apply to colleges must contact the CCO. We will work with the student to ensure

appropriate academic information) are sent in a timely fashion and will assist in the sending of Choate teacher recommendations. The

transcripts are sent to each college to which the student wishes to


scores be sent by the appropriate testing agency.

are looking forward to graduation and starting to anticipate college life. However, it is not a time to relax and let academic or citizenship responsibilities slip. Though rare, colleges reserve the right to rescind

is critical to continue to work hard in the classroom and maintain an academic performance in line with the best work on a student’s

uphold the responsibilities of being a good citizen until graduation and

or her final transcript is sent to the college in which they’ve enrolled. Students should take great care not to give colleges any reason to doubt their academic or other efforts in the spring term.

COLLEGIATE ATHLETICSAthletic talent can provide opportunities for student athletes in the

recruiting process.

FIFTH FORM YEAR GUIDELINES

collegiate level, you must speak to your Choate and/or outside coach regarding your ability level.

a. Ask your coach for an honest and realistic assessment of your prospects in collegiate athletics. At which level does he or she believe you can compete? You should use the information as a guideline for targeting schools at which you can realistically compete.

balanced preliminary list of schools based on your athletic ability.

a. For example, if your coach’s assessment places

schools in terms of your athletic ability.

b. Athletic recruiting is not a science, so you should continue to pursue all options until the official recruiting process begins during your sixth form year

should visit each athletic website of those schools to

have a paper form, but you should complete the necessary data for each school.

b. This data will be placed in the individual school database and will supply each school’s coaching staff with your contact data.

c. This is a preliminary step in the recruiting process that only places your name in a database and does not mean that you are going to be recruited by the school. Thousands of students fill out these forms, but it is necessary to get the information to the schools in which you have interest. Be sure to include involvement with club teams or other teams outside of school.

identified some of your favorite schools, you should contact the coaching staff at those schools to learn about the possibility of attending a camp in the summer.

in the summer. As a matter of fact, it is not necessary to attend any camps in the summer to be recruited.

b. Athletic camps give the individual coaching staffs the opportunity to evaluate you as a potential player at that particular school. Although coaches do evaluate students who attend their summer camps, they do not limit their recruiting to those students.

opportunity to speak to the college coaches about your ability as a player. They will be able to provide you with feedback regarding your potential as an athlete at the collegiate level.

admission deadline calendar, your fifth form year is your opportunity to be recruited.

a. You must be proactive in the recruiting process and market yourself. While your coach will be helpful in the process, you must take the lead and contact coaches at the schools for whom you wish to play.

coach provided you as a guiding factor in your decision to contact schools.

application process that you will be able to be seen by college coaches will be in the summer. Thus, you must notify coaches when you have contests so they can have the opportunity to evaluate your ability.

able to help you with this process.

contact with coaches. For most sports, July 1 of the summer before your sixth form year is the earliest that coaches are able to call you on the phone or speak with you in person when they are traveling on the road.

If you intend on competing in athletics at the Division I or II level, you

details). Preferably you will be registered by the end of the summer prior to the sixth form year.


SIXTH FORM YEAR GUIDELINES

when college coaches contact you over the telephone or by email. Understand that coaches will contact a large number

school, it may be an indication of strong interest on the part of the coach, however, this does not automatically result in an offer. You are restricted to taking only five official visits at the

An unofficial visit is one in which the student incurs the cost of travel, food and lodging and does not count against your five official visit opportunities.

a. There are no restrictions to the number of overnight

in terms of the visit.

to their school Early Action or Early Decision. You must understand that they are also encouraging other athletes they are recruiting to do the same, and therefore admission is not

only has “x” spaces and if “x” players are admitted, he or she has completed their recruiting for the year.

a. This is by no means a reason to apply early, but it is a reality of the recruiting process. You should not apply Early Decision to a college unless you are 100% sure it is the right school for you.

a. For athletes:

likely letter of admission? (Division 1 only)

1. A likely letter states that you are “likely” to be admitted to the institution unless your performance drops in or out of the classroom. (These are offered

ii. Has the admission office deemed me as an “admissible student” through an early read process?

iii. Has an admission officer reviewed my application and made a decision?

their needs, positions, etc.

2. How many athletes are you supporting and what does your support mean in the admission process?

often. Choose the college for the community and the program, not for the coach you most admire.

the coaches. No matter how supportive a coach may seem, only the admission office can make the final decision.

letter of acceptance from the admission office. For example, even if a coach brought your application to the admission office for a pre-read, even if admissions deemed you acceptable, and even if the coach guarantees his or her full support of your application, there is still a chance you may not be accepted to the schoolall parties involved in your college process to craft a balanced list of schools that you believe will offer you a successful and enjoyable experience.

critical that the student read the letter carefully and share it with his or her parents, coaches and college counselor.

list can change dramatically. Needs of the team, academic

recruits can all play a major role in the shifting of a recruitment list. Communicate with coaches to gain a sense of where you

of a particular coach or program.

If you plan on competing at the Division I or II level and have not yet registered with the NCAA Eligibility Center, you should do so as early in the sixth form year as possible.

VISUAL AND PERFORMING ARTSLike athletes, students thinking about attending art school or a conservatory in one of the performing arts have many additional details to pay attention to in the application process. Below are some things to consider, and some helpful hints as you explore options for your education after Choate.

arts colleges with strong art and/or performing arts departments. Other students will prefer conservatories or art schools. Our recommendation is always to include several liberal arts colleges on your list even if you are primarily interested in a conservatory. This will provide you with flexibility should you change your mind about

helps ensure that you will have college options, since conservatory and art school admissions are extremely difficult to predict.


A GENERAL GUIDE TO TYPES OF DEGREES IN THE ARTS

very different structures and programs. For example, many art schools offering BFAs have highly structured foundation years, while other schools offering BFAs have no such prescribed program.

those in the arts (e.g., French literature, or economics, or the sciences), then a liberal arts college is definitely the right choice. Only students ready for pre-professional training should be considering a conservatory approach.

for you? We recommend that, if you have not yet done so, you strongly consider enrolling in an intensive summer program in your area of interest. You need to experience what it is like to “do art” (or music or theater or dance) all day (and often all

confidence, courage, and endurance are just as important.

course teachers and other knowledgeable people to find the

interest you before the date is set for an audition or portfolio review, so that you can see the place without having to worry about anything else. Facilities are very important for artists,

For example, did you know that many of the most competitive theater programs eliminate students at the end of the first or second year, keeping through until graduation only a select few? Can you live with that level of risk?

accomplished professional had to persevere despite negative feedback, little support, and poor reviews.

in visual and the performing arts. A foundation in the liberal arts can do wonders to deepen your craft as an artist, actor, or even singer. The exceptions to this include dance and instrumental music, which are more highly dependent on intensive training at a younger age.

SPECIAL CIRCUMSTANCES MEDICAL OR PERSONAL LEAVEOccasionally, a Choate student is granted a leave of absence for medical or personal reasons. The original leave agreements must involve the Dean of Students, the Dean of Academic Affairs and the

guidelines before returning to Choate. Upon their re-entry to Choate and participation in the college process, it is essential that the student disclose the leave to their college counselor so they may discuss the most effective way to present the information to colleges.

REPORTING DISCIPLINARY INCIDENTS TO COLLEGES

discipline. We disclose disciplinary violations of the Honor Code that result in probation, suspension or dismissal. Choate does not, however, report disciplinary violations that are specific to boarding school students (such as co-ed or curfew violations, etc.). When asked on an application about disciplinary actions they’ve received,

submitted their college applications, a loss of a leadership position occurs as a result of discipline, the student’s form dean will send a letter to the colleges to which the student has applied explaining the

SERVICE ACADEMIES

a different process than the standard college application process. Admission depends not just on academic and personal credentials but also the passing of physical examinations and often a nomination from your congressperson or senator (with the exception of the United

academic experience and the day-to-day living conditions will be much

a post-graduate obligation of service and the possibility of serving in

cadet. To receive full consideration, it is recommended that a student begin the process in the spring of their fifth form year. The first step

considered as one of their nominees. R.O.T.C. scholarship programs involve an application process, too, with an application, a physical, and

INDEPENDENT COUNSELORSThe CCO is aware that some families prefer to hire and work

necessary for the student to communicate fully with their assigned Choate college counselor. As we serve as the Choate liaison between the student and the colleges to which they apply, it is essential that students working with an outside college consultant still participate

group meetings and one-on-one meetings and meet all deadlines and expectations of the CCO.

LEARNING DIFFERENCES (LD)A student with a documented learning difference may choose to

may help a college more accurately interpret the student’s transcript, it might be beneficial. A student should discuss his or her specific


to accommodate students with disabilities, but it is helpful to know what types of accommodations the college offers.

FINANCIAL AID AND SCHOLARSHIPSThe escalating cost of higher education makes it necessary for many families to apply for financial assistance. Financial aid is money that is given or lent to students (or in the case of work study, earned by students) to help pay for their college education. Sources of financial aid include federal and local governments, colleges and universities, and private organizations. Financial aid comes in four forms: grants and scholarships (gift aid), or loans and work-study (self-help aid). The information in this section introduces you to the various types of financial aid and guides you in understanding the process involved in applying for aid. You are encouraged to refer to the web sites provided below to gain greater insights into the workings of the financial aid process.

TYPES OF FINANCIAL AID There are both need-based and merit-based financial aid programs. Need-based financial aid is awarded to students whose families do

for need-based financial aid is determined through the filing of federal forms (see Applying for Financial Aid, below), which assess a family’s income and assets and ability to pay college tuition. Loans,

based aid is given to students on the basis of talents, abilities or achievements and is typically in the form of a scholarship.

Grants: Various forms of need-based grants are awarded by both the government and individual colleges. Grants are a form of ‘gift aid’ for which no repayment is needed or expected. One

dollars to the student. A student may also be eligible for a Federal Supplemental Educational Opportunity Grant (FSEOG), which is a campus-based program administered by the financial

institutional grant monies for families who demonstrate need.

Federal Work-Study: Like the FSEOG, this is a campus-based program, and participating eligible colleges receive program funding from the Federal government. Through work-study, a student is employed part-time on his or her college campus and is able to earn money to contribute towards college costs.

Loans: A loan refers to borrowed money that must be repaid by the student or the student’s parents. High-need families may

based program administered by individual college financial aid

offices. The most prevalent loans are the Federal Stafford Loan

Loans can be awarded on either a need or a non-need basis: Subsidized Stafford Loans are awarded to students on the basis of financial need. As such, the government pays the borrower’s accrued loan interest while the student is in school, thereby

begin until six months after the student has graduated. An unsubsidized Stafford Loan is non-need-based, and the borrower is responsible for accrued interest throughout the life of the loan. However, as with the subsidized Stafford Loan, this unsubsidized loan also has a six-month ‘grace period’ after graduation before loan repayment begins.

Scholarships merit-based, thus awarded in recognition of academic achievement, special abilities or talents (athletic, musical, etc.), religious affiliation, ethnic or racial heritage, community activities or special interests. Scholarships may come from specific colleges or from private sources. While most of these scholarships are not

student have demonstrated financial need. Scholarship searches can begin in the spring of the fifth form year and continue into the sixth form year. Hometown public libraries and local newspapers may offer listings of local scholarships available to

may offer scholarship consideration for dependents of their

scholarships through competitions. The CCO maintains a list of scholarships available through a variety of sources. While not a comprehensive list, it is a diverse listing of scholarships commonly applied to by Choate students. www.fastweb.org and www.finaid.org are two websites that offer free information about scholarships.

Note: A student’s financial aid package from a college may be formed by a combination of need-based and non-need-based programs. For instance, a student may qualify for Federal grants, loans and work-study as well as receive additional institutional grants and scholarships and/or outside scholarships. Each college reviews a family’s financial profile and forms a financial aid package according to the ability and awarding policies of that respective institution.

APPLYING FOR FINANCIAL AIDFree Application for Federal

Student Aid (FAFSA) in order to be considered for, or to receive, need-based financial aid. The government uses this form to determine a student’s eligibility for financial assistance. All

financial aid, whether it be federal or institutional aid dollars. The FAFSA should be completed online at www.fafsa.ed.gov as soon after January 1st as possible in the student’s sixth form year. Electronic submission of the FAFSA ensures greater efficiency

1-800-4-fed-aid. Meeting all application deadlines for financial paperwork is a MUST.


student will need to obtain personal identification numbers called PINs

to access Corrections on the Web, to include additional schools www.pin.ed.gov to

Many private colleges(CSS) PROFILE

https://profileonline.collegeboard.com.

be done in the fall of the sixth form year. You must register for two weeks before the earliest priority filing

date specified by your colleges.

in-house financial aid form

Early Decision/Early Action (ED/EA) college applicants

estimated FAFSA form in the fall of the sixth form year. Consult with the particular ED/EA college early in the fall to determine

students seeking financial assistance apply to at least one home-state public institution, as that option is typically the most affordable.

crucial avoid Early Decision as an option. Because of the binding status of the ED application, it eliminates a student’s ability to compare financial aid awards with offers of admission.

Note for international students: Financial aid is extremely limited for non-U.S. citizens as state and federal funds cannot be used to support international students. To qualify for federal, need-based financial aid, a student must be a legal U.S. citizen or eligible non-citizen. If an international student receives financial aid, it must be from a college’s own funds. While some colleges may admit students without regard to their financial situation, the same is not true of international students. Colleges often require international students to submit a statement of finances and an International Financial Aid form at the time of admission. Discuss your needs with your college counselor and check with each of your college’s financial aid offices as to their policies regarding financial aid for international students.

DETERMINING ELIGIBILITY FOR NEED-BASED FINANCIAL AID

Student Aid Report (SAR). The SAR is a summary of the information entered on the FAFSA and it indicates how much the student’s family will be expected to pay for college the following year. This amount is called the Expected Family Contribution (EFC). Colleges, lending institutions, federal and state aid programs use this EFC when determining financial aid eligibility and in forming financial aid packages.

demonstrated financial aid need is the difference between a college’s comprehensive annual fees (room, board, tuition, books, personal expenses) and the Expected Family Contribution.

others will not. Colleges who are “need blind” make admission decisions without regard to a student’s financial need. Some colleges may be “need blind” for a portion of their application pool, but financial need may enter into the decision in the later stages of the decision-making process. Consult colleges to learn of their individual policies or review a list of 100% need-met colleges at www.cslf.com.

early estimate of their eligibility for federal student aid by completing the estimator at either www.FederalStudentAid.ed.gov or at www.finaid.org. (Both of these websites also provide detailed information regarding all facets of federal student aid and free scholarship searches.)

ADDITIONAL CONSIDERATIONSGapping occurs when a financial aid offer does not meet a family’s financial need to pay the costs of college. While some colleges may have the ability to reconsider a financial aid package and issue a more attractive offer, it is a rarity and often hinges on special circumstances unforeseen in the application process.

a family, it is perfectly appropriate to ask to meet with a member

school, this representative can be an outstanding resource and point of contact during the application process and beyond.

“No loan” programs are becoming more popular. Colleges with particularly large endowments are increasingly able to meet a student’s financial need without including loans in the financial

packaging policies.

RESOURCESWhile there are many resources to help students and parents through the college selection and application process, here are some we’ve found particularly good and helpful:

GENERAL COLLEGE GUIDESBarron’s Profiles of American Colleges

, Edward B. Fiske

, Staff of the Yale Daily News

The College Handbook, The College Board

The Best 368 Colleges

Rugg’s Recommendations on the Colleges, Frederick E. Rugg

, Lovejoy’s Educational Guides


POPULAR BOOKS ON SELECTING COLLEGESColleges That Change Lives

Looking Beyond the Ivy League

, Thomas Sowell

FINANCIAL AIDFunding Your Education, U.S. Department of Education, Student

Peterson’s College Money Handbook

Paying Less for College

Scholarship Handbook, The College Board

MISCELLANEOUS BOOKS AND GUIDESCampus Opportunities for Students with Learning Differences, Judith

College Admissions Index of Majors and Sports, Orchard House

The Complete Handbook for College Women, Carol Weinberg

Directory of Art and Music Colleges, Roberta Carr

College

, The College Connection

, Thomas LaVeist

Jewish Life on Campus, B’nai B’rith Hillel Foundations

,

, Carole J. Everett

HELPFUL WEBSITESwww.act.org register for the ACT, check your scores and submit them to colleges.

www.campustours.comcampus maps, etc.

www.collegeboard.comBoard. At this site, you can register for the SAT, check your scores, release and send scores to colleges, register for the

need), find financial aid and scholarship information, and link to college information and applications.

www.collegenet.comthe college search process.

www.fafsa.ed.gov

institutions if you are applying for financial aid.

www.fairtest.org or ACT.

www.fastweb.com

www.finaid.org

scholarships, sponsored by NASFAA, the National Association for Student Financial Aid Administrators. This site includes many special searches, such as scholarships for special ethnic groups and athletes, and a formula to help parents get a personal “estimate” of their family contribution to the cost of college.

www.internationalstudent.cominternational students researching and applying to U.S. colleges.

www.ncaa.org

the NCAA Eligibility Center (formerly known as the NCAA Clearinghouse). You must complete, print, sign and give to your college counselor Forms One and Two to authorize the release of your transcript to the NCAA – available at https://web1.ncaa.org/eligibilitycenter/common/index.html.

www.petersons.comof one of the most widely used college guides on the market. This site also allows you to access general information on colleges and universities as well as links to on-line applications, and includes helpful information for students and parents.

www.princetonreview.com

plus “What are my chances for admission at this school?”

a source for their application.

GAP/INTERIM YEAR RESOURCES, Joe Bindloss, Charlotte Hindle and

Andrew Dean Nystrom

, Susan Griffith

Teaching English Abroad, Transitions Abroad

www.americorps.orgservice program

www.interimprograms.com

www.cityyear.orgthe United States

www.usexperiment.org

www.icye.org

www.nols.edu

www.outwardbound.orgwilderness programs

www.whereyouheaded.com


A NOTE TO PARENTSWe know you want to be involved in the college search process, and here are some healthy ways to help your child:

a deadline when your child must give you a list of colleges he/she wants to visit. You can schedule the trip.

appointments. Get travel directions where necessary.

tools might be helpful for your child to stay organized as he or she gathers college information. Ask your child what system is preferable for him or her.

“college section.” You know your child best, so select one to four resource guide books he or she will find especially helpful.

anecdotal books. Treat guidebooks as guides, not gospel. Don’t be seduced by the “hype.”

your visits to help your child accurately remember the college weeks after the trip.

if an admission officer meets with the family as a group.

absolutely appropriate for you to travel at the back of the pack.

down the ‘likes’ and ‘dislikes’ of the college before the family discusses the school. Let your child share his or her impressions first, before you share your opinions.

know you are excited about the college possibilities, and we know that you could accomplish many of the application and research tasks faster (and perhaps better) than your child. But remember, your child needs to “own” this process and be responsible for his or her choices. This is an important rite of passage.

QUESTION PROMPTS

spent at Choate? Why? What would you like to be different? Why?

these personality traits with anecdotal stories or experiences you have observed over the years.)

and encourage your child to turn challenges into opportunities so he or she can develop new behaviors.)

GLOSSARY ACT The ACT

composite test score is the rounded average of the four sub scores. The website is www.actstudent.org.

AP Advanced Placement: these are college-level courses offered by Choate and endorsed by the College Board.

the highest possible score). Colleges may offer either credit, or advanced standing, to any student who has

Candidates Reply Date The Candidates Reply Date one college.

Class Rank The rating of a student based on an academic comparison with all other students in a class. Choate Rosemary Hall does not rank its students.

CSS College Scholarship Service is a division of the College Board devoted to the financial aspects of a college

that information to colleges.


College Board A not-for-profit membership association whose mission is to connect students to college success and

www.collegeboard.com) offers several test preparation products (including “SAT Question of the Day”) and descriptions of each test/product.

Common Application A standard application form accepted by over 350 colleges. A student completes one application form and

supplements. The website is www.commonapp.org.

Deferral This is an admission decision which may be received if a student has applied under an Early Decision or Early Action plan. A deferral

Students who apply Early Decision and are deferred are no longer bound by the Early Decision Agreement and may apply to other colleges.

Double Deposit Committing to enroll at more than one college by sending a financial enrollment deposit to multiple colleges is considered unethical.

Division I, II, III These are designations for college athletic programs as defined by the National Collegiate Athletic Association

early insure that students understand the process of working with college coaches.

*Students interested in playing at Division I or II colleges must register with the NCAA Eligibility Center (formerly known as the NCAA Clearinghouse) at the end of their fifth form year.

Early Action (EA) A process whereby an application is submitted and a decision received early in the sixth form year. Usually, application is made by November 1 and decisions are sent by mid-December. Early Action is a non-binding

Early Decision (ED) A process whereby application is made to one Early Decision school early in the sixth form year, and if accepted, the student agrees to enroll at that institution and withdraw applications to all other colleges. This is a binding agreement among the student, the college, and the parents. For financial aid applicants, an estimated award is provided with the admission decision and finalized once tax returns are completed. Some institutions offer both

FAFSA Free Application for Federal Student Aid: As the name implies, a no-cost Federal form used by colleges to determine a student’s and family’s eligibility for Federal financial aid funds.

Federal Methodologyuse it as a rationing device for state funds as well.

Fee Waiver Those students who demonstrate a substantial need for financial assistance may be eligible for a waiver, exempting them from paying some application and/or testing fees. Specific eligibility guidelines must be met.

Financial Aid grants (which do not need to be repaid), loans (which must be repaid) and often work-study (funds earned by the student through

form and are not eligible for Federal funds unless they are permanent resident aliens and have a “green” card.

Gapping A term used to describe a financial aid package that does not meet demonstrated need. The package leaves a “gap” between a family’s need and the offered financial assistance.


GPA : a number (such as 3.0), which indicates the average of all grades for courses earned in

Institutional Methodology The formula used by a college to determine eligibility for its own financial aid packages.

Naviance A college research database program utilized by Choate.

NCAA National Collegiate Athletic Association: The governing body for many college athletic programs. The NCAA

www.ncaa.org.

NCAA Clearinghouse See NCAA Eligibility Center.

NCAA Eligibility Center Formerly known as the NCAA Clearinghouse. A branch of the NCAA established to monitor the eligibility of

must register at https://web1.ncaa.org/eligibilitycenter/common/index.html. The student must complete, print, sign and give to their college counselor Forms One and Two for submission to the NCAA.

PROFILE The financial aid form processed by the College Scholarship Service (a division of the College Board) and used by some colleges to further define a family’s need for financial aid funds.

PSAT Preliminary SAT

Regular Decisionalthough some colleges/universities may have an earlier deadline (for example, the University of California system).

Rolling Admission The practice at some colleges and universities of making decisions on applications as they are received. Since, under this plan, colleges are accepting students every day, the later one applies, the more difficult it may become to be admitted.

SAT Reasoning Test The SAT consists of three sections: critical reading, math and writing (including an essay portion).

SAT Subject Testsparticular colleges for admission.

School Code National testing agencies assign a six digit number to each secondary school for identification purposes. Choate’s school code is 070-810.

Score Choice The College Board’s new SAT score reporting feature gives students the option to choose to send designated

individual test. Score Choice is optional, and if students choose not to use it, all scores will be sent to the designated college or scholarship recipient.

Secondary SchoolReport Form Counseling Office uses a customized version of the SSR form which is accepted by all colleges.

TOEFL iBT Test of English as a Foreign Languagelanguage is not English (regardless of citizenship) and whose SAT critical reading score is below 650. Students should work closely with their college counselor to determine whether this test is necessary. The TOEFL iBT exam is offered only at ETS-approved test centers, and appointments must be made in advance.

Wait Listcandidates are usually given the opportunity to decide whether or not they wish to wait for a final decision, which usually occurs over several weeks. Wait lists are usually maintained for the shortest possible period.

Yield The percentage of accepted students who matriculate. Generally, the higher the yield, the more competitive the institution.

TOP TEN FACTS

STUDENTS SHOULD KNOW ABOUT THE COLLEGE ADMISSION PROCESS

1) You have the right to request information from colleges and universities without feeling high pressure tactics to persuade you to apply or enroll.

2) You have the right to accurate information about each institution’s academic programs, facilities, and faculty, along with each institution’s retention and graduation statistics.

3) You have the right to the names of all accrediting, certifying, or licensing organizations for each institution.

4) You have the right to complete information about all direct and miscellaneous expenses, the types of non need-based and need-based financial assistance provided, and the methods by which eligibility is determined.

5) You have the right to accurate information about all aspects of campus safety, including institutional crime statistics.

6) You have the responsibility to ensure that all required items necessary for the completion of your application are received by each institution within the required timeframe.

7) Once admitted to a college or university, you have the right to wait until May 1 to respond to an offer of admission and financial aid (unless you have been admitted under a binding Early Decision program).

8) You have the right to request in writing an extension to May 1 without penalty if an institution requires an earlier commitment (unless you have been admitted under a binding Early Decision program).

9) You have the right to historical information about prior waiting list activity including the number wait-listed, the number ultimately admitted and the availability of housing and financial aid. Colleges and universities cannot require a deposit from you to maintain your place on a waiting list.

10) You have the responsibility to submit a deposit to only one institution and—upon submitting that deposit—to withdraw from all other institutions to which you have beenadmitted.

By the New England Association for College Admission Counseling, www.neacac.org

choate-rosemary hall: college handbook

Documents