Alumni College Advising Program (ACAP)

YOUR GUIDE TO THE COLLEGE SEARCH

AND APPLICATION PROCESS

ACAP HANDBOOK / PAGE 2

3 / What is ACAP?

3 / Getting Started

3 / How to Sign Up

4 / About the Counselors

6 / The Search and Admission Process

8 / High School

9 / Standardized Testing

10 / Building Your College List

12 / The Application Process

15 / Research and Resources

16 / Visiting Colleges

16 / Types of Admission Plans

18 / Application Outcomes

19 / Testimonials

Table of Contents

ACAP HANDBOOK / PAGE 3

What is the Alumni College Advising Program (ACAP)?YOUR RESOURCE FOR NAVIGATING THE SEARCH AND ADMISSION PROCESS.

Our services are:

✓ free to all children of Brown alumni.

✓ open to you no matter which colleges interest you—you do not have to be interested in applying to Brown to work with us.

✓ here to help you stay true to yourself and your interests; we understand that strong applications can take many forms.

✓ available to transfer students and to families exploring secondary school options.

THE ACAP EXPERIENCE:

Meet with one of our counselors, who will offer insight into the college admission world. We work with students on campus or via phone to:

• Develop a curricular and standardized testing plan

• Identify colleges that match your needs and qualifications

• Discuss how to craft a strong application

• Answer questions that pop up during the process

• Consult on final enrollment decisions

Getting startedWe are available for quick phone or email consultation throughout the high school years, and officially begin meeting with students after January 1 of their junior year of high school. This more official, in-depth meeting takes place on campus, or if that isn’t possible, by phone. In total, we offer three hours of guidance per child.

WHAT CAN WE TALK ABOUT?

The counselors are available to discuss:

• The admission landscape overview

• Your academic interests and record

• Course scheduling and curricular plan

• Standardized tests and your testing plan

• Extracurricular interests and activities

• Developing a list of suitable colleges

• Managing the application process

• Post-decision follow upNote: ACAP counselors are NOT available to review or edit essays.

How to sign up:1. First, complete the ACAP Registration Form.

2. Then, secure an appointment: contact Karen Wehr, ACAP Specialist/Counselor, via email or at 401-863-9919.

3. Help us get to know you by filling out our Student Information Sheet. Make sure to send it to Karen Wehr via email before your scheduled appointment.

Note: Write “see attached” in the appropriate section on the sheet if you are sending separate documents for your transcript, testing, interest and activities, and/or a list of colleges you are considering.

ACAP HANDBOOK / PAGE 4

About the counselorsJILL CASKEY

Director

After graduating from Brown in 1985, Jill Caskey worked for four years as an admission officer in the Brown Admission Office. In 1989, Jill moved to Atlanta, Georgia, to become Director of College Counseling at The Paideia School.

After seven years as college counselor at Paideia, Jill returned to Brown and her position as Associate Director of Admission. In 1999, Jill left the admission office to become Director of the Annual Fund at the Wheeler School in Providence and to work independently with families on the college admission process.

In 2002 Jill returned again to Brown to her current position as Director of the Alumni College Advising Program. Her husband, Bill Caskey ’85, also a college counselor, ran ACAP from 1996 to 2002.

Karen Wehr, Rebecca Bliss, and Jill Caskey who have decades of college admission and counseling experience among them.

KAREN WEHR

Specialist/Counselor

Karen joined our team in January 2013. Her prior experience includes serving as Director of Admission for The Williams School, working with an independent educational consultant in Evanston, IL, and coordinating special events for The Fessenden School. She also started her own online tennis accessory business in 2010.

Karen graduated from Colby College in 1989. She earned her Master’s degree in Higher Education Administration from Northwestern University in 1996, where she interned in both the Kellogg Graduate School of Management and Undergraduate Admissions Offices.

REBECCA BLISS

Counselor

Rebecca has worked in higher education since graduating from Brown in 1992. After completing her graduate degree at Stanford University in 1994, Rebecca served as a freshman dean at Georgetown University, the associate director of foundation programs and an admission reader at Dartmouth College, the sophomore and junior class dean at Dickinson College and, more recently, an external application reader for the Carleton College Admission Office. Additionally, Rebecca worked for the Corporation for National and Community Service in Washington, D.C., overseeing a portfolio of higher education grants and conducting site visits to dozens of colleges and universities around the country.

Rebecca joined the ACAP team in September 2015.

ACAP HANDBOOK / PAGE 5

Contact ACAP+1 (401) 863-9919 ACAP@brown.edu

Regular U.S. Mail:

Box 1859 Brown University Providence, RI 02912

Other Courier:

38 Brown Street, Maddock Alumni Center Brown University Providence, RI 02912

Office HoursSeptember through June:

Monday – Friday, 8:30 am – 5:00 pm (EST)

ACAP HANDBOOK / PAGE 6

The Search and Admission ProcessA GENERAL FOUR-YEAR TIMELINE.

As you get started thinking about the college search, remember to be true to yourself and your interests! Choose the most rigorous and balanced course load that you can handle, but not so much that you are overwhelmed or unable to perform to the best of your ability. And rather than do a lot superficially, discover, develop, and deepen a few of your real interests.

9TH GRADE:

• Make a strong transition to high school: engage fully in your courses and seek out interests and activities that genuinely matter to you.

• Approach year-end Subject Tests with caution at this early stage.

• Contact ACAP with questions about course choices or testing.

10TH GRADE:

• Continue to engage fully in your courses, interests and activities.

• October—some schools allow 10th graders to take the PSAT and/or PreAct. These are purely for practice.

• February—some schools will offer the PSAT10, a practice SAT test geared specifically towards sophomores.

• Subject tests in June may be appropriate for some classes that will end this year.

• Plan challenging but reasonable courses for junior year.

• More advice on tests.

11TH GRADE, FALL:

• While all of your high school work matters, the junior year will get the closest scrutiny from admission officers—stay focused on your coursework!

• Take the PSAT and/or PreAct in October (the junior year PSAT is the qualifying test for the National Merit Scholarships).

• Establish a relationship with your school counselor in preparation for your search and application process.

• Attend college visits at your school and college fairs and presentations in your area.

11TH GRADE, SPRING:

• Begin to identify schools that match your interests and credentials.

• Consider meeting with an ACAP counselor.

• Attend college visits at your school and college fairs and presentations in your area.

• Visit colleges, if possible.

ACAP HANDBOOK / PAGE 7

• Testing: we recommend that most students take the ACT in February and/or SAT in March/April. Subject tests can be taken in May and/or June. AP tests occur in May for appropriate classes. Do not send your scores to colleges at this time. Connect with ACAP for more tailored advice.

• Plan challenging but reasonable courses for senior year.

• Request letters of recommendation from junior year teachers.

SUMMER BEFORE 12TH GRADE:

• Work, volunteer, attend programs—your choice. What you do matters less than how your activities fit into the bigger picture of who you are.

• Continue to explore colleges and to fine-tune your college list.

• Consider seeking interviews at colleges that offer them.

• Fill out the Common Application and begin drafting your main Common App essay.

12TH GRADE, FALL:

• Make a list of fall deadlines and refer back to it often.

• Continue to work with your counselor, attend college visits at your school, and visit/interview at selected schools.

• If you haven’t already met with us, consider incorporating a meeting with an ACAP counselor into your travel plans.

• Request letters of recommendation from your teachers—ask early!

• Decide whether you are applying early action or early decision anywhere.

• Complete The Common Application (and/or individual school applications) and Writing Supplement for each of the schools on your list.

• Finalize your college essays with the help of a teacher, counselor, parent, etc.

• Remember that deadline list? Check it again!

• Set aside time to research financial aid forms and scholarships. Pay attention to deadlines!

• Testing: if necessary, retake SATs and/or ACTs as well as any remaining Subject Tests required by your colleges.

12TH GRADE, SPRING:

• Continue to do your best in your classes; push for a strong ending to your senior year.

• Keep in touch with your ACAP counselor if you need help during the decision process.

• Please let us know how it all turns out for you!

ACAP HANDBOOK / PAGE 8

High School ADVICE ON CHOOSING COURSES & ACTIVITIES

CHOOSING COURSES

Is it better to take an easier course and get an A or take the AP course and get a B?

Many admission officers answer: “Take the tougher course and get an A.”

We’ve seen too many students overload themselves trying to keep up with this advice, only to see their grades drop and overall high school experience suffer. Bottom line: do your best to take a rigorous mix of courses, but bear in mind what would be educationally sound and reasonable for you.

How many years of each subject do I need?

In general, selective colleges strongly recommend that students take the following by the time they graduate:*

• 4 years of English

• At least 3 years of math (preferably 4)

• At least 3 years of the same foreign language (preferably 4)

• At least 3 years of science (preferably 4, including biology, chemistry and physics)

• At least 2 years of history (preferably 4, including World History and American History)

• At least one year of arts electives*Check with each college for specific requirements!

PURSUING INTERESTS AND ACTIVITIES

Which extracurriculars will help me get in?

Our advice is simple: Identify, or be on the path to identifying what you love to do, and then do it—to the best of your ability.

Put yourself in the shoes of an admission officer: You are reading hundreds, perhaps thousands of applications. After the first few, all of the extracurricular resumes begin to look alike—naturally, because most high schools offer the same types of clubs, sports, and other interest groups. It’s not that you shouldn’t participate in these things; rather, it is that you should make your choices based upon what you truly enjoy.

How many extracurriculars should I pursue?

It’s the quality of your relationship to your activities, not the quantity of activities, that will cause an admission officer to take notice.

Have fun, work hard, and delve deeply into the few activities that genuinely interest you.

THINKING ABOUT SUMMER

Should I work, volunteer, or study this summer? Or, all three?

There are no “right” answers to what to do over the summer. Whether you work, have responsibilities at home, volunteer or take courses, make the most of that experience. If you are considering an internship or volunteer opportunity, choose something that relates to one of your main interests. Or, use your time to dig deeply into something you love that you can only pursue over the summer.

Remember: it doesn’t so much matter what you do, but rather how what you do fits into the bigger picture of who you are.

ACAP HANDBOOK / PAGE 9

Standardized TestingADVICE ON TESTING AND TEST PREP

How important are standardized test scores?

In our experience, the importance of your scores depends a great deal on where they land in relation to a college’s “ballpark .” The further away from that range—higher or lower—that your scores are, the more strongly they tend to factor into the equation and the more an admission reader is likely to focus on them.

Are there any colleges that do not require SAT or ACT testing?

Yes! More than 900! For a full list, go to the FairTest website; for a shorter list of some of the colleges commonly considered by students with whom we are working, click here.

Should I take the PSAT or the PreACT?

Most high schools offer juniors the opportunity to take the PSAT (practice test for the SAT) and/or PreACT (practice test for the ACT) in the fall; some offer the PSAT10 test to sophomores as well. It is important that you take one or both of these tests when they are offered to you. These scores do not get sent to colleges; however, the junior PSAT is the qualifying exam for the National Merit Scholarships.

When should I take the actual ACT or SAT?

Take the ACT or SAT in your junior year. Schedule it early enough to have your scores ready in case you want to apply early decision—but not so early that you won’t be adequately prepared.

In general, we recommend:

• taking the ACT for the first time in February of your junior year;

• and/or, taking the SAT for the first time in March/April of your junior year;

• taking Subject Tests in May and June;

• and, if necessary, retaking the SAT and/or ACT in the late spring of your junior year, or fall of your senior year.

Feel free to consult with ACAP. We can help design a testing plan that makes the most sense for you.

Which Subject Tests should I take? And when?

Colleges that require Subject Tests generally require two (or, in rare cases, three Subject Tests). Many of these colleges will also accept the ACT in lieu of the SAT and Subject Tests. Check with each of the colleges you’re considering so that you can make the best decisions about which tests to take, and thereby present the strongest score profile possible.

Subject Tests should be taken when you are at your strongest in a particular subject, and in subjects in which you are likely to earn the highest score. Your teachers and high school counselor may be useful in helping you assess which tests to take and when to take them.

What about AP Exams?

AP exams are generally not required by colleges, but they will be considered in the admission process should you submit them. High scores on the AP exams can add a positive weight to your applications, but low scores can hurt you. You can choose which AP scores you report.

ACAP HANDBOOK / PAGE 10

Should I study for these tests?

The bottom line: you want every part of your candidacy to be as strong as it can be. Make test prep choices that support that goal, within a range that feels comfortable to you.

At the very least, you should not take a standardized test without first understanding:

• what will be covered in each section

• what the directions for each section will be

• a general sense of format, pace, and timing

I want to be well-prepared for these tests. What should I do?

How and how much to prepare is trickier to answer. For students who are self-disciplined and interested in the test prep process, independent study can work quite well. For students who find it difficult to get engaged in the process of preparing, working with a tutor or taking a prep course can be much more effective and motivating.

What’s the secret to a high score?

Regardless of which method of preparation you choose, none works magic—the real gains tend to come with consistent hard work. Consult these resources, and check-in with ACAP for help developing a test prep plan.

Building Your College ListADVICE FOR FINDING THE BEST COLLEGE FIT

WHAT ARE YOU LOOKING FOR?

You don’t have to know the answers to all of these questions. You simply need to consider them, and little by little the answers—and your list—will take shape.

1. Think about your answers to some key questions:

• What subjects might you want to study? Are you looking for a school strong in one highly specialized area? Or would a school with a broad liberal arts offering be best?

• Are you more comfortable in a traditional environment, or a non-conformist one?

• Do you like the idea of a large school (10,000+), a smaller school (5,000 and below), or one in-between?

• Do you see yourself in a rural or more urban environment?

• How far from home do you want to be?

• Other factors: campus culture? athletics? single-sex education?

• How are you going to finance college? Which college offers financial aid or scholarship packages that might apply to you?

ACAP HANDBOOK / PAGE 11

2. Choose one or two trusty guides.

• If you prefer to work online, play around with college search engines such as the College Board’s Big Future or Naviance, if it’s available at your high school.

• Prefer printed materials? Try one or two guides such as the Fiske Guide to Colleges or The Insider’s Guide to the Colleges. Make sure it has descriptive prose in addition to basic statistics.

• Once you’re comfortable with one type of resource, it will be much easier to dip into others and locate the information you need.

3. Talk to friends, family, and counselors.

• Ask friends who know you well which colleges they would recommend.

• Talk with adults close to you about what kind of college they might picture you attending.

• Meet with your high school counselor.

• Contact an ACAP counselor. Helping you build and fine-tune your list is one of the basic services we offer, and we are more than happy to review what you’ve done, help with where you’re stuck, and suggest some schools you may not have considered.

4. Trust your instincts.

• Be honest with yourself, and trust your gut feelings. While the advice of others may be helpful in identifying schools and building your list, YOU will be the one attending college, not your friends, your parents, or your older sister.

WHAT ARE THEY ARE LOOKING FOR?

Okay, so the college search process isn’t just about what you want, but also about which colleges are likely to admit you. Here’s how to get a handle on this piece of the puzzle.

Find places in your ballpark

Assess as accurately as possible what your particular “ballpark” is in terms of academic credentials—performance in high school and standardized test scores—and then match that to an appropriate roster of schools. Naviance will help you with this, as will your school’s counselor.

…And places slightly out of your ballpark

Once you’ve established your ballpark, elaborate with some tougher picks and some safer picks. There are lots of different terms for these categories, but we use reach, target, and likely. Each good college list will have a different mix of these, but all should include one or two schools that appeal to you and that are also in your likely range.

ACAP is happy to work with you in considering the particulars of your candidacy, and what schools might or might not fit with your list.

It’s not just about the numbers.

What else can influence admission decisions? Context, personality, and quite frankly, the admission reader’s gut sense of your fit with their school. Athletics, special talents, or an extraordinary personal or academic achievement may also weigh on a school’s decision.

ACAP HANDBOOK / PAGE 12

The Application ProcessADVICE FOR APPLYING TO COLLEGES

PUTTING TOGETHER YOUR APPLICATION

Here’s a basic list of what you’ll need to complete your applications. Requirements for schools may vary, so read each application’s instructions carefully!You:

• Basic biographic information

• Application fee

• Test scores

• Interests & activities list

• Supplemental materials

• Essay(s)

• Interviews

Your School:

• Transcript

• Counselor recommendation

• Teacher recommendations

• High school profile

INTERESTS & ACTIVITIES LIST

First, the bad news:

Admission officers will see thousands of lists that look just like yours. Most students applying to selective colleges are involved in similar types of activities, simply because that’s what high schools offer.

Now, the good news:

Colleges want to see your particular list so that they can discern your relationship to these things: why do you do X (school newspaper, service, athletics, theatre, music, art, etc.) and what do you love about it? Like the essay (see below), the list can and should be a window into who you are and what makes you tick.

Should I include an expanded activities list (i.e., a resume)?

You want every word in your application to count. If something feels like fluff or filler, it will likely drag down the application. If your resume restates what is already explained thoroughly in your application, then do not include it (unless they specifically ask for one).

However, if you have pursued an activity in deep and meaningful ways and your level of commitment is not clear from the standard application or if you have less conventional hobbies that do not fit easily into the traditional categories provided, then including this expanded list can be a wise idea.

I’ve decided to include an expanded activities list. How should I format it?

• Do not use a formal resume template. Remember, you are applying to college, not for a job.

• Organize your entries by type of activity and in order of importance to you.

• Think creatively—examine everything you have done both in and out of school and look for emerging themes.

• The ideal length is one page, but if you must go over, do not exceed two pages.

• Unless it adheres to one of your themes, and adds substance, you do not need to list academic honors.

ACAP HANDBOOK / PAGE 13

How much should I elaborate on my activities and interests?

Feel free to include some brief narrative or anecdotal information on this list. If you could say a sentence or two about what it’s been like to work at your local soup kitchen—the good, the bad and the ugly—what would you say? What quality in playing high school softball induces you to return year after year, even if you’re lousy at it? Why do you spend your precious free moments at home knitting or playing with a younger sibling rather than participating in more “organized” activities? The story behind what you do is generally far more interesting than the thing itself, so don’t be afraid to show a little of that to the admission reader.

ESSAYS

I’m having trouble writing my essay. Help!

The good news is that your particular essay is sitting right there inside of you. The trick is settling on a topic that feels right to you and then allowing your own “unadulterated voice” (to quote the Dean of Admission at Pomona College) tell the story, whatever it is.

Getting Started

• Pick a guide that seems insightful, appealing and sensible. Two of our favorites: On Writing the College Application Essay by Harry Bauld and Parker Muth’s “Writing the Essay”

• Talk to ACAP. Our counselors do not offer essay review or edit essays or application materials, but are happy to provide general tips and pointers on how to approach them.

Writing tips: Dos and dont’s

• Don’t choose a topic too large—it’s hard to do justice to “world peace” in one page.

• Do think about the elements of your life that make you special. Sometimes what seems mundane to you can give great insight into who you are.

• Don’t force a topic. If you are stuck, free write until you land on something that flows more smoothly.

• Do adopt an informal and down-to-earth tone to better capture who you are.

• Do feel free to be humorous or serious—let the tone flow naturally from your topic.

SUPPLEMENTAL MATERIALS

Should my application include supplemental materials?

Admission officers are reading roughly 30 – 50 files a day, and are somewhat allergic to being asked to consider additional or extraneous “stuff ” — unless it is unusual, of exceptional quality, or necessary to explain something in your file or record. If you are an accomplished musician, actor or dancer and you want to submit a CD or video, make sure it is brief and of the best quality you can produce. If you are an artist, strong writer or filmmaker and want to include a portfolio or clip, select judiciously and make sure that you present the material as cleanly and clearly as possible.

Materials like these are generally sent on from admission to the specific departments for review, and many colleges have formal processes in place for receiving and reviewing submissions, so make sure you follow their specific directions. However, you may also choose to forward your materials to the appropriate professor or department yourself, thereby establishing a direct connection. At worst they will disregard what you’ve sent, but at best they will contact the admission office and indicate their support for your candidacy.

INTERVIEWS

On-campus interviews:

Interviews generally take place in the summer or fall after a student’s junior year. Some colleges no longer offer on-campus interviews due to the volume of applications they receive, but if they do and it’s feasible for you to get to campus, having an interview is one way of indicating interest in a school. In some cases, interviews can influence the admission decision, although it is far

ACAP HANDBOOK / PAGE 14

more common that an interview report echoes and underscores what the rest of your application will more fully represent about you. This is good news: while you should go into the interview informed and ready to engage in a conversation, you can also go in relatively stress-free and with the intention of simply being yourself and learning more about the college.

Alumni interviews:

Many colleges offer applicants an opportunity to interview with an alumna/us in their area once they’ve applied. It’s important to accept the opportunity if offered, both to increase your direct contact with the school and to demonstrate the seriousness of your interest. The quality of alumni interviews can vary (as, for that matter, can on-campus interviews), but the majority of alumni enjoy students, like to talk about their alma mater, and have no interest in making you feel uncomfortable.

TRANSCRIPT AND COUNSELOR RECOMMENDATION

You will need to request that your transcript be sent from your high school to the colleges on your list through Naviance or whatever system your high school has in place. Along with your transcript, your high school will send a school profile. A college counselor recommendation will also be included for colleges that require one.

TEACHER RECOMMENDATIONS

Many schools require two teacher recommendations.Which teachers should I ask?

Letters of recommendation should be from teachers who have taught you in core academic subjects in your junior or senior year. Ideally, they will be from different core subject areas and from teachers who know you well, like you, and are likely to write well. When faced with a choice between balance (representing different subject areas) and quality, we lean towards quality—the strongest letters are the ones that will represent you the best.

When should I ask my chosen teachers?

Approach them in the spring of your junior year, or, if you are asking a senior teacher, early in the fall of your senior year, not only to give them sufficient time to write the letter, but also because many teachers set limits on how many students they are able to accommodate. Remember to provide each teacher with a clear list of the deadlines. And—remember to say thanks!

Should I obtain an extra recommendation, either from a third teacher or from a non-instructor adult?

In general, one extra recommendation above and beyond your primary letters is fine, but it should meet a fairly high standard: 1) it should be very strong; 2) it should give the reader information about you that is not otherwise available in your file; and 3) it should not be from a source that the admission reader will regard as inherently biased (family member, caregiver, family friend) or irrelevant (someone of importance who doesn’t actually know you). For example, it might come from a mentor, a coach, or an employer who knows you extremely well and can speak to strengths or qualities you display outside the classroom. Or it could be from a teacher in a third area that really should be represented. Just be sure that a third recommendation is truly justified, or you run the risk of annoying the already-overloaded admission reader. Call us if you can’t decide which way to go on this.

TEST SCORES

How will schools see my test scores?

In addition to self-reporting your scores on your application, you will need to have your test scores (SAT, Subject Tests, ACT) reported directly to your schools by the College Board and/or ACT. Some students indicate their wishes in this respect right when they’re taking the exams, but many choose to wait until they know exactly what their scores are, where they’re applying, and what is required by each college. Whatever timing you choose, just be certain that all scores are reported to the desired places by the appropriate deadlines. For additional information, see Testing.

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Research and ResourcesWHERE TO TURN FOR INFORMATION ON THE COLLEGE SEARCH AND APPLICATION PROCESS

ACAP does not endorse any particular sites or guides; these are simply ones that students we know have found useful in the past. Once you begin looking around, you’ll see that this list is just the tip of the iceberg!

ONLINE RESOURCES

College Search and Research:

• Cappex

• BigFuture

• College Lists Wiki

Narrative Guides:

• Fiske Guide to Colleges by Edward B. Fiske

• Insider’s Guide to the Colleges by Yale Daily News Staff

• The Best 380 Colleges by the Princeton Review

• Looking Beyond the Ivy League, Finding the College That’s Right for You by Loren Pope

• Colleges that Change Lives by Loren Pope

Essay advice:

• On Writing the College Application Essay: The Key to Acceptance and the College of Your Choice by Harry Bauld

• The Better College Essay: Fitting in and Standing Out by Elizabeth Stone

Information for Students with Learning Disabilities:

• Learning Outside the Lines by Jonathan Mooney and David Cole

• The K&W Guide to College Programs & Services for Students with Learning Disabilities or Attention Deficit/Hyperactivity Disorder by the Princeton Review

• College Navigator

• Naviance

• Higher Ed Data Stories

PRINT RESOURCES

For those of us who prefer libraries and the feel of dog-eared pages, here is a list of books you may find helpful. Remember, ACAP does not endorse any particular guides; these are simply ones that students we know have found useful in the past.

List Generators:

• The College Finder by Steven Antonoff

• Rugg’s Recommendations On the Colleges by Frederick Rugg

Testing and Financial Aid:

• Khan Academy

• Number2

• ACT

• College Board

• FairTest

• Fastweb

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Visiting CollegesWhy should I visit potential colleges?

Visiting is an invaluable way to get a feel for the campus and student body. It also lays the groundwork for you to later convey, in a detailed and thoughtful way, your interest in the school.

How can I make the most of my time on campus visits?

• Start with some colleges that are local to you, just to begin to develop a sense of what different campuses feel like.

• Assuming it’s possible, plan some targeted visiting in order to get a deeper sense of right-fit schools for you. Visit a large school, a small school, a rural school, and an urban one.

• Ask questions when you’re on campus. Sit in on a group information session, take a tour, sit in on a class, spend some time in the student center, and talk with students.

• Trust your instincts! How does it feel when you’re there? A good fit has an intuitive as well as a fact-based component.

Types of Admission Plans

Application Deadline

Decision Available

Commit Date

Early Decision I

November mid-Decemberacceptance is binding

Early Decision II

JanuaryFebruary – March

acceptance is binding

Early Action

Novembermid-December – late January

May 1

Regular Decision

November –February

by early April May 1

Rolling Admission

As soon as possible

in the order in which applications are received

May 1

Note: There is considerable school-to-school variation on the timing of plan deadlines and notification. Please check the colleges’ websites for full information.

EARLY DECISION

Early decision (ED) plans allow you to apply early (usually in November or, for ED2, January) and get an admission decision from the college well in advance of the regular decision notification date. ED decisions are considered binding, which means that if you apply as an ED candidate you agree to attend the college if it accepts you in the early round. Although you can apply to only one college early decision, you may submit applications to other colleges (including early action schools that are not single choice/restricted) while you are waiting on your early decision. If you’re accepted early decision at a school, you must withdraw all other applications.

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Many schools offer two rounds of early decision, Early Decision I (generally November deadline, mid-December notification) and Early Decision II (generally January deadline, mid-February notification). The second round is designed and timed to allow a student to apply to a “second first-choice school” after hearing from their initial first-choice school. Both rounds are considered binding.

ED candidates in either round will receive one of three decisions: acceptance, deferral, or denial. Those denied admission in either round will not be reconsidered during the regular season.Note: Early decision policies vary from school to school, so please check each college’s website for full information.

EARLY ACTION

Early action (EA) plans are similar to early decision plans in that you are asked to submit your application early (usually in November) and can receive an admission decision from the college well in advance of the usual notification date (usually in mid-December). However, unlike early decision, early action plans are non-binding, meaning you do not have to commit to a college to which you’ve been admitted early action. Under some EA plans you may actually apply early to other colleges; under others, generally referred to as “single-choice” or “restrictive” early action, you may NOT apply early to any other school (this does not include rolling admission or, typically, applications to state universities). In both cases, you are not required to make a commitment until the May 1st notification date, allowing you to compare offers of financial aid before making a decision.

EA candidates will receive one of three decisions: acceptance, deferral, or denial. Those denied admission under early action will not be reconsidered during the regular decision process.

Note: Early action policies vary from school to school, so please check each college’s website for full information.

REGULAR DECISION

Regular decision or regular action refers to the standard application option at most colleges, wherein students can apply to any number of schools simultaneously (usually by early or mid-January, though there are colleges with open deadlines into the spring) and retain full freedom of choice once decisions are rendered. Students are generally notified of admission decisions by early April and are asked to respond with a commitment by May 1.

Regular decision candidates will receive one of three decisions: acceptance, denial or waitlist. Those denied admission will not be considered for the waitlist.

ROLLING ADMISSION

Rolling admission refers to plans in which applications are reviewed in the order they’re received, and applicants are admitted on a space-available basis. We strongly encourage students to apply to these colleges as early as possible in the fall of their senior year, as admission will get increasingly competitive as spots in the incoming class dwindle. Bear in mind that applications generally will not be read until all materials are received by the college.

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Application Outcomes FROM ADMIT TO DENY…AND EVERYTHING IN BETWEEN

ADMIT

You did it! You’ve been offered a spot in the incoming freshman class of one or more of the schools on your list. Your admission notification should indicate the date by which you must either commit to attending or let the school know you plan to enroll elsewhere (the Common Notification Date is May 1). Most colleges require a non-refundable deposit to hold your spot.

DEFER

A deferral is an outcome that takes place in the context of early application plans, and it means that the college is not prepared to either accept or deny you at this juncture, so they defer making a decision on your candidacy until they can consider you in the larger pool of regular decision applicants. Most often there isn’t a specific reason why a student is deferred, it is simply that the admission offices at selective colleges have far too many strong applicants for the number of spaces they have to offer.

What should I do if I receive a deferral?

Assuming you remain interested in the school, it is vital that you:

• Keep your grades up and continue to be involved in the things you love to do.

• Follow up with a strong email or letter of continued interest to their admission office.

Especially with Early Decision II plans now offered at many colleges, admission officers are aware that a good number of deferred students will apply ED II someplace else. So you need to let them know—in a brief but positive and heartfelt note—that you are still interested and, if it’s the case, that they remain your first choice institution.

WAITLIST

Being placed on the waitlist at a school means that you are not currently being offered a spot in their incoming class, but that you might be if enough spots open up as admitted students select other schools. How likely this is to occur, and in what volume, varies from school to school and even from year to year.

What should I do if I am waitlisted?

Your best bet is to shift your focus to your top choice among the schools to which you were admitted, take the necessary steps to secure your space there (this will generally involve a non-refundable deposit), and start getting excited! You may even prefer to withdraw your name from the waitlist(s) on which you’ve been placed.

However, if you do choose to remain on one or more waitlists, here’s what we suggest:

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Checklist for students pursuing a waitlist offer:

(Reminder: Even when pursuing a waitlist, by May 1st you must commit to your top choice among the schools to which you were admitted.)

• Reply to the waitlist offer immediately. (For most schools, this will be online).

• Send a brief letter to the admission office informing them of your continued interest.

• If possible, address it to the admission officer who reads for your region (this can be found on college websites or by calling the admission office directly).

• If you would attend if admitted, tell them that directly; if you’re not sure, find language that is strong and positive without making promises you may not be able to keep.

• Remember, the fact that you have been placed on the waiting list means that the admission committee is already confident in your ability to succeed at the college. Therefore, keep the tone light and use the correspondence as an opportunity to reiterate why the college is a good match.

• If you have a close connection with a professor, coach or alumnus/a from the college or university where you have been placed on the waitlist, follow up with that person. Be sure to reiterate your continued interest in the college so that he or she can follow up in the manner that they deem best. Be discerning—too many extra letters could have a negative impact.

• A few weeks after your initial letter goes out, send a final note reaffirming your interest in joining the class.

• Keep your college advisor/guidance counselor informed of all the steps you have taken.

DENY

Unfortunately, this outcome requires no explanation—fold up your tent and shift your attention to the great institutions that DO want you to join their first-year class.

Testimonials SEE WHAT FORMER PARTICIPANTS HAVE TO SAY:

“ Our sit-down with you and your nuts-and-bolts direct advice was spot on and has helped my son in the process tremendously. I am so grateful to Brown for providing this service to alumni, especially those of us out in the hinterlands who have such limited access to college counseling, and especially for providing the service through someone like you—friendly, realistic and caring.”

“ I wanted to again thank you for all your fantastic help and advice. In returning to school, I found that I felt calmer and more confident about the college process than my friends. You definitely eased my mind and helped me to remember that authenticity and passion were the most important parts of an application. I am truly grateful for the amount of time and care you gave to me. I cannot express how meaningful and effective just a few hours were.”

“ I truly cannot thank you enough for spending time with my daughter and me. Your approach to thinking about the application process, your candor about the competitiveness, your concrete suggestions about my daughter’s course selection and her personal narrative, and your unique ability to de-mystify what feels like a very mysterious process were simply invaluable. Your advice and your insights will shape my daughter’s whole experience as a college applicant, and you brought down our stress level exponentially.”