Archive for April, 2007

Remedial Reading Greatest Barrier to Degree Completion

Thursday, April 26th, 2007

For ages teachers have told us how important the basics–Reading, Writing, Arithmetic–are to our future success. And, school assessments, college admissions exams and proficiency tests for jobs all test those skills as a means of determining whether or not we are qualified to attend college, be promoted to the next grade or be offered a job.

Recently, national assessment data revealed that 69% of all U.S. 8th graders are performing at/below Basic* level in math. Seventy-three percent of U.S. 8th graders performed at/below Basic* level. Only 3% of U.S. 8th graders are performing at an Advanced** level in reading; 6% performed at an Advanced** level in math.

There is still much debate about the skills required for success in the jobs of the future. But, what is certainly true is that poor performance in math, reading and other subjects in middle and high school leads to many students taking remedial classes in college. In fact, 61% of all students enrolled in public, 2-year colleges, and 25% of students enrolled in 4-year colleges, take at least one remedial class.

Students who took any college remedial reading classes were less likely than their peers who took one or two remedial mathematics courses only or just one remedial course (not mathematics or reading) to complete a bachelor’s degree or higher (17 vs. 27 and 39 percent, respectively).

So, rather surprisingly, it turns out that reading is the most fundamental of all the fundamental subjects. Before reading the study by the National Center for Education Statistics I believed, as many do, that student performance in math, science and technology-related subjects was a more reliable indicator of future success, both in college and career. This study, coupled with the results of the National Assessment of Educational Progress results, reveals that a greater focus on reading might actually serve us better.

*Basic – One of the three NAEP achievement levels, denoting partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed.

**Advanced – denoting superior performance at each grade assessed.

Where the Boys Aren’t

Thursday, April 19th, 2007

An alarming trend is emerging on college campuses around the country.

Men are disappearing!

The number of men on college campuses has been on the decline since 1979.  Currently, the average college student body is 42% male and 58% female.  On campuses such as the University of San Francisco, the numbers are even more shocking; only 37% male!

To make matters worse, educators and researchers alike believe the trend will continue based on the fact that young girls perform better in both elementary and high school, are more likely to be a member of an honors society, more likely to be valedictorian, and more likely to be accepted into top-tier colleges.

Boys, on the other hand, appear to be getting the message that college is not cool.  Researchers speculate that the influence of sports and entertainment figures, many of whom skipped college and went on to become millionaires anyway, on young boys and men is to blame for fewer men choosing to attend college.

Other speculate that a lack of interest in scholarly subjects and parental expectations have also lead young men to opt out of college.

The influence of these and other factors on male college attendance is even greater in African-American and Hispanic communities; the ratio of women to men attending college is nearly 2 to 1!

Many sociologists are concerned about the societal implications of this imbalance.  Others are concerned that colleges will establish covert affirmative action programs to admit more male applicants than female applicants, despite their relative qualifications.  The latter fear is echoed by high-achieving young women and their parents.

Beyond Rankings: Do Colleges Really Make the Grade?

Thursday, April 19th, 2007

Building on President Bush’s No Child Left Behind law that put standardized testing into public K-12 schools, Education Secretary Margaret Spellings wants to make sure the billions of taxpayers’ dollars that support colleges and universities are well spent. More than that, she sees government as a protector of education “consumers.”

Spellings has proposed assessments for colleges.  These assessments would ensure that colleges were providing students a quality education, one that would not only lead to a degree, but also ensure that students had the skills needed to compete for jobs in the global economy.  Additionally, colleges failing to earn a certain score or meet a certain standard could be cut off from their life’s blood–federal financial aid.  Schools who consistently fail to meet standards would not be able to offer financial aid to students, potentially leading top students to attend rival colleges.

Currently, students and parents rely on magazine and web rankings of colleges to identify colleges to which they will apply.  These rankings are largely based on the schools’ reputations, features or benefits identified by the schools, and/or the votes of students and faculty; not on whether or not the students actually graduate, or whether they have the skills required to fill jobs in the local or global job market.  Spellings proposes to position assessment scores as competitors, or at least counterpoints, to magazine and web rankings.  All college assessment scores will be published on the web to allow students to compare them to those provided by other publishers.

While educators aren’t in love with rankings published by U.S. News & World Report (the publisher of the most influential rankings), they are equally leery of Spellings’ proposal of college assessments.  The contention appears to center on just how strict the standards might be, and the consequences of failure: Some colleges will go under, and/or be forced to turn away talented students from low-income families because they would not be able to offer financial aid.

Spellings insists that published assessment scores will create transparency and accountability.  Her goal appears to be two-fold:  Help students select colleges that actually prepare them for success, and ensure that taxpayers’ dollars are not wasted.

Negotiations begin again April 24, with the federal rules expected to take force by July 2008.Related Article

The Three R’s: Record Rejection Rates

Friday, April 6th, 2007

Top-tier colleges around the country are reporting record rejection rates.  Earlier this week, Columbia University (NY) revealed that only 8.9%, or 1,609, of the 18, 081 students who applied were admitted.  Harvard (MA) reported the second-lowest acceptance rate, accepting 2,058, or 9%, of 22,956.  And rounding out the Ivy-Leagued pack was Stanford University (CA) accepting 10.3%, or 2,456, students.

Those applying to top-tier, non-Ivy schools are also feeling the burn.  UCLA reported accepting only 20.6% of applicants; UC Berkeley accepted just 20.2%, and UC Davis accepted a relatively generous 41.3%.  Even smaller colleges are getting into the fray: Amherst College accepted only 17.5% of 6,668 applicants, and California Institute of Technology accepted only 16% of 3,595 applicants.

This trend is alarming to many students who have worked hard to max out their grade point averages and test scores, and pack their resumes with leadership and volunteer activities.  In past years these overachieving students would have been shoe-ins to the Ivy League.  Not so today.

Today, Harvard rejects applicants with perfect 800 scores on the SAT math exam (1,100 of them this year).  Yale rejected applicants with perfect 2,400 scores on the three-part SAT, and Princeton rejected thousands of students with 4.0 grade point averages.

College admissions officers at top-tier schools cite three factors driving down acceptance rates: (1) increased  numbers of high school graduates (up 4% over last year and expected to continue to climb); (2) more high school students are enrolling in college immediately after high school (more than 60%); and (3) the average college student applies to more colleges (2% of all students applied to 11 or more in 2006).

But, the news isn’t all bad.  Expectedly, the highest rejection rates belong to the Ivys and the most competitive, top-tier schools, but the other 2,500 four-year colleges and universities are holding steady at an average rejection rate of 30% (That’s a 70% acceptance rate!).

And, despite the rising competition and ego-bruising rejection rates, students should not give up on being admitted to top schools.  Students’ revised college admissions strategy must include developing and emphasizing the “something special” factor.  Perfect test scores and 4.0 grade point averages must be complemented by a demonstration of personal interest in an intended major or career, and an focus on accomplishment outside the classroom.  In plain language, admissions officers want to see that students are not just stacking their applications with prom committees, student government and school-sponsored volunteer work; they want to see that the student has taken a leadership role in organizations or activities in which they are interested, that the student has interests that they are so passionate about that they not only devote time and energy, but also win recognition.

The dreaded college essay moves back onto center stage too.  Cliche’ as it sounds, a great essay can help separate the overachievers from the super overachievers.  Students should use the essay to really emphasize who they are, their interests, what they done to further those interests and any recognition they’ve received for their efforts.

If that’s Strategy A, then Strategy B is to apply to less competitive schools.  While that may sound like giving up, it doesn’t have to be.  Advisors have been telling students to apply to “stretch”, “reach” and “safety” schools for years.  Strategy B simply asks that they apply to more  “reach” and “safety” schools, in addition to their “stretch” schools.  Strategy B is an opportunity to learn about smaller and more specialized schools that. while they may not be Ivys, are well-respected, and even noted, for certain majors or programs or in certain regions.

Students generally apply to the Ivys for the cache’ and the promise of more and better job opportunities upon graduation.  The truth is that studies have shown that there is no difference between the earnings of students who were accepted to Ivy League schools but attended other schools and those who attended Ivy League schools.  So, the cleverest of students can launch successful careers from even the most obscure campuses (Jack Welch attended UMass and the University of Illinois and Bill Gates dropped out of Harvard and never earned a college degree).

National Testing Day is April 28, 2007

Friday, April 6th, 2007

The Princeton Review is hosting National Testing Day on April 28, 2007. On this day, Students may take free SAT, ACT and Princeton Review Assessment tests (to determine your test prep needs).

Locate a test center in your area.

FAFSA Tips for Foster Youth

Wednesday, April 4th, 2007

Foster Youth face many challenges when preparing for college, not the least of which is navigating the financial aid process. Completing the Free Application for Federal Student Aid (FAFSA) can be troublesome for foster youth given that they are more likely to be supporting themselves and/or live in atypical family/custodial arrangements that may be difficult to articulate on a form designed for typical parent-dependent child arrangements.

The National Association of Student Financial Aid Administrators (NASFAA) and the California Student Aid Commission (CSAC) partnered to complete the valuable guide, Foster Youth: Tips for Completing the FAFSA.

Federal Student Financial Aid Deadlines

Tuesday, April 3rd, 2007

FAFSA Deadlines:

The 2006-2007 School Year (July 1st, 2006 – June 30th, 2007):

  • FAFSA on the Web and Renewal FAFSA on the Web applications must be submitted by midnight Central Daylight time, July 2, 2007.
  • Corrections on the Web forms must be submitted by midnight Central Daylight time, September 17, 2007.
  • Note: Your college must have your complete and correct information by your last day of enrollment in the 2006-2007 school year.

The 2007-2008 School Year (July 1st, 2007 – June 30th, 2008):

  • FAFSA on the Web and Renewal FAFSA on the Web applications must be submitted by midnight Central Daylight time, June 30, 2008.
  • Corrections on the Web forms must be submitted by midnight Central Daylight time, September 15, 2008.
  • Note: Your college must have your complete and correct information by your last day of enrollment in the 2007-2008 school year.
State Deadlines
Alabama Check with your financial aid administrator
Alaska April 15, 2007 – date received@
American Samoa Check with your financial aid administrator*
Arizona June 30, 2008 – date received@
Arkansas For Academic Challenge – June 1, 2007date received@
For Workforce Grant – check with your financial aid administrator
California For initial awards – March 2, 2007For additional community college awards -
September 2, 2007 – date postmarked*^
Colorado Check with your financial aid administrator
Connecticut Check with your financial aid administrator*
Delaware April 15, 2007 – date received@
District of Columbia June 30, 2007 – date received by state*
Federated States of Micronesia Check with your financial aid administrator*
Florida May 15, 2007 – date processed
Georgia Check with your financial aid administrator
Guam Check with your financial aid administrator*
Hawaii Check with your financial aid administrator*
Idaho Check with your financial aid administrator
Illinois First-time applicants – September 30, 2007Continuing applicants – August 15, 2007 -date received#@
Indiana March 10, 2007 – date received&
Iowa July 1, 2007 – date received ^@
Kansas April 1, 2007 – date received#*@
Kentucky March 15, 2007 – date received#&
Louisiana July 1, 2007 (date received)^
Maine May 1, 2007 – date received@
Marshall Islands Check with your financial aid administrator*
Maryland March 1, 2007 – date received&
Massachusetts May 1, 2007 – date received#^@
Michigan March 1, 2007 – date received&
Minnesota 30 days after term starts (date received)
Mississippi Check with your financial aid administrator
Missouri April 1, 2007 – date received@
Montana March 1, 2007 – date received#&
Nebraska Check with your financial aid administrator*
Nevada Check with your financial aid administrator*
New Hampshire May 1, 2007 – date received@
New Jersey June 1, 2007 if you received a Tuition Aid Grant in 2006-2007All other applications – October 1, 2007, for fall and spring
terms;
March 1, 2008, for spring term only – date received^&
New Mexico Check with your financial aid administrator*
New York May 1, 2008 – date received*^@
North Carolina March 15, 2007 – date received&
North Dakota March 15, 2007 – date received&
Northern Mariana Islands Check with your financial aid administrator*
Ohio October 1, 2007 – date received@
Oklahoma April 15, 2007 (date received)# for best consideration
Oregon March 1, 2007Final deadline – Check with your financial aid administrator #
Palau Check with your financial aid administrator*
Pennsylvania All 2006-2007 State Grant recipients and all non-2006-2007
State Grant recipients in degree programs – May 1, 2007.
All other applicants – August 1, 2007 -date received*@
Puerto Rico Check with your financial aid administrator
Rhode Island March 1, 2007 – date received#&
South Carolina June 30, 2007 – date received@
South Dakota Check with your financial aid administrator*
Tennessee For State Grant – March 1, 2007#For State Lottery – September 1, 2007 – date received@
Texas Check with your financial aid administrator*
U.S. Virgin Islands Check with your financial aid administrator*
Utah Check with your financial aid administrator
Vermont Check with your financial aid administrator*
Virginia Check with your financial aid administrator*
Washington Check with your financial aid administrator
West Virginia March 1, 2007 – date received*^&
Wisconsin Check with your financial aid administrator
Wyoming Check with your financial aid administrator*
*Additional form may be required. Contact your financial aid administrator or your state agency.
^ Applicants encouraged to obtain proof of mailing.
# For priority consideration, submit application by date specified.
@ =  Deadline by midnight, Central Daylight Time.
& =  Deadline by midnight, Central Standard Time.

2007 College Fairs April-May

Tuesday, April 3rd, 2007

COLLEGE FAIRS

  • Houston, TX: April 15 (1:00 p.m. – 4:00 p.m.) @ George R. Brown Convention Center
  • Philadelphia, PA: April 17 (8:30 a.m. – 1:00 p.m.) @ Pennsylvania Convention Center
  • Orange County, CA: April 22 (1:30 p.m. – 4:30 p.m.) @ Anaheim Convention Center
  • Los Angeles, CA: April 23-April 24 (6:00 p.m. – 9:00 p.m., 9:00 a.m. – 12:00 p.m.) @ Los Angeles Convention Center
  • Ventura/Tri County: April 25 (5:30 p.m. – 8:30 p.m.) @ Seaside Park, Ventura
  • Nashville, TN: April 29 (1:00 p.m. – 4:00 p.m.) @ Nashville Convention Center
  • Edison, NJ: May 2-May 3 (9:00 a.m. – 12:30 p.m., 6:00 p.m. – 9:00 p.m.) @ New Jersey Convention and Exposition Center