Ridgeview Classical
Schools
2016-17
COLLEGE
ADVISING
HANDBOOK
1800 S Lemay Ave
Fort Collins, CO 80525
970-494-4620
970-494-4625 fax
Ridgeview Classical Schools
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Table of Contents
SECTION I: RCS College Advising Office ................................................................................ 5
College Advisors............................................................................................................................. 5
RCS College Advising Office philosophy ........................................................................................ 5
New tools for predicting success in college ..................................................................................... 6
Shouldn't more Ridgeview students get into top schools? ................................................................ 7
Student's responsibilities ................................................................................................................. 9
Parents' responsibilities ................................................................................................................. 10
Website reference disclaimer .......................................................................................................... 10
SECTION II: What Can Ridgeview Do to Help Me? ............................................................. 11
Head of College Advising .............................................................................................................. 11
Advisors .............................................................................................................................................. 11
College Advising Administrator .................................................................................................... 11
Naviance/Family Connection ....................................................................................................... 11
SECTION III: How Do I Prepare to Apply? ............................................................................ 12
College preparation checklist for 9-10th grades .............................................................................. 12
Graduation requirements ............................................................................................................... 13
Junior year tasks............................................................................................................................ 14
Senior year tasks ............................................................................................................................15
CCHE Eligibility index ................................................................................................................. 18
Entrance requirements for some colleges .......................................................................................18
Colorado State University ................................................................................................. 18
University of Colorado at Boulder .................................................................................... 19
Colorado School of Mines .................................................................................................20
University of Northern Colorado .......................................................................................20
University of Colorado at Denver ..................................................................................... 21
Admission standards for highly selective schools ................................................................22
Standardized Tests ........................................................................................................................ 23
Ridgeview CEEB code 060598 ..........................................................................................23
PLAN ..................................................................................................................................... 23
PSAT ...................................................................................................................................... 23
Which to take? ACT or SAT ............................................................................................. 23
When to take the ACT or SAT? ........................................................................................ 24
ACT ....................................................................................................................................... 24
SAT ....................................................................................................................................... 25
SAT Subject Tests .............................................................................................................26
SAT/ACT Test Optional .................................................................................................. 26
TOEFL................................................................................................................................... 26
AP (Advanced Placement) ................................................................................................. 27
College Level Examination Program (CLEP) .................................................................... 28
College Sports .............................................................................................................................. 28
NCAA Eligibility .............................................................................................................. 28
NCSA ..................................................................................................................................... 29
NAIA .....................................................................................................................................29
Ridgeview Classical Schools
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Table of Contents
SECTION IV: Where Do I Apply? ........................................................................................... 30
Misleading myths about college admissions ................................................................................... 30
15 key factors in admissions decisions ........................................................................................... 32
Making a list of prospective schools ...............................................................................................32
Internet sites to explore .................................................................................................... 34
What really matters to you? ............................................................................................... 36
How to identify schools of interest .................................................................................... 37
College ratings .................................................................................................................. 38
Assessing your list of colleges ........................................................................................... 39
The Internet and the college search ................................................................................... 40
Generate a list of 20........................................................................................................... 41
School selectivity ...........................................................................................................................42
Types of colleges and universities.................................................................................................. 44
Western Undergraduate Exchange (WUE) .................................................................................... 44
College fairs.................................................................................................................................. 45
Visit days for local universities ........................................................................................... 46
College fair tips............................................................................................................................. 47
Visiting college campuses.............................................................................................................. 48
Suggestions for a college visit ............................................................................................. 48
Alternatives to visiting college campuses ........................................................................... 48
Dos and don'ts for college interviews or visits.................................................................... 49
Questions for admissions officers ..................................................................................... 51
Questions for faculty ........................................................................................................ 52
Questions for current students at a college or university .................................................... 53
College visit impressions ....................................................................................................53
Top ten facts about the college admissions process ....................................................................... 54
SECTION V: How Do I Apply? ............................................................................................... 55
Types of applications ..................................................................................................................... 55
Non-restrictive admission options ..................................................................................... 55
Restrictive admission options ............................................................................................ 55
Application requirements.............................................................................................................. 56
Preparing applications................................................................................................................... 57
College-specific applications ............................................................................................. 57
Common Application ........................................................................................................57
Universal Application ....................................................................................................... 57
Application fee waivers ..................................................................................................... 57
Transcripts/GPA................................................................................................................................. 57
How to obtain a transcript ................................................................................................. 58
How to read a transcript (including GPA calculation)........................................................ 58
Sample transcript ...............................................................................................................59
What the College Advising Office sends to prospective schools .........................................60
Sample Advisor recommendation request ......................................................................... 62
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Table of Contents
Advisor recommendations ............................................................................................................ 63
Student's autobiographical questions ................................................................................. 64
Teacher recommendations ............................................................................................................ 65
Sample Teacher recommendation request ......................................................................... 66
Essays ................................................................................................................................................ 67
College and Career Search Class.........................................................................................67
Essay workshops .............................................................................................................. 67
Recommendations on writing your college essay ................................................................ 67
Unusual college essay questions ......................................................................................... 68
Essay advice from high school counselors (NACAC) ........................................................ 70
12 mistakes to avoid in writing a college essay ....................................................................71
Application tips: How (not) to get rejected.................................................................................... 72
Keeping track of your application materials....................................................................................73
Sample college application checklist .................................................................................. 73
SECTION VI: How Do I Decide Where and When to Attend?.............................................. 74
Acceptance, denial or waitlist ......................................................................................................... 74
Accepting an offer ........................................................................................................................ 74
Announcing the good news .......................................................................................................... 74
Tips for the waitlisted ................................................................................................................... 74
Deferring enrollment: Gap year option .......................................................................................... 75
Gap year resources ............................................................................................................75
SECTION VII: How Do I Pay For College? ...........................................................................77
FAFSA ................................................................................................................................................ 78
FAFSA Forecaster ........................................................................................................................ 78
Net Price Calculator ..................................................................................................................... 78
Colorado Opportunity Fund .......................................................................................................... 79
CSS/Financial Aid PROFILE ....................................................................................................... 80
PSD Family Financial Aid and College Information Night .............................................................80
Helpful websites for researching financial aid ................................................................................. 80
26 tips for getting financial aid, scholarships and grants, and paying less for college ........................ 82
Applying for merit or need-based scholarships .............................................................................. 83
Scholarship search websites .......................................................................................................... 85
Specific scholarships on Naviance ................................................................................................. 86
Nominated scholarships................................................................................................................ 86
Avoiding the scams ....................................................................................................................... 87
Following through ........................................................................................................................ 87
Comparing financial aid offers ....................................................................................................... 88
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RCS College Advising Office
COLLEGE ADVISORS
Head of College Advising
Mrs. Petterson ([email protected])
Advisors
Mrs. Petterson ([email protected])
Mr. Binder ([email protected])
College Advising Administrator
Mrs. Dixon ([email protected])
Advising Office
Location: Room 105, (970) 494-4620 ext. 165
Hours of operation: During the school year, the College Advising Office is generally open from
noon to 3:30 or by appointment at other times. The office is closed during all school holidays and is
open by appointment-only during the summer. Keep in mind that advisors check email only sporadically during the summer. Contact the Registrar with emergency requests for transcripts.
RCS COLLEGE ADVISING OFFICE PHILOSOPHY
The College Advising Office exists to support students in determining their post-Ridgeview plans.
While we realize that not every student will go to college, or perhaps not immediately, we offer
each student the guidance and resources to pursue a college education. In this, our mission is not
to make sure students get into the "best schools", but rather to encourage them to find a college
that is the right fit for them. Finally, we see it as our responsibility to give colleges a complete and
honest picture of a student's experience at RCS.
While all students and parents are welcome to use the office's resources and meet with college advisors, the formal process does not start until January of junior year. At this time, each student is assigned a college advisor who will meet with the student to discuss post-Ridgeview plans, offer suggestions of resources or schools to investigate, assist with application essays and write letters of
recommendation. The Advising Office Administrator provides information and support throughout the application process, including application paperwork, dates of SAT/ACT testing, local college fairs, etc. College advising is just what it indicates - advice. It is up to each student to develop a
plan for applying to colleges. Advisors are here to offer advice, help define goals and direction, suggest resources and discuss options. No one will make the decisions but the student and his or her
parents.
We believe that financing a college education is a matter for the student and parents to handle.
Thus our office does not offer official advice on seeking or evaluating financial aid packages. Please
note that Ridgeview Classical Schools does not endorse or guarantee any of the financial aid information offered in this handbook. Students and families should carefully research financing a
college education on their own.
Ridgeview Classical Schools
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NEW TOOLS FOR PREDICTING SUCCESS IN COLLEGE
Nancy Griesemer, DC College Admissions Examiner, December 5, 2011
http://www.examiner.com/college-admissions-in-washington-dc/new-tools-for-predicting-success-college
It turns out that a few, often overlooked indicators are among a handful of great tools for predicting success
in college.
According to the Higher Education Research Institute (HERI) at UCLA, students who visit a college before
enrolling, those who participate in clubs and other activities, and those who use the internet for research are
likely to stay in school and complete a degree earlier than those who don’t. In addition, students who are
admitted early, volunteer regularly during their senior year of high school, and those who decide to live oncampus are also more likely to stay and graduate.
Other, more recognizable factors such as SAT scores and high school GPAs, as well as the cost and the size
of an institution also figure into student success but colleges determined to improve rates of graduation
should be looking at a broader range of student qualities. “The message to colleges is to use as much information as possible about their incoming students to assess what their probabilities are in terms of completion
and think about services and programs to be addressed,” said Sylvia Hurtado, director of the institute and one
of the report’s authors.
Here a few more interesting facts from the HERI report:
 Fewer than four in ten students (38%) complete a degree in four years.
 Private universities have the highest 4-year degree completion rate (64%), and public 4year nstitutions have the lowest (23.5%).
 Students with A/A+ grades in high school are more than twice as likely to earn a degree
after four years than students with B averages.
 Students with SAT scores (CR and M) between 1000 and 1099 graduate after 4 years at a
rate of 34.8% and 58.6% after 6 years.
 Choosing a college based on early action/early decision raises the odds of degree completion.
 At the four-year mark, students who live in a private home or residence as compared to
living in a residence hall have a 35.2% lower odds of having completed a degree.
 Students who come to campus with plans to transfer are at a significant attrition risk as
are students who during their senior year of high school display poor academic habits.
 Students who plan to work full time during college have lower odds of graduation .
HERI concludes that the importance student place in the college choice process on selecting their institution because of early action/decision admittance, the overall cost of attending, and the size of the college are
the three factors that have the largest impact on degree completion. In fact, making a choice on which college to attend based on these factors not only assists students to complete their degrees at the institution
where they initially matriculate, but also helps them complete degrees earlier. Food for thought.
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SHOULDN'T MORE RIDGEVIEW STUDENTS GET INTO TOP SCHOOLS?
While our graduates are highly qualified in many ways, academically strong candidates applying to very selective schools are competing against thousands, perhaps tens of thousands, of others who look alike in terms
of test scores and transcripts showing rigorous coursework and good grades. Many qualified applicants are
not admitted to their first-choice college. It is a myth that a 4.0 GPA and perfect SAT scores will guarantee
acceptance by the most selective colleges.
Selectivity has increased
Highly selective schools are admit only a small fraction of applicants. In 2014, only six out of every 100 Harvard applicants gained admittance. Considering that only three Ridgeview students have applied to Harvard
(2010-2014), it is not surprising, statistically, that none of our students have been accepted. During the same
time, six Ridgeview students applied to MIT with one acceptance; however, MIT only accepted 9 out of
every 100 applicants in 2014.
Why are selective schools becoming more selective than in the past? More students every year are applying
to more schools due to several factors:
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Colleges and universities are advertising more and offering "priority applications" to increase their applicant pool so that they have more choices when it comes to admission
time.
Since the number of students schools can accommodate has not changed significantly, a
greater number of applications obviously reduces the number of acceptances.
More international students are applying to U.S. schools, complementing institutions'
desires to diversify their student populations.
Because of (insanely) increasing college costs, many of the top students are trying to get
the best financial aid packages. Since students will not know what financial aid packages
they will be offered until they are accepted, they submit more applications, hoping to
have a better chance at receiving attractive financial aid offers.
Who gets into selective schools?
In evaluating a student's application, an admission committee may not be asking, “Is this candidate good
enough?” but rather, "What can this candidate offer to our community?" Building a well-balanced class requires choosing diverse people with different leadership qualities, community service experiences, extracurricular activities, work experiences, intended majors, ethnicities, geographic location and other factors.
The most selective colleges and universities have enough applicants that they can shape their class in line
with the school's priorities for that year. This year a school may need a particular musician, such as an oboe
player, or a quarterback, or a promising dancer. Students who have participated in such activities at the state
or national level are especially desire by college and universities. In addition, perhaps unfairly, the child of an
alumnus who is known to make regular large donations to the school may be more likely to be admitted,
even if that child does not play the oboe, is not a star athlete, and may not even have a very high GPA.
Why? Because that allows the school to admit an otherwise desirable student with financial need.
A few schools, including Colorado School of Mines, may accept students based on transcripts and test
scores alone, although some such schools will accept optional recommendations. However, in most colleges
and universities, admissions officers consider the student's entire portfolio, including grades, test scores,
rigor of coursework (as can be determined by RCS course descriptions), personal essays, recommendations
(from teachers and advisors), extracurricular activities, community service, leadership positions, work experience, and honors received. In order to stand out from the other look-alike candidates, students should
thoughtfully consider the qualities that make them unique and stress those points on their application and in
their essays.
1 Marilyn C. Morrison, Top applicants don't always get into top schools, Unigo - The Wall Street Journal
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Selectivity doesn't always mean quality
The most selective schools are not always the "best" schools. Ranking lists, such as those published by US
News and World Report, should be viewed skeptically, particularly with an eye to the criteria used. The US
News rankings are based, in large part, on the reputation of the school, as rated by other institutions' presidents and college advisors throughout the country. Very little attention is paid to the quality of the education
or the placement of graduates into jobs or graduate schools. Selectivity is based on the number of applicants
a school admits from its applicant pool, giving possible cause for schools to artificially inflate their selectivity, for example, by offering no-fee applications. Always research the ranking criteria before placing too
much credence on a particular ranking.
Best school... for whom?
There are parents and students who care about prestige and who are of the opinion that a degree from a
highly selective college or university opens more doors than a degree from a less selective school. "There
are no such things as “the best colleges,” only the colleges that are best for the student. The goal of every
college applicant should be to find a school that best fits his or her needs, regardless of the college’s perceived prestige or famous name. It also helps to realize that there is more than one college that is a good
match for each student. A college’s selectivity should not be considered as the ultimate arbiter of its worth."
Does Ridgeview itself keep students out of top colleges?
Does the value of a Ridgeview education come across in admissions decisions? True, Ridgeview is not a
well-known institution nationwide - yet. However, all transcripts are submitted with our school profile, with
information on the academic awards we have achieved, grade distribution, description of our philosophy
and coursework, as well as a list of colleges to which our graduates have been admitted. As far as Ridgeview's policy of discouraging grade inflation, remember that colleges and universities are considering the
entire package of a student's application, as outlined above. And don't forget that few Ridgeview students
actually apply to top schools for a variety of reasons, including proximity to home and family finances. The
numbers are against us.
The bottom line
Ridgeview students are encouraged to apply to the best schools for them, and their criteria are not necessarily the same as those used in published rankings.
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STUDENT'S RESPONSIBILITIES
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Take ownership of the application process
Discuss expectations and plans with parents
Attend college meetings or get (and read!) the handouts if unable to attend
Provide a business-like e-mail address and check it at least every other day for college
advising updates
Make and keep appointments with college advisor (at least twice in the spring of junior year and once in
the fall of senior year)
Give adequate notice of due dates to teachers and advisors writing recommendations using email and
Naviance
Give College Advising Administrator adequate notice of transcript requests and application due dates
Determine interests and goals
Visit colleges, attend college fairs, and meet college representatives who visit RCS
Develop a well-researched list of 4-8 schools, including at least one “safety” school
Sign-up for additional SAT and ACT tests if desired or needed
Send official SAT and ACT test scores when required
Research all application and financial aid requirements
Meet deadlines for submitting RCS requests, college applications, scholarships and financial aid
◦ with the advisor
◦ with the College Advising Administrator
◦ with teachers
◦ with schools or organizations
Write application essays; have a draft written at least 3 weeks before the due date
Share drafts of your application essays with your advisor
Keep advisor and the College Advising Administrator informed of application status (acceptance, withdrawal, deferral, denial) and of merit scholarships awarded
Respect the rules of courtesy
◦ Adhere to Early Decision requirements
◦ Accept ONE offer as of May 1st of senior year
◦ Notify advisor and College Advising Administrator of decisions
◦ Formally thank all those who helped in the application process , including advisor
and teachers
writing recommendations
Keep perspective: remember that self worth is NOT dependent on an acceptance letter.
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PARENTS' RESPONSIBILITIES
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Resist the temptation to take control; let the student take the lead
◦ Support but don't smother
◦ Encourage but don't annoy
◦ Consult but don't control
Pay (or seek aid in paying) for college
◦ Speak frankly about financial realities
▪ Check NetPrice Calculators and discuss with students before they set their hearts on a college that
is unaffordable (See Section VII: How Do I Pay For College?)
◦ Actively engage in financial aid process
▪ Students under 24 years of age CANNOT apply for federal financial aid (and thus for most needbased aid) without parents' financial information and signature (See Section VII: FAFSA.)
▪ Parents are legally responsible for students' loans
Ways to help
◦ Offer to help students visit colleges
◦ Offer to read essays and proofread applications
◦ Offer to help organize college information and deadlines
What not to do
◦ Write or rewrite application essays
◦ Forget that the application is the student's, not yours
WEBSITE REFERENCE DISCLAIMER
All websites referred to in this handbook are updated to the best of our ability. Please contact the College
Advising Administrator if any links that are not correct.
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What Can Ridgeview Do To Help Me?
Head of College Advising
Mrs. Petterson, the Head of College Advising, is available to meet with any interested parents and students
prior to assignment of individual advisors (in January of junior year). She will also:
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Meet with students and parents to answer questions about college requirements and the college application process.
Meet with students and parents to discuss a student’s course selection.
Meet with younger high school students to explain transcripts.
Stay current with the state of college admissions in the US and inform advisors, students and parents of
significant events and trends.
Teach the College and Career Search class, offering help with choosing schools, writing college essays,
and working through the applications process
Please e-mail her [email protected] to make an appointment.
Advisors
 Meet with student and parents (if desired) to discuss post-Ridgeview plans.
 Offer suggestions of resources or schools to investigate.
 Assist with application essays.
 Complete the Secondary School Report.
 Write letters of recommendation.
 Remind student of responsibilities.
 Help students find college resources and interpret information in guidebooks.
 Answer students' and parents' questions about the college application process.
College Advising Administrator
 Coordinate visits to RCS by college admissions officers.
 Provide information and support throughout the application process, including application paperwork,
dates of SAT/ACT testing, local college fairs, etc.
 Collect forms and fees.
 Update application status information in Naviance.
 Communicate with students and parents about college fairs, visits by college representatives, scholarship
opportunities and deadlines, etc.
 Help the college advisors and teachers process application forms/packets.
 Submit transcripts and recommendations to designated colleges and/or scholarship committees.
 Help arrange test and application fee waivers.
Naviance/Family Connection
This software program is an invaluable tool for college-bound students, providing college search tools and
connection to the College Advising Office. The site contains information posted by the College Advising
Office as well as links to other helpful websites. All juniors are given access to Naviance by their first meeting with their advisor in February. If you are interested in accessing Naviance prior to this time, please contact Mrs. Petterson. Parents who wish to be more involved with their student’s college search and application process may also get access.
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How Do I Prepare To Apply?
College preparation checklist for 9-10th grades
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Discuss your college plans with your parents.
Plan out your courses for each year of high school, paying attention to graduation and college admissions
requirements.
Take challenging classes in core academic subjects. (Most colleges require 4 years of English, at least 3
years of social sciences — history, economics, etc., 3 years of mathematics, 3 years of science and many
require 3 years of the same foreign language). Some of the most competitive colleges will expect 4 years
of each. (If you have any questions, please contact Mrs. Houdesheldt, the Registrar, at [email protected]). *
Watch your study habits and grades. Colleges look for grades that represent strong effort. An upward
trend is also seen positively.
Begin to consider career interests and majors or programs which are prerequisites to those fields.
Keep a list of honors, awards, paid or volunteer work and extracurricular activities in which you participate in your high school years. Colleges seek students with passionate involvement in a few activities,
demonstrating leadership and initiative. The Naviance Family Connection Resume Tool will help you
keep track of these, and could be useful for summer job applications as well.
Plan to use your summers wisely, searching for experiences that show dedication and responsibility. Consider finding summer employment, volunteer work, academic enrichment programs, summer workshops,
camps with specialty focuses (such as music, arts, and science), and paid or unpaid internships in the
fields in which you are interested.
Begin to attend local college fairs, college information days and college representative visits to Ridgeview
to gather information about schools.
Create a “business-like” email address before taking the PSAT in October of 10th grade.
Sign up for the College Opportunity Fund.
Make an appointment to speak to the Head of College Advising at any time to discuss plans or concerns.
Take SAT Subject Tests after taking applicable courses (AP, Biology, Pre-Calculus, etc.).
* While Ridgeview’s literature and history requirements satisfy admissions requirements for many colleges,
some colleges and majors have more stringent requirements for mathematics, science, and foreign language.
If you have any questions, please contact Mrs. Petterson.
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Ridgeview Graduation Requirements
PROFICIENT
ADVANCED
Mathematics
* In addition to meeting the credit requirements, students must successfully complete Algebra I, Geometry, and Algebra II or equivalent courses in order to
graduate. Students planning to attend college are
encouraged to earn 40 credits of math.
Literature
* Students earning 20 credits of English at Ridgeview
Classical High School will meet the PSD requirement
for Speech.
Science
*10 credits in Biology, 10 credits from the physical
sciences,10 credits in any science from elective
selections: earth, biological, or physical.
30 credits
40 credits
40 credits
40 credits
30 credits
30 credits
History
Latin
Modern Foreign Language
* Students planning to attend college should earn 30
credits of a foreign language at the high school level
or successfully complete Level 4 of a foreign language.
American Government
Economics
Technology
* Competency is goal: students must successfully
complete the Tech. Fluency course or equivalent.
Health
PE
Electives
* To meet the Humanities requirement, students
must earn 10 credits from among music, performing
arts, visual arts or foreign language and 5 credits in
Moral Philosophy.
TOTAL
45 credits
5 credits
0 credits
45 credits
10 credits
20 credits
5 credits
5 credits
10 credits
5 credits
5 credits
10 credits
2.5 credits
12.5 credits
60 credits
2.5 credits
12.5credits
50 credits
245 credits
270 credits
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At the discretion of the Principal a student may be required to complete remedial courses in order to
graduate.
The Principal has the right to waive any graduation requirements except those meeting state/district requirements.
Once enrolled full-time at Ridgeview Classical Schools, a student will not receive credit from any other
institution without the prior approval of the Principal.
Any student who attends Ridgeview Classical Schools part-time and then becomes a full-time student
must have the Principal’s approval to receive a diploma from Ridgeview Classical Schools.
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Junior Year Tasks
Juniors will be assigned college advisors in February. Students may request a particular advisor, but there is
no guarantee that all requests will be filled. Please contact the Head of College Advising with any questions
you may have.
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Begin investigating at least five colleges using books and on-line resources. The College Advising Office
library has many excellent resources on admissions, essays, majors, college comparisons, etc.
Check the FAFSA 4Caster (https://fafsa.ed.gov/FAFSA/app/f4cForm?execution=e1s1) and the Net
Price Calculators of these colleges with your parents to have a sense of financial fit.
Set up a business-like e-mail address to use for correspondence with colleges and the College Advising
Office. Colleges may look askance at e-mail addresses such as [email protected].
Consider whom to ask for two teacher recommendation letters, making sure to consider who can write
you a favorable recommendation. Junior year teachers are preferred since they can speak to your most
recent academic performance. Ask them informally in May.
Discuss your choices with your College Advisor.
Take the College and Career Search class for additional assistance.
Meet with your college advisor at least twice to discuss your post-Ridgeview plans.
Investigate and begin applying to military service academies and ROTC.
Sign up for ACT (with writing), SAT and/or SAT subject tests, as desired. Taking one of these tests by
March of junior year is suggested for students interested in applying to highly competitive colleges.
Attend college fairs! (including the PSD, CTCL, NACAC, RMACAC fairs).
Discuss your senior year courses with Mrs. Petterson.
Over the summer:
 Discuss your post-Ridgeview plans with your parents
 Try to visit at least one college campus before senior year begins, making sure to take a campus tour and
attend an admissions information session
 Complete your responses to the autobiographical questions and cut and paste them as a journal entry,
selecting “share with counselor” in Naviance. (See Section V: Advisor Recommendations.
 Complete your Resume in Naviance.
 If not taking the College Search class, attend an Essay Workshop.
 Investigate more colleges using books and on-line resources. You should research 20 schools.
 Enter all colleges you research in Naviance, and indicate your interest level.
 Communicate by e-mail with your advisor at least once during the summer.
 Write at least a draft of an application essay. (Common Application essay topics are posted in early August). Consider attending one of the essay workshops RCS offers.
 If eligible, obtain fee waivers for SAT, ACT, and college application fees from the College Advising Administrator.
 Get to work on the NCAA registration process and/or service academy application process, if applicable.
 Attend college fairs. (See Section VI: College fairs and representative visits).
 Check college websites for updated application materials over the summer
 Search for scholarships. (See Section VII: Applying for merit- or need-based scholarships).
 Use your summer wisely, searching for experiences that show dedication and responsibility. Consider
finding summer employment, volunteer work, academic enrichment programs, summer workshops, camps
with specialty focuses (such as music, arts, and science), and paid or unpaid internships in the fields
in which you are interested.
 Sign up in August for a fall SAT, ACT, or SAT Subject Test as needed or desired for possible score improvement.
 If any of your schools use the Common Application, set up your account at www.commonapp.org (See
Section V: Common Application).
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Senior Year Tasks
September
 Finalize your senior year schedule. Changes made after you have applied must be reported to colleges and
may affect admissions decisions.
 Sign up for ACT (with writing), SAT and/or SAT subject tests, as needed or desired for possible score
improvement (if not already done in August). NOTE: For all SAT/ACT sigh up, have scores sent directly to
RCS. You can also send up to 4 free scores to colleges. Match your ACT ID from the ACT you take at RCS to your
ACT online account.
 Narrow your list (we suggest eight or fewer colleges).
 Meet with your college advisor to discuss your list of colleges and/or post-Ridgeview plans.
 Verbally ask 1-2 teachers if they can write strong letters of recommendation for you.. If so, use Naviance to
formally request a recommendation from each. (See Section V: Teacher recommendations).
 Access and begin to fill out college applications and financial aid forms.
 If any of your schools use the Common Application, set up your account at www.commonapp.org (See
Section V: Common Application) and match it to your Naviance account.
 If using the Common Application, fill out the FERPA (privacy) waiver on Naviance.
 Begin work on your application essay(s), if you have not already done so.
 Attend local college fairs and visits to RCS by college admissions representatives, either to express interest
to colleges or to look at other possibilities, if you have not yet made up your mind about your choices.
 Create a master list or calendar. (See sample "Application planner" in Naviance on left bar of homepage).
Include the following:
* test dates and registration deadlines
* college application due dates
* financial aid forms and deadlines (note: some financial aid deadlines are before the college appli
cation due dates)
* other materials you'll need
* dates by which you will need to submit information to College Advising Administrator, your advi
sor, and the teachers whom you have asked to write recommendadation letters
 Determine if you might be eligible for a waiver for SAT, ACT or college application fees. Waivers are
granted based on financial need as outlined in the USDA Income Eligibility Guidelines at http://
www.fns.usda.gov/school-meals/income-eligibility-guidelines. If you meet the eligibility standards for
free/reduced lunch programs, please contact the College Advising Administrator for the appropriate fee
waiver forms.
 Keep a list of usernames and passwords you use since you may use different ones for school, scholarship
or financial aid sites.
 Carefully CHECK DEADLINES for applications, scholarships, and/or honors programs, making sure to
request recommendations and transcripts in a timely manner. (See Section V:Transcripts).
 Attend college fairs if you are still considering colleges or if you want to touch bases with a representative
from a college of interest.
October
 Try to finalize your college choices.
 Carefully CHECK DEADLINES for applications, scholarships, and/or honors programs, making sure to
request recommendations and transcripts in a timely manner. (See Section V:Transcripts.)
 Attend the PSD College/Financial Aid night, which is usually held in the 2nd week of October. (Search
for "PSD Family Financial Aid & College Planning Night" for the exact date) and college fairs.
 Meet with your advisor as needed, to discuss any changes and questions you may have, especially about
essays.
 Check whether colleges require or recommend interviews and, if so, make arrangements.
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October, cont
 Prepare Early Decision, Early Action or rolling admissions applications as soon as possible. Be sure to
keep copies of everything you submit to the colleges.
 If you have application deadlines in November, request transcripts and recommendations (advisor and
teachers) by Oct 1 for Nov 1 deadlines, by Oct 15 for Nov 15 deadlines and Nov 1 for Nov 30 or Dec 1
deadlines. (See Section V: Teacher recommendations and transcript requests). Please use the same deadlines for any
scholarships or honors programs applications.
 Give your application essay draft(s) to at least two other people to read, including your advisor. Get feedback from them on whether the essay portrays you in the way you intend.
 Check Naviance to see if the College Advising Office has your test scores on file. (Log on to Naviance;
select "about me" and "test scores".) RCS receive scores at least three weeks (or later) after the test date.
 Request scores directly from the College Board or ACT. (See Section III: Standardized tests).
 Submit financial aid forms, such as the FAFSA, as soon as possible. Check each college's deadlines.
November
 Your Early Decision or Early Action applications should be complete and submitted.
 Complete at least one college application by November 15. If you do, you will be eligible for the annual
Pie Day Celebration.
 Attend the free FAFSA workshop with a parent on College Bowl Sunday, which is now held in
November at Front Range Community College and Aims Community College. (See Section VII: FAFSA).
 Carefully CHECK DEADLINES for applications, scholarships, and/or honors programs, making sure to
request recommendations and transcripts in a timely manner. (See Section V:Transcripts).
December
 As you finish and submit your applications and essays, be sure to keep copies.
 Prepare final drafts of your essays and have someone proof-read them. Make sure you have received feedback on your essay from your college advisor.
 Carefully CHECK DEADLINES for applications, scholarships, and/or honors programs, making sure to
request recommendations and transcripts in a timely manner. (See Section V:Transcripts).
 If you are accepted to any schools Early Decision and you have already submitted an application to any
other school, you must withdraw that application.
 Decide whether you want to apply to any school's Early Decision II program.
January
 After a deadline has passed, if you hear that your application is not complete (but you know you submitted your materials on time), don't panic! Contact the College Advising Administrator, who will follow up
for you. College Admissions Offices often send out reminder cards and emails even if they have received
materials because they have not finished processing them.
 Focus on your spring semester classes, and classes in which you will take AP exams.
 If you have application deadlines in February or thereafter, request transcripts and recommendations
(advisor and teachers) by Dec 15. (See Section V: Teacher recommendations and transcript requests).
February and March
 Keep focused on your classes. Remember that colleges DO look at your senior grades and may withdraw
an offer of acceptance or put you on academic probation if your performance drops significantly.
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April
 You should receive acceptance letters and financial aid offers by mid-April. If you have not received any
notification, contact the colleges' admissions offices.
 Try to visit your final college choices before accepting an offer.
 Inform your advisor and the College Advising Administrator of the outcome of all of your applications,
where you have decided to attend and any scholarship money you were awarded. Also let the teachers
who wrote your recommendations know the outcome of your applications.
 Keep up with your course work and senior thesis.
May 1st: Candidates' Reply Date
 This is the date on which you must notify all schools who have offered you admission (and possibly financial aid) whether or not you plan to accept their offer. You may only accept ONE school's offer.
 Send your deposit to that ONE school only.
 If you have been wait-listed at a school you would prefer to attend over any other, see your advisor about
how best to proceed.
 Notify all other schools who have offered you admission of you decision to decline their offer. Include a
thank you note.
May
 Make sure the College Advising Administrator knows where you plan to attend so that your final transcript can be sent.
 Inform your advisor and the College Advising Administrator of any merit scholarships you have been
offered (including those to colleges you will not be attending).
 Inform the teachers who wrote your recommendation letters of your decision. Don't forget to formally
thank them, your advisor and the College Advising Administrator!
 Finish your work for your courses and your senior thesis, and take AP exams.
 Arrange to have your AP scores sent to the school you will attend, if your scores will help give you advanced standing or will help you satisfy college course requirements. Likewise, request transcripts for any
college courses you may have taken in high school (e.g., CSU).
Graduation day and beyond
 Congratulations!
 If your plans change over the summer, please let us know.
 Send the advising office any changes in your e-mail address. Ridgeview will continue to use your Naviance
email address to contact you as an alumnus/alumna.
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CCHE Eligibility Index
The Commission on Higher Education (CCHE) establishes standards for undergraduate applicants for admission at public institutions of higher education in Colorado. The standards represent minimum requirements at four-year public institutions (not for the state’s community colleges, which are open admissions).
Meeting the CCHE admission standards does not guarantee admissions as institutions which consider a
broad range of factors in making admissions decisions. The index score is calculated using a combination of
a student's high school GPA or high score rank percentage combined with ACT or SAT score. Go to
http://highered.colorado.gov/publications/policies/current/i-partf-index.pdf to see the index.
Colorado State University
18 RECOMMENDED HIGH SCHOOL UNITS
Subject Area
Mathematics
English
Science
Social Studies
Foreign Language
Academic Elective
CSU Strong Candidate
4
4
3
3
2, same language
2
State of Colorado HEAR*
4
4
3
3
1
2
*The State of Colorado Higher Education Admission Requirements (HEAR) are required for admission to any
Colorado four-year public institution.
General course work details
One unit equals one year of a high school course or one semester of a college course.
Grades of C- or better are preferred. Grades of D, F, or P(ass) may not be competitive in a selective admission
environment.
In the rare cases that courses cannot be easily categorized or may fall into more than one category, we defer to
the student’s high school to identify how the course is categorized. For example, yearbook may be counted as
an English course at some schools and as an elective course at others; we defer to the high school’s classification.
Applicants who will be deficient in one or more academic areas at the point of application should use the
“Academic Explanation” section of the application to provide details (in the presence of disabilities or other
extenuating circumstances, for example). While we can consider applications from students with deficiencies,
it is to an applicant’s advantage to explain not only why there is a deficiency but what other strengths may
compensate (for example, additional electives taken in place of a foreign language or efforts made to overcome
academic struggles, etc.).
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University of Colorado – Boulder
If you meet all MAPS (Minimum Academic Preparation Standards) requirements before you enroll at CUBoulder, you may be eligible for a four-year graduation guarantee in the College of Arts and Sciences or the
College of Engineering and Applied Science.
You may be admitted to CU-Boulder even though you have not met all MAPS requirements. If that is the
case, you will be required to complete the appropriate MAPS courses once you are enrolled, and the credits
may be applied toward graduation.
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Colorado School of Mines
*HIGH SCHOOL REQUIREMENTS AND CRITERIA FOR ADMISSION
4 units of English
2 units of algebra
1 unit of geometry
1 unit of advanced mathematics (trigonometry)
3 units of history or social studies
3 units of lab science (1 unit must be chemistry or physics)
2 units of academic electives
1 unit of foreign language
Trigonometry is our minimum math requirement; however, please complete pre-calculus or calculus if you
have the opportunity.
You should rank in the upper quartile of your high school class and have strong ACT or SAT scores. We do
not require a writing test for admission, but we will accept the SAT with writing or the ACT with or without
the optional writing test. We do not have a preference on the SAT or ACT exam. We will use your highest
composite score from either test.
Below are the averages of Admitted Students:
Average (unweighted) GPA 3.8/4.0
Average SAT (Critical Reading and Math) 1355
Average ACT Composite 31
University of Northern Colorado
UNC welcomes applications from students with diverse academic backgrounds and interests. The primary
factor in admissions decisions is the curriculum and grades earned at the high school level. Additional consideration is given to the following:
1. Overall academic performance, which is your cumulative high school GPA and your best combination of
ACT and/or SAT test scores.
2. The completion of the following college prep units or required high school courses to take during high
school:
Four years of English
Four years of math (Algebra I or higher)
Three years of natural/earth science (two years must have lab work)
Three years of social science (at least one year must be in U.S. or world history)
One year of foreign language
Two years of electives
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University of Colorado – Denver
Our students are some of the best and brightest - motivated individuals who are driven to pursue their passion. On average, our admitted freshmen were in the top 25 percent of their graduating class, had a 3.3 GPA
and scored 23 on the ACT or 1060 on the SAT. Learn more about what it will take to join their ranks as a
CU Denver Freshmen.
General Admission
Applies to programs in the College of Arts & Media (except music, see below), the College of Liberal Arts
and Sciences and the School of Public Affairs.
You are a strong candidate for general admission if:
Your index is 93 or higher
You have completed all HEAR requirements
AND have no more than two MAPS unit deficiencies
Minimum Academic Preparation Standards (MAPS)
The University of Colorado Minimum Academic Preparation Standards (MAPS) apply to students who
graduated from high school in 1988 or later. Though completion of most MAPS requirements is expected
by high school graduation, units not completed may be made up by taking specific CU Denver courses.
The MAPS requirements include:
Four years of English (at least two years of composition)
Three years of mathematics (four years for business and engineering students)
Three years of natural science
Two years of social science
Two years of foreign language (same language)
One year of academic elective
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Admission standards for highly selective schools
Princeton University
Princeton's goal is to find students who will thrive in Princeton’s rigorous academic environment. The suggested course of study (not a list of admission requirements) to help students prepare for Princeton is:







English: four years, including continued practice in writing
Mathematics: four years, including calculus for students interested in engineering
Foreign Language: four years of one foreign language
Science: at least two years of laboratory science, including physics and chemistry for students interested in
engineering
History: at least two years
In addition, most candidates have had some study in the visual or performing arts.
Students are encouraged to challenge themselves with the most rigorous courses possible, such as honors,
Advanced Placement (AP) and dual-enrollment courses.
http://www.princeton.edu/admission/applyingforadmission/requirements/ for more information
Stanford University
There is no particular list of required courses for admission to Stanford. However, a curriculum emphasizing
depth and breadth across the core academic subjects is the best preparation for the academic rigors at Stanford. Students who excel in a curriculum like the one below are well-suited for the demands of college academics:





English: four years, with significant emphasis on writing and literature.
Mathematics: four years, with significant emphasis on fundamental mathematical skills (algebra; trigonometry; plane, solid, and analytic geometry).
Foreign Language: three or more years of the same foreign language. Your study of a foreign language
ought to include the development of four basic skills: reading, writing, speaking, and listening comprehension
Science: three or more years of laboratory science (including biology, chemistry and physics).
History/Social Studies: three or more years. Such courses should include the writing of essays
Applicants should pursue a reasonably challenging curriculum, choosing courses from among the most demanding courses available at their schools. The students who thrive at Stanford are those who are genuinely
excited about learning, not necessarily those who take every single AP, Honors, or Accelerated class just
because it has that name.
http://www.stanford.edu/dept/uga/basics/selection/prepare.html for more information
University of Chicago
 4 years of math, with calculus in senior year (or minimum of precalculus). If you are interested in premed,
you must take calculus.
 4 years of English, with AP English lang and/or lit
 Minimum of 3 years of science (including biology, chemistry, and physics). If you are interested in premed, you should aim to take AP science courses.
 Minimum of 3 years of a foreign language
 Minimum of 3 years of history, with at least one AP course
http://collegiatescholars.uchicago.edu/page/suggested-courses
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Standardized Tests
Ridgeview CEEB Code: 060598
Any tests taken outside of Ridgeview must include our school code 060598 in order for RCS to be able to
send the scores to prospective colleges. Each test also offers opportunities to send scores to four colleges at
no extra charge.
Ridgeview offers the PSAT and Colorado ACT, both free of charge. Students taking the ACT with writing,
SAT, and/or SAT Subject tests must register directly with each testing service for exams not given at Ridgeview.
There are plenty of study guides available for all standardized tests, some of which are free. Visit each testing
service's website for suggestions of test-taking strategies and study options. Ridgeview offers an online preparation course for PSAT, ACT, and SAT tests free to students who sign up with Mrs. Petterson. In addition,
students are encouraged to get books with sample tests to practice on.
PSAT
The PSAT is a preliminary SAT preparation test given to sophomores and juniors free of charge at RCS in the
fall. Scores are reported as two-digit numbers. Multiply the PSAT scores by 10 to obtain a rough estimate of
the correlation between the PSAT and the SAT.
National Merit Scholar Semi-finalists are chosen based on the scores from the junior year PSAT. Students will
be notified in the early fall of senior year if they are selected to apply for the National Merit Finalist scholarships, whose monetary value depends on the college or university the student decides to attend
WHICH TO TAKE - ACT OR SAT?
Almost all schools will accept the ACT or the SAT. Be sure to check with each school to see which tests are
required and/or accepted. Ultimately, which test to take depends on the individual student. The SAT is a reasoning test, while the ACT tests the students on the content of their knowledge. Students' abilities may be
better suited to one testing method over another
Preparation for the SAT and ACT
 See websites SAT and ACT for free sample tests
 Sign up for ePrep with Mrs. Petterson
 Consider signing up for a Princeton Review free practice test date (http://www.princetonreview.com/?
semkey=K000001&gclid=CIyRhMO2qMMCFZKFaQodA5YAMw).
 SAT:
http://www.princetonreview.com/college/sat-test-preparation.aspx;
ACT: http://
www.princetonreview.com/college/act-test-preparation.aspx
 Use test preparation books available at the public library and in RCS Resource Room
 Bookstores carry publications from CollegeBoard and ACT containing actual tests. One of the best preparations is taking actual tests and reviewing your performance.
 Take at least one practice test in conditions which simulate the actual exam.
While there is no limit to the number of tests students can take, students should know that
 taking multiple tests multiplies the cost .
 after taking a test 3 times, studies show that scores don't improve with further testing .
 some schools take the best score on each section from multiple testing dates; others may only consider the
test scores from a single testing date. If so, students may want to investigate choosing which scores the testing service will send to each school. Note that some colleges or programs require students to submit all of
their ACT and/or SAT scores.
Ridgeview Classical Schools
Page 24
Students should speak to their advisors and consult prospective college requirements in order to decide which tests to take.
WHEN TO TAKE THE ACT OR SAT
Taking tests outside of Ridgeview requires planning. See the test dates and registration deadlines in the ACT
and SAT sections in Naviance. Remember to take tests early enough to be sent to colleges in time to meet
application deadlines. It can take up to six weeks for scores to be reported.
Juniors may want to consider taking the SAT or ACT by March of junior year in order to get an idea of the
colleges which may best fit each student.
ACT
(http://www.actstudent.org/)
The ACT is a curriculum-based test used to gauge what students have learned in high school courses in
English, mathematics, and science. All juniors at RCS take the Colorado ACT (without writing) in
April free of charge. No registration is required. While most schools accept the Colorado ACT version,
students should check with each school to see if this version is acceptable and/or if the ACT with writing is
required, which can only be administered at an official ACT testing site, such as Colorado State University.
ACT score reporting
(http://www.actstudent.org/scores/send/index.html)
There is an opportunity to request test scores be sent to four colleges, free of charge, when registering for
taking the test. Most colleges and universities only accept scores sent directly from ACT. Those who haven't
chosen a particular college as one of the four free score choices will have to pay $12 per test date per report.
Check with the college to find out the requirements for score reporting.
ACT fee waivers
(http://www.actstudent.org/faq/answers/feewaiver.html)
Students must determine eligibility using the USDA Income Eligibility Guidelines (http://
www.fns.usda.gov/cnd/governance/notices/iegs/iegs.htm) and then request a form from the College Advising Office. A student may use the waiver for the ACT (No Writing) or ACT Plus Writing. Fee waivers
cannot be requested from ACT; students must contact the College Advising Administrator at Ridgeview.
Follow the "Student Directions" on the fee waiver form when registering.
Reminder: Any tests taken outside of Ridgeview must include our school code 060598 in order for RCS to receive a copy of
your scores. Each test also offers opportunities to send scores to four colleges at no extra charge when registering. Be sure to
match your ACT ID from the ACT you took at Ridgeview with your ACT online ID.
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Page 25
SAT
(http://www.collegeboard.com/student/index.html?student)
While high school grades are a very useful indicator of how students will perform in college, there is great
variation in grading standards and course rigor within and across high schools. The SAT Reasoning Test is
the benchmark standardized assessment of the critical reading, mathematical reasoning, and writing skills
students have developed over time. The SAT and other CollegeBoard tests are offered several times a year.
Many students who opt to take the SAT do so for the first time during the spring of their junior year and a
second time during the fall of their senior year
SAT score reporting
(http://sat.collegeboard.com/register/sat-fees)
There is an opportunity to request test scores be sent to 4 colleges, free of charge when registering for the
test. Most colleges and universities only accept scores sent directly from CollegeBoard. Those who haven't
chosen a particular college as one of the 4 free score choices will have to pay $11.25 per test date per report.
Check with the school to find out the requirements for score reporting.
SAT score choice
(http://sat.collegeboard.com/register/sat-score-choice)
Students should feel comfortable sending all scores of tests taken, regardless of the total score, since most
colleges consider a student’s best score in each separate category. However, it is possible to request that
only certain scores be sent to each prospective college. Check with the college to find out the school's specific policy. Some schools require that students send all scores.
SAT Fee Waivers
(http://www.collegeboard.com/student/testing/sat/calenfees/feewaivers.html)
Students must determine eligibility using the USDA Income Eligibility Guidelines (http://
www.fns.usda.gov/cnd/governance/notices/iegs/iegs.htm) and then request a form from the College Advising Office. A student may use up to four waivers. SAT Subject Test fee waivers can be used any time
from 9th grade through graduation. SAT fee waivers can be used from 11th grade through graduation. Each
SAT waiver covers the registration fees for a single test date, either for the SAT or for up to three SAT Subject Tests. A total of four additional flexible score reports can be ordered any time after registration. Fee
waivers cannot be requested from SAT; students must contact the College Advising Administrator at
Ridgeview. Follow the "Student Directions" on the fee waiver form when registering.
Reminder: Any tests taken outside of Ridgeview must include our school code 060598 in order for RCS to receive a copy of
your scores. Each test also offers opportunities to send scores to four colleges at no extra charge when registering.
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SAT SUBJECT TESTS
http://www.collegeboard.com/student/index.html?student
SAT Subject Tests are the only national admissions tests that measure students' knowledge and skills in particular subject areas as well as their ability to apply that knowledge. The tests are closely linked to the high
school curriculum and have a proven track record of providing colleges with a highly reliable, objective assessment of student readiness for college-level work. The SAT Subject Tests give students an additional opportunity to distinguish themselves and showcase their skills in a particular subject area.
Students may take SAT Subject Tests at any time, although it is recommended that the tests be taken after
completing coursework in the particular subject. Example: taking the Biology SAT Subject test in May or
June of sophomore or junior year when student has taken AP Biology. Students may find it useful to use
study guides and take practice tests, particularly if some time has passed since completing courses.
Up to three SAT Subject Tests may be taken on a single test date. However, one cannot take the SAT Subject Tests and the SAT on the same test date. Students must indicate which SAT Subject Tests they plan to
take when registering, although they may change which test(s) they actually take on test day — except for
Language with Listening tests, which are offered only in November.
Few colleges are now requiring the SAT Subject tests. Those who do require or recommend SAT Subject
tests can be found on the following website:
(http://www.compassprep.com/admissions_req_subjects.aspx)
Reminder: Any tests taken outside of Ridgeview must include our school code 060598 in order for RCS to receive a copy of
your scores.
SAT/ACT TEST OPTIONAL
http://www.fairtest.org/university/optional)
Some colleges and universities do not require SAT or ACT tests. FairTest offers a list of colleges and universities that deemphasize the use of standardized tests by making admissions decisions without using the
SAT or ACT. Some schools exempt students who meet grade-point average or class rank criteria while others may use SAT or ACT scores only for placement purposes or to conduct research studies. Please check
with the school's admissions office to learn more about specific admissions requirements, particularly for
international or non-traditional students.
TOEFL
(http://www.ets.org/toefl)
What is the TOEFL Test?
The TOEFL test measures the ability of non-native English speakers to use and understand English as it’s
read, written, heard and spoken in the university classroom.
Students hoping to study at an English-speaking university or program who are non-native English speakers
are encouraged to consider taking the TOEFL test. Please talk with Mrs. Petterson if you have any questions
regarding the TOEFL.
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AP (Advanced Placement)
(http://www.collegeboard.com/student/index.html?student)
AP Exams are rigorous, multiple-component tests that are administered at high schools each May. High
school students can earn college credit, placement, or both for qualifying AP Exam grades. Each AP Exam
has a corresponding AP course and provides a standardized measure of what students have learned in the
AP classroom. Over 90 percent of four-year U.S. colleges and universities grant credit or placement for
qualifying AP Exam scores.
Any student can take an AP exam regardless of whether he/she has taken an AP course. In order to maintain curriculum flexibility, Ridgeview offers only a few AP sanctioned courses, which must have their entire
curriculum approved for accreditation. Still, many of Ridgeview's classes prepare students for AP exams in
other subjects. RCS students do take exams such as English Language, English Literature, U.S. History,
Government, and Calculus, which are not offered as AP classes.* A student should ask his or her teacher
whether taking the AP exam is recommended for that student. While it will not hurt to take any exam (one
can choose which scores to report to intended colleges), it is unwise to spend the money and the time on a
test just to "see how you do." Statistics of AP test performance by Ridgeview students is available on the
School Profile.
* Because these courses are not AP-oriented, students are advised to do some additional preparation before taking the exams.
Costs for AP exams may be partially paid by RCS. Please contact Mr. Carpine regarding student portion of
test fees as well as fee waivers, if eligible.
AP exam dates
AP exams are offered in May at Ridgeview. Students are notified of test dates, fees and registration deadlines
in March.
Ordering AP reports
(http://www.collegeboard.com/student/testing/ap/exgrd_rep.html)
Some college admissions offices ask students to self-report the AP scores, which can be considered in admissions decisions.
Official AP results must be ordered directly from the CollegeBoard, at a cost of $15 per college. Students
should only order official AP scores to be sent to the college which they plan to attend.
AP Score Withholding
(https://apscore.collegeboard.org/scores/score-reporting)
Students may have one or more scores withheld from the AP report sent to colleges by submitting a request
by June 15 of the year in which the exam was taken. See the website above for details.
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College Level Examination Program (CLEP)
(http://www.collegeboard.com/student/testing/clep/about.html )
The College-Level Examination Program (CLEP) offers the opportunity to receive college credit for what
students already know by earning qualifying scores on any of 33 examinations. One may earn credit for
knowledge acquired through independent study, prior course work, on-the-job training, professional development, cultural pursuits, or internships.
Each institution determines for which exams credit is awarded, the scores required and how much credit will
be granted. Therefore, before taking a CLEP exam, check directly with the prospective college to make sure
that it grants credit for CLEP and review the specifics of its policy. The CLEP policy statement may be on
the college's website under a heading such as Credit-by-Examination, Advanced Standing, Advanced Placement, or External Degree Program.
CLEP can help:
 Save time. Depending on the college's CLEP policy, a satisfactory score on a CLEP exam can earn
from 3 to 12 college credits.
 Save money. The cost of a CLEP exam is currently about $75, a fraction of the tuition and fees for
the corresponding course.
 Make college more interesting. Skip general introductory courses and move on to more advanced
classes, or explore new and challenging academic areas.
 Satisfy a proficiency requirement, such as demonstrating ability in college math or a foreign language.
 Accumulate college credits that may be accepted as a freshman applicant rather than as transfer
credits.
College Sports
NCAA ELIGIBILTY
(http://eligibilitycenter.org)
In order to play Division I or II college sports, students must register with the NCAA Eligibility Center to
receive official permission to compete. This should be done by the end of the junior year. Qualifications
include overall GPA, test scores, and prescribed number of courses from an approved curriculum . Send a
cover letter describing interest in that particular college and athletic resume directly to the coach of the college during the fall of senior year. An athletic resume should include:
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Name
Social Security number
Address, phone number, e-mail address
Birthdate
Height and weight
Academic record (transcript)
List of athletic accomplishments for both individual and team
Coach contact information
Summer plans
DVD of games (send copy; keep original)
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NCAA DIVISIONS
Division I
Member institutions sponsor at least seven sports for men and seven for women (or six for men and eight
for women) with two team sports for each gender. Each playing season has to be represented by each gender as well. There are contest and participant minimums for each sport, as well as scheduling criteria. Division I schools must meet minimum financial aid awards for their athletics program, and there are maximum
financial aid awards for each sport that a Division I school cannot exceed
Division II
Institutions sponsor at least five sports for men and five for women, (or four for men and six for women),
with two team sports for each gender, and each playing season represented by each gender. There are contest and participant minimums for each sport, as well as scheduling criteria. There are maximum financial aid
awards for each sport that a Division II school must not exceed. Division II teams usually feature a number
of local or in-state student-athletes. Many Division II student-athletes pay for school through a combination
of scholarship money, grants, student loans and employment earnings. Division II athletics programs are
financed in the institution's budget like other academic departments on campus.
Division III
Institutions sponsor at least five sports for men and five for women, with two team sports for each gender,
and each playing season represented by each gender. There are minimum contest and participant minimums
for each sport. Division III athletics features student-athletes who receive no financial aid related to their
athletic ability and athletic departments are staffed and funded like any other department in the university.
Division III athletics departments place special importance on the impact of athletics on the participants
rather than on the spectators. The student-athlete's experience is of paramount concern. Division III athletics encourages participation by maximizing the number and variety of athletics opportunities available to
students, placing primary emphasis on regional in-season and conference competition.
NCSA COLLEGIATE POWER RANKINGS
(http://www.ncsasports.org/about-ncsa/power-rankings/(year)/2011/(tab)/0)
"The Collegiate Power Rankings from NCSA are calculated for each college/university at the NCAA Division I, II and III levels by averaging the Learfield Sports Directors' Cup ranking, the NCAA student-athlete
graduation rate of each college/university and the U.S. News & World Report ranking. The collegiate power
rankings based off of the Learfield Sports Directors' Cup rating evaluates the strength of NCAA athletic
departments, while the U.S. News & World Report rating recognizes institutions of academic excellence.
The student-athlete graduation rates are based on those provided by the NCAA."
NAIA
(http://www.playnaia.org/)
The National Association of Intercollegiate Athletics (NAIA) is an athletic association that organizes college
and university-level athletic programs. Membership in the NAIA consists of smaller colleges and universities
across the United States. Every student-athlete must register with the NAIA eligibility center to play sports
at an NAIA college. NAIA Division III athletes are eligible for athletic scholarships.
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Where Do I Apply?
Misleading Myths About College Admissions
Myth #1: "SAT scores are the most important piece of the application."
Fact: Colleges know that your performance in high school is a better predictor of college success than standardized test scores. Colleges certainly scrutinize standardized test scores, but there are more students denied who have high testing and modest or low grades than students who have modest testing and high
grades. See http://i.bnet.com/blogs/nacac-report.pdf for 2011 list of factors in order of importance (pp. 6
and 22-30).
Myth # 2: "Colleges receive so many personal essays that they probably only glance at them."
Fact: College admissions officers read personal essays with great care. Writing about yourself in a way that
reveals your uniqueness is the one significant thing you can do to set yourself apart from others. Don't wait
until just before the deadline and dash off anything to get in the mail. Admission officers notice the care
taken in writing the application. A well-written essay can tip the scales in your favor.
Myth #3: "Colleges do not look at the senior year grades."
Fact: Most college admissions committees analyze not only senior year grades in the first semester but also
the degree of difficulty of the senior year course of study. As for the second semester grades, if there is a
significant change in academic performance from January to June, the college that originally accepted you
may require summer school work, put you on probation for the first semester of college, or rescind your
acceptance on the grounds you are not the same student they originally admitted.
Myth #4: "It's important to have as many varied extracurricular activities as possible to impress
college admissions officers."
Fact: Colleges are looking for quality of involvement rather than quantity. They want a well-rounded student
body made up of students who are vitally interested in particular activities and who haven't spread themselves so thin that they've demonstrated no depth of commitment to anything.
Myth #5: "It's better to go to a big university that is well known than to a small college that few
people have heard of."
Fact: All generalizations about large vs. small schools are dangerous. A large well-known university may be
ideal for many students, but some would do better in a smaller, more personal environment. Relationships
with professors can make a real difference in your experience and preparation for graduate school. It is important to define the things you want in a college - to understand your needs.
Myth #6: "Ivy League colleges are the only ones worth applying to."
Fact: Ivy League colleges (Brown, Columbia, Cornell, Dartmouth, Harvard, University of Pennsylvania,
Princeton and Yale) may not offer what you want. While these schools are known for academic quality, they
do not have a monopoly on it.
Myth #7: "The financial situation is completely hopeless this year."
Fact: Financial aid continues to be more readily available than you might think in the form of grants, loans,
opportunities for on-campus work and merit scholarships. Don't wait until spring to apply, since many
schools delegate funds as applications are submitted. Financial aid deadlines are serious and inflexible.
Myth # 8: "I need to apply early decision/early action somewhere even if I don't have a first choice
school."
Fact: While it may appear that some colleges are filling their classes with early applicants, most colleges still
make the vast majority of their admission offers in the spring. Submitting an early decision
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application is advised only when a student is certain he/she will attend a particular school. Keep in mind
that this type of application prevents your changing your mind over the course of the year.
However, students should consider submitting early action applications for several reasons, not just indicating to a college that it is their first choice. Applying early also puts a student in a position to be considered
early for the school's finite amount of financial aid and/or scholarship money.
Myth #9: "Small, independent colleges are likely to review the entire application, while larger, public institutions are more likely to look just at the numbers."
Fact: Most institutions, both large and small, use complex, multi-step procedures that involve multiple readings. For example, Colorado State University considers their process "holistic", meaning that they consider
each student's grades, scores, recommendations, extracurriculars, essays and other factors. The only safe
generalization is that the process tends to be more complex if the number of applicants is considerably
higher than the number of spaces.
Myth #10: "You should go to the most prestigious college to which you are admitted."
Fact: You should go to the college that fits you best. If it happens to be the most prestigious, that's fine.
However, fit has to do with how you feel when you are on campus, how this school matches with your
learning style and academic interests and how the professors teach. If the college isn't a good fit, you'll be
unhappy regardless of the prestige.
Myth #11: "Your life will be ruined if you don't get into your first choice college."
Fact: Thousands of students each year do not get admitted to their first choice college. Rejection is hard on
your ego, but you will not be alone. The vast majority of students who end up at their 2nd, 3rd or 4th choice
are happy there because every school has something to offer you. The important thing is to focus on the
things that attracted you to those schools in the first place.
Source: Harvard-Westlake School College Counseling Handbook 2009
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15 Key Factors in Admissions Decisions
Nancy Griesemer, DC College Admissions Examiner; November 2, 2011
The National Association for College Admission Counseling (NACAC) annually surveys member colleges
and universities to see what admissions factors figure most prominently into admissions decisions. Although
grades and strength of curriculum always come out on top, other variables like class rank and standardized
test scores change over time.
For example, the proportion of colleges rating “demonstrated interest” as considerably important has risen
dramatically from 7 percent in 2003 (the first year in which it was measured) to 23 percent in 2010. And the
factor showing the greatest decline over time is class rank, which dropped from 42 percent in 1993 to 22
percent in 2010.
This year, colleges ranked the following factors as having “considerable importance” in the admissions decision (keep in mind that the survey is slightly biased toward private colleges which were most likely to respond):
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Grades in college prep courses: 83.4%
Strength of curriculum: 65.7%
Admission test scores: 59.3%
Grades in all courses: 46.2%
Essay or writing sample: 26.6%
Student’s demonstrated interest: 23%
Class rank: 21.8%
Counselor recommendation: 19.4%
Teacher recommendation: 19%
Subject test scores: 9.6%
Interview: 9.2%
Extracurricular activities: 7.4%
Portfolio: 5.9%
SAT II scores: 5.3%
State graduation exams: 4.2%
Note that every college sets its own priorities within the framework of individual admissions philosophies.
For example, the UVa admissions office focuses on:
Excellent performance in a rigorous secondary-school program
Recommendation from guidance counselor and one teacher
Extra-curricular involvement and honors
Writing as demonstrated in the Admission Essays
Results from the SAT I or ACT (with writing)
Results from SAT Subject Tests (any two; strongly recommended)
Taking the time to understand what a college considers important in the admissions decision will give you a
good idea of how well your credentials are likely to stack up against the competition.
http://www.examiner.com/college-admissions-in-washington-dc/15-key-factors-admissions-decisions
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Making a List of Prospective Schools
Where do I start?
Some students early on have determined one or more majors in an anticipated field of study to pursue in
college. They know exactly what they want out of college and only need search out the schools with the best
fit for their interests, personal preferences and financial constraints. Many others have no idea. Fear not!
This section offers ways to begin to narrow down the possible choices.
Students without definite future plans should know that choosing a particular major does not lock one into
a particular career path. The vast majority of college students change their majors at least once in their college career. While this statistic may comfort the unfocused college-bound student, it should not be used as
an excuse to enter college with no plan for the future. One must start somewhere.
Likewise, experiences in college may dramatically change the path of even the most fervent potential premed major. The key is to find a school which best fits the student's personal preferences and learning style
and which offers a good reputation in multiple variety of areas of study in which the student is interested.
Decide what to study - choose a field of interest
One can begin by choosing a field of interest for a possible career. What are the student's passions in life?
What is important to him or her? What sounds interesting? Defining areas of interest will help students begin to identify majors that lead to a particular career path. In addition to the career tool in Naviance Family
Connection, some resources to begin the possible career search are:

College in Colorado (https://secure.collegeincolorado.org/) for direction in career planning.

Bureau of Labor Statistics (http://www.bls.gov/oco/ooh_index.htm#D) to see career options in many fields
of interest

Naviance (https://succeed.naviance.com/collegesmain/collegesearch/collegesearch.php)

What Can I Do With This Major? (http://whatcanidowiththismajor.com/major/)
Decide what to study - choose a subject
Another idea is to identify the subjects in high school that spark an interest, that leave the student with a
desire to dig deeper and to know more. What could one do with a major in
? (Fill in the blank.) Research types of jobs to find out how to make a career out of a subject of interest. Here are several sources
which give typical courses required for majors as well as suggestions of possible careers which require such
majors.
Books available for checkout from the College Advising Office
50 Best College Majors for a Secure Future, Shatkin
90-minute College Major Matcher, Shatkin
CollegeBoard Book of Majors
College Majors Quiz, Liptak
College Majors Handbook, Fogg
Guide to College Majors, Princeton Review
Major Decisions: A Guide to College Majors, Princeton Review
Profile of American Colleges, Barron’s
Quick Guide to College Majors and Careers, Shatkin
The Ultimate Guide to America’s Best Colleges, Tanab
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Internet Sites to Explore
College Information
The College Board
College in Colorado
Hobson's Collegeview
Peterson's
The Common Application Online
College That Change Lives
Colleges of Distinction
College Confidential
College Connections
Noodle College Search Engine
College Navigator
College Portraits
College Xpress
College Data
Chances of Acceptance
My College Options
My Next Move
NerdScholar College Comparison
Public University Honors Programs
College 101
Student College Reviews
Niche (formally College Prowler)
Social Media
Science at Liberal Arts Colleges
Education Planner: Self-Assessments
www.collegeboard.com
https://secure.collegeincolorado.org/Default.aspx
www.collegeview.com
www.petersons.com
www.commonapp.org/
www.ctcl.org
http://collegesofdistinction.com/
www.collegeconfidential.com/
http://www.college-connections.com/resources.html
www.noodle.org
http://nces.ed.gov/collegenavigator/
http://www.collegeportraits.org/
http://www.collegexpress.com/lists/?ref=www.insidecollege.com
http://www.collegedata.com/
http://www.parchment.com/c/my-chances/
https://www.mycollegeoptions.org/
http://www.mynextmove.org/
http://www.nerdwallet.com/nerdscholar/grad_surveys/
http://publicuniversityhonors.com/
http://www.shmoop.com/college/home.html
http://www.studentsreview.com/
https://colleges.niche.com/
http://www.hercampus.com/high-school/applyingcollege/how-clean-your-social-media-college-applications
http://www.thecollegesolution.com/wpcontent/
uploads/2012/01/cech_article2.pdf
http://www.educationplanner.org/students/selfassessments/index.shtml
Graduation Information
College Graduate Pay Scale
College Completion Rates
College Results Graduation Rates
College Graduation Rates
Graduation Rates
http://www.payscale.com/college-roi/
http://collegecompletion.chronicle.com/
http://www.collegeresults.org/default.aspx
http://media.collegeboard.com/digitalServices/pdf/
professionals/four-year-graduation-rates-for-four-yearcolleges.pdf
http://www.cbsnews.com/news/why-your-child-wontgraduate-from-college-in-4-years/
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Associations/Organizations and Research/Policy
NACAC (Natl Assoc for College Admission Counseling)
NACAC Student and Parent Guide`
United Negro College Fund
Hispanic Association of Colleges and Universities
National Association for Equal Opportunity in Higher Ed
First in the Family
First Generation College Student
www.nacacnet.org
http://www.nacacnet.org/studentinfo/
www.uncf.org
ww.hacu.net/hacu/default.asp
www.nafeo.org/community/index.php
www.firstinthefamily.org
http://www.imfirst.org/
Financial Aid and Scholarship Information
Federal Student Aid
http://studentaid.ed.gov/
Free Application for Federal Student Aid (FAFSA)
www.fafsa.ed.gov/
FAFSA4caster
www.fafsa4caster.ed.gov
Federal Student Aid Info
http://www.ed.gov/blog/topic/federal-student-aid/
CSS/PROFILE
https://profileonline.collegeboard.com/index.jsp
The Smart Student Guide to Financial Aid
www.finaid.org
College Opportunity Fund
https://cof.college-assist.org/
FastWeb
www.fastweb.com
FindTuition
www.findtuition.com
Tuition Tracker
http://www.tuitiontracker.org/
Sallie Mae
www.salliemae.com
College Reality Check
http://collegerealitycheck.com/
College Cost Formula
http://www.forbes.com/sites/
baldwin/2013/10/22/the-formula-thatdetermines-your-college-cost/
What you Should Know about Financial Aid
http://www.nytimes.com/2014/04/13/
education/edlife/what-you-dont-knowabout-financial-aid-but-should.html?
hpw&rref=education&_r=1
Financial Aid Claims Investigated
http://www.usnews.com/education/
best-colleges/paying-for-college/
articles/2013/02/11/universities-thatclaim-to-meet-full-financial-need
Athletics
NCAA Eligibility Clearinghouse
College Champs
Athletic Aid
Careers/Internships
Internships and Summer Research
College in Colorado
The Occupational Outlook Handbook
http://web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp
www.eduinreview.com/Education-Finder/College-Champs
www.athleticaid.com
http://people.rit.edu/~gtfsbi/Symp/highschool.htm
https://secure.collegeincolorado.org/
www.bls.gov/oco/
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WHAT REALLY MATTERS TO YOU?
Identifying what really matters to you influences your choice of a school. Clarifying some of these factors
will help you understand the important characteristics in your choice.
How much does it matter that the school:
Is strictly a 4-year college?
(not community college or graduate school)
Is located in a city?
Is located near scenic beauty?
Is located close to family?
Is located in or near a large city?
Is well known?
Is highly selective?
Has an honors college?
Is known for the quality of its teaching?
Has a diverse student body?
Has small classes?
Offers a great variety of courses?
Has an academic support system?
Possibility of contact with well-known professors?
Possibility of personal attention from professors?
Has extensive library and laboratory resources?
Offers research opportunities?
Offers and promotes internships?
Offers merit scholarships?
Feels like an intimate community?
Is known for school spirit?
Has an active campus social life?
Has a high % of students living on campus?
Is a school known for its sports program?
Offers variety of intramural athletics?
Has numerous clubs/groups?
Has sororities and fraternities?
Offers study abroad?
Has a good record of job/graduate school placement?
Has a high % of students who graduate in 4 years?
Has graduates with low student loan debt?
Very Much
Somewhat
Not at all
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Very Much
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Somewhat
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
Not at all
As you review your answers, do you see a pattern emerging? Does this surprise you? What other factors
might be important to you when comparing schools?
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HOW TO IDENTIFY SCHOOLS OF INTEREST
Having considered areas of interest and personal preferences, students can begin to develop a list of schools
that best fit these criteria.
Use the resources in the College Advising Office. We have many excellent books on a variety of subjects
(See Section II: College Advising Office Library). Ask an advisor or the College Advising Administrator for help.
Rugg's Recommendations on the Colleges
The College Finder
Fiske Guide to the Colleges
The College Handbook
Best 373 Colleges
Ultimate Guide to America’s Best Colleges
America’s Best Colleges for B Students
Right College, Right Price
Helpful websites for researching colleges:

www.nces.ed.gov/collegenavigator/ offers general information and statistics about colleges.
One can search for colleges to match criteria or investigate specific colleges.

Naviance SuperMatch Tool (https://connection.naviance.com/family-connection/auth/
login/?hsid=rcs)

WUE (www.wiche.edu/wue) offers reduced tuition at participating institutions in the west for
particular majors

Princeton Review http://www.princetonreview.com/school-research-service.aspx

College Navigator http://nces.ed.gov/collegenavigator/

CollegeResults (http://www.collegeresults.org/search_group.aspx) provides a wealth of authoritative data not easily available elsewhere. Use to find graduation rates, average grants, student characteristics, colleges with similar programs, etc.

The Common Data Set provides uniformly acquired information on colleges with comparison
data for several years on a variety of statistics, such as freshman class makeup, housing, financial aid, retention rates, faculty, and class size. Look on individual college websites (type
"(college name) common data set" into search engine). This often directs you to the school's
Institutional Research & Evaluation department, which may provide further information, such
as school profile, fact sheet, surveys (for post grad plans, alumni outcomes), etc.

Try an advanced Google search on majors:
Type in "major in
:.edu" (e.g., major in design:.edu)
College search tool - http://www.acceptly.com/

http://www.usnews.com/education/best-colleges/right-school/choices/articles/2008/08/21/
college-personality-quiz

http://www.noodle.org/find/college

See what states freshman from many colleges and universities come from
http://
chronicle.com/article/Interactive-Freshman-Class/129547/#id=126775
See also “Internet Sites to Explore” on page 34.

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College Rankings
Consider college rankings with appropriate skepticism. Students should carefully investigate each ranking
list's criteria before placing too much credence in a particular ranking. Does the ranking consider the quality
of education or merely quantifiable factors such as acceptance rates, (which can be manipulated to enhance
a school's standing)? Other factors less easy to quantify can also be suspect, such as U.S. News and World
Report's basing a significant part of its ranking on the reputation of the school, as rated by other institutions'
presidents and college advisors throughout the country. Below are several of the most popular ranking sites.
US News & World Report's Best Colleges ranks schools in different categories, including best national universities, best liberal arts colleges, best value schools, best up and coming schools, etc.
(www.colleges.usnews.rankingsandreviews.com/best-colleges).
Washington Monthly ranks schools by how they serve the country in terms of social mobility, research, and service. (www.washingtonmonthly.com/college_guide/toc_2011.php).
Kiplinger ranks schools which offer the best value based on cost and financial aid, competitiveness,
academic support, student debt, and graduation rates. (www.kiplinger.com/tools/colleges/).
Princeton Review's rankings include statistical information and student surveys
(www.princetonreview.com/college-rankings)
Forbes: America's Top Colleges focuses on the quality of teaching, great career prospects, graduation rates and low levels of debt (www.forbes.com/sites/michaelnoer/2011/08/03/americastop-colleges/).
College Confidential ranks the rankings! (www.collegeconfidential.com/college_rankings/).
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Assessing Your List of Colleges
As you develop a list (mental and preferably within Naviance) of colleges that interest you, be sure you can
answer these questions:
The basics
 Where is the college? Too close to home? Too far away? Is it too cold or too hot there?
 Have you taken the course work the college requires for admission?
 What size is the college? How many students are undergraduates?
 What is the college's selectivity ratio (proportion of applicants admitted last year)?
 Does the college offer majors that interest you?
 What percentage of students live off campus?
 How many of the students graduate in four years? Five years? Six years?
 How many first-year students return for their sophomore year?
 What is your Net Cost according to the college’s Net Price Calculator?
 What is the total per-year expense?
 What type of financial aid is available?
 What percentage of the students receive merit aid? Need-based aid?
 What is the average debt loan for graduates?
 According to the college's Net Price Calculator, how much will it cost for me to attend?
Where would you fit in?
 What are the college scores for the SAT or ACT? Where does that place you?
 What were the high school GPAs of most of the freshman last year? (many do not publish this)
 Are freshmen guaranteed on-campus housing? If not, where do they live?
 Are students required or able to live on campus?
 Are there extracurricular activities that interest you?
Visit the colleges' websites, read the guidebooks, and look at their literature
 What are their strong academic programs? (Ask college reps, students, and professors; check Ruggs and
The College Finder).
 What courses are required for graduation? (Both general and for specific majors).
 When are students required to declare a major?
 Are the courses you need/want available each semester? At convenient times?
 Are there special programs that interest you (study abroad, internships, etc.)?
 What is the social life like? What percentage of students join fraternities or sororities?
 Do the pictures and the language the college uses to describe itself attract you?
 What is your general impression of the college?
 If professional certification is required for employment in the field that interests you, how many students
enrolled in the school's program pass the certification exam?
 What percentage of graduates find employment? What percentage with your intended major?
 What percentage go on to graduate schools? In what fields?
Admissions process
 When are applications due?
 Does the college accept the Common Application? If so, does it require supplemental forms?
 What does the application contain? Are essays required?
 How many recommendation letters are required? Are there specific guidelines for letters?
 Is an interview suggested or required? Is an interview available from staff or alumni?
 When may you visit the college? What is its policy regarding campus visits?
 What are the financial aid and merit scholarship deadlines? What forms are required?
 Is there a priority application? What is the deadline? What benefits does it provide?
Now answer these questions
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Am I a strong candidate for admission to this college?
If I am not a strong candidate, what are my chances?
Do I want to visit this college? If so, would it be before applying or after admittance?
What additional information do I need?\
Source: College Counseling Sourcebook, 4th edition. Handout 3I
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The Internet and the College Search
Adapted from NACAC http://www.nacacnet.org/PublicationsResources/steps/Articles/Pages/roadmap.aspx
The most accurate information about any school can be found on its own website. You can find all the basics—selectivity, size, majors, setting, etc.—in addition to some clues as to what everyday life on campus is
like. Official information is what you can learn from the admission office, guidebooks and the college catalog. Unofficial information comes from reading the student newspaper, contacting current students and
browsing student-made Web pages.
To make the most of a college's website:
 Read the pages for prospective students thoroughly. They will give you basic information about the college, as well as some sense of the mission and priorities of the college.
 Find the most up-to-date information on deadlines and other time-sensitive material. Be sure to check
this multiple times for colleges to which you intend to apply.
 Research honors programs and scholarships, including eligibility, specific applications and deadlines.
 Find detailed descriptions of course offerings
 Determine requirements of the majors which interest you
 Look at the home pages of individual faculty members in majors that interest you—some post detailed
syllabi of their classes, descriptions of their research interests, and e-mail addresses.
 Visit the home pages of student organizations—you can check out the schedule for the Drama Club or
see what resolutions the Student Senate passed.
 Look for the home pages put up by current students at the college. If students list their e-mail addresses,
send short e-mail messages to a few of them, asking questions about their college experiences. But don't
take a few complaints on one student's home page as gospel; try to look at a good sampling of student
pages. Try to contact students who are not employed by the admissions office.
 Find the alumni association pages—What are alumni of the college doing now? What is the college doing
for its alumni?
Outside of a college's website, not all of the information you find on the Internet is accurate, which means
that you need to consider the source of anything you find on the Web. Before depending on information
from a website, ask yourself the following questions:




Who sponsors the site?
What motives might the person or organization behind the site have for publishing certain information?
Can you find similar information elsewhere, on unrelated sites?
Are opinions backed up with facts or references to other publications?
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Generate a List of 20
Once you have done some initial research, develop a list of about 20 colleges to research in more depth,
particularly over the summer after junior year. Enter these schools in the Naviance account so your advisors
can track your progress. Evaluate these schools based on a group of criteria you set, especially considering
items you marked as "Very much" from the "What Really Matters to You?" survey (in the previous pages).
Your final list:
By August before senior year you should narrow down your choices to a reasonable number of schools (we
recommend somewhere between four and eight) to which you plan to apply. Applying to more than eight
schools does not necessarily increase your chances of acceptance and promises more essays, fees, and stress.
Your final list should include a variety of acceptance chances. In order to determine your prospects of admittance, research the admissions statistics for the schools you are interested in. How do your grades and
test scores compare with the middle 50% of students admitted last year? This information can be found on
Naviance. (From the homepage, select the "colleges" tab; then "colleges I'm thinking about" which you have
already identified; click on a school's name; and select "admissions" tab.)
How to categorize your prospective colleges:
Reach: These are colleges where your academic profile is significantly below the threshold (e.g., your
ACT/SAT scores and grades are below the middle 50% range) of competitive candidates based on past admissions history. In addition, any school with an acceptance rate below 25% should be considered a "reach",
even if your GPA and SAT/ACT scores are very high. (See School Selectivity below.)
Possible: Your application to these schools will be carefully considered because you fit their average criteria, but you may or may not fill a particular niche in the class the school is trying to build. You likely have an
equal chance of admittance or denial.
Likely: These are colleges where your candidacy is very strong and the probability of admission is good because your ACT and/or SAT scores and GPA are significantly above the middle 50% range.
Safety: Here is where your profile is even more comfortably above the college's statistics. With financial
considerations, one school should probably be an in-state public college or university.
Your final list ideally would include one to two "safety" schools, two to four "possible" and "likely" schools
and one or more "reach" schools based on school selectivity (described below) and finances.
Be aware that possibility and eligibility for merit (not need-based) scholarships is higher at your "likely" and
"safety" schools, particularly when those are well-endowed private colleges, though some of the bestendowed schools (e.g., Harvard) offer only need-based aid.
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School Selectivity
As stated elsewhere in this handbook, the number of applicants a school admits does not necessarily correlate with the quality of education offered at that institution. In general, more selective schools have a higher
number of applicants for the number of places in their freshman classes than less selective schools.
There is a small number of schools which are considered most selective, accepting less than 25% of applicants. Acceptance criteria are stringent, requiring top grades and high test scores. Highly selective schools
accept fewer than 50% of those who submit applications. Acceptance criteria are still high, with many students maintaining B averages and test scores in the upper middle range. Selective schools accept a much
higher percentage of those who submit applications. However, grades and test scores are still a consideration.
Following are statistics on the acceptance rates, GPAs and test scores of several colleges and universities for
comparison. The numbers report the average scores and grades of the middle 50% of students; thus, 25% of
students have grades and scores below this range and 25% have grades and scores above this range.
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College Statistics of Freshman Class of 2014
Source: Naviance
Middle 50%
(average)
% accepted
ACT
SAT
Math
SAT
Reading
GPA
Public Colleges/Universities in
Colorado and Wyoming
Air Force Academy
10%
30
675
6645
3.8
Colorado School of Mines
45%
29
670
622
3.8
University of Colorado at Colorado Springs
60%
23
545
537
3.4
University of Northern Colorado
70%
22
520
525
3.2
Colorado State University
75%
24
580
560
3.5
University of Colorado at Boulder
84%
25
595
580
n/a
University of Wyoming
96%
24
560
545
3.4
Stanford University
7%
32
740
715
n/a
Princeton University
7%
33
755
755
3.9
University of Chicago
9%
33
760
750
n/a
University of Pennsylvania
12%
32
728
710
3.9
California Institute of Technology
13%
34
780
745
3.9
Colorado College
23%
30
660
675
n/a
UCLA (public)
27%
28
675
625
4.0
Carnegie Mellon University
28%
31
730
670
3.7
College of William & Mary (public)
32%
30
670
685
4.0
New York University
32%
30
685
675
3.7
University of North Carolina - Chapel Hill (public)
34%
29
660
645
n/a
Hillsdale College
49%
29
n/a
n/a
3.75
Lawrence University
53%
n/a
n/a
n/a
3.6
U. of Illinois at Urbana-Champaign (public)
59%
28
735
600
n/a
St. Olaf College
60%
28
640
640
3.7
Baylor University
61%
26
620
605
n/a
Coe College
61%
25
585
580
3.6
University of Denver
68%
27
610
595
3.7
Indiana University at Bloomington (public)
69%
26
595
575
3.7
Northern Arizona University (public)
76%
22
530
525
3.4
Thomas Aquinas College
79%
21
480
470
3.0
Other Colleges/Universities
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Types of Colleges and Universities
In general, universities offer graduate studies for Master's degrees or Ph.Ds in addition to Bachelor's degrees. (There are some exceptions, such as Dartmouth College and Lawrence University.) Colleges generally
offer Bachelor's degrees.
In-state 4-year public colleges and universities, funded by and answerable to states, save a number of
places for residents of their state. They also offer reduced tuition for in-state students.
Out-of-state 4-year public colleges and universities may be more selective and expensive for out-ofstate applicants than for in-state applicants. However, this is not as true for Wyoming and South Dakota.
List prices of private colleges and universities are generally higher than public colleges and universities,
as there is not state funding to defray expenses. However, private institutions are more likely to offer more
generous merit aid packages, especially to students whose grades and test scores are well above the college's
average. Don't judge a private institution on its "sticker price." Be sure to use college’s Net Price Calculators
to estimate your cost of attending.
Specialty institutions, such as Julliard or Johnson & Wales, offer programs in such fields as engineering,
culinary, arts, music, etc. Students with very specialized interests (e.g., composing music) should talk to
Ridgeview faculty with experience in that field for contacts, advice on programs, etc. Be sure to start the
conversations in your junior year.
Community colleges offer 2-year Associate's degrees and professional certificate programs. They also can
prepare students for transfer to 4-year school, offering good value for classes needed to fulfill core requirements at 4-year universities. Be sure to check that courses will be credited at the target school. For more
information on transferring colleges within Colorado, visit www.coloradocommunitycolleges.com or
www.cccs.edu/edservices/TransferPolicy.html. It is a good idea to have a conversation with the transfer
coordinators at both schools while you are still in high school. Note: Colleges with retention rates greater than 80%
have low rates of acceptance for transfer students.
For-profit colleges and universities, which enroll 12 percent of the nation’s college students, are similar
to their non-profit counterparts in that they offer college degrees which can be paid for with federal financial aid, scholarships and grants. These schools can schedule class times that are convenient for students
who must work full-time, rather than for professors. They can also provide online classes. The total cost
may be significantly lower without offering athletic programs or paying their professors to research. Students should be aware that many of these schools have recently come under scrutiny for purportedly using
high-pressure recruiting tactics for students who cannot handle college work or have a high risk of loan default. It is also important to check on a college’s accreditations to determine whether credits will transfer to
another institution.
Western Undergraduate Exchange (WUE)
WUE is designed to help residents of state in the WICHE (Western Interstate Commission of Higher Education) consortium better afford and pursue an education at a college out of state. If qualified, a student may
enroll in a participating 2- or 4-year college and pay only 150% of in-state tuition as an out-of-state student.
There are more than 150 participating schools in the following states: Alaska, Arizona, California, Colorado,
Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington,
and Wyoming. Go to http://www.wiche.edu/sep/wue/ for more information on participating institutions.
Students should carefully research the WUE and participating schools' websites for eligible programs and deadlines. Some schools do not offer the WUE tuition rate for all programs. Many schools also
offer the WUE tuition rate on a first-come, first-served basis, so applying early through the WUE program
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College Fairs
Local college fairs are free events where college admissions representatives come to meet students and answer questions about their schools. The College Advising Office will send out e-mails regarding specific
dates and times as events approach. See "College Fair Tips" (following) for ideas on how to make the most
of your time at such events.
PSD In-State College Fair
Usually held in September at Rocky Mountain High School
PSD Out-of-State College Fair
Usually held in October at Poudre High School
Denver College Fairs
Usually held in October
http://www.collegefairsdenver.org/
PSD Family Financial Aid and College Information Night
Usually held in October
NACAC College Fair
Usually held in October in Denver
http://www.nacacnet.org/college-fairs/pages/default.aspx
NACAC's Performing & Visual Arts College Fair
Usually held in October in Denver
http://www.nacacnet.org/college-fairs/pva-college-fairs/pages/default.aspx
Colleges That Change Lives
Usually held in August in Denver
http://www.ctcl.org
NESSFNS College Fair
Usually held in early September in Denver
www.nationalscholarshipservice.com
RMACAC College Fair
Held in the spring in Denver
http://rmacac.org/college-fairs/
Lutheran College Fair
Usually held the 2nd week in September in Fort Collins
http://lutherancolleges.org/events
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Visit Days for Local Universities
Below is information regarding special days which CSU, CU and UNC offer to show prospective students
their campuses and various programs available. Please check the websites to see if reservations are required.
Ridgeview allows students to attend these events, as long as teachers and the front office are notified in advance.
Colorado State University
Showcase Visits: High school juniors, seniors and their families will experience first-hand what college life is
like through conversations with Colorado State faculty, staff, and students. http://admissions.colostate.edu/
visitcampus/high-school-visits/.
Special Interest Visit Programs hosted by individual colleges and departments are designed for students with
a particular major or career interest. http://admissions.colostate.edu/academics/
University of Colorado - Boulder
Student for a Day program allows prospective students to attend a sample lecture, take a walking tour, attend a panel discussion, meet with campus representatives, and eat lunch on campus. http://
www.colorado.edu/prospective/freshman/visit/cu-sampler.html.
Diversity Sampler provides students from diverse backgrounds and their families a chance to explore the
many opportunities and resources available at CU-Boulder. The event features a resource fair with representatives from clubs, organizations, and other campus offices. Participants will also be able to attend a sample
lecture, visit with college and school representatives, participate in a panel discussion, and dine on campus.
http://www.colorado.edu/admissions/undergraduate/visit/diversitysampler.
Engineering Sampler is a one-day program which includes an overview of possible majors and careers, laboratory demonstrations, discussions with student and faculty panels, and information about financial aid,
scholarships, and residence halls. High school students entering their junior or senior year, parents, teachers
and counselors are invited to attend.. http://www.colorado.edu/admissions/undergraduate/visit/
alldayvisits/engineeringsampler.
University of Northern Colorado
Preview Days are special, whole-day events which offer campus tours, visits to residence halls, presentations
by professors, admissions and financial aid counselors, attandance in an actual class, and student panel meetings. http://www.unco.edu/future/visit/index.asp.
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College Fair Tips
A college fair is your chance to go beyond the general information and ask questions that are unique to your
interests, to introduce yourself to an admissions officer who will be reading your application, and hopefully
make a good impression. You will want to dress appropriately, offer a firm handshake, make eye contact,
and ask intelligent questions (not those easily answered on the website!). After the fair, go through the materials and your notes within one week. Follow up with colleges that interest you: contact the admissions
office to ask further questions and if possible plan a visit to the campus.
Plan ahead
 Before you go, make a list of colleges that interest you the most. Stop by those tables first.
 Spend your time asking questions, not filling out contact cards. Many College Fairs ask you to register
online, but if you are asked to fill out information with each college, save time by using pre-printed, selfstick address labels. You can print address labels on a computer if you don't already have some.
 Take a pen, paper and some kind of folder to collect all the handouts you will receive.
 Write down a few questions you want to ask each school so you can compare at the end of the event.
Possible Questions
Application
 What does the school look for in prospective students?
 What test scores and GPA ranges does the school want to see?
 Have you any advice about application essays?
Admission
 How many students return for sophomore year? (If < 90%, ask why.)
 What percentage of students graduate in four years?Five years?
 What is the geographic distribution of your currentfreshman class?
Academic
 What is the student/teacher ratio for freshman courses?
 Who is teaching freshman classes and lab sections –graduate students or professors?
 How do first-year students choose their classes?
 How are faculty advisers assigned, especially before a major has been chosen?
 When must I choose a major?
 What types of internships are there, and how do students find internships, and do students receive credit?
 Is there an honors program? If so, how can one be considered for enrollement?
 How does a student at your college go about pursuing study abroad?
Campus life
 What percentage of students live on campus (first year and upperclass)?
 What extracurricular activities are available in ... (music, sports, theater, clubs, other)?
Finances
 How accurate is your Net Price Calculator?
 What percentage of your financial aid is in the form of scholarships? Loans?
 What percentage of scholarships are merit vs. need based? What criteria is used to determine merit-based?
 What forms must I complete for merit scholarships?
 How do I get a job on campus?
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Suggestions for a College Visit
Preparation
 Check guides such as the Fiske Guide to Colleges and The College Handbook for general information,
(e.g., What range of ACT or SAT scores do admitted students have? What majors are available? Is there a
set of required core curriculum courses?). Some guides, like Colleges That Change Lives, also have specific and/or anecdotal information.
 Check the school website for some more detailed information. Investigate the course offerings and requirements for majors in which you are interested. Are there course websites that can give you an idea of
what some undergraduate level courses are like?
 Check with the admissions office about the possibility of visiting one course or with one professor in an
area of interest to you.
 Make a list of questions you have for admissions officers, students and faculty whom you meet during
your visit. Sample questions for admissions officers, faculty, and students are on the following pages. DO
NOT ask admissions officers questions that can be readily answered from the school's website.
 Bring a notebook or journal in which you can take notes, including the names of admissions officers, tour
guides and others who took the time to answer your questions. Take pictures of the campus.
 If you visit with a parent, suggest that your parent take photos and go on a tour led by a different student
than you.
Follow-up
 Within an hour, write down your impressions of the school.
 Write a thank you note to those with whom you interacted. This can be especially important if you are
still interested in that college. You may wish to include any questions that remained unanswered.
 Request a course catalog if available in print if you are still interested in the school.
 If you are sincerely interested, make sure you respond to mail and e-mail you receive. Personal contact
with admissions officers shows your interest level and can give more personality to your application.
Some colleges keep track of this!
Alternatives to Visiting College Campuses
 ecampustours.com/
 www.yourcampus360.com/
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Do’s and Don'ts for College Interviews or Visits
Based on recommendations from the National Association of College Advising Counselors
Note: Some of this information is more specific to visiting college campuses, but also applies when having a
local interview with a college representative.
DO be prepared to offer a few different dates and times when you call to schedule your interview. This simple detail shows your ability to manage your time, as well as your respect for your interviewer's busy schedule.
DO request to meet a specific professor or sit in on a class when you schedule your visit, not when you appear at the admissions office.
DO conduct research about the college or university before you visit the campus. Using the school's website
or a college guide, familiarize yourself with the following things:

Testing requirements

General curriculum

Grading system

Majors, minors and concentrations

Current admissions statistics

Financial aid availability and procedures
DO dress appropriately to make a good first impression. You should not wear jeans, flip-flops, gym clothes,
t-shirts or hats.
DO arrive on time -- or, better yet, five minutes early. Call if you will be late for any reason.
DO act respectfully of everyone you come across on campus: the admissions receptionist, student panelists,
your tour guide, the student who points you toward a restroom, etc.
DO turn your cell phone OFF. (Not vibrate) Advise your parents to do the same.
DO introduce yourself to the admissions representative or alumnus and give a strong handshake while looking the him/her in the eye. Introduce him or her to your parents and siblings if they are with you.
DO arrive prepared for to answer questions about yourself, such as:

Why do you want to attend this college? (Do your research!)

What is your intended major and why?

What are your long-term goals and dreams?

What do you like to read, and why?

Whom do you admire?

How would your friends and family describe you?

What's your favorite academic subject?

What's your favorite extracurricular?

What do you do for fun?

What are you most proud of?

What doesn't the school know about you after reading your application?
DO ask thoughtful, qualitative questions (see Questions for Admissions Officers, later in this section.)
DO make eye contact and listen attentively.
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DO thank your interviewer, shake his or her hand and request contact information.
DO compose everything you present to the admissions office or interviewer (e.g., e-mails, questionnaires,
notes) with care. Use proper grammar, spelling, capitalization and punctuation.
DO relax and have fun. You are the only real expert on you so show it. Enjoy the opportunity to share who
you are with someone who is genuinely interested in getting to know you better.
DON'T ask your parents to schedule your interview for you.
DON'T show up late; if it's unavoidable, call.
DON'T slouch, chew gum, yawn or litter your speech with umm, like, or you know; avoid slang and offcolor language.
DON'T expect (or permit) your parents to answer questions asked of you. The admissions representative
wants to hear from you, not your parents.
DON'T speak negatively about everything in your life; conversely, don't overwhelm your interviewer with
insincere enthusiasm about everything.
DON'T recite your resume and think you've helped your interviewer know you better.
DON'T give answers you think the admissions representative wants to hear. Give your own, honest answers.
DON'T ask questions you could easily answer on your own if you checked the school's website or a college
guide.
DON'T let more than 48 hours pass before you send a formal thank you to the person who interviewed
you. It is courteous and helps the admissions representative remember you. Note: You may not receive a
response to your note but you must send one anyway.
DON'T forget that the interview is just one part of a collection of materials that will help the admissions
staff evaluate you. Your future does not hinge solely on the quality of your interview.
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Questions for Admissions Officers
Sources: Asking the Right Questions in Choosing a College, www.collegeguide.org
Majors:

When do students declare majors at this school?

Will my choice of major affect my admission?

Are there specific requirements for admissions for the major in which I'm interested?

How easy is it to change majors if I declare a major on my application, then change my mind?

What sort of advising is available for students who are undecided about their majors?

What percentage of students in my major graduate in four years?

Are there some majors for which study-abroad programs are impractical?

What are the possibilities for a double major or a minor?
Academics:

What is the average class size overall? What is it for freshman or core classes? What is it for required
classes in the major in which I'm interested?

What is the process by which students sign up for courses?

Are there any courses which non-majors cannot take because they are too crowded?

What are the internship options available to students at this school?

What research opportunities exist for undergraduates?

How do you determine eligibility for an honors program?

What is the workload like?

Do students use the library on weekends?

Do students tend to talk about their studies outside of the classroom?

What percentage of classes is taught by teaching assistants (TAs) in the first two years of classes? What
about for lab and discussion groups? What is the percentage in the third and fourth years? Who is doing
the grading?

To what extent are students advised by faculty members? If faculty members are not advising students,
then who is carrying out this important task?

Is there an enforced honor code that condemns cheating?

How are AP test scores used for credit and/or course placement at this school?

What, if any, courses are treated as "weed out" courses for particular majors?

What percentage of courses are not taught by full-time tenured faculty?
Campus life:

What percentage of students do not return sophomore year?

What role do sororities and fraternities play in the social life on campus?

What political and campus issues concerns students most?

Does this school have a stereotype? How accurate is it?

How are roommates chosen, and what input do I have in the process of roommate and dorm assignments?

Is housing guaranteed for freshmen? Is it available all four years?

How difficult is it for athletes to balance academic and athletic commitments?

What is freshman orientation like?

Can a student be assured of securing a room in a single-sex dorm or a substance-free dorm if desired?
Are bathrooms coed?

Can a student be assured of living on campus each year if he or she so desires?

What are some topics of conversation you’ve heard this past week around campus?
Ridgeview Classical Schools
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

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Can a student be assured of living on campus each year if he or she so desires?
Do I need to put down a deposit for housing before May, or before I have received my financial aid package, to ensure a better choice of housing? Is that money refundable?
Is there any mandatory student orientation that exposes students to sexually explicit material or graphic
explanations of sexual practices?
How much crime is there both on and adjacent to campus?
Beyond College
 What is the college's commitment to career placement?
 What percentage of graduates who apply to graduate schools are accepted?
 Is there a limit to the number of medical school/law school applicants that this school will support? If so,
what criteria are used?
Costs
 How do outside scholarships I receive affect my financial aid package?
 How does financial aid work in conjunction with studying abroad?
 Are merit scholarships awarded automatically or do students apply for them separately?
 What happens to my financial aid if I don't graduate in four years of if I am in a special five-year program?
Questions for Faculty
 How does academic advising work here?
 What is your average class size and how many classes do you teach per term?
 What is the format of your class or classes in your department in terms of lecture, discussion, etc?
 How do you assess student engagement in your classes?
 Do you offer independent study or research opportunities? How often are these available to freshmen?
 Is there a departmental policy with respect to research opportunities, or are they the result of student initiative?
 What happens if a student is struggling in your class?
 What are some of your former students doing now?
 How do you use technology in your class?
 What kind of rapport is there between students and faculty?
 Does the number of students interested in your field increase, decrease or stay the same from freshman to
senior year?
 What percentage of courses in your department are taught by tenured or tenure-track faculty? What percentage are taught by part-time and/or adjunct faculty?
 What are some topics of conversation you have heard recently around campus?
Ridgeview Classical Schools
Questions for Current Students at a College or University

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




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














Why do students choose this school?
What do you like most about the college and what would you change if you could?
How many professors know you by name?
Are professors readily available outside of class?
How are academic advisors assigned/selected?
What are ways in which academic advisors help students?
Which courses, if any, are students unable to take because of overcrowding?
What major is most stressful here?
Are any courses considered particularly stressful?
Are students competitive or supportive?
What help is available for students who are struggling with a class?
Do many students apply to graduate schools and how successful have they been in doing so?
Are internships or research opportunities readily available?
Is crime an issue? What are security precautions taken on campus and in the dorms?
What is the social life like?
How prevalent are drinking and drugs?
What role do fraternities, sororities and other social clubs play on campus?
What are the most common roommate issues that arise at this school?
What happens on weekends?
What are the most popular extracurricular activities?
What types of cultural events happen and how often?
What is dorm life like?
How is the food?
How do students interact with the surrounding community?
What is the political climate?
What is the major complaint of students?
What are some topics of conversation you have heard recently around campus?
What do you wish someone had told you about this college when you were in high school?
Page 53
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Top Ten Facts About the College Admission Process
From the New England Association for College Admission Counseling (www.neacac.org)

You have the right to request information from colleges and universities without feeling high pressure
tactics to persuade you to apply or enroll.

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.

You have the right to the names of all accrediting, certifying or licensing organizations for each institution.

You have the right to complete information about all direct and miscellaneous expenses, the types of
merit-based and need-based financial assistance provided and the methods by which eligibility is determined.

You have the right to accurate information about all aspects of campus safety, including institutional
crime statistics.

You have the right to assure that all required items necessary for the completion of your application are
received by each institution within the required time frame.

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).

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).

You have the right to historical information about prior waiting list activity including the number waitlisted, 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.

You have the responsibility to submit a deposit to only one institution – and upon submitting that deposit to withdraw from all other institutions to which you have been admitted.
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How Do I Apply?
Types of Applications
There are several types of college applications, the differences between which are based on deadlines and
level of commitment. Research carefully to find out the best option for you. Generally, it is in your best interest to apply early to be considered for scholarships and grants, since some schools award only a limited
amount of money. Those who apply early are considered first for these awards.
Non-restrictive admissions options

Rolling: Institutions review applications as they are submitted and render admission decisions throughout the admission cycle.

Regular Decision: Students submit an application by a specified date and receive a decision within a
clearly stated period of time.

Early Action: Students apply early and receive a decision well in advance of the institution's regular response date.

Priority: Some private universities send priority applications to highly qualified students reducing some
application requirements and guaranteeing earlier admissions. They reduce or waive application fees.
Restrictive admissions options

Early Decision I: Students make a commitment to a first-choice institution where, if admitted, they are
committed to enroll. The application and decision deadlines occur early.

Early Decision II: This is also a binding early-decision process but with later deadlines. The application
deadline is typically the same as for the regular admissions process, but a binding decision is sent far
sooner, usually in early February. The benefit over Early Decision I plans is the extra two months to
explore before committing.

Restrictive Early Action: Students apply to an institution of preference and receive a decision early.
Some schools restrict applicants from applying Early Action or Early Decision or Restricted Early Action to other institutions. (See CollegeBoard's College Search for a list of schools). If offered enrollment, students have until May 1 to confirm.
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Application Requirements
Application
Most colleges offer on-line applications. For some colleges, paper copies may be
downloaded and submitted by mail.
Application fee
Average fees are from $0 to $100 and are typically non-refundable. Contact Ridgeview's College Advising Office if you think you may be eligible for a financial hardship waiver.
Transcript
A record of semester grades from 9th -11th grade will be sent with all applications
submitted before 1st semester grades are released (usually the first week in January). After that time, mid-year transcripts will automatically be sent with all new
and previously submitted applications. Students may obtain a free unofficial copy
of their transcripts at any time from the College Advising Office. (See the Transcripts section in the following pages.)
Test scores
ACT, SAT, AP, SAT Subject scores tell a school more about how a student compares with other students nationwide. (See Section III: Standardized Tests.) Fairtest.org lists schools that allow students to apply without submitting ACT or SAT
scores.
Recommendations Teacher and advisor letters are generally recommended, even if not required (unless
a school specifically states that recommendations are not allowed). Any- thing that
helps the admissions office know an applicant better is generally consid- ered
beneficial. (See Teacher Recommendations section in the following pages). DO
NOT submit additional letters if a college indicates they will only consider a specific
number of recommendations.
Essays
Essays allow students to showcase their writing skills while sharing information
about themselves that may not surface in other areas of the application. (See Essay
section in the following pages).
Interview
Most colleges don't require an interview, but it may be a good idea to arrange an
interview to make a connection to an admissions officer. At the very least, call the
admissions office to arrange a meeting with the college representative on his or her
visit to the area or perhaps a local alumnus/a. Be sure to dress nicely, use the best
manners and prepare questions ahead of time. Even if no personal interview is
possible, a telephone interview is preferable to remaining a name on a piece of paper. A personal contact (followed by a thank you note!) can make a difference.,
especially for private colleges and universities.
Portfolio
If applying for a program such as music, art, or design, students may have to document talent by auditioning on campus or submitting a sample of their work. Even
if a student is not applying for a particular arts program, submitting a portfolio or
CD can still be a good idea. Schools may grant special music scholarships, for example, even if a student doesn't plan on majoring in music.
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Preparing Applications
Carefully read the college websites to find out the application requirements for each school, including submission deadlines and reporting of test scores. Note that most colleges require that the scores be sent directly from the testing service.
College-Specific Applications
Some schools require students to use the school's application forms only, whether online or paper copies.
This is also usually the case for Priority applications.
Common Application
The Common Application is a standard application form accepted at over 500 Common Application members institutions in 46 states and the District of Columbia, as well as in France, Germany, Italy, Scotland,
and Switzerland. Used in lieu of or in addition to a school's own application, the Common Application is
treated exactly the same way as the school's own application - neither is preferred over the other. Both
Colorado State University and CU-Boulder accept the Common Application.
Using the Common Application greatly reduces the amount of personal information you will need to fill in
if you are applying to more than one school which accepts the Common Application. Therefore, it is in your
best interest to use the Common Application whenever available. Although there is a general essay requirement, some schools add their own supplements which may involve proving state residency, indicating personal ties with the school, and/or writing more essays. Information (including required supplements) can be
found at www.commonapp.org.
In order for Ridgeview to send transcripts and recommendations to those schools to which you are applying
using the Common Application will need to fill out the Family Educational Rights and Privacy Act (FERPA).
Once you have set up an account on the Common Application website (www.commonapp.org), please log
on to Naviance; select "ferpa waiver" from the left bar on the homepage; and follow the instruc- tions.
Universal Application
Similar to the Common Application, the Universal College Application is accepted by 59 colleges across the
country and aims to make applying to colleges online more accessible, faster, and easier. Unlike the Common Application, any accredited institution which upholds NACAC's Statements and Policies of Good
Practice is eligible to join the UCA consortium, providing for a more diverse applicant pool. From the applicant's side, the UCA will be forging partnerships with various not-for-profits, and foundations to provide
college admissions information to applicants with varying social and economic backgrounds.
https://www.universalcollegeapp.com/
Application Fee Waivers
Students who qualify for free or reduced lunch (which would also qualify them for a fee waiver to register
for the ACT, SAT or SAT Subject Tests) should ask the College Advising Office Administrator for up to
four “Request for Waiver of College Application Fee” forms. (See Section III, Standardized Tests for eligibility
requirements.) The forms should be submitted with college applications and only to institutions listed in the
2014-2015 Directory of Colleges Cooperating with the SAT Fee-Waiver Service. The directory is available
online at sat.collegeboard.com/register/sat-fee-waivers. NACAC also offers application fee waivers for
those in financial need. More information is at http://www.nacacnet.org/studentinfo/feewaiver/Pages/
default.aspx.
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Transcripts/GPA
A transcript is a record of a student's high school grades, by semester. It includes the GPA, both the cumulative average of actual grades achieved and adjusted average of grades adjusted upward for "honors/
accelerated" or AP courses. Honors/accelerated courses at Ridgeview include most core courses, as well as
higher level math courses and most science courses, and are marked on the transcript with a “1” under
“Notes.” Check your transcript or consult the Registrar with any questions.
As Ridgeview Classical High School is a small school, we do not rank or rate students (with the exception
of choosing valedictorian and salutatorian, service academy applications, and selective scholarships). Rather,
we try to address a student's qualities and academic performance in the narrative recommendations. This
policy does not penalize students, as some might imagine, considering that fewer than half of all high
schools in the country report class rank (http://professionals.collegeboard.com/guidance/applications/
rank).
Cost
Official RCS transcripts (for college applications, scholarships, etc.) are available at a cost of $4 each. Transcript fees include mailing costs (extra charges may apply for expedited or international delivery), all items
included in transcript packages (including School Profile and recommendation letters), as well as transmission of mid-term and final transcripts. Payment is due upon request. Unofficial transcripts are available at no
charge from the College Advising Administrator.
Timing
Almost every school requires a record of your high school grades. You must request one from the College Advising Office for each college to which you are applying. Please request transcripts at least 15
school days in advance of due date to ensure delivery. Beyond that time, there is no guarantee that materials
will arrive by the due date. The College Advising Office will not process any college-related transcript requests over the summer (with the exception of scholarships or programs with summer deadlines, such as
military academies) nor over school holidays including Christmas and spring breaks.
The College Advising Administrator will assume that a transcript and all support materials (including recommendation letters and School Profile) are due in the college's admissions office on the deadline date provided by the student.
How to Obtain a Transcript
Fill out one Transcript Request form for each school to which you are applying. (Sample on following
pages). Forms are available on the door of the College Advising Office (Room 105). Hand completed forms
and fees directly to the College Advising Administrator or Front Office.
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How to Read a Transcript (including GPA calculation)
Cumulative and Weighted Grade Point Average (GPA)
Students earn semester grade points based on the following scale:
B+ = 3.3
C+ = 2.3
D+ = 1.3
A = 4.0
B = 3.0
C = 2.0
D = 1.0
F =0
A- = 3.7
B- = 2.7
C- = 1.7
D- = 0.7
The cumulative GPA reflects the actual grade achieved per semester in each class. In calculating a weighted
GPA, a bonus is added, which shows the fraction of credits earned with C or better grades in honors level
or AP courses. Weighted courses are shown with a “1” on the transcript. Both adjusted and unadjusted
cumulative GPA are indicated on the transcript. If you have questions regarding the designation of a
course, please contact the Registrar. A sample transcript can be found on the following page.
GPA is calculated and reported on grades earned only at Ridgeview. Admissions offices will calculate the
GPA for credits earned at other high schools. If you attended more than one high school and you are asked
to report your GPA, you will need to calculate it based on information provided on multiple transcripts. See
Mrs. Petterson if you have any questions regarding this process.
For scholarship and college applications, students should always report the weighted GPA unless
specifically asked for the cumulative GPA only.
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Please note that Ridgeview has changed its formula for calculating weighted (or adjusted) GPA. A
new transcript will be added to this handbook soon and will show the new method.
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What the College Advising Office Sends to Prospective Schools
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Secondary School Report
Common Application forms are filled out electronically, no paper copy required
This may be a paper copy for some schools
RCS transcript
Transcripts from other high schools attended, if applicable
Schedule of senior year classes
Recommendations, if required
Advisor
Teacher(s)
Information about Ridgeview
School profile and course offerings (Available on the Ridgeview website at
http://www.ridgeviewclassical.com/index.php?id=502)
Any other materials students want included (e.g., essay, application, fee)
Mid-year (first semester) transcript and final transcript (sent only to school attending)
You will be notified by e-mail when your materials have been sent.
It is the student's responsibility to make sure that everything has been received by the colleges. After you receive an e-mail from the College Advising Administrator stating that the transcript package has
been sent, call to confirm with the admissions office 5-7 business days following, or check the status of your
application online.
Note: Schools sometimes send out notices of missing application materials, even though they have received
the materials, because they have not yet matched all application materials to your name. Please follow
through with the admissions office. If the college insists materials have not been received, please forward
the notice to the College Advising Administrator for further follow up and trouble-shooting.
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Sample Transcript Request (2015-2016)
(Official copies available on College Advising Office door, Room 105)
HAND THE COMPLETED FORM DIRECTLY TO MRS. DIXON WITH FEE
Student name: __________________________________
Date: _____________
TIMELINE: Due dates to request transcripts and recommendations are below. You may submit
your requests at any time, but there is no guarantee that your materials will arrive on time if you do
not follow these deadlines.
Application deadline
Request Teacher & Advisor letters through Naviance
Complete Autobiographical questions and Resume in Naviance
Submit completed Transcript Request form to Mrs. Dixon
Rolling
15 school days before deadline
October 15
September 20
November 1
October 1
November 15
October 15
December 1
November 1
December 15
November 15
Dec. 31/Jan. 1
November 15
January 15
December 1
February 1 & later
December 15
SIGN: I request RCS to send to the institution named below a copy of my official transcript(s) containing a
list of all courses and grades earned as well as test scores indicated below.
___________________________________
Student's signature
COLLEGE/UNIVERSITY
City, State
________________________________
________________________________
DEADLINE _________ Application deadline date
TYPE OF APPLICATION
____ School - specific application
____ Common Application ____FERPA waiver completed? Sign in to Naviance. Select
"FERPA waiver" on left sidebar of homepage. Follow directions.
PAY $4 ____ (includes mid-year and final transcripts)
Reminder: YOU must arrange for official ACT/SAT test scores to be sent to colleges. See your
Naviance Home Page for more information.
REQUEST ADVISOR and TEACHER RECOMMENDATIONS
Advisor name: _______________________________
Teacher names: 1) _____________________ 2) ________________________
Sign in to Naviance. Click on "teacher rec" on left sidebar of homepage. Follow directions.
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Advisor Recommendations
If requested, the student's college advisor will write a letter of recommendation. Unless a school does not
require any references (e.g., University of Wyoming), this is of great benefit to a student's application. While
a student's personal essays will give the college a picture of what the student thinks of him or herself, the
most important unbiased characterization comes from the advisor's recommendation, which will cover:
Academics
based on comments from all junior year teachers, and sometimes senior year teachers
possibly from advisor's personal experience teaching the student
Extracurricular activities

based on student's autobiographical questions given to advisor, junior evaluations, and advisor's
personal knowledge

includes school activities, activities outside of Ridgeview (e.g., church youth groups, sports,
scouting, etc.) and community service

keep track of these activities in Naviance Resume tool.
Personal qualities

Good qualities (e.g., leadership, perseverance, commitment to excellence, enthusiasm, etc.)

Not so good qualities (e.g., laziness, carelessness, attitude of superiority, performing below expectations, low self-confidence, etc.)
Disciplinary action at school and/or conviction of a crime (Required on Common Application)


The above points are specific questions for advisors from the Common Application.
Before an advisor can write a recommendation letter or evaluation, the student will need to complete their
Autobiographical Questions in Naviance and update Resume in Naviance. It is also helpful for students to
request that advisors, employers, and coaches for activities outside of Ridgeview (sports, work, volunteering,
extracurricular activities) send information and/or support letters directly to the student’s advisor at::
Advisor Name
Ridgeview Classical Schools
1800 S Lemay Ave
Fort Collins, CO 80525
-orEmail Address
Mrs. Petterson ([email protected])
Mr. Binder ([email protected])
It is the student’s responsibility to give his or her advisor ample notice via email (15 SCHOOL
DAYS) of application deadlines. School policy states that recommendation letters are confidential,
and not to be given to students or parents, but sent directly from the College Advising Office to the
recipient.
NOTE: For Common Applications, the FERPA waiver in Naviance must be signed before transcript and
recommendation letters can be sent.
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Student Autobiographical Questions
Thoughtful, detailed, and honest answers to these questions will help your advisor write a comprehensive
letter of recommendation for you. In addition, the process of answering the questions will help you think
about who you are and what is important to you, providing a wealth of possible topics for your application
essays.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Why are you at RCS? What do you value most about your experiences here?
How has your experience at RCS affected what you are looking for in a college?
What has been your favorite class during high school? What made it your favorite?
What academic areas interest you most? Why? If your choice of courses in high school did not reflect
this interest, please explain. What is your intended major in college? If this differs from your area(s) of
academic interest, please explain.
What has been your biggest challenge at RCS? What helped you meet this challenge?
There are many reasons why students go to college. What reason is most important to you?
There are many reasons for choosing to apply to a specific college. As you have researched colleges,
what two characteristics have come to be most important to you when considering whether to apply to
a given college?
What occupations or professions interest you most? Why?
Make sure the honors you received over the past three years are listed in your resume. Explain here the
one that is most important to you.
Make sure all elective and appointed offices you have held, in school and out, over the past three years
are listed in your resume. Explain here the one that is most important to you.
Make sure all of your extracurricular activities (including sports and out-of-school activities) from your
high school years are listed in your resume, in order of importance to you, and indicating how much
time you spent on each. Explain why one of these activities has been most enjoyable to you. Explain
how one of these activities has changed you.
How did you spend the summers after 10th and 11th grades? Be specific.
Make sure you resume indicates the jobs have you held (paid and/or volunteer). Will you work during
your senior year? Which job has been most enjoyable to you? Explain.
What are your greatest strengths and weaknesses, both personal and academic?
Four adjectives that describe me are
. The most important of these adjectives is
because…
16. Discuss/describe special circumstances which may have affected (positively or negatively) your personal
or academic growth. This should include, but should not be limited to an explanation of any particularly
poor grade, poor semester, switching of schools, etc. (NOTE: If you have had any grades in the C– or
below range for a semester of any course, please provide some explanation for your advisor, as it may
help your application if this is addressed).
17. Describe the person or idea or experience which has had the greatest impact upon you and your life
thus far. How are you different as a result?
18. Describe some special interest, talent, experience, achievement or anything else you would like colleges
to know—especially if it is something that has taken place outside of Ridgeview or is not likely to be
discussed in the recommendation letter written by one of your teachers.
19. Describe the ONE personal experience that has given you the most satisfaction.
20. What are the most important traits you seek in a friend?
21. Elaborate on a time where you have been disappointed or failed to reach a goal.
22. What activities do you enjoy most outside of the daily routine of classes and other responsibilities? After a long, hard day, what do you most enjoy doing?
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23. What is the most controversial issue you have encountered during your high school years? What is your
reaction to this controversy?
24. Where have you traveled or lived and how has it influenced you?
25. How do you respond to pressure, competition, or challenge? How do you react to failure, disappointment, or criticism?
26. You will be asked to share application essays you write with your advisor and/or one of your teachers.
With whom do you intend to share your essay(s)?
27. Which of the following Common Application questions would you most likely answer? (This can help
your advisor to highlight other topics in your recommendation).

Some students have a background or story that is so central to their identity that they believe their
application would be incomplete without it. If this sounds like you, then please share your story.

Recount an incident or time when you experienced failure. How did it affect you, and what lessons
did you learn?

Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make
the same decision again?

Describe a place or environment where you are perfectly content. What do you door experience
there, and why is it meaningful to you?

Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.
Teacher Recommendations
As a rule, a student should ask only two teachers for a recommendation. A student may want to ask a third
teacher or outside-school person to write a recommendation, but only if he or she can give more insight into
another critical area of the student's life (e.g., musical or artistic pursuit, extracurricular activity, community
service). Most colleges will indicate exactly how many recommendation letters they want, and students
should not exceed that number. Any additional recommendation letters (from coaches, programs, employers, etc), should be sent directly to your advisor, and the advisor will address them in his or her letter.
NOTE: An exception is a letter required for admission to a specific program within a given college or university. School policy states that recommendation letters are confidential and cannot be given to a student or
parent, but sent directly from the College Advising Office to the recipient.
Please enter your teacher recommendation requests into Naviance by logging to Naviance at http://
connection.naviance.com/rcs. Choose "Teacher recs" from the left side bar and follow the instructions. A
sample copy of the form available on Naviance can be found on the following page. Do not forget to personalize your letter and take out any instructions written in capital letters.
ALLOW AT LEAST 15 SCHOOL DAYS for teachers to prepare and write recommendations. Remember
that teachers put a considerable time and effort into their recommendation letters, so please give them adequate notice of your deadlines. All letters of recommendation are treated confidentially.
Most schools now accept electronic submission of evaluations. If not, teacher recommendations will be included with materials sent by the College Advising Office. Please give any required forms to the College
Advising Administrator, who will collect and ensure transmission of recommendation letters and forms by
the specified deadlines.
NOTE: For Common Applications, the FERPA waiver in Naviance must be signed before transcript and recommendation letters can be sent.
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Requesting a Teacher Recommendation (from instructions on Naviance)
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Copy the following letter into your word processor and answer the questions. Save. (Make sure
to insert the teacher’s name and remove the STUDENT instructions. Insert your name at the
end).
Sign in to Naviance. Click on "Colleges" tab.
Click on "Colleges I'm applying to"
Scroll down to "Teacher recommendations" and click on "add/cancel requests"
Select teacher and copy your document into the "Personal note to teacher" section. (Please do
not consider this as optional!)
Scroll down and "Update requests"
E-MAIL College Advising Administrator with earliest deadline so she can remind the teachers.
---------------------LETTER--------------------------Dear
,
Thank you very much for agreeing to write me a letter of recommendation. I understand that I need to give
you 15 school days to complete this recommendation. I will give any necessary forms to the College Advising Administrator. I am applying to:
Name of college
1)
2)
3)
Application due date or ASAP (for housing, scholarship, etc.)
In order to help you write my letter, here is some information about me:
STUDENT: TYPE YOUR RESPONSES IN HERE. YOU CAN CUT AND PASTE FROM THE
AUTOBIOGRAPHICAL QUESTIONS YOU GAVE YOUR ADVISOR.



Three adjectives that describe me as a student and specific examples of each:
Two specific examples from your course(s) that were particularly meaningful to me:
My aspirations, hopes, and goals for the next ten years are:
You can write about the following only if you have seen me or supervised/coached me in any of
these activities: STUDENT, LIST YOUR INVOLVEMENT IN ANY OF THE FOLLOWING
ACTIVITIES:


School-related activities (athletics, music, clubs, leadership roles, etc.)
Hobbies, interests, work, volunteering, community involvement, and other outside activities
Once again, thank you very much for doing this favor for me.
Sincerely,
(your name)
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Essays
NOTE: It is critical for students to show their application essays to their advisor for advice and revision prior to sending off
their application. Admissions essays are very different from those students are accustomed to writing at Ridgeview, and advisors
are well-versed in the format colleges are expecting.
College and Career Search Class
Students can take the College and Career Search course as a one-semester elective, during which they will
learn how to write an effective personal essay for college applications.
Essay Workshops
The College Advising Office holds two college application essay workshops for seniors, generally in late
August and early October. In these sessions, and in the College and Career Search class, the advisors offer
advice and suggestions about how to write an effective, personal essay. Additionally, students will have the
opportunity to begin writing their essays. Below are some suggestions for those of you who must get started
on your essays right away. However, please make an effort to come to one of the two essay workshops, or
take the College and Career Search class.
We also have many resources for writing effective college essays in the College Advising Office. Please make
an appointment with your advisor and/or the College Advising Office Administrator to use these resources
during the summer.
Recommendations on Writing Your College Essay
"It is not unusual to hear admissions officers say that most of the personal statements they read are boring, dull, or wimpishly
playing it safe... The whole purpose of the essays is to provide a glimpse of you as a person, to give insight that the objective
data do not... [The essay topic] has to be something that only you could write, because you're telling, in specific detail, what it
did to you." - Loren Pope, Looking Beyond the Ivy League
 Start early. Have less stress!
 Be yourself. Write what you know, not what you think the admissions office wants to hear.
 Write about yourself; this essay is a personal statement, not an essay for a course.
 Give the admissions officers a picture of you that they will not find anywhere else in your application.
 Be honest. It has to be your voice, not someone else's.
 Read the instructions carefully. Make sure your essay addresses the topic posed.
 Take a risk, but be aware that some topics can be too risky.
 Keep in focus. Stick to a narrow topic and tell that one story.
 Write and rewrite. Don't send an early draft.
 Get a second opinion. And maybe a third or fourth, after rewrites. Read the essay out loud to someone.
 Proofread. Especially your final draft.
 Check spelling and grammar carefully - a spell-checker will not find homonym errors.
 Treat it like your thesis. Put forth your best effort!
 Don't neglect your course work. Your essay counts, but so do your fall semester grades!
 Tell one specific story. This is only a tiny part of your autobiography, not the whole thing.
 Answer the question asked. If it's a topic of your choice, don't forget to include the topic!
 Write naturally for you. Don't use words you would not normally use.
 Your opening line needs to grab the reader. Yours may be the 50th essay of the reader's day!
 Keep within the given length limit. If no limit is given, do not exceed one page.
 Show, don't tell. Think of Aesop's fables.
 For “Why this college?” questions, be specific to the college – and you!
 Avoid cliches.
 Let your passion shine through.
 Give detail.
 Be brief, vivid, and to the point
Continued on next page
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Avoid starting with an “I” sentence.
Be personal.
Entertain the reader.
At least give a hint that you have a sense of humor.
Give details that touch the reader's five senses.
Make the most of nouns and verbs, while using adjectives sparingly.
Use who, which, that, there, it, thing, “to be” verbs, and what only when necessary.
Avoid the passive voice.
Eliminate unnecessary words.
Check your facts for accuracy.
Remember—in the end it is your essay, not anyone else's. The final editing decisions are yours .
Topics you may want to avoid – or if you use one, own it!
 The trip
 My favorite things
 Big issues
 My room
 Tales of my success
 The death of my pet
 My autobiography
 Lessons learned from
(activity, relative, hero, character in a book, SPORTS!)
Words to Avoid
interpersonal, interact, responsibility, excellence, integrity, diversity, situation, relationship, bottom line, utilize, values, commitment, leadership, leadership role, individual goals, aspect, factor, endeavor, tendency,
considerable, obviously, clearly, rather, somewhat, kind of, sort of, virtually, unquestionably, particularly,
relatively, become, get, have, make, do
Sources:
Bauld. On Writing the College Application Essay; Cohen. The Truth About Getting In; The College
Board. College Counseling Sourcebook, 4th Edition; Fiske and Hammond. Fiske Guide to Getting into the
Right College; Hernandez. Acing the College Application, Marcus. Acceptance; NACAC. Top Ten Tips
for Writing a College Essay; Van Buskirk. Winning the College Admission Game
Unusual College essay questions
Excerpted from an article by Valerie Strauss, The Washington Post
Do essays actually matter? Well, like just about everything else in life, it depends, according to college admissions directors. In some schools, not so much; in others, they can be the determining factor in an acceptance or a rejection. There are some schools that just ask the basics -- Why do you want to come here? What
do you have to offer? -- but some seem to try to outdo each other and themselves each year with clever essay prompts. And that means applicants might have a lot of essays to write.
It wasn’t supposed to be this way anymore. The Common Application was developed in 1975 with the idea
of easing the admissions process for students by reducing the number of separate applications a student applying to a number of colleges would have to complete. More than 410 schools now accept it. Alas, many
colleges still require forms and essays that go beyond those on the Common Application. And even though
it is discouraged, some applicants try to tailor Common Application essays to particular schools.
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The Common Application essay prompts are straightforward: Applicants are asked to discuss their extracurricular activities, as well as select one of the following to write about ( in fewer than 500 words):
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Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
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Discuss some issue of personal, local, national, or international concern and its importance to you.
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Indicate a person who has had a significant influence on you, and describe that influence.
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Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an
influence on you, and explain that influence.
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A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given
your personal background, describe an experience that illustrates what you would bring to the diversity in a college
community or an encounter that demonstrated the importance of diversity to you.
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Topic of your choice.
Here are some of the less conventional questions students have answered:
University of Chicago
Dog and Cat. Coffee and Tea. Great Gatsby and Catcher in the Rye. Everyone knows there are two types of
people in the world. What are they?
Yale University (no more than 25 words)
What would you do with a free afternoon tomorrow?
If you could witness one moment in history, what would it be and why?
University of Dallas
Tell us your favorite joke or humorous anecdote.
California Institute of Technology (short answer)
Caltech students have long been known for their quirky sense of humor and creative pranks and for finding
unusual ways to have fun. What is something that you find fun or humorous?
Brown University (no more than 500 words)
French novelist Anatole France wrote: “An education isn’t how much you have committed to memory, or
even how much you know. It’s being able to differentiate between what you do know and what you don’t.”
What don’t you know?
Smith College (no more than 150 words)
Imagine that you are the director of admission at a highly selective liberal arts college and you had to choose
from among a group of very well-qualified applicants. Aside from excellent academic performance, what
one characteristic would be most important to you in making your decision? Why?
Bard College
One hundred years ago, in 1912, the Austrian writer and social critic Karl Kraus, famous for his provocative
aphorisms, wrote “Civilization ends, since barbarians erupt from it.” Write a short commentary on what you
think this might mean from your perspective 100 years later, and whether it makes any sense.
Williams College (no more than 300 words)
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Essay Advice from High School Counselors (NACAC)
Page 70
Choosing an Essay Topic
 Choose a single incident from your past, a single moment that defines who you are, and write a clear and
creative essay about it.
 Describe an action you took that next time you would do differently.
 If you choose a popular essay topic (a sport, community service project, etc.), write about it from an angle
that no one else would think of.
 Imagine you‘re driving your 3rd, 6th, and/or 9th grade self to school at the end of senior year—what would
you tell those selves? About the current you? About high school?
 Don’t force yourself to write about something profound. The best essays are often about the most ordinary
topics that students deal with sometimes on a day-to-day basis (going grocery shopping with mom, riding
the bus, etc.) Include little nuggets that are unique and quirky to you alone.
 Do you have any life-long passions?
 What would your closest friends/family say is important to you?
 Try writing a keyhole essay—start with something small (like peeking through a keyhole) and use that thing
as a way to tell a larger story.
 Come up with six ways to describe yourself (athletic, musician, sister, reader, etc.) and then come up with 5
stories about yourself for each adjective. This will give you 30 ideas.
 Think of the story of your life and give me a very vivid 10 minutes—not an accomplishment, not a challenge - a telling episode that leaves a reader understanding you (the way you think) better just because
you’ve chosen that episode to share.
 List what you’d like others to say about you: illustrate, explain, articulate relevance of one or two of the
qualities you possess.
How to Get Started
 Write the prompt at the top of a blank piece of paper; free write for 12 minutes. Stop. Read what you’ve
written. Underline the sentence or idea you like the best. Put that sentence on the top of a blank sheet—
with it as your new prompt, free write again. Repeat. Eventually something good comes to the writer. Then
the ―real essay begins.
 Once you have a topic, instead of starting with first paragraph (which can be paralyzing), just think of
things you want to say and write them down. Then go back to see which ones you’ll use, how the ideas
might connect, what might follow what. The beginning and end of essay might be the last things you write.
 The 6 traits of good writing: 1) brainstorm, 2) organize/outline, 3) word choice (watch repetition; verbs
carry your message), 4) voice (authentic), 5) fluency/style, 6) mechanics.
 The essay should leave the reader thinking, "I want to meet this person".
 If it is boring to you as you write it, it will DEFINITELY be boring to whoever reads it! So, write about
something that excites you.
Editing and Proofreading
 Always answer the question!
 Follow length restrictions.
 Make sure your essay is you. It’s great to have others edit for typos, etc., but you don’t want it to be so edited it no longer shows your voice. Read it out loud to someone who knows you well and ask, "Does this
sound like me?" Show your personality as well as your writing ability.
 Read the essay OUT LOUD to someone as an oral interpretation with the pauses, feelings, etc implied by
the punctuation. Do you speak that way? Do you hear errors in grammar, voice, fluency and word choice?
 When you’ve completed a rough draft, give your essay to someone who knows you really well (parent, sibling, best friend). Ask them if they learned something new about you. If they answer yes, imagine how
much an admission officer will learn. If they answer no, it’s back to the drawing board.
 Ask a teacher or administrator who doesn’t know you to read the essay. Ask what that teacher learned
about you.
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12 Mistakes to Avoid in Writing a College Essay
http://www.shmoop.com/college/mistakes-personal-statement.html
1. Don't be offensive. You don't know who will be reading your application. So this should be obvious,
but watch what you say and avoid any comments that could be seen as disparaging to people of diverse
religions, racial backgrounds, socioeconomic statuses, sexual orientations, and political viewpoints. Also,
be aware that colleges are looking for students who will be respectful of other students and professors of
diverse backgrounds. Long story short: don't sound like a jerk or a bigot.
2. Avoid controversial political topics. Again, you don't know who will be reading your application, and
you don't know if your reader will appreciate it if you sound like you're on a political rant. So, unless one
of these controversial issues has a very personal and daily impact on your life, you'd be wise to write
about a different topic altogether.
3. Steer clear of negativity. Lots of people have been through rough patches in life. Like parents getting a
divorce, for example. Life challenges can be good subjects for college essays. However, if you aren't yet
able to write about a topic in a mature, positive way that shows your growth, then avoid the topic altogether. You don't want to come across as angry or whiney. That's not the primary impression you want to
leave in the mind of an admission officer.
4. Beware of the overshare. There's a difference between being personal (good) and major TMI (not
good). Going to the bathroom, sex, open festering wounds… ewww. You don't want the admission officer reading your app to walk away feeling nauseous or blushing madly. Imagine that you're going to be
admitted to the school you're applying to. On your first day on campus, if you met your admission officer
face to face, would you be embarrassed by what you wrote in your essay? If so, then you're oversharing.
Though writing your essay on your home computer may feel like an anonymous experience, it's not. A
real person is reading this. And some details of your personal life should stay personal.
5. Don't disparage the school you're applying to. It's a bad idea to tell the admission officer that you
consider their college a "safety school".
6. Beware of being too creative. Writing your own sonnet may seem clever and original but – assuming
you are not quite Shakespeare reincarnated – this is a dangerous move. Admission officers have seen tons
of bad poetry. Plus, your sonnet probably doesn't say as much about you as six solid paragraphs of prose
could. If you want your essay to stand out, try channeling your creative writing side into adding a solid
anecdote or even bits of dialogue.
7. Don't be arrogant. Writing about yourself is hard. You want to highlight your strengths, but don't do it
at the expense of other people (like your peers). If you disparage your classmates or teachers, you can
leave a bad impression.
8. Make sure you actually answer the essay prompt. This seems obvious. But many applicants stumble
badly here.
9. Don’t write too little. Try to get up close to the word limit. If you write too little, it will look like you
don't care. No college wants to admit a student who seems uninterested or uncommitted. Not to mention, you missed out on an opportunity to tell the admission office something important about yourself.
10.Remember what your English teacher taught you. Avoid spelling and grammar mistakes. Use proper
spelling (no txt lingo or lolcats, okthxbai). Write in paragraph form instead of dumping one big, fat blob
of unreadable text onto a page. Don't use profanity. Watch out for slang that the reader might not understand.
11.Don't spell the name of the college wrong. They'll think you're not that interested. Similarly, if you're
using the same essay for multiple schools, make sure you're using the right school's name.
12.Don't shy away from talking about yourself. It's hard to write about yourself, but if you don't really
write about YOU, the essay is pretty much a pointless exercise, right?
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Application Tips: How (not) to Get Rejected
http://acceptedtocollege.com/application/how-to-get-rejected/
So you know everything you're supposed to do on your college application, but do you know all the things
you're not supposed to do? Several interviews with a number of deans of admission have revealed the following common mistakes -- and how to avoid making them:
 Lying or omitting facts It may seem that a small exaggeration of your time spent volunteering or a claim
that you were a first-chair saxophonist when you were really fourth won't be caught by the admissions
committee, but the truth is that claims are sometimes researched. Getting caught lying on your college
application will not only destroy your integrity and thus chance for admission, but may also be grounds
for dismissal even after you've been accepted. Don't be tempted to misrepresent yourself.
 Use acronyms or titles without explaining their meaning It doesn't matter how many years you were
the president of the TRDP if the admissions officers haven't a clue what the TRDP even is. Explain every
organization and every position. "President" may seem self-explanatory, but every president is different.
Talk more about what you did and less about what you were. Also, while most people know what an Eagle Scout or a Quarterback or a Debater is, the admissions committee will not understand why it's a big
deal unless you tell them. Be detailed and descriptive for everything you've done.
 Demonstrate poor research into the college and its programs Few things are as annoying to admissions officers as proof in your personal statement that you did not research the school before applying.
Mentioning your dream to study Engineering to a college that doesn't even offer the major will likely
tempt them to reject you to help you pursue that dream. Showing that you have read the college catalog
and are an informed applicant will certainly earn points. But don't go overboard and start quoting from it.
 Show little effort Misspellings, poor grammar, and illegible handwriting show that you did not put as
much effort into your application as the admissions office would prefer. Not only should you proofread
every application several times, but you should also have one or more other people proofread it for you.
 Copy a clever, "unique" essay idea Admissions officers read hundreds upon hundreds of essays.
Chances are if you think a particular essay is clever, someone else did too. And while writing your own
obituary may have been clever the first time someone used it, its uniqueness certainly wears off after the
30th essay that copies it. Be original in your essay and avoid getting 'inspired' by what other essays have
done.
 Leave things unsaid It's rather disappointing for an admissions officer to see something interesting in
your resume, but never see it mentioned again. You may have done student government for 4 years to
appear on your application as a committed individual with leadership skills, but the admissions committee
won't give you credit for it unless you talk about commitment and leadership in your essay.
 Ignore weaknesses and don't talk about them. If there's a D on your transcript or a semester full of
C's, you should be prepared to acknowledge it. Talking about a flaw in your record doesn't call attention
to it, but rather shows you as a mature individual capable of recognizing your weaknesses. It also gives
you the chance to explain it. If the admissions officers see a problem with your application, they're going
to be looking for an explanation somewhere in your file. Make sure they find one.
Most of all, try to put yourself in the shoes of the people who are going to be reading your application.
Think about what you would want to know about yourself and make sure you write about it. Give detailed
explanations about why your strengths are so great and your weaknesses aren't really that bad. Then, be sure
you're viewed as a serious applicant by doing your homework and ultimately producing a well-polished final
product.
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Keeping Track of Your Applications Materials
Many selective schools are looking for any way to weed out unsuitable applicants. One way to keep your application out of that pool is to make sure
your application is complete and submitted before the deadline. You'll need to develop some system for keeping track of all the pieces of the application and the due dates. The Planner Tool in Naviance can help, as can a paper organizer (sample below and also on Naviance—left side bar of the
home page).
College 1
Campus visit/interview
Contact with representative or admissions office
Thank you note:
Letters of recommendation: requests entered in Naviance
1)Name:
Date requested:
Thank you note:
2)Name:
Date requested:
Thank you note:
3)Name:
Date requested:
Thank you note:
Transcript request form turned in to College Advising
Administrator
Common Application FERPA waiver completed in Naviance
Test scores on Naviance or requested from testing service
Essays completed
Application proofed & submitted
Financial aid forms submitted
Make copies of all forms
Decision received (accept/deny/waitlist)
Colleges notified of intent
Tuition deposit sent
Housing forms/deposits sent
College Advising Administrator (and advisor) notified of
admission decisions and intent to attend
College 2 College 3
College 4
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How Do I Decide Where and When to Attend?
Acceptance, Denial or Waitlist
For most colleges and universities, acceptance is not based on grades and test scores alone. (See http://
i.bnet.com/blogs/nacac-report.pdf for 2011 and http://professionals.collegeboard.com/guidance/applications/decisions for lists
of factors in order of importance). Most schools now look at the whole person - the strength of your essays, your
choice of courses, activities or special talents, community service, and geographic location, as well as the
rigor of the school's curriculum, for example. They also place great weight on the teacher and advisor recommendations, which the teachers at Ridgeview take very seriously and write honestly. Admissions officers
take time, albeit a limited amount, to read the entire application to get a picture of each student.
Although it sounds impossible, don't take a denial personally. Remember that colleges are building a wellrounded class and don't always need another Coloradoan, or cellist or class president, or even a student with
excellent test scores but less than enthusiastic recommendations. Remember, the college has denied you admission, not rejected you.
Accepting an offer
Unless a student has applied early decision (which requires that a student must attend if accepted), all institutions agree to allow students to defer accepting early action, priority and regular decision offers until May 1.
This allows students to wait until all acceptances and financial aid offers are in before making a commitment. After accepting an offer, students should notify all other institutions which have extended an offer
that they will not be attending.
Announcing the good news
Please let your advisor and the College Advising Administrator know of your application outcomes. This
information is kept confidential but helps keep our application statistics up to date. You must also notify the
College Advising Administrator where you intend to enroll in order to have your final transcripts sent to
that school. If you want your college decision announced in Nuntius, please contact the College Advising
Administrator. Also let us know about Merit Scholarships you have been offered.
Tips for the waitlisted
 Know how the school takes waitlisted students: Some schools rank students on the waitlist; others reassess the pool when spots become available; others may take only students who do not need financial aid.
This information may halp you gauge your chances of acceptance and possibly influence your decision of
where to spend your efforts.
 Say it loud: Let the admissions office know you're still keen to attend and why it's your first choice.
Write; don't phone.
 Let others speak: Ask your advisor, teacher, coach or employer to contact the school on your behalf.
(Be sure that you would attend this college if offered admission.)
 Send more information: If you've accomplished anything noteworthy since you initially applied, send
information.
 Don't resort to bribes: Cookies don't sway admissions officers.
Source: Kent Denver College Handbook, 2010.
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Deferring Enrollment: Gap Year Option
The term "gap year" originated in the U.K. and usually refers to time taken between high school and college
- or while in college - to travel, do service work, and explore areas of interest. The majority of students interested in taking a gap year apply to colleges in their senior year and then request a year's deferral once accepted, and this is the option we recommend. Many colleges are usually willing to defer a student because
they realize that an extra year of maturity and life experience often translates into an overall better student.
Other students wait to apply to college until halfway through their gap year when they have a better idea of
where they want to go and what they want to study.
The successful gap year experience involves a combination of work, internships in chosen areas of interest,
cultural study programs abroad, leadership programs, workshops, and meaningful volunteer work. Good
structure and planning are key components for a profitable year in terms of personal growth and perspective.
10 Reasons to Take a Gap Year
 Experience an easier transition from college to the working world.
 Determine your college focus and avoid changing majors and incurring additional costs
 Improve your chances for college acceptance.
 Increase your level of self-confidence and maturity from independent travel and real-world experience.
 Gain practical skills and work experience.
 Follow up on interests and enhance prospective studies.
 Choose and create your life for a year.
 Find your passion or determine what is not of interest to you.
 Recover from academic burnout.
 Take the time now because it is harder to do when you are older!
Adapted from Teen's Guide to College and Career Planning.
Gap Year Resources
Ridgeview neither endorses nor guarantees any information found on the following websites.
 Americorps
www.americorps.gov
Intensive national service programs assisting national, state, or local organizations.
 Castle Rock Institute
www.castle-rock.org
Students build communication skills, overcome physical challenges, and work hard academically.
 Center for Interim Program
www.interimprograms.com
 City Year
www.cityyear.org
 Dynamy
www.dynamy.org
 Earthwatch
www.earthwatch.org
Scientific research expeditions worldwide to help understand and protect the world.
 Gapwork.com
 Gapyear.com
 Global Citizen Year
www.globalcitizenyear.org
Immersion in developing nations, working on the frontlines of today's global challenges.
Continued on next page
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Global Crossroad www.globalcrossroads.com
Volunteering opportunities in 3rd world countries.
Global Service Corps www.globalservicecorps.org
Volunteer in developing countries on projects to improve the well-being of the earth's inhabitants.
Habitat for Humanity www.habitat.org
A volunteer organization that builds decent, affordable housing for poor families.
I-to-I Volunteer Abroad www.i-to-i.com
Volunteer programs support good causes in more than 20 countries worldwide.
International Cultural Adventures www.ICAdventures.com
For students seeking to improve their Spanish-language skills in a practical and meaningful way.
Leap Now www.leapnow.com
Living Routes www.LivingRoutes.org
Partners with Ecovillages around the world to grow organic food, use renewable energy, practice holistic
health and consensus decision-making, and excel at artistic and cross-cultural expression.
National Outdoor Leadership School www.nols.edu
Founded to teach people how to lead; and to teach responsible, comfortable outdoor living.
Outward Bound www.outwardbound.org
Four-day to three-month outdoor activities in some of the most pristine wilderness areas.
Planet Gap Year www.planetgapyear.com
Rustic Pathways www.rusticpathways.com
SAGE
http://www.sageprogram.org/
The Sea Education Association www.sea.edu
The national leader in education under sail, teaching people to love the sea.
Serve Your World www.serveyourworld.com
Student Conservation Association www.thesca.org
Outdoor skills and leadership training in national parks, historical sites, and urban parks.
The Experiment in International Living www.worldlearning.org
International cross-cultural education programs
Thinking Beyond Borders www. thinkingbeyondborders.org
Students study and live with multiple home stay families around the globe.
United Nations Volunteers www.onlinevolunteering.org
Where There Be Dragons www.wheretherebedragons.com
Rugged wilderness expeditions to China, Thailand, Vietnam, Laos, Cambodia, Tibet, India, Mongolia,
Mexico, Guatemala and Peru.
Where Are You Headed? www.whereyouheaded.com
WorldSmart http://orgs.tigweb.org/worldsmart-leadership-program
Combines the study of leadership with practical hands-on learning and teamwork opportunities.
Youth International www.youthinternational.org
Combines travel, inter-cultural exchange, adventure, community service work, and homestays.
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How Do I Pay For College?
NOTE: Ridgeview's College Advising Office does not officially provide support for obtaining financial aid,
other than offering website resources and articles gathered from what we consider reliable sources. However, this office does not take responsibility for any information contained therein.
The process of applying for financial aid can seem intimidating, but may not be as difficult as you think.
You'll need your financial information and time to fill out a lot of paperwork or on-line forms. A few facts
about financial aid:
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Parents must be involved. While some parents believe that financing a college degree is entirely up to the
student, no student will be able to apply for federal or institutional financial aid of any kind without their
parents' help. Parents are required to complete FAFSA forms until their student is 24 years old, married
or declared legally independent by a court.
Colleges will notify students of financial aid packages upon acceptance to the school and submission of
completed financial aid applications.
Deadlines matter! Note that some financial aid deadlines are before the college application due dates. In
addition, early applicants may be awarded a greater percentage of scholarships and grants that need not be
repaid.
Unfortunately you'll need to apply for financial aid every year.
Many merit scholarships require that students maintain a certain GPA while in college to remain eligible
for the scholarship.
Beware of scams offering to find scholarships! Free help to identify scholarships and financial aid is plentiful.
Terms To Know
FAFSA - Free Application for Federal Student Aid (See below.)
Expected Family Contribution (EFC) - The amount the family is expected to contribute to paying for college, provided by filling out the FAFSA. The EFC is based on the income and other financial assets you and
your student possess.
CSS/Financial Aid Profile - Required by over 600 colleges to provide additional financial aid information to
determine eligibility for non-federal student aid funds.
Grants - Aid funds provided to students as part of the gift aid portion of the award package. Grant funds do
not have to be repaid. Most grants are need-based. These grants often make smaller private institutions
more affordable, sometimes even less expensive than a larger college or university.
Pell Grants - Provide need-based grants to low-income students. A Federal Pell Grant, unlike a loan, does
not have to be repaid.
Scholarships - Like grants, scholarships do not need to be repaid, but may be contingent on maintaining a
certain GPA.
Work Study Funds - Program that provides students with part-time work during the school year. The federal and state governments pay a portion of the student's salary. Eligibility is based on financial need.
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FAFSA (Free Application for Federal Student Aid)
www.fafsa.ed.gov
(Before filling out the FAFSA online, you will need to obtain a PIN from www.pin.ed.gov.)
Before making assumptions about your financial aid eligibility, fill out the Free Application for Federal Student Aid (FAFSA). This form is the most important document to remember when filing for federal student
aid. The FAFSA is available online, and recent updates have made it even easier to apply for aid. Visit the
FAFSA Website for a helpful introduction to this form, and remember to use the FAFSA4caster to see a
preview of your financial aid eligibility. The U.S. financial aid system has evolved over time and is always
changing, so it is recommended to fill out the FAFSA even if you are doubtful you will receive the federal
assistance.
Obtain an application for the FAFSA on-line after January 1 (its first date of availability). You will need your
family’s completed prior year's Federal Income Tax in order to complete the FAFSA. If a deadline falls before you have all the necessary forms, you may have to estimate. Any college you attend will probably require a FAFSA, regardless of whether or not you think you’re eligible for aid. The information is used for
everything from scholarships to work-study appointments. Check financial aid deadlines for the schools to
which you are applying. Note: you will need to resubmit the FAFSA every year you seek federal financial
aid.
FAFSA Forecaster (FAFSA4caster)
https://fafsa.ed.gov/FAFSA/app/f4cForm?execution=e1s1
The FAFSA4caster will help you understand your options for paying for college. Students and parents provide some basic information, and the FAFSA4caster will estimate your eligibility for federal student aid.
Net Price Calculator
All postsecondary institutions participating in federal Title IV financial aid programs are required to have net
price calculators on their website. At a minimum, these calculators will give estimates of:
Total price of attendance
Tuition and fees
Room and board
Books and supplies
Other expenses (personal expenses, transportation, etc.)
Total grant aid
Net price
% full-time, first-time students that received grant aid
Students will need to answer questions to determine their dependency status, factors influencing cost of attendance and an estimate of the family contribution. Colleges may either use a template provided by the U.S.
Department of Education, or they may design their own calculator, as long as their version meets the law’s
minimum requirements. Although the sites vary from institution to institution, students and their families
can use this tool they can use to estimate and compare the costs of attending the colleges they are considering.
In addition, students should research each school to understand its particular financial aid programs, including percentage of need met, endowment, average financial aid given, average grants given, average merit
scholarships, average need-based scholarships, front loaded aid or renewable for all four years, and conditions for financial aid renewal.
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Colorado Opportunity Fund
www.CollegeInColorado.org
Q. What is the Fund?
A. The College Opportunity Fund is a new way for Colorado to provide state financial support to eligible
undergraduate students for higher education. It was created by an Act of the Colorado State Legislature and
signed into law by Governor Owens in May 2004.
Q. What does it mean?
A. In the past, the state gave money directly to the colleges. Now, if you authorize use of the stipend for
any given term, the college you are attending will receive the funding, and you will see it appear as a credit
on your tuition bill.
Q. What if you don’t apply?
A. Then, you’ll actually pay your entire tuition bill. The state has put aside this money for you. IF YOU
DON’T USE IT, YOU WILL PAY MORE TUITION THAN STUDENTS WHO TAKE ADVANTAGE OF THE STIPEND. You should consider applying now even if you do not currently plan to attend
a school in Colorado; your situation may change.
Q. Who is eligible?
A. Undergraduate students who are eligible for in-state tuition who apply, are admitted, and enrolled at a 2–
or 4-year public (listed at: https://cof.college-assist.org/Home/Faq#private-college-eligibility-requirements)
or participating private institution of higher education (Colorado College, Regis University, and University
of Denver).
Q. How much is the stipend?
A. It will vary. The amount will be determined each year by the Colorado Legislature. Currently it is estimated to be approximately $2,400 per year for full-time students at public institutions.*
Q. How do I apply?
A. You can apply for your stipend online at www.cof.college-assist.org. You need only apply once, and you
will receive the stipend every term that you take eligible undergraduate courses, and have not met your 145
credit life time limit. *Students at private colleges must be eligible for Pell grants. Funding for private colleges varies.
Participating four-year public institutions include Adams State College, Colorado School of Mines,
Colorado State University System, Fort Lewis College, Mesa State College, Metropolitan State College of
Denver, University of Colorado System, University of Northern Colorado, and Western State College.
Participating community colleges include Arapahoe Community College, Colorado Northwestern Community College, Community College of Aurora, Community College of Denver, Front Range Community
College, Lamar Community College, Morgan Community College, Northeastern Junior College, Otero Junior College, Pikes Peak Community College, Pueblo Community College, Red Rocks Community College,
and Trinidad State Junior College.
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CSS/Financial Aid PROFILE
www.profileonline.collegeboard.com/
Nearly 400 colleges also require students applying for financial aid to complete the CollegeBoard's CSS/
Financial Aid PROFILE, an application to determine eligibility for nonfederal student aid funds. Unlike the
FAFSA, this form is specifically tailored for each college and can ask for additional information including
home equity, the income/assets of a noncustodial parent, or the cash value of insurance plans aw well as
expenses such as medical, dental, or private school tuition. NOTE: CSU now requires the CSS/
Financial Aid PROFILE to be filled out for some types of student financial aid.
The cost for submitting an initial application and sending one college or program report is now $25. Additional reports are $16 each. Fee waivers are available for eligible students.
Applicants should plan to submit the PROFILE to colleges at least two weeks before the earliest college or
scholarship program priority filing date you need to meet.
PSD Family Financial Aid and College Information Night
PSD Family Financial Aid and College Planning Night is an informative evening featuring important financial aid information. Breakout sessions cover a wide range of topics such as:
 The Advantages of a Community College
 College Planning for the Freshman and Sophomore
 College Planning for the Junior
 College Planning for the Senior
 College Planning for 504 and IEP Students
 The Common Application
 Coping with High School Stress
 Everything You need to know about the ACT/SAT
 First Generation Student Information
 How to “A.C.E.” Scholarship Applications
 How to Choose a major
 How to Perfect Essay Writing for the College Application process
 Naviance: Your key to college planning
 NCAA and Athletics in college
 The ROTC Way to pay for college
 Searching for Scholarships
The workshop is usually held at Fort Collins High School or Fossil Ridge High School on the third Monday
in October.
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Helpful Websites for Researching Financial Aid
collegeboard.com/student/pay/index.html
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College Goal Sunday - www.collegegoalcolorado.org
A workshop for students and parents to get free help in filling out FAFSA forms. Local workshops held
in Greeley and Fort Collins usually on the 2rd Sunday in February. Check the website for dates and times.
www.college.gov
Information from the U.S. Department of Education on money available to help pay for college or other
postsecondary education. Provides an overview of financial aid,types of aid available, help to find money
and use it wisely and guidelines on applying for aid.
College in Colorado Partner Network - Calculate student loans over projected earings ratio (http://
www.cicpartnernetwork.org/index.php?
option=com_content&view=article&id=125:collegeincoloradoslope&catid=137:financial-aid-scholarships&Itemid=120)
The SLOPE Calculator determines:
* How much interest students will have to repay if they choose to wait to pay inter est on an unsubsidized Stafford Loan until after they are out of college;
* How much a student's monthly student loan payments will be (after adding in the interest);
* What percent of a student's income will go to paying off student loans based upon a career
choice.
www.collegeinvest.org
College finance resource from the Colorado Department of Higher Education.
CSS Profile On-Line
http://www.collegeboard.com/student/pay/scholarships-and-aid/8374.html
More than 600 colleges, universities, graduate and professional schools, and scholarship programs use the
information collected on the PROFILE to determine eligibility for nonfederal student aid funds.
www.educationcents.org
Information on student loans and college savings from the Colorado Department of Higher Education.
www.fafsa4caster.ed.gov
Tool for estimating the EFC (expected family contribution) in calculating federal aid. This is the amount
your family will have to pay, regardless of the institution you will attend.
www.FederalStudentAid.ed.gov
www.finaid.org/
http://highered.colorado.gov/
http://www.collegecountdown.com/promotions/managing-college-cost-welcome.html
Free video lectures on the financial aid process, strategieScholarship Scam Page
http://www.ftc.gov/bcp/edu/microsites/scholarship/index.shtml
Federal Trade Commission info about scholarship scams
www.salliemae.com/
Sallie Mae is a multi-purpose lending service which helps students in every aspect of applying for and securing loans.
Funding Education Beyond High School: The Guide to Federal Student Aid - A comprehensive
resource on student financial aid programs and how to apply for them from the U.S. Department of Education. Grants, loans, and work-study are the three major forms of aid available through the Department's
Federal Student Aid office. https://studentaid.ed.gov/sites/default/files/2012-13-funding-your-education.pdf
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26 Tips for Getting Financial Aid, Scholarships and Grants, and Paying Less for College
by Kalmay Chany in Princeton Review's The Best 373 Colleges, p. 7-9. (excerpts)
Never rule out applying to a college because of its "sticker" price. Many schools are very generous with their
financial aid, and it can cost less to attend an expensive private college than a public university.
Getting Financial Aid
 Learn how the aid process works. The more and the sooner you know about the process, the better you
can take steps to maximize your aid eligibility.
 Apply for financial aid no matter what your circumstances. Some merit-based aid can only be awarded if
the applicant has submitted financial aid application forms.
 Don't wait till you are accepted to apply for financial aid. Do it when applying for admission. Some
schools give aid and scholarship money as students are accepted, so it is in your best interest to apply
early to avoid missing out on the finite amount of aid available.
 Complete all the required aid applications. All students seeking aid must submit the FAFSA (Free Application for Federal Student Aid); other forms may also be required. Check with each college to see what's
required and when.
 Get the best scores you can on the SAT or ACT. They are used not only in decisions for admission but
also financial aid. If your scores and other stats exceed the school's admission criteria, you are likely to get
a better aid package that a marginal applicant.
 Increase chances of getting merit aid by applying to colleges where your grades and test scores exceed the
middle 50% range for that school. Your chances of getting merit aid will be also better at schools that
have generous financial aid budgets. Check princetonreview.com.
 Don't rule out any school as too expensive. A generous aid award from a pricey private school can make
it less costly than a public school with a lower sticker price.
 Take advantage of education tax benefits. A dollar saved on taxes is worth the same dollar in scholarship
aid. Look into Coverdells, education tax credits and loan deductions.
Scholarships and grants
 Check your eligibility for grants and scholarships from your state. Some (but not all) states will allow you
to use such funds out of state.
 Look for scholarships locally. Find out if your employer offers scholarships or tuition assistance plans for
employees or family members. Also look into scholarships from your church, or community groups.
 Look outside for scholarships realistically: they account for less than 5% of aid awarded. Research them at
princetonreview.com or other free sites. Steer clear of scholarship search firms that charge fees and
"promise" scholarships.
Paying for college
 Start saving early. The more you save the less you'll have to borrow.
 Invest wisely. Considering a 529 plan? Compare your own state's plan which may have tax benefits with
other states' programs. Get info at savingforcollege.com.
 If you have to borrow, first pursue federal education loans (Perkins, Stafford, PLUS). Avoid private loans
at all costs.
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Never put tuition on a credit card. The debt is more expensive than ever given recent changes to interest
rates and other fees some card issuers are now charging.
Try not to take money from a retirement account or 401(k) to pay for college. In addition to likely early
distribution penalties and additional income taxes, the higher income will reduce your aid eligibility.
Paying less for college
 Attend a community college for two years and transfer to a pricier school to complete the degree. Plan
ahead: be sure the college you plan to transfer to will accept the community college credits.
 Look into "cooperative education" programs. Over 900 colleges allow students to combine college education with a job. It can take longer to complete a degree this way but graduates generally owe less in student loans and may have a better chance of getting hired afterward.
 Take as many AP courses as possible and get high scores on AP exams. Many colleges award course credits for high AP scores. Some students have cut a year off their college tuition this way.
 Earn college credits by taking CLEP (College-Level Examination Program) exams. Depending on the
college, a qualifying score on any of the 33 CLEP exams can earn students 3 to 12 college credits.
 Apply to colleges that are likely to accept you based on your scores and academic record. Private colleges
in particular are more likely grant well-qualified students merit scholarships.
 Stick to your college and your major. Changing colleges can result in lost credits. Aid may be limited /not
available for transfer students at some schools. Changing majors can mean paying for extra courses to
meet requirements.
 Finish college in three years, if possible. Take the maximum number of credits every semester, attend
summer sessions, and earn credit via online courses. Some colleges offer three-year programs for highachieving students.
 Let Uncle Sam pay for your degree. ROTC (Reserve Officer Training Corps) programs available from the
U.S. Armed Forces branches (except Coast Guard) offer merit-based scholarships up to full tuition via
participating colleges in exchange for military service after you graduate.
 Better yet: attend a tuition-free college. See Princeton Review's The Best 373 Colleges for a list.
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Applying for Merit or Need-based Scholarships
Few students receive scholarships out of the blue. Maximizing your chances of receiving a scholarship requires research to find the appropriate scholarships and work to complete the applications. You will have to
determine if the likelihood of getting a particular scholarship is worth the extra time and effort. Many scholarships require specific essays and letters of recommendation. Be sure to research application criteria
and deadlines.
Merit-based scholarships are awarded based on the student's academic, artistic or athletic merit or other criteria, not on the existence of financial need. Essays, transcripts, auditions or personal interviews may also be
required.
Need-based scholarships are just that - monetary gifts for those who can demonstrate financial need and
meet the other criteria of the scholarship, such as GPA, ethnicity and/or community service.
Finding the Scholarships
There are literally thousands of scholarships awarded on any number of criteria: GPA, gender, age, firstgeneration college student (neither parent obtained a college degree), religion, talents, hobbies, community
service, financial need, college major, geographic location, club/organization/team membership, leadership
activities, athletics, ethnicity, etc. Also, watch for emails from the College Advising Office.
Scholarships from a college or university
Perhaps the likeliest source of merit-based scholarship money is available from the colleges themselves.
Search the websites of the schools that interest you to find out about their merit or need-based scholarships.
Different colleges have differing amounts, types and requirements for merit scholarships. If you cannot
find the information you need, call the financial aid offices.
To increase chances of receiving merit-based aid, apply to schools where your grades and test scores are
above the middle 50% range. Consult Naviance or CollegeBoard's College Handbook (available in the College
Advising Office) for statistics.
If you find that you are eligible for a scholarship available at the college, find out the application requirements and deadlines. Some schools automatically consider top candidates for merit scholarships or and others may require separate applications. Some schools have both, so do your research! If the school has a limited pool of scholarship funds, be sure to submit your application early.
National scholarships
The abundance of national scholarships is a mixed blessing. While there are many to choose from, as compared to local or college-based scholarships, many more students are competing for the same limited number of awards. Carefully select those you are more likely to win, especially those with narrow requirements.
If you have a particular talent, such as music or chess, ask your advisor or teacher about national organizations relating to your talent that might offer scholarships. A list of national scholarship search sites can be
found below.
Local organizations
Another common source of scholarships are organizations in which you or your family are involved. Many
corporations award scholarships to children of employees, so ask your parents to check their place of work.
Religious organizations and credit unions often have scholarships available to their members. Local volunteer organizations, like the Kiwanis or the Rotary Club, may offer scholarships to worthy applicants. Information on many local scholarships can be found in Naviance under “Scholarships.”
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Scholarship Search Websites
Page 85
**Ridgeview cannot endorse any specific websites or testify as to their reliability or credibility.
www.anycollege.com/scholarship
www.applyingtoschool.com
www.apps.collegeboard.com/cbsearch_ss/welcome.jsp
www.collegeinvest.org
www.collegenet.com/mach25/app
www.collegepeas.com/money/
www.collegescholarships.org
www.college-scholarships.com/free_scholarship_searches.htm
www.educationplanner.org
www.fastaid.com
www.fastweb.com
www.finaid.org/scholarships/
www.guaranteed-scholarships.com
www.howtogetin.com/scholarships/
www.iefa.org
www.kaarme.com/find_scholarships
www.meritaid.com
www.moolahspot.com
www.mycollegeoptions.org
www.scholarshipamerica.org
www.scholarshipexperts.com
www.scholarships4students.com
www.scholarships.com
www.studentaid2.ed.gov/getmoney/scholarship/
www.studentedge.com
For African-American Students:
www.blackexcel.org
For Latino students:
www.hispanicfund.org
www.latinocollegedollars.org
www.colgate.com/hazlau
www.scholarships.collegetoolkit.com/scholarships/awards/
sallie_mae_fund_first_in_my_family_scholarship_program/504.aspx (this one is for 1st gen Hispanic students)
For first-generation college students (first in their family to finish college):
www.collegescholarships.org/scholarships/first-in-family.htm
www.csocollegecenter.org/
www.fga.casa.colostate.edu/
Scholarships for children of incarcerated parents:
http://avasgrace.org
http://www.fearless-future.com/wordpress/scholarchips-college-funds-for-children-of-incarcerated-parents
http://www.writeaprisoner.com/CIBC-S...pplication.pdf
Google your SAT score
If you enter your SAT score and "scholarships" (e.g., 1200 SAT scholarships), you will find websites suggesting scholarships for your particular score. Again, Ridgeview cannot testify as to the reliability or credibility of these websites.
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Specific Scholarships on Naviance
A list of specific scholarship opportunities can be found on Naviance under “Scholarships.”
Nominated Scholarships
The College Advising Office and Ridgeview teachers are often asked to nominate qualified candidates for
certain scholarships. Some students are nominated on the basis of GPA and others on areas of interest or
financial need. Students who find out about college scholarships (not mentioned below) which require
nominations may contact their advisors.
Boettcher Scholarship
"The purpose of the Boettcher Scholarship is to attract Colorado’s best and brightest students to attend college within the state. The Boettcher Scholarship covers the cost of a Scholar’s tuition, fees and books for
eight semesters/twelve quarters at approved Colorado four-year universities or colleges. A $2,800 living stipend is also supplied to help defray the cost of room and board. The total amount of the Scholarship depends on a number of factors, including the cost of a Scholar’s institution, and can range from approximately $50,000 to $160,000." (http://www.boettcherfoundation.org/scholarships/) Nominees must demonstrate superior scholastic ability, evidence of potential leadership, service to community and school, and outstanding character. Students can “self-nominate” for this scholarship.
National Merit Scholarship
Students are nominated as National Merit Scholarship Semi-finalists on the basis of their junior year PSAT
scores. Semi-finalists submit an on-line application in the fall and are apprised whether they have been selected as Finalists in February. Many colleges give monetary awards to Finalists.
Robert C. Byrd Scholarship
High schools may nominate candidates (the number is based on enrollment figures) to apply for this merit
scholarship.
Daniels Fund Scholarship
This scholarship is awarded to high-achieving students who can demonstrate financial need. Students must
determine eligibility using the USDA Income Eligibility Guidelines. (http://www.fns.usda.gov/cnd/
governance/notices/iegs/iegs.htm)
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Avoiding the Scams
Many students and parents receive mail from organizations with official-sounding names that offer to find
merit scholarships for you for a fee. Unfortunately, many of these companies are scams whose only purpose
is to take you or your parents' money. And with the help of free Internet scholarship search sites and a few
trips to the library, you can find the same information that these companies offer. For more signs that a
company may not be on the level, visit the U.S. Federal Trade Commission's site (www.ftc.gov). Here are
some common scams:
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"The scholarship is guaranteed or your money back." No one can guarantee that they’ll get you a grant or
scholarship. Refund guarantees often have conditions or strings attached. Get refund policies in writing—
before you pay.
“You can’t get this information anywhere else.” There are many free lists of scholarships. Check with
your school or library before you decide to pay someone to do the work for you.
“May I have your credit card or bank account number to hold this scholarship?” Don’t give out your
credit card or bank account number on the phone without getting information in writing first. It may be a
set-up for an unauthorized withdrawal.
“We’ll do all the work.” Don’t be fooled. There’s no way around it. You must apply for scholarships or
grants yourself.
"The scholarship will cost some money." Don’t pay anyone who claims to be “holding” a scholarship or
grant for you. Free money shouldn’t cost a thing.
“You’ve been selected by a "National Foundation’ to receive a scholarship", or “You’re a finalist in a contest you never entered". Before you send money to apply for a scholarship, check it out. Make sure the
foundation or program is legitimate.
Following Through
Once you find scholarships for which you might be eligible, contact the sponsoring organizations and request scholarship applications. Complete the applications to the best of your ability and send them in by the
deadlines. If you don't have enough time to complete every application, choose the scholarships for which
you are most qualified. You probably won't receive all the scholarships for which you apply, but the more
you apply for, the better your chances of receiving some merit money.
Before you do the work, know each the particular scholarship policies of the schools in which you are interested. For instance, do outside scholarships reduce your out of pocket costs or do they reduce the scholarships and grant money the college has awarded you?
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COMPARING FINANACIAL AID OFFERS
Use a chart or spreadsheet to compare financial aid offers. Examples are available at the following websites:
http://www.finaid.org/calculators/awardletter.phtml
http://www.finaid.org/calculators/awardletteradvanced.phtml
http://www.webreader.com/download/college/school-cost-comparison.xls
http://mycollegecalendar.org/explore/pdf/financial-aid-comparison-spreadsheet.xls
 Determine the total cost of attendance for a school by searching the financial aid section of the college's
website or calling the financial aid office.
 Determine whether each offer includes only tuition and fees or the total cost of attendance, which includes room and board, books, transportation costs, and miscellaneous expenses.
 Find out if an offer only reports net costs (subtract need-based financial aid package from the total cost
of attendance) or includes out-of-pocket costs (subtract only grants and scholarships from the total cost
of attendance). Out-of-pocket costs include work-study, borrowing or using savings.
 Ask how next year's aid package will compare to this year's aid package. Typically if there is not a significant change in your finances, you will receive about the same amount of aid year-to year.
 True financial aid is money that doesn't have to be repaid. Favorable loan rates may provide lower cost
money, but it will add to your total debt.
 Financial aid offices do not generally increase aid on offers already made unless there are new or previously unreported special circumstances, such as job loss, salary reduction or major medical expenses.
 Graduating with the least amount of debt clearly offers more flexibility. Those considering graduate
schools may want to consider a second-tier school for their undergraduate work and instead spend their
money (i.e., accumulate debt) at a top-tier graduate school.
 Compare the expected total amount of debt upon graduation to the typical starting salary for your field of
study.
 Less selective schools might provide more academic scholarships to attract talented students.
 Remember that committed students can acquire a great education even at third-tier schools, so if the difference in costs between colleges is significant, choose the less expensive school.
Source: Zach Miners, How to Pick the Best College for You (and Your Wallet), April 1, 2010, http://www.usnews.com
Ridgeview Classical Schools
GOOD
LUCK!
Please let us know how we can help you
in your search for the right
college for you.
Page 89
Ridgeview Classical Schools
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Classical
Schools
Phone: 970-494-4620
Fax: 970-494-4625
1800 S Lemay Avenue
Fort Collins CO 80526