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Vol. 16 No. 3
November 2001
Admissions Updates
From NACAC...
This fall, members of the National
Association for College Admission Counseling assembled in San
Antonio, Texas, for their annual meeting. This month, CB brings
you some highlights from several sessions of special interest
to counselors and college admissions officers.
The
Millennial Generation
IS THE COMING GENERATION of
college students different from those of the past? You bet, according
to NACAC'S 2001 keynote speakers, Neil Howe and William Strauss,
co-authors of Millennials Rising: The Next Great Generation
(Vintage Books).
According to Howe and Strauss, every generation surprises
us with new attitudes and characteristics. But these authors
contend that the "Millennial Generation" exhibits several
core traits that differentiate it from its predecessors.
NEW GENERATIONAL TRAITS
The Millennial Generation, Howe and Strauss argue, is not only
larger than its immediate predecessors, its members are smarter,
more optimistic and more group oriented. In the next few years,
Howe and Strauss predict, these traits will lead to the toughest
competition for college admission in United States history.
The first birth year for "Millennials" was 1982,
which made it the first high school class of 2000. "This
generation has the largest percentage of racial and ethnic diversity
of any generation in American history," the authors said.
"According to new census data, 35 percent of the Millennial
Generation, age 19 and under, is either Latino or non-white."
A Special Generation. The authors contend that this
new generation sees itself as special, in part, because its members
have been treated special all their lives. However, events such
as the Columbine tragedy have led many in the media to portray
the generation negatively.
"Many predicted this generation would be more culturally
cynical, more economically independent, more risk prone with
sex and drugs and crime, that they would be more pessimistic
about their future when it comes to the economy and so forth.
"These were misleading characterizations extrapolated
from Generation X," the authors said. "Just the reverse
has happened. In the late 1990s, we began to get some behavioral
data about this new generation. In one sphere after another we
see all of these predictions totally contradicted.
"Take violence," the authors said. "Crime in
this group is down roughly two-thirds. Last year was the lowest
teen birth rate since the end of World War II. The abortion statistics
for this age group are the lowest since Roe v. Wade. The
incidence of tobacco and cigarette use among this group is the
lowest since statistics have been kept," the authors said.
A Confident Generation. "Nine out of 10 teens
in the Millennial Generation say they are happy and excited about
their future. In fact, teens are the only age bracket that has
gotten happier throughout the 1990s. Some 82 percent expect to
be more financially successful than their parents; it's higher
for minority teens."
A Sheltered Generation. "In the early 1980s, there
was a child safety movement," the authors note. "Child
helmets, urban curfews, the V-chip, longer school years, graduated
drivers licenses, laws targeting deadbeat dads, childproof homes,"
the list goes on and on for measures to protect this generation
of kids. "After the events at Columbine, these kids expect
security, from metal detectors to searches of backpacks and swat
teams walking through their schools. These kids expect supervision.
They think the rules are strict and fair."
A Team-Oriented Generation. "These kids have been
taught to cooperate and collaborate and spend more time together
a much greater percent of the day than their parents ever did,"
the authors said. "There is a new positive peer influence
now. The four top work skills they seek: getting along well with
others, working well with part of the team, relating well with
people of other races and being able to use a computer
basically, team, team, team, technology."
A Conventional Generation. "The New York Times
calls this generation 'neo-traditional' to describe its new emphasis
on values and character," said the authors. "Some 94
percent say they trust their parents; 80 percent have really
important talks with them. Most teens say they share their parents
values."
An Achieving Generation. "We saw the Goals 2000
movement raise academic standards for this generation. SAT scores
are up. The group not yet in college will have an even better
reputation for being academic achievers. There is a huge increase
in the amount of homework being assigned at the lower grades.
It's time for our society to realize these are the smartest kids
ever."
A Pressured Generation. "This generation is college-bound.
But these kids don't want the kind of pressures they see affecting
their parents who are workaholics and often have non-traditional
work arrangements. Most of these students want a permanent, five-days-a-week
position."
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IMPLICATIONS FOR COLLEGES
What are the implications for colleges?
Involve Parents. "The college choice will be made
by both the kid and the parent," the authors contend. "Colleges
have to persuade parents as well as kids. And that may alter
the way colleges conduct their visit experience. They also should
find ways to keep the parents involved after the children enter
the college. And many of the gender equity college courses will
sound so 20th century."
Enhance Security. The authors predict that colleges
will need more security protection. "You can tighten rules
and get away with it now," they said. "A few will protest,
but once they are in place these students will follow and even
embrace them. This is true with alcohol, smoking and related
issues. Students will expect to be supervised. They are used
to zero tolerance."
Thus, "colleges should emphasize protected community
perimeters," the authors said.
Bolster Curriculum. Colleges can offer a core curricula
again, Howe and Strauss argue. They should showcase their team
building opportunities. They should prepare for rapid growth
in community and political organizing, growing out of the students'
community service experiences.
Other implications for colleges? "The standards movement
is going to progress from the high schools to colleges,"
Howe and Strauss predict. "Colleges will be expected to
provide cutting-edge network technology. That's a baseline for
these kids. Colleges should expect a growing demand for math
and science. These are kids who are used to being tested and
scored.
"These kids are incredibly busy and active in extracurricular
activities. And a lot of colleges do not have the infrastructure
in areas involving clubs, especially in theater and the arts.
They are going to need to build more facilities for them."
More Competition. "Expect admission to become
even more selective. It is going to get harder and harder and
harder to get into college. The admissions officers job is going
to become more difficult. Every tier of college can expect to
rise in terms of the quality of students who apply and work they
can do.
"Expect early decision to become controversial and maybe
even litigious. It is a big, big issue. This could ultimately
lead to colleges doing admissions differently and high schools
redefining what the senior year is," the authors argued.
"Colleges should stress long-term life planning over
short-term opportunities. Colleges will need to offer life-balance
with work, leisure and personal time. These kids feel very stressed.
And they would like college to be a little less stressful,"
Howe and Strauss said.
For more info, see Millennials Rising: The Next Great Generation
(Vintage Books, $14); ISBN 0-375-70719-0.
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Commonalities
of Successful Applicants
WHAT TRAITS ARE MOST important
for gaining entrance to selective colleges? Matthew Fraser, executive
director, and Robert Thomas, managing director, Education Unlimited
in Berkeley, California, have examined the data and studied students
enrolled in campus summer programs and, according to them, the
research is clear:
A Strong Academic Record Counts Most. First, and foremost,
every survey they reviewed showed that strong high school grades
in core academic subjects count most with admissions officers
at selective, private four-year institutions.
In Education Unlimited's own survey, however, there appeared
to be a gap between how strongly college admissions officers
value grades and how importantly they are perceived to be important
in the admissions process by high school counselors as a factor
for successful admission.
On a scale of 1 to 10, where 1 is the highest value and 5
is neutral factor, and 6 or higher is relatively unimportant,
admissions officers rated a successful high school academic performance
as a 1.4 for gaining admission; while high school counselors
ranked it as only a 3.6, important, but not rigidly important.
Nor did admissions officers give more weight to grades from
the junior and senior year, over the first two years. They rated
weighting of later grades as only 5.7. Counselors, however, perceived
the last two years as more important to the admissions process,
scoring them 4.2.
Impressive Test Scores Weigh Heavy. The second most
important factor in gaining admission to a selective college,
despite recent speculation to the contrary, is outstanding test
scores. College admissions officers in Education Unlimited's
survey gave students' standardized test scores a 3.3 rating in
importance. However, counselors again perceived that the standardized
test scores were less important than is actually the case, when
they assigned it a 5.3, or of relatively neutral importance.
Matthew Fraser added that counselors and parents are also
out of step with what colleges view as a superior score these
days, in light of the SAT's "recentering" of scores
a few years ago. Admissions officers used to see a 1400 combined
SAT as very impressive. But since the "recentering"
added between 80 and 90 points to the scores of recent test takers,
the 1400 is now viewed as less impressive. Many admissions officers
have simply translated their feelings about the old 1400 to a
new 1500, Mr. Fraser said.
Weight of Extracurriculars. The perception of admissions
officers and high school counselors is much closer on the importance
of extracurricular activities. Admissions officers rate them
as a 4.2, or of limited importance for the successful candidate,
while counselors gave them a 4.4. In short, only when deciding
between candidates with outstanding grades and test scores, do
extracurricular activities usually count in making a decision
at selective colleges.
Average performance in music or fine arts was rated as a 5
by admissions officers, or as a neutral factor. For non-superstar
athletes, admissions officers scored athletics as a 6.2, not
that important at all.
However, leadership in extracurricular activities fared a
little better with admissions officers rating it as a 3.8. Mr.
Thomas concludes that a record of leadership, such as in student
government, being a team captain or publication editor, is therefore
one extracurricular area in which students can make some headway
with admissions officers, when students need more than just good
grades and test scores to make their case.
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ACTION PLANS
What can counselors do to help top students better
prepare for this admissions reality? Mr. Fraser urged them to
start planning as early as possible with students. Counsel them
in 9th grade about what colleges expect in terms of grades and
scores and to see how little relative weight they put on general
participation in extracurricular activities. "That will
help students to clear up misconceptions," he said.
"The reality is that two-thirds to three-fourths of students
are decided upon the academics and test scores," said Mr.
Fraser. "Too much energy is focused trying to move students
just one small bit up the ladder through other activities that
help in a limited number of cases. But we can impact a larger
number of students by letting them know from the beginning how
important it is to perform in core academic areas."
Mr. Fraser also suggests that counselors can make a big difference
if they get their schools to think about improving the quality
of their curriculum with programs such as the International Baccalaureate
(IB) or more Advance Placement programs. IB has been growing
by 10 percent a year over the last 10 years.
Counselors can also strengthen other areas in which students
can excel, such as by starting a debate team at their school,
making sure there is a strong newspaper program or getting a
science award program going.
Less than 10 percent of schools participate in these science
competitions, yet they can make a dramatic difference for some
students in admissions, if they are on the border. If a student
can win a national award in those activities, it can make a difference.
Finally, Mr. Fraser suggests two books that help give a better
understanding of the admissions process at selective colleges:
"A" is for Admission: The Insiders Guide to Getting
into the Ivy League and Other Top Colleges by Michele A.
Hernandez (Warner Books, $14.99, ISBN-0-460-67406-0) which gives
an inside look at admission at Dartmouth College and, How
to Get into the Top Colleges by Richard Montauk and Krista
Klein (Prentice Hall Press, $20, ISBN-0-735-20100-5).
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College Searches
in Cyberspace
FINDING THE RIGHT WEB SITES
in the college search can be an education in itself, according
to Scott Mayer, assistant director of admissions, the University
of Richmond in Virginia. He told NACAC conference participants,
"It really is the 'Wild, Wild Web' in the college search
process."
For example, when Mr. Mayer used the Yahoo search engine and
logged in "college search," he turned up 379,000 web
sites! Google turned up 2,090,000 sites. "It's very confusing,"
he says. "Students and parents need direction about which
sites are helpful."
MORE THAN ONE ENGINE
Mr. Mayer advises against relying on one search engine. "The
content of the databases is quite different," he said. "Read
the 'About' section of each search engine to see its strengths
and where they get their information. Are they only using colleges
that are paying to be part of their listings? Or are they pulling
from a general data base such as the National Center for Education
Statistics?"
A New Process. The Web itself is changing college admissions.
"High school counselors are no longer going to be able to
rely on the tried and true ways that have worked with students
in the past," added Susan Rexford, West Springfield High
School in Virginia, noting that counselors now have an entirely
different role than in the past with the paper application process,
"because with online applications you are not going to see
an application any more," she said.
"Ask your students: 'Did you apply to any colleges last
night on the Internet?' 'Did you remember to download the counselor's
page?' 'Did you remember to pay for it?' 'Did you actually submit
it, or just think you submitted it?'" Ms. Rexford said.
At the same time, high schools are seeing fewer and fewer
problems with online applications. The colleges are usually confirming
receipt of an application with an e-mail. However, "It's
important to remind students that they have to keep track of
an electronic application the same way they would a printed one,"
she said. "Most colleges have a place on their web site
where students can check to see if their application has been
successfully submitted."
TALK TECH WITH EACH OTHER
"We need better communication between high schools and colleges,"
Ms. Rexford also argued. "When college reps come to your
school, sit down with them and talk about how they are using
technology in this process. Ask them to partner with you in terms
of sending you information.
"Many colleges are now putting up counselor's pages on
their web sites. Book mark these at colleges where you traditionally
send students. This lets you know what is happening at these
colleges on a regular basis.... Ask colleges to put you on their
e-mail lists."
What other high-tech methods should schools be using?
School Web Sites. Susan Rexford urged counselors to
develop their high school web site and get students in the habit
of using it to assist in their college search early in high school.
Information about college fairs, visits to the school by college
representatives and other pertinent college information can be
posted for students and parents.
"The school's web site can be developed as a mini-portal
site," she said. "You should start to think of your
high school web site as a way to link to the kind of information
your students need. I have a list of suggested web sites to help
them with the college search. I don't want my students to be
roaming the Internet freely. I want to direct them to the sites
I recommend and we have links to these on our school web site.
If someone does something you like at a web site, don't copy
it, link to it."
College Web Sites. Mary Ann Parker, associate director
of college counseling at the Woodward Academy in College Park,
Georgia, noted, "We try to direct parents to our web site
as a hub to begin the college search. Then they can branch out....
Our school web site has an alphabetical link with web sites of
all the colleges in the country."
Of course, students can go directly to these college sites
on their own as well to get an online campus tour and other information.
But Ms. Parker urged students to get on these sites early in
their high school careers so they become more familiar with their
college choices.
The web site she recommends as a starting point: wshs.fcps.k12.va.us/hacac/nacac.htm
features the NACAC presentation and suggested web sites. "Our
student clientele is extremely knowledgeable about technology,"
said Ms. Parker, "and we as counselors can't afford to lose
the student population."
For more information about the NACAC conference see www.nacac.com
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THE
COUNSELOR'S CORNER
The Impact of Sept 11
SHORTLY AFTER SEPTEMBER 11,
CB began getting calls from subscribers wondering what the impact
of the terrorist attack on the World Trade Center and the Pentagon
would be on students and colleges. Here is a brief roundup of
what some guidance counselors are saying and colleges are reporting.
INSIDE GUIDANCE OFFICES
Closer to Home. Howard Greene, with offices in Connecticut
and New York City, notes that the tragedy has affected all of
America. "We are already experiencing a change in attitude
on the part of students and parents regarding college choices,"
he said. "'Closer to home' and 'non major urban centers'
are the two overriding themes being expressed in these past weeks.
While parents have always had to deal with their natural instinct
for having their children readily accessible to home and in a
safe environment, we are hearing students express the very same
factors. We sense a movement towards the campus schools, suburban
and rural, within driving distance to home.
"Of course, there is a growing concern for the economy
and, thus, for the cost of college. There are more questions
being raised regarding the financial aid process and availability
from families who, up to now, had not considered themselves potential
aid candidates.
"A third response is the importance of being in college
or graduate school right now. Families believe this is not a
time to be out and about traveling or working in non-career oriented
jobs. I suspect applications will rise still further for September
2002. Not an easy time overall."
West Coast Perspective. "I can't say that I am
aware of any family that has changed plans as a result of September
11" said Frank Brightwell, Sacred Heart Preparatory in Atherton,
California. "But it is on a lot of parents' minds. A few
have spoken to me privately about 'What does the future hold?'
'What will it be like to have my child on the other side of the
country?' Parents want their children closer to them in uncertainty.
I suspect this is more on the part of parents than students,
but it seems to be universal for those interested in both private
and public schools."
No Backlash Against New York City. "What my colleagues
seem to be feeling is that the issue won't come up until May
1," said Rosita Fernandez-Rojo, Choate-Rosemary Hall in
Wallingford, Connecticut, "when students go to make deposits
and make their final choice. But I don't think students here
are revamping their applications. We may have a different story
when it comes time for them to matriculate. While I haven't seen
a huge change in the students, a small handful of parents have
expressed concern about sending their children across country.
But I have seen no backlash against New York City. Some seem
nervous about Washington, DC, but not so much that they have
changed their plans. I am happy to note that I haven't had a
stampede to my office of students and parents saying they want
to start over or who are saying 'no' to New York City or Washington
DC."
Proof will be in the Yields. Mary Ann Willis, Bayside
Academy, Alabama, also agrees that it depends on what happens
between now and the spring. "We won't know until May 1,"
she said. "My students are still going to college, looking,
applying. The real impact will be in the yields for next year."
England Bound. At the American School in London, Lisa
Montgomery said she's had two families say they are against having
their child go to college in the States. "It is not against
the United States," she said, "but rather that they
want to be closer to their children. Seventy-five percent of
the students here are American, 25 percent are other nationals.
Some are saying they want their children to go to college in
the United Kingdom."
ON COLLEGE CAMPUSES
Interest in "Bucolic" Institutions Reported.
According to a recent report by the Wall Street Journal,
applications are up 15 to 35 per cent at "bucolic"
institutions such as Penn State and the University of Iowa. The
Journal claims students are turning away from urban areas
for more rural seemingly safe locales. Some urban universities
have been upping their recruiting, touting safety, according
to the report. Georgetown, for example, is having current undergraduates
send reassuring e-mails to prospective applicants. For more details,
see The Wall Street Journal, October 5.
The Families of Freedom Scholarship. Meanwhile, a fund
has been created to provide education assistance for postsecondary
study to financially needy children and spouses of those killed
or permanently disabled as a result of the September 11, 2001,
terrorist attacks in the United States. Specifically, the Fund,
chaired by former President Bill Clinton and former senate Majority
Leader Bob Dole will benefit children and spouses of the victims,
including airplane crew and passengers, World Trade Center and
Pentagon employees and visitors, and relief workers, including
firefighters and police officers.
The Citizens Scholarship Foundation of America based in Minneapolis
and St. Peter, Minnesota, and the nation's largest nonprofit
scholarship organization, is coordinating nationwide communications
and fund-raising efforts and will manage the Fund. Lumina Foundation
for Education, Indianapolis, Indiana, initiated the Fund with
a $3 million grant$2 million directly to the scholarship
fund and $1 million as a dollar-for-dollar matching grant to
encourage contributions from individuals. Already, hundreds of
corporations, foundations and individuals have responded. For
more information, call 1-800-537-4180 and ask for the Families
of Freedom Scholarship Fund program manager or e-mail familiesoffreedom@csfa.org
September 11 College Fund. Harvard University has pledged
$1 million and joined with the American Council on Education
to raise funds on behalf of higher education. Its special fund
titled "The September 11 College Fund" will also be
administered by the CSA.
New Interest in Arabic. Meanwhile, on college campuses
enrollment in Arabic classes is on the rise. The University of
Chicago added three sections of beginning Arabic, up from one
section on average. The University of Michigan at Ann Arbor has
four introductory sections this fall, up from two. While there
are 200 million native speakers worldwide, there are but roughly
four thousand students enrolled in Arabic classes at American
universities. This compares to 477,000 Spanish students. Students
are also turning to courses in international relations and middle
eastern studies. Washington U in St. Louis, Dartmouth and other
colleges report a surge in interest in international affairs.
Some Arab Students Headed Home. The Chronicle of
Higher Education reported October 5 that some Arab students
were heading home. Arizona State, for example, had 48 students
withdraw. At American University, 32 students have taken a leave
of absence. By the Chronicle's estimate, the number may
be in the hundreds. Some students reported feeling "hostility"
on campuses. In other cases, worried parents are pulling their
children home.
At the same time, The Chronicle said, American students
abroad were "staying put."
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BOOKSHELF
College Trends 2002. Octameron Associates released
its 2002-2003 edition of its college-financing classic, Don't
Miss Out: The Ambitious Student's Guide to Financial Aid.
Available from Octameron Associates, PO Box 2748, Alexandria,
VA 22301; $12 postpaid.
All-New Rankings. Did you
know Juilliard has a 86 percent yield and accepts but 8.2 percent
of its applicants? Or that it may not matter what sport a student
plays, but that he or she does it with heart? These are a few
of the latest tips in the college rankings by various news magazines.
U.S News and World Report has a 304-page magazine with
rankings of 1,400 schools plus a new "Paying for College"
CD-ROM; $9.95 and available at newstands. U.S. News and World
Report also has "America's Best Colleges" in its
September 17 edition. Newsweek has joined with Kaplan
to publish "How to Get Into College" with a directory
of 1,043 colleges; $7.95 and available through newstands.
Science Scholarship Source.
The Intel Science Talent Search awards scholarships ranging from
a first place $100,000 prize to $5,000 finalists and varying
amounts in between. Deadline: November 28. For info and
entry form contact Science Service, 1719 N. St., NW, Washington,
DC 20036; 202-785-2255; e-mail sciedu@sciser.org
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COLLEGE BOUND's Publisher/Editor: R. Craig
Sautter, DePaul University; Chief Operating Officer: Sally
Reed; Contributor: Marc Davis; Circulation: Irma
Gonzalez-Hider; Illustration: Louis Coronel; Board
of Advisors: Rosita Fernandez-Rojo, Choate-Rosemary Hall;
Claire D. Friedlander, Bedford (NY) Central School District;
Howard Greene, author, The Greenes' Guides to Educational
Planning Series; Frank C. Leana, Ph.D., educational
counselor; Virginia Vogel, Educational Guidance Services;
M. Fredric Volkmann, Washington University in St. Louis,
Mary Ann Willis, Bayside Academy (Daphne, Ala.).
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