College Admissions Guidebook

Introduction
Greetings from the College Office! We are looking forward to working with you and your family
during your time at the Academy. The College Office formally meets with juniors and seniors, but
we are happy to meet with you and/or answer your questions at any point in your Academy career.

By design, the College Office seeks to advise, empower, and nurture students in preparation for their
transition to higher education. Our goal is to give individualized attention in the navigation of the
college admissions process. The success of Academy graduates serves as compelling evidence that
the nation’s leading colleges and universities recognize both the excellence of the Academy’s
curriculum and the challenges our students meet in their coursework at Boston University.

Boston University Academy’s College Office provides:

• An open door policy for every BUA student,

• Touch points throughout a student’s BUA career regarding standardized testing and course
selection,
• Regular individual and small group meetings for juniors and seniors to keep them on target
during the college search and application process, update them on impending deadlines, and
provide workshops relating to the transition to higher education and more broadly –
adulthood,
• Feedback and support on college essays, applications, and application credentials
• Extensive resources to help students and parents prepare to make appropriate choices for
post-Academy plans,
• Arrangements for college admissions officers to meet with our students in small groups
throughout the year,
• Advising and registration for University courses for juniors and seniors,
• Access to information on specific schools, current trends in college admissions, and
SAT/ACT test preparation,
• Counseling on various summer plans and extra-curricular opportunities, and
• Regular online newsletter for parents with timely updates about the college search and
application process, standardized testing, and the University transition.

We are honored to share in the excitement of your future and hope to provide ample resources to
aid you in developing the best plan for what lies ahead. If you have any questions or just want to
stop by to say hello, please don’t hesitate to come by to Room 202 or contact us at (617) 353-9000.

Sincerely,

Jill Atkinson Ellen Rhodes Evans

Director of College Counseling Assistant Director of College Counseling
[email protected] [email protected]

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Table of Contents
The College Process: An Overview 6

Academic Experience 7-11

• BUA Curriculum 7-8
• Freshman and Sophomore Years 8
• Junior Year 8-9
• Senior Year – seminars and senior thesis 9-11
• Applying to Boston University 11
• BUA Profile and Transcript 11

Outside of the Classroom 12-13

• Developing a Resume 13
• Summer Programs, Employment and Internships - What to do? 13

Testing 14-18
• PSAT 15
• SAT Reasoning Exams 16
• SAT Subject Tests 16-18
• Test Preparation 18
• Advanced Placement (AP) Exams 18

Developing Your College List 19-32

• Naviance 19
• Self-Reflection 19-20
• Terminology 21-25
• The Campus Visit 26-27
• Campus Visit Clusters 27-29
• Campus Visit Evaluation 30-31
• High School Visits 32
• The Final List 32

The Application Process 33-45

• Academic Transcript 33-34
• Personal Statement and Supplemental Essays 34-37
• Sample Essays 38-41
• Extracurricular Involvement 42
• Letters of Recommendations 42-43
• Interviews 43-45
• Demonstrated Interest 45
• Early Programs 46

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Financial Aid, Scholarships, Net Price Calculators 47-49

College Planning Calendar 50-56

Helpful Websites 57

Appendices 58
• Sample BUA transcript
• College Board handout – ‘Financial Aid 101’
• ‘Filling Out the FAFSA Form’
• ‘How to Complete the CSS Profile’

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 The College Process: An Overview
During the last decade, colleges and universities have seen record numbers of students submitting
applications to their institutions. The growing culture of consumerism, coupled with increased media
attention and value placed on rankings, has made the process more mysterious, confusing, and
stressful for students, parents, and institutions of higher learning. With “top” students seeking
admission to a limited number of “top” universities that are not increasing the size of their student
populations, an entire industry has sprouted to help students find the right match. This guidebook,
we hope, will give you concrete information about selective college admissions, help you organize
the various components, and de-mystify the process a bit.

If you take nothing else from this guidebook, please know that colleges seek to find students that
they think will “fit” their campuses. Although they are evaluating you on your academic record,
personal qualities, and experiences in relationship to their community – they are by no means
making a judgment on your character or who you are as a person. The most effective college search
is one that involves extensive research to identify schools which are a good match for you
academically, socially and personally. While reputation and prestige might be important to you,
these should NOT be the sole factor in determining where you go to college. You need to carefully
understand the nuances of each campus, the school mission, values, academic programs and
opportunities, social character, location, size, financial feasibility, and other factors that you deem
important. This guidebook, along with your college counselors, advisor, teachers, and parents, will
help you figure out where to apply and ultimately enroll.

This guide is organized to help you think about your college search. First, it summarizes how the
academic experience at Boston University Academy relates to selective college admissions. Next, the
guide explores out-of-the-classroom activities, how they are viewed in the process, and how best to
showcase your skills and talents. The third section outlines everything you need to know about
standardized testing. The next two portions will cover the development of your college list, the
application process, and how decisions are made. Finally, there are sections on financial aid as well
as junior and senior year calendars. We hope this will provide tangible information to help you in a
fairly complex process.

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 The Academic Experience
Without a doubt, the most important part of the college admissions process is your academic profile.
In most cases, your transcript is the single most important credential when colleges and universities
review your application. How you do in your coursework and what academic program you choose
to follow directly impacts the admissions process and which schools will think of you as a good
match. You will be looked at individually, but also compared to other Academy students and to that
university’s large and diverse applicant pool. Basically, although you are far more than your
academic record, an institution of higher learning’s first mission is to educate – thus they want to
make sure you can be successful in their academic environment. Your grades and your curriculum
are the most valued indicator in that assessment.

Boston University Academy Curriculum

Why do over 70 colleges and universities come to visit the Academy – a high school with typically
45-50 seniors each year – annually? It’s quite simple: colleges understand the BUA academic
experience and want to enroll Academy students. With popular discussion about racking up AP or
IB courses for college entrance flooding the media and included in the conversation with college
representatives, many students wonder how the Academy program will be viewed because we don’t
offer AP courses. Although AP and IB courses are rigorous, college admissions counselors from
domestic and international colleges and universities agree that we offer something different and
equally – or even more, in some circumstances – compelling. Having a number of undergraduate
courses under your belt is impressive to colleges and universities – especially when you have done
well in those courses! So take advantage of this opportunity and push yourself, not only here at the
Academy, but also at the University. But also be cautious; University professors expect a lot, and
your first foray into the University environment can be overwhelming.

In the final two years of an Academy student’s career, the University options are virtually limitless.
With this privilege, however, comes a great deal of responsibility: responsibility to use free time
effectively, attend classes even when a professor may not notice an absence, and make wise choices
with regard to curriculum. To state the obvious, University classes are difficult and may pose
challenges you do not expect or have not yet experienced. If you turn in work late, skip or arrive
late to class, do not do the assigned reading and work, or do not demonstrate the maturity one needs
to be successful in a University course, your grade will reflect this.

Just as important, students must be responsible enough to let Academy administrators and
University professors know if they are struggling. Through junior and senior meetings, as well as
informal one-on-one meetings, students check in frequently with the College Counseling Office.
The Assistant Head of School, college counselors, and individual BUA faculty advisors also strive to
monitor academic difficulty, attendance, and appropriateness of placement through regular contact
with individual professors and department chairs. But it is essential that we hear from you as soon
as possible if you feel you are facing difficulties in your University courses.

Because of this exposure to University coursework, alumni tell us that they felt extraordinarily
prepared to deal with college, from day one; they already know how to study, meet high
expectations, budget their time, approach a professor with questions after class, and make use of
office hours. In the junior and senior years, the support of families, faculty and administrators

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makes the transition to college courses go a bit more smoothly; when students head off on their
own, they typically do not have the adjustment issues that other high school students may face.

Freshman and Sophomore Years

Many parents and educators feel that the first two years of high school should be devoted to having
a positive academic experience, building friendships, and exploring new extracurricular activities,
with little to no attention paid to the impending college process. However, media hype and
increasingly competitive college admission standards are causing students to become anxious about
the college process much earlier than in the past. It is BUA’s goal to help students and parents find a
balance during these first two years of high school between focusing on the Academy experience
and being educated about the college process.

The College Counseling Office is a resource for younger students and their parents, particularly
surrounding standardized testing, summer program applications, extracurricular activities, and
course selection (if needed). Students and parents/guardians should feel welcome to email, call or
schedule time to meet individually with the college counselors.

Many students who come to BUA (or any other competitive high school) are shocked to find
themselves suddenly a small fish in a big pond. The expectations, workload, and level of academic
rigor may seem overwhelming at first. It often takes students half of their first year to find their
bearings and understand what teachers expect of them. Typically, students whose grades reflect a
struggle during first semester find that hard work and conscientious efforts to improve are rewarded
when teachers assign final grades.

One of the most important aspects of your education is the interaction you will have with faculty
members. At the Academy, each student is an integral part of the classroom dynamic. Our best
piece of advice is this: if a teacher asks you to meet with him or her to discuss a paper or test,
do so! We know many students are not accustomed to receiving a poor grade or struggling with
material, but be assured that it is not a point of shame or failure on your part. Take advantage of the
wonderful resource that is our faculty. The ability to approach teachers with questions and
concerns, to contribute to classroom discussions, and to continue these dialogues outside of the
classroom are all skills that will help you immensely as you continue at the University in the junior
and senior years, and as you continue on to college.

It is important for you, the student, to earn the best grades you are capable of throughout your
academic career. Many colleges do recognize that the first year at a new high school represents a
transition time, and therefore do not emphasize freshman year grades in their review of applications.
However, they do appear on your transcript, and they may still be evaluated as part of a college
application.

Junior Year

Although every year is important in the college process, the grades appearing during junior year can
certainly hold more weight than the previous years; junior year grades, after all, are the final set of
complete marks included in an application submitted in the senior year. The expectation is that
students challenge themselves appropriately and perhaps even push themselves a bit more during

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this year as well as in the senior fall. The BUA curriculum lends itself to this expectation, by
introducing University options at this time. Most students will have the opportunity to take two
courses per semester at BU in their junior year.

Most frequently, BUA juniors enroll in biology and foreign language at the University. The biology
sequence that most students follow is Biology 107 and Biology 108. These courses are taught by BU
professors, and the lecture is exclusively for Academy students. The labs, however, are integrated
with University students.

Many highly selective colleges recommend that high school students take three years of laboratory
science, and that they study both life and physical science. Generally, Academy students who have
taken physics and chemistry should plan to take biology junior year. Those wishing to pursue a
different path should discuss this option thoroughly with the college counselors.

Boston University offers a wide variety of language options, many that traditional high school
students are not able to explore. An important note: if you enjoy your classical language and would
like to continue its study, you may do so at the University level. Most universities recognize Latin or
Greek as a course that fulfills the foreign language expectations for admission. In addition, many
universities find a strong interest in classical studies, language, and literature compelling in the
application process.

Because one semester of a college-level course is roughly equivalent to one year of high school level
study, Academy graduates can demonstrate a fair amount of mastery in the area of language. The
BUA curriculum offers students the opportunity to gain proficiency in both a classical and modern
language, which is compelling in the review process. Typically, colleges require successful
completion of study through the fourth or sixth semester as part of a distribution requirement
during college. Taking Boston University courses also may allow a student to exempt him/herself
from a college’s foreign language requirement. With this said, many colleges prefer to see students
elect to take four full years of foreign language study. If you wish to pursue a different path, you
should thoroughly discuss this option with the college counselors.

Senior Year

Senior year allows Academy students the opportunity to individualize their curriculum using the
breadth of the Boston University course offerings. For college planning, we recommend students
continue to take a balanced curriculum first semester. Because senior thesis is the fifth course for all
seniors, one of the five core subjects is dropped. Choose wisely and in conjunction with your future
plans and academic interests. For example, if a student who wants to study economics drops math
senior year, the admissions committee will likely question his or her preparation for and/or interest
in that field as a potential college major. Likewise, a student who plans to pursue a pre-med track
should plan to enroll in a science course.

Think about the following when choosing your courses:

• Grades are still very important. Be mindful of your abilities and your past record when
choosing your courses. Even one low grade senior year could prove a sticking point for
some colleges.

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 • Students must complete four years of English to graduate from the Academy. Seniors have a
number of different options for a course to count as an English course. Any course offered
by the BU English Department (including creative writing) may count for this requirement
as well non-English language literature courses taught in English translation, and Linguistics
courses. Furthermore, the Academy will offer at least one humanities senior seminar that
fulfills the requirement. All of these courses count towards graduation requirements, so they
will most likely not be transferable as “college credit” to the school at which you ultimately
enroll.
• Students must complete calculus by the end of their senior year to graduate. Many students
who finish calculus prior to senior year want to continue on with math study. Semester-long
courses in Integral Calculus and Multivariate Calculus are offered at the Academy, and a
number of advanced math courses can be found at BU. Many colleges prefer to see four
years of math study regardless of intended major, so please see the college counselors to
discuss your options. Students wishing to take a math course at the University should
consult with the Assistant Head for Academics, the college counselors and the BUA math
department.
• Prospective science majors should consult with the Assistant Head for Academics or the
college counselors and Academy math and science faculty to determine an appropriate
science course to take senior year.
• Students thinking about following a pre-med track in college should know that medical
schools will look at your BU courses in your application, paying particular attention to your
math and science performance.

The most important thing to remember entering senior year is that it takes time to adjust to
becoming a full time University student. Although the Academy curriculum is rigorous and often as
demanding on your intellect as the University, students need to remember that BU professors have
very different expectations for their students in terms of attendance, production, number of
assessments, grading policies, and extra help. For example, at the Academy, teachers are more apt to
bend a deadline if a student is sick; this may not be the case at the University. Overall, students are
required to be self-advocates and to demonstrate independence. These skills will be indispensable
after graduation from the Academy, but when choosing courses, please be mindful that a class which
“looks easy” may not be so easy - not because of the material, but because the instructor has a
different style of teaching and learning. The Academy attempts to connect with all University
professors teaching Academy students about a student’s progress, but the professors are in no way
obligated to tell us if a student is missing class or not understanding the material. It is vital that
students be open and honest with parents and the Academy to help assess if we need to intervene.

Senior Thesis

The Senior Thesis is the pinnacle of the academic experience at the Academy. The amount of work
required to produce this project is equivalent to any other academic course. Academy teachers will
provide a specific structure and benchmarks for students to achieve, and a letter grade will be
awarded each semester to assess the student’s progress (the first semester letter grade does get
reported to colleges when we send out Mid-Year reports for seniors in mid-January). Students
should choose a topic in which they want to invest a significant amount of time exploring. This
topic can be grounded in any discipline, but should reflect a student’s potential interest. The thesis
offers an opportunity few high school students have to distinguish themselves as true scholars. It is

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critical that students be prepared to discuss and highlight their thesis experience throughout the
college admissions process, particularly in the interview. Be prepared to send your thesis abstract
with applications.

Students will work with one BUA advisor and one outside advisor (usually a BU professor)
throughout their senior year as they complete their thesis. From a practical point of view, it is
helpful if students choose advisors who have taught them previously, will instruct them during the
senior year, or with whom they have worked in a lab. This allows students to see a professor on a
regular basis and read materials relevant to their particular area of inquiry.

Applying to Boston University

Boston University Academy students must complete an application and submit all required testing in
full if they wish to be considered for admission to BU.

Academy students who apply to BU will be granted admission to most of BU’s undergraduate 4-year
programs if they meet the following criteria:

• Earn a 3.0 cumulative GPA in academic year University coursework by the time of
application
• Have no grade of D or F in any Academy or University course(s)
• Have no reportable disciplinary infraction(s)

Students not meeting these benchmarks may still apply to BU and will still be considered for
admission, but they will not have the benefit of knowing whether they will be admitted before April
of their senior year.

NOTE: The College of Fine Arts and the 8-year medical program require additional review.
Academy students are not eligible to apply for the College of General Studies or Metropolitan
College.

Boston University Academy Profile and Transcript

Colleges and universities look at each applicant’s academic experience in the context of their
academic community and curricular offerings. Although popular media seems to focus on particular
curriculums, each high school sends a school profile with each application to better explain the
student’s academic experience. Our current year profile can be found on the BUA website.

An example of a BUA transcript is included in the Appendix of this Guidebook. BUA does not
report class rank or grade point average, and as such, neither appear on the transcript. Likewise,
standardized test scores are not included on the BUA transcript; students will report required scores
directly from their College Board and/or ACT account to the colleges to which they apply. To
distinguish between Academy and University courses, BUA courses are clearly labelled ‘Honors’
level, while BU courses are marked ‘Undergraduate’ level. Only final grades appear for semester- or
year-long courses; mid-semester and exam grades are not included. NOTE: For seniors applying to
colleges, mid-year transcripts sent during the application cycle may include mid-year grades for year-
long courses still in progress.

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 Outside of the Classroom
The college admissions process in the United States is about much more than a combination of
academic achievement and standardized test scores. Colleges and universities are looking to bring in
a group of students each year that will positively impact their community both in and out of the
classroom. While ‘building a class’, many institutions hope that their incoming freshman cohort
contains enough students to fill different niches around campus. Unfortunately for the applicant, it
is impossible to assess the institutional needs of a college or university which may change from year
to year. Although intellectual endeavors are most important, many schools want to know who you
are as a person, what interests and skills you will bring to the community, and how you distinguish
yourself from other academically excellent applicants.

There is no secret formula for what you “should” do with your free-time. There is no “right”
answer, so we do not advise you to join clubs or participate in activities unless you have a genuine
interest in them. Colleges can smell a resume building activity from a mile away, and they are truly
looking for what motivates you and what you find meaningful. Pursue your interests with gusto. If
you love to write, join the newspaper or literary magazine. If you find whales fascinating, maybe a
part-time job at the Boston Aquarium is up your alley.

Some students have become specialists in a particular area. As an example, a student interested in
environmental studies might choose to take oceanography and environmental science during their
senior year, help refine a recycling program at the Academy, do summer programs tagging sea
turtles, and write a college essay about a camping experience. By doing this, the student is showing
clear commitment and direction and has created a nice theme to the application. This student may
seem desirable to some schools because of a clear and distinct passion.

Other students may be seen as generalists. As an example, a student might be undecided about a
potential college major but has a passion for science. In school, the student is active with both the
Robotics Team and Model United Nations. The student’s senior thesis topic is about a particular
poet, and their college essay makes connections between poetry and astronomy. This student’s
application highlights many different interests. This student is compelling to colleges for breadth of
interest, whereas the first applicant is compelling for a more specific interest. As long as the interests
are genuine, both applicants will demonstrate compelling extra-curricular involvement to colleges.

Some applicants will have an activity or other personal quality that will be seen as an admissions
‘hook,’ such as being a recruited athlete, musician, or artist, being a first-generation college student,
being published, or being a ‘legacy’ (whose parent(s), sibling(s), or grandparent(s) attended the
school.) Not every applicant has an admissions hook, but those who do should try to highlight it
and use it to their advantage. Make sure you make the College Counseling Office aware of any
potential hooks.

Beyond formal activities, colleges also want to know about your interests and hobbies. Many times, a
hobby might turn into a potential major or career. Sometimes an interesting hobby can make you
stand out as an applicant. Getting a pilot’s license, building custom surf boards, teaching yourself old
English, knitting, photography, baking, collecting beetles – these are examples of activities that
showcase a side of your personality that the admissions officers don’t see by traditional standards.
Be sure to include them in a resume, an essay, or an interview!

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Finally, given the parameters at BU, it would be virtually impossible for you to exhaust the academic
offerings, but colleges may be particularly impressed if you take advantage of what BU offers outside
of the classroom. Have you attended lectures in your area of interest? Did you go the extra mile
with your thesis and do research over the summer? Did you work in a laboratory to assess your
interest in chemistry? Colleges recognize that you are privileged to attend a school like BUA and
want to know that you have made the most of that opportunity.

Developing a Resume

The Common Application has a section for students to list their extra-curricular activities,
employment, awards, hobbies, and service. Completion of this section is mandatory; a resume may
not be submitted as a substitute. However, some schools may allow a student to upload a copy
of their resume, which is beneficial for those students who find the Common Application space
insufficient.

Creating a resume can be daunting, so we will help guide students during Junior Meeting. You want
to make sure that you pack a lot of information into a small space. Resumes should not be more
than two pages long, should include major involvements, and provide a clear and easy way to learn
about what you do. They should only include things that you have been involved with in high
school. Awards from middle school will not impress a college admissions officer and, in fact, they
will most likely detract from your application. The only time pre-college activities should be a part of
the application is if you have continued that participation. For example, a student who has been
dancing since age 3 and performed in professional shows as young as age 10 can include this fact on
the resume if dance is a current activity and if that student is looking to continue to dance while in
college. For format advice, please see the college counselors.

Summer Programs, Employment, and Internships – What to do?

Like every other aspect of the college application process, the media has placed a lot of emphasis on
summer programs. A multi-million dollar industry has emerged with special summer programs to
help build resumes and boost college applications. The idea that these pricey programs are a ticket
into prestigious school “x” is extremely misleading. What is most important is that you are doing
something with your day other than playing video games or lounging by the pool (unless you’re a
lifeguard!). Admission officers put these programs into the context of your application. Does it make
sense that you spent the summer in Costa Rica tagging sea-turtles or does it look like your parents
made you go? When planning your summer, do something that makes sense. A student interested in
science may secure a lab job, while another student may scoop ice cream. A student whose parents
didn’t go to college may really benefit from a summer program offered at a university. As with all
extracurricular endeavors, do something you want to do because you like it – not because it will look
good on an application. And oftentimes, an old-fashioned summer job at McDonald’s or Dunkin’
Donuts goes just as far (if not further) with college admission officers as other summer programs.

Feel free to stop by the College Counseling Office for information, talk to your teachers, talk to your
friends, and review the bulletin board outside the Office to gather some ideas of what to over the
summer.

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Testing
Standardized testing will be part of most students’ college application process. More and more
colleges are becoming “test-optional” or flexible, which means that for some institutions the testing
results don’t always matter as much in their admission process as one might think. For more
information about schools who are test-optional, please visit www.fairtest.org.

Even if a student wants to apply to a college where reporting scores is “optional,” it is still a good
idea to take the exams seriously and prepare for them accordingly. There are five types of exams a
student can take during his or her time in high school. Not all are recommended, but they are
described here in detail. Please note that we strongly encourage all sophomores to take the PSAT in
October, we require all juniors take the PSAT in October, and all juniors should attempt their
first SAT in March or ACT in April. Most colleges require either the SAT and two SAT Subject
Tests, or the ACT with writing section.

Below is a timeline of exams a student should consider taking. Not all students should take these
exams, or in this order. Students should speak with their teachers and the college counselors prior to
registration to determine the proper testing plan.

Freshman Year: Physics SAT Subject Test in June (not required)

Sophomore Year: PSAT in October (recommended, not required)

Chemistry SAT Subject Test in June (not required)
Latin SAT Subject Test in June (not required)
Math II Subject Test if completed pre-calculus in June (not required)

Junior Year: PSAT in October (REQUIRED)

SAT in March for the first time (strongly recommended)
ACT in April for the first time (if preferred)
SAT Subject Tests (especially Literature, Languages, Math II, Biology,
US History) in May or June (all students should have two Subject Test
scores by end of junior year)

Senior Year: Testing in senior fall should be to meet Subject Test requirements or raise a
specific test score
SAT or SAT Subject Tests in August, October and/or November
ACT in September or October (if preferred)
Advanced Placement Exams in May (mostly just Calculus, and not required).

To register for the SAT or SAT Subject Tests, visit www.collegeboard.com. Other important information
about registration:

1. When setting up your College Board account, keep track of your user name and
password.
2. The BUA CEEB Code is 220202.

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 3. It is recommended that you fill out the survey since colleges use this information to
target applicants. When filling it out, leave your GPA/grade information blank, given
the unique nature of our program.
4. Always use the same name and address when registering for these exams.
5. SAT Subject Tests are not offered in March, and Language with Listening Subject
Tests are only offered on the November test date.

To create an account and register for the ACT, visit www.act.org.

PSAT/NMSQT

The following is from the College Board Website:

“PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It's a
standardized test that provides firsthand practice for the SAT Reasoning Test™. It also gives you [as
a high school junior] a chance to enter National Merit Scholarship Corporation (NMSC) scholarship
programs.

The most common reasons for taking the PSAT/NMSQT are:

• to receive feedback on your strengths and weaknesses on skills necessary for college study.
You can then focus your preparation on those areas that could most benefit from additional
study or practice.
• to see how your performance on a standardized test possibly required for college admission
consideration test might compare with that of others applying to college.
• to enter the competition for scholarships from the National Merit Scholarship Corporation
(junior year only).
• to help prepare for the SAT. You can become familiar with the kinds of questions and the
exact directions you will see on the SAT.
• to receive information from colleges when you check "yes" to Student Search Service.

Sophomores are not required to take the PSAT, but we strongly encourage it. Taking the PSAT in
the sophomore year allows the student to become familiar with the format of the standardized test.
Many students find that the greatest difficulty they have with testing is budgeting their time
efficiently - practicing allows one to focus on the format rather than the substance, knowing there is
nothing to lose.

Juniors taking the exam are automatically considered for participation in the National Merit
Scholarship Competition. Students scoring in the top 2% of all test takers are recognized as
Commended Scholars. Students may also be named as a Semi-Finalist, and be asked to complete an
application and essay to be considered as Finalists. The top one-half percent of test takers make it to
Finalist status. Commended and Semi-Finalists are typically notified of these designations in
September of the senior year.

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SAT Reasoning Test

The SAT Test is not offered at the Academy, as we are not a Test Center. Students should register
for the test via the College Board website and select a testing site close to home (usually the local
public high school).

Most colleges will ‘super score’ the SAT (take the highest Evidence-Based Reading and Writing +
Math scores from multiple exams) when determining the score they use to evaluate applications.
This allows students to feel comfortable taking the exam more than once without fear of “doing
worse.” Though the essay portion is optional, we recommend students opt to take it at least once.

***Colleges are aware of how many times you take the SAT and those students who take the exam
over and over again will raise some eyebrows in the admissions committee. Each time you take the
SAT, it becomes a part of your permanent test record.

√ If required by a college, official standardized test scores must be sent by the student.

ACT
The ACT is not offered at the Academy, as we are not a Test Center. Students should register for
the test via the ACT website and select a testing site close to home (usually the local public high
school).

Whether schools ‘super score’ the ACT (take the highest scores from each section over multiple
exams) or not varies from school to school. Refer to each college/university admission webpage for
specific testing requirements. Though the ACT essay is optional, re recommend student opt to take
it each time, in case it is not super scored; some schools do require the essay if the ACT is
submitted.

√ If required by a college, official standardized test scores must be sent by the student.

SAT Subject Tests

The College Board website explains that:

“SAT Subject Tests (formerly SAT II’s) are designed to measure your knowledge and skills in
particular subject areas, as well as your ability to apply that knowledge.
Students take the Subject Tests to demonstrate to colleges their mastery of specific subjects like
English, history, mathematics, science, and language. The tests are independent of any particular
textbook or method of instruction. Test content evolves to reflect current trends in high school
curricula, but the types of questions change little from year to year.
Many colleges use the Subject Tests for admission, for course placement, and to advise students
about course selection. Used in combination with other background information (your high school
record, scores from other tests like the SAT Reasoning Test, teacher recommendations, etc.), they
provide a dependable measure of your academic achievement and are a good predictor of future
performance.

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Some colleges specify the Subject Tests they require for admission or placement; others allow
applicants to choose which tests to take.”
All Subject Tests are one-hour, multiple-choice tests. Academy students should plan to take at
least two subject tests by the end of the junior year. Students who register should review on their
own and take practice tests, as Academy courses do not teach to these exams. Often there is
additional information for which students are responsible. The following are possible Subject Tests
available for students to take:
Literature – BUA students may take this either junior or senior year. There is not much additional
preparation necessary for taking this exam. Students who have been consistently strong English
students are encouraged to consider taking this exam. Offered on every SAT test date except for March.
US History – BUA students can consider taking this exam June of junior year as they finish the
Academy US History course. If you are thinking of taking this exam, we recommend additional
preparation, as the exam is more facts and date-oriented than the college-seminar style Academy
course. Offered on every SAT test date except for March.
World History – We do not recommend taking this exam without considerable amounts of
additional preparation on your own. Offered only in August, December and June.
Mathematics Level 1 or Level 2 – Most Academy students should be able to take Mathematics 2
after the completion of pre-calculus at BUA, though Math 1 may be a better fit for some. Some
selective universities recommend all applicants take Math 2, and it is also a common requirement for
engineering, science, and math programs. Both are offered on every SAT test date except for March.
Physics – We recommend students take this exam in June of ninth grade. A student should consult
with their physics teacher and the college counselors. Most students who have consistently received
A’s in physics do well on this exam. It is offered on every SAT test date except for March.
Chemistry – As with the Physics exam, we recommend students take this exam with consultation of
the chemistry department. Students who have successfully completed chemistry with strong grades
should consider taking the Chemistry Subject Test in June of sophomore year. It is offered on every
SAT test date except for March.
Biology - Students who have done well in Biology at the University are encouraged to consider
taking this exam. The College Board says “The Subject Test in Biology E/M contains a common
core of 60 general-knowledge multiple-choice questions, followed by 20 multiple-choice questions
that emphasize either ecological (Biology E) or molecular (Biology M) subject matter.” Before
testing begins, you must choose which test you will take, either the ecological or molecular.
Students are not allowed to take both tests in one sitting. If you do, your scores may be
canceled. Academy students who felt more comfortable with first semester of biology should take
Biology E and if they felt more comfortable with second semester they should take Biology M. A
great deal of extra preparation is required. It is offered on every SAT test date except for March.
Languages – The following languages are offered as SAT Subject exams: Chinese with Listening,
French, French with Listening, German, German with Listening, Spanish, Spanish with Listening,
Modern Hebrew, Italian, Latin, Japanese with Listening, and Korean with Listening. We encourage
students to take the Latin exam after Latin II or Latin III. Students considering taking an Asian
language exam should be warned that many native speakers take these exams and it really alters the
scoring practice. (The Subject Tests in Languages with Listening (Chinese, French, German,
Japanese, Korean, and Spanish) consist of a listening section and a reading section. Students taking
these tests are required to bring an acceptable CD player with earphones to the test center.)

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Language with Listening tests are only offered in November. Non-Listening language exam dates vary by subject:
French and Spanish are offered five times each year (no November or March option); German, Italian and Modern
Hebrew are only offered in June; Latin is offered in December and June.
Test Preparation
It is important to prepare for standardized exams. Because some students find it difficult to study on
their own, the Academy works with Revolution Prep, an outside test prep company, to provide
courses during a student’s junior year to prepare for the SAT in March and/or the ACT in April. A
mailing goes out to all Academy juniors each fall with details on the fee-based courses. In addition,
juniors have the opportunity take free, graded, full-length SAT and/or ACT practice tests at BUA.
Khan Academy offers free online resources for test preparation, as well; for more information, go to
the College Board website. BUA also maintains a list of additional test preparation companies,
resources and tutors. Please see the college counselors for more information.
Advanced Placement Exams

Boston University Academy does not follow the Advanced Placement curriculum because students
are enrolled in Boston University courses. This is a part of the mission and philosophy of the
Academy and, as such, our program doesn’t teach to AP exams. Students will hear on college tours
that AP courses are “important” for the college process. Our record proves that colleges and
universities understand the rigor of our program and many institutions will offer advanced credit for
work done at Boston University. The exception to this is the British University system – particularly
students interested in Oxford and Cambridge. Both of these schools require students to have a few
AP exams under their belt prior to submitting an application.

If students feel they would like to take an AP exam, they should discuss their options and register
with the College Office. Typically students who have been successful in MA 90 take the Calculus AB
or BC exam. Because Academy students take up to 48 credits worth of Boston University courses,
very few take AP exams. A small number of colleges, however, do not accept the college credit
Academy students (or any other students) earn while in high school. These schools include Harvard,
Columbia, and Williams; other schools may not accept all of the Boston University courses, such as
Wellesley, and Colgate, which limit the number of credits with which freshmen may enter. Many
accept all the credit Academy students earn through BU – MIT, University of Pennsylvania, Brown,
BC, and Emory, for example. For a student who wishes to accelerate his or her time in college, and
who ultimately enrolls at a college or university with restrictions on transferring BU credit, taking the
AP affords the possibility of doing so.

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 Developing Your College List
We recommend that students apply to between 5 and 10 colleges. The average number of
applications a BUA senior submits hovers around 7 or 8 each year. With over 3,500 colleges in the
United States alone, the process of narrowing this list down to between 5-10 schools may seem
daunting. Students who develop their list systematically and with research should find applying to
college easy, and perhaps even fun! A successful process should involve a lot of self-reflection and
open conversations with yourself and your family. In the end we hope that a student has a balanced
list of colleges and universities that will leave the student with good choices. A good rule of thumb is
to apply to three reach/far reach schools, three possible schools, and three likely/safety schools.
Working with your college counselor closely to determine which schools fall into those categories is
crucial. Some schools will always be considered a “far reach” because of the sheer number and
quality of applicants applying, but one school could be a “likely” to one student and a “reach” to
another. Keep in mind that this is a highly personalized process and that the College Office will
work with you to determine an appropriate list. After self-reflection, students need to research
schools by looking at view books and websites and then ultimately making some trips to campuses.
Be very wary of relying solely on US News and World Report, Princeton Review and the Fiske Guide.
Although they can be useful, each guide may have hidden agendas and the data may not be as
straightforward as it seems.

Naviance

Naviance is the web based software BUA uses to help you in the college process. In January of the
junior year, students and their parents/guardians will be granted access to college search engines,
college list management, and useful admissions information about each college. In addition, students
are able to store documents such as resumes and drafts of essays, keep ongoing journals, and fill out
surveys that help inform college counselors about each student’s particular interests/biography.
Furthermore, the College Office and faculty manage the administrative functions of the process
through the program. It is incredibly important that students keep the information on Naviance up
to date and visit the site regularly during second semester junior year and all of senior year.

Self Reflection

Before building a list, students should take a moment to reflect on the type of educational and social
experience they want to have in college. This will help develop parameters for the College Office to
follow. Below you will see sample student survey questions from Naviance we use to help with this
reflection. The major areas to think about are:

1) Field of study: undecided, liberal arts, or pre-professional?

2) College vs. University?
3) Social feel?
4) Geography?
5) Affordability?

There are no “right answers,” but you need to find schools that are good “fits” in all of those
categories that are reach, possible, and likely schools.

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Sample Surveys Questions:

Self-Reflection
1. What are the first three adjectives you would use to describe yourself?
2. What would you do if you had a free day?
3. What are your favorite three books?
4. How would you describe yourself?
5. How would your parents describe you?
6. What would you do if you won the lottery?
7. What is your dream career?
8. Describe your family. What is your role?

Activities/Work
1. What are your favorite/most meaningful extra-curricular/arts/athletic activities? Why?
2. What are your hobbies and other interests?
3. What are some activities you do with your family?
4. What (if any) jobs have you had during high school (please describe)?
5. What (if any) research positions have you had during high school (please describe)?
6. What (if any) awards or recognitions have you won during high school?
7. What have you done during the summer months during high school (please describe)?

Academics
1. How was your transition to high school academically?
2. What are your favorite classes so far in high school?
3. Describe what sort of post-secondary work are you planning, include potential majors, pre-med/law, liberal arts,
engineering etc.
4. Do your grades reflect your effort?
5. Describe your ideal classroom experience.
6. Is there anything you would want to change about your BUA experience? If so please describe.
7. What academic achievement are you most proud of and why?
8. Are there any outside intellectual interests you have pursued during high school? If so please describe.

College
1. Why do you want to go to college?
2. How did you come up with this list?
3. What are the top three things you are looking for in a college?
4. Is prestige an important factor in what colleges you wish to apply?
5. Do you feel ready to go to college?
6. What are you looking forward to in the college process? What do you fear most about the process?
7. Please describe the social atmosphere at your ideal college?
8. Please describe the academic atmosphere at your ideal college?
9. Would you consider going out of the country for college? If so where?
10. What geographic regions would you consider in attending college?
11. What size student body would you consider when looking at college?
12. What type of environment, rural, suburban, urban (small city), urban (large city)?

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Terminology

There are some terms and concepts with meanings specific to the college search and application
process, including financial aid. Here are some we think are particularly helpful, originally edited
from the Peterson’s College Planner.
Accelerated study — This program allows you to graduate in less time than is usually required. For
instance, by taking summer terms and extra courses during the academic year, you could finish a
bachelor’s degree in three years instead of four.
Admissions decisions:
• Admit — You’re in! You are being offered admissions to the college to which you applied.
• Deny — You are not in. The decision is made by the college or university admissions
committee and is forwarded to you and your high school.
• Wait list — You are not in yet but have been placed on a waiting list in case an opening
becomes available. Schools sometimes rank a wait list, though often times they wait to see
what “holes” they have in their freshman class before determining who to admit from the
wait list (IF space is available). Sometimes a school might admit students from the waiting
list who can erase a gender imbalance, or who have a particular academic or extra-curricular
interest. And oftentimes, schools are not able to offer (m)any students who are placed on
the waiting list a spot in their class because they meet their enrollment targets through their
initial offers of admission.
• Defer – You applied Early Decision or Early Action, but a final decision on your file is
being postponed until the spring. Usually, this means a college wants to see your first
semester grades from senior year, and/or they want an opportunity to reassess your
candidacy in the context of their entire applicant pool.
American College Testing (ACT) Program Assessment — An alternative to the SAT, this test has
gained wide acceptance by a broad range of institutions in recent years and is given during the
school year at test centers. The ACT tests English, mathematics, reading, science reasoning, and
writing and offers an optional essay. The composite score is the average of all four tests; the
maximum score on each major section is 36; the maximum score for the essay is 12.
Award package — This is the way colleges and universities deliver their news about student
eligibility for financial aid or grants. The most common packages include Pell Grants, Stafford
Loans, and Work Study (see below).
Bachelor’s or baccalaureate degree — The degree received after the satisfactory completion of a full-
time program of study or its part-time equivalent at a college or university. The Bachelor of Arts
(B.A) and the Bachelor of Science (B.S.) are the most common baccalaureates.
Branch campus — A campus connected to, or part of, a large institution. Often, a student spends
the two years at a branch campus and then completes the baccalaureate degree at the main campus.
A branch campus provides a smaller and more intimate setting that may help a student mature
personally and academically before moving to a larger and more impersonal environment. A branch
campus experience may be a good idea for a student who wants to remain close to home or for an
adult learner who wishes to work and attend college classes on a part-time basis.
Candidates Reply Date Agreement (CRDA) — If admitted to a college, a student does not have to
reply until May 1. This allows time for a student to hear from all the colleges to which the student

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applied before having to make a commitment to any of them. This is especially important because
financial aid packages vary from one school to another, and the CRDA allows time to compare
packages before deciding. May 1 is a US reply date – students who have applied to schools outside
of the US may be expected to make a final decision before that date.
College Scholarship Service (CSS) — When the federal government edited the FAFSA form many
years ago, the College Board created this program to assist postsecondary institutions, state
scholarship programs, and other organizations in measuring a family’s financial strength and
analyzing its ability to contribute to college costs. CSS processes the PROFILE financial form that
students may use to apply for nonfederal aid. This form is submitted to some 400 private colleges
and universities along with the FAFSA when seeking financial aid from these institutions.
Participating colleges and universities indicate whether they require this form.
Common, Coalition and Universal Applications — These college application forms can save
students hours of work. The Common Application is presently accepted by over 700 independent
colleges; the newer Coalition Application is accepted by over 100 colleges/universities; the Universal
is used by about 44 schools. Students complete the information on the standardized form and then
submit it to any of the schools listed as accepting it. Some schools also require an additional
supplementary application – consisting of school-specific questions and essays. All Academy
students are expected to complete the Common Application and share it with the college counselors
for editing early in the senior year.
Cooperative education (co-op) — A college program that alternates between periods of full-time
study and full-time employment in a related field. Students are paid for their work and gain practical
experience in their major, which helps them apply for positions after graduation. It can take five
years to obtain a baccalaureate degree through a co-op program.
Credit hours — The number of hours per week that courses meet are counted as equivalent credits
for financial aid and used to determine you status as a full- or part-time student.
Cross-registration — The practice, through agreements between colleges, of permitting students
enrolled at one college or university to enroll in courses at another institution without formally
applying for admission to the second institution. This can be an advantage for students in a smaller
college who might like to expand options or experience another learning environment.
Defer — the admissions decision is being moved to a later date.
Early Action (EA) — A non-binding application program through which a student applies to a
college in the fall of senior year (typically by November), and receives a decision “early” (typically by
mid-December). If accepted, the student is not obligated to attend that institution but can bank this
admission and still apply to other colleges during the regular admission cycle.
Early admission — Some colleges will admit certain students who have not completed high school,
usually exceptional juniors. The students enroll full-time in college and do not complete their senior
year of high school. Colleges sometimes award high school diplomas to these students after they
have completed a certain number of college-level courses.
Early Decision (ED) — A program through which a student applies to a college in the fall of senior
year (typically by November), and receives a BINDING decision “early” (typically by mid-
December). The student, a parent/guardian, and guidance counselor all must sign a contract with
the school at the time of application that indicates that if accepted, the student is obligated to attend
that institution. Some colleges offer two rounds of Early Decision with staggered deadlines. In
some cases, there can be a small ‘bump’ in consideration for ED applicants.

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Expected Family Contribution (EFC) — The amount of financial support a family is expected to
contribute toward a child’s college education. This amount is part of the formula used by the federal
government to determine financial aid eligibility using the FAFSA form.
Federal Pell Grant Program — This is a federally sponsored and administered program that
provides grants based on need to undergraduate students. Congress sets the appropriation each year,
with maximum awards currently in the mid-$5,000 range. This is “free” money because it does not
need to be repaid.
Federal Perkins Loan Program — This is a federally run program based on need and administered
by a college’s financial aid office. This program offers low-interest loans for undergraduate study.
Repayment does not begin until a student graduates.
Federal Stafford Loan — Another federal program based on need that allows a student to borrow
money for educational expenses directly from banks and other lending institutions (sometimes from
the colleges themselves). These loans may be either subsidized or unsubsidized. Repayment begins
six months after a student’s course load drops to less than halftime.
Federal Work-Study Program (FSW) — A federally financed program that arranges for students to
combine employment and college study; the employment may be an integral part of the academic
program (as in cooperative education or internships) or simply a means of paying for college.
Free Application for Federal Student Aid (FAFSA) — This is the federal government’s instrument
for calculating need-based aid. It is available online at www.fafsa.ed.gov. The form is available in
October; students should pay close attention to each school’s financial aid deadline to ensure they
are given consideration for any aid for which they are eligible.
Financial aid gapping — The difference between the amount of a financial aid package and the cost
of attending a college or university. The student and his/her family are expected to fill the gap
through personal funds, loans, outside scholarship, etc.
Grants — These are financial awards that are usually dispensed by the financial aid offices of
colleges and universities. The awards may be need- or merit-based. Most are need-based. Merit-
based awards may be awarded on the basis of excellence in academics, leadership, volunteerism,
athletic ability, or special talent, and are only available at certain colleges.
Greek life — This phrase refers to sororities and fraternities. These organizations can have great
impact on the campus social life of a college or university.
Honors program — Honors programs offer an enriched, top-quality educational experience that
often includes small class size, custom-designed courses, mentoring, enriched individualized
learning, hands-on research, and publishing opportunities. A handpicked faculty guides students
through the program. Honors programs are a great way to attend a large school that offers enhanced
social and recreational opportunities while receiving an Ivy League-like education at a reduced cost.
Independent study — This option allows students to complete some of their credit requirements by
studying on their own. A student and his or her faculty adviser agree in advance on the topic and
approach of the study program and meet periodically to discuss the student’s progress. A final report
is handed in for a grade at the end of the term.
Interdisciplinary — Faculty members from several disciplines contribute to the development of the
course of study and may co-teach the course.

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Internship — This is an experience-based opportunity, most often scheduled during breaks in the
academic calendar, whereby a student receives credit for a supervised work experience related to his
or her major.
Major/Concentration — The concentration of a number of credit hours in a specific subject.
Colleges and universities often specify the number of credits needed to receive a major, the sequence
of courses, and the level of course necessary to complete the requirements.
Merit awards, merit-based scholarships — More “free” money, these awards are based on excellence
in academics, leadership, volunteerism, athletic ability, and other areas determined by the granting
organization, which can be a college or university, an organization, or an individual. They are not
based on financial need.
Need blind — Admissions decisions made without reference to a student’s financial aid request, that
is, an applicant’s financial need is not known to the committee at the time of decision.
Open admissions — A policy of admission that does not subject applicants to a review of their
academic qualifications. Many public junior/community colleges admit students under this guideline,
that is, any student with a high school diploma or its equivalent is admitted.
PSAT/National Merit Scholarship Qualifying Test — This test, given in October, duplicates the
kinds of questions asked on the SAT but is shorter and does not include the optional essay. Usually
taken in the junior year, the test also acts as a qualifying instrument for the National Merit
Scholarship Awards Program and is helpful for early college guidance.
Reserve Officers’ Training Corps (ROTC) — Each branch of the military sponsors an ROTC
program. In exchange for a certain number of years on active duty, students can have their college
education paid for up to a certain amount by the armed forces.
Residency requirement — The term has more than one meaning. It can refer to the fact that a
college may require a specific number of courses to be taken on campus to receive a degree from the
school, or the phrase can mean the time, by law, that is required for a person to reside in the state to
be considered eligible for in-state tuition at one of its public colleges or universities.
Retention rate — The number and percentage of students returning for the sophomore year.
Rolling admissions — Though there may be a deadline for application submission, a college’s
freshman class is filled as applications are read and as admission decisions are read. This concept is
used most often by state universities. Responses are received within three to four weeks. If admitted,
a student is not required to confirm, in most cases, until May 1. Out-of-state residents applying to
state universities should apply as early as possible.
SAT I: Reasoning Test — Also known as “board scores” because the test was developed by the
College Board. The SAT consists of two major categories (‘Evidence-Based Reading & Writing’ and
‘Math’) and includes an optional essay. It is given throughout the academic year at test centers. The
maximum combined score is 1600; the maximum score for the essay is 12.
SAT II or Subject Tests — These subject-specific exams are given on the same test dates and in the
same centers as the SAT I, except for the month of March. More emphasis has been placed on these
tests in recent years, not only because they are used for admission purposes, but also for placement
and exemption decisions.
Standby — The student has missed a deadline to register for the SAT or SAT II. If a seat becomes
available the day of the test, the student will take the test. The student must go to the testing center
and wait to see if there is an open seat. A fee is attached to standby.

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Waiver to view recommendations — Students sign a form electronically for the Common
Application; the Coalition and Universal Applications have similar confidentiality measures. If a
student waives their rights to see a recommendation letter (this is STRONGLY encouraged), they
may not ask to see their recommendation letter during the application process. Regardless of
whether they waive their rights, BUA has a policy of not sharing recommendation letters with
students.
Yield — The percentage of accepted students who will enter a college or university in the freshman
class; these students have received formal acceptance notices and must respond by May 1 with their
intention to enroll. The more competitive the school, the higher the yield percentage.

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The Campus Visit

The campus visit is one of the most important aspects of the college admissions process. View-
books, websites, and conversations with admissions representatives are good ways to initially learn
about the school, but actually stepping foot onto a specific campus is the only way to truly
understand the atmosphere, spirit and culture of an institution. Although you may not be able to
visit prior to being admitted, the College Counseling Office strongly recommends visiting schools
during the spring of your junior year and the summer before senior year. There may be some select
Open House programs and interviews to attend in the fall of senior year, but the Academy
curriculum does not lend itself well to missing school during senior year. Fall visits should be
reserved for second trips, or long distance trips that could only be planned at a specific time.

A secondary purpose to a visit, outside of understanding the particular campus, is called

“demonstrated interest.” For many colleges, gauging an applicant’s interest in attending becomes a
part of the discussion for the admissions committee. One of the best ways to let a school know you
want to attend is to show up, take the tour, and listen to the information session – be sure to fill out
an inquiry card in the admissions office! Interviewing is another way to show interest in a school
and learn more about its culture and programs.

It is important to plan ahead of time to schedule visits. Follow instructions on each university’s
website for reserving a spot on a tour or to participate in a particular program. Some schools
welcome “walk-ins,” some only have tours during particular times of day, some only offer
information sessions during certain times of year, and some schools have different calendars and
may not be holding classes when you think they might be. It is critical to do research ahead of time
to maximize the effectiveness of your visits. If, because of time, you are stuck with a choice
between an information session and tour – always choose the tour. It is a better way to see more of
the campus in a short amount of time. Keep an open mind on any campus tour; your guide is just
one student of many attending that institution. If you are interested in classics and your tour guide
is a physics major who doesn’t know much about the classics department, don’t get too discouraged
– continue to get a sense of the school as you walk around – not just the personality of one guide.

Below you will find a list of schools in “clusters” that can help start you plan visits to schools in
close proximity to each other. We recommend that you not attempt to visit more than two schools
a day, bring proper attire for walking and inclement weather (not all schools provide umbrellas, but
they will keep you outside in the rain or snow during a tour).

If you are visiting colleges with your family, it is important to come up with a game plan and
communicate this to each other prior to making the visit. Parents should note that it is important
(and impressive to Admission Offices) for students to make appointments on their own, sign in at
the reception area on their own and take the opportunity to ask their own questions on the tour and
info session. Students have different methods of determining if the school is a good fit for them. It
is important for parents and students to give each other room to explore the campus from their own
vantage point. Parents may ask embarrassing questions, and students may avoid asking questions
they don’t see as important. We suggest that each visitor (family member and student) keep a journal
and after each visit write down their impressions BEFORE talking with each other about their
perspectives. For example, consciously or not, a student might decide she didn’t like a particular
school only because her mother stated she was ready to move-in on the tour. By having time to

26
reflect on her own, the student may be able to really articulate why she enjoyed or disliked her visit.
Parents are then able to read as well as listen to their children. Some people have difficulty with free
writing, so below you will find a sample evaluation for a campus visit to use during your travels.

During your visit, do the official visit activities, but also plan to spend additional time on each stop.
On certain campuses, you may want to schedule an appointment with a particular department, sit in
on a class (if possible), sit in the dining hall or student union and talk to current students, or visit
other areas of interest not shown on the tour (additional residence halls, art facilities, science labs,
athletic fields, radio stations, etc.) The College Counseling Office can also put you in touch with
BUA alumni attending various colleges, who might be willing to host you or take you to a class.

Missing University classes requires a lot of planning. Talk to your professors well ahead of time
about potential college visits that might require missed class time. Some courses have a limited
number of excused absences. College visits may or may not be considered an excused absence,
depending on the instructor.

Finally, have fun! This is a great opportunity to see different parts of the country, spend time with
your family before leaving for four years and a chance to really see places where you could end up
living. Make sure to take time in the evening to see local sites, eat in area restaurants, relax and enjoy.
There is no prize for most colleges seen.

CAMPUS VISIT CLUSTERS

Boston Area Hampshire College

Boston University
Northeastern University Upstate New York
Harvard University Skidmore College
Boston College Union College
Brandeis University RPI
Tufts University Syracuse University
MIT Colgate College
Babson College Hamilton College
Bentley College Cornell University
Emerson College Ithaca College
Lesley University University of Rochester
Wellesley College Rochester Institute of Technology
Olin College Eastman School of Music
Simmons College Clarkson University
Wentworth Institute of Technology
Wheaton College Connecticut/Rhode Island
University of Connecticut – Storrs Campus
Western Massachusetts Area Connecticut College
U-Mass Amherst Wesleyan University
Smith College Fairfield University
Mount Holyoke Trinity College
Amherst College Yale University
Williams College Brown University

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Providence College Haverford College
Roger Williams University Swarthmore College
University of Rhode Island Dickinson College
Rhode Island School of Design Gettysburg College
Franklin & Marshall College
Worcester Area Muhlenberg College
Clark University Ursinus College
Holy Cross University St. Joseph’s University
Assumption College
WPI Washington DC/Baltimore Area
The George Washington University
Vermont/New Hampshire/Maine Georgetown University
Middlebury College American University
University of Vermont Howard University
Bennington College The Catholic University of America
Champlain College University of Maryland – College Park
University of New Hampshire George Mason University (NoVA)
Dartmouth College Johns Hopkins University
College of the Atlantic St Johns College
Bates College Goucher College
Bowdoin College Loyola College of Maryland
Colby College
Virginia/North Carolina
New York City University North Carolina – Chapel Hill
Barnard College University of Virginia
Columbia University Duke University
Cooper Union Elon University
The New School Hampton University
Fordham University Wake Forest University
New York University College of William & Mary
Pace University University of Richmond
Hofstra University (Long Island) Washington & Lee University
Stevens Institute of Technology (NJ) Davidson College
Fairleigh Dickinson University (NJ) Guilford College
Rutgers University (NJ)
Drew University (NJ) Ohio/Pittsburgh
Case Western Reserve University
Philadelphia and Suburbs Carnegie Mellon University
University of Delaware Allegheny College
Drexel University University of Pittsburgh
University of Pennsylvania Denison University
Temple University Miami University of Ohio
Princeton University Ohio Wesleyan University
Lehigh University Kenyon College
Lafayette College Oberlin College
Villanova University The Ohio State University
Bryn Mawr College College of Wooster

28
Ohio University University of Washington – Seattle
University of British Columbia

(Continued on next page)

Chicago/Southern Wisconsin Atlanta Metro
DePaul University Emory University
University of Chicago Agnes Scott College
Northwestern University University of Georgia
University of Wisconsin – Madison Georgia Tech
Marquette University Morehouse College
Lake Forest College Clark Atlanta University
Beloit College Spelman College
Lawrence University Oglethorpe University
Ripon College Savannah College of Art and Design
Kalamazoo College Mercer University

Minnesota/ Iowa/Colorado Southern California

Carleton College University of Southern California
Macalester College University of California – Los Angeles
St. Olaf College University of California – San Diego
University of Minnesota – Minneapolis University of California – Santa Barbara
Grinnell College Loyola Marymount University
Cornell College University of San Diego
University of Iowa Chapman University
Colorado College Claremont Colleges (Claremont McKenna,
University of Colorado – Boulder Harvey Mudd, Pitzer, Pomona & Scripps)
University of Denver Occidental College
Air Force Academy Pepperdine University
California Institute of Technology (CalTech)
Northern California Whittier College
Stanford University University of Redlands
University of California – Berkeley
University of California – Davis
University of California – Santa Cruz
Santa Clara University

Pacific Northwest
Lewis and Clark College
Reed College
University of Oregon
Willamette University
Evergreen State College
University of Puget Sound
Whitman College

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 CAMPUS VISIT EVALUATION
Name of College: _______________________________________ Date of Visit: _______

Activities (circle): Campus Tour - Info Session - Classroom Visit - Open House - Overnight - Other

Names of People to Remember (admissions rep, tour guide etc.): ______________________

_________________________________________________________________________

What is your first impression of the school? Be descriptive. __________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What is the mission of the school? How is different from other schools? What is it most proud of?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Comment on the Academic programs, curriculum, and intellectual life. _________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

If asked why you might apply here, what might you say? _____________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What is your impression of the physical appearance of the campus and facilities? __________

_________________________________________________________________________

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_________________________________________________________________________
Describe the students you met during your visit. Do they seem to be happy? Do you see yourself
wanting to be friends with them? Would you fit into the community? ___________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Comment on extra-curricular life on campus. Are there any special clubs, athletic teams, arts
programs that seem to spark your interest? _______________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How is the quality of life? (Residence Halls, Dining, social outlets). _____________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

What do students do when the graduate? How is job placement, graduate school acceptance, career
counseling? _______________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

How are my chances of being admitted? _________________________________________

_________________________________________________________________________

_________________________________________________________________________

Are there any plans for changes on campus, in the programs, etc.?______________________

_________________________________________________________________________

_________________________________________________________________________

31
32
High School Visits

Every fall, many universities, colleges, summer and gap year programs visit the Academy in the
hopes of recruiting applicants. These “high school visits” provide a small meeting in which the
representative from the school can meet with interested students. Each college has a different
approach and style to these sessions, but overall this is a tremendous opportunity to interface with a
person who is most likely going to be reading your application. This is also an opportunity to
demonstrate interest in a particular college. Because the Academy is so small, representatives often
take advantage of these meetings as a time to get to know students as individuals. It is common for
them to remember a student’s questions during these meetings when reviewing an application later
in the winter. Students are not allowed to miss an academic commitment to meet with visiting
college representatives, rather students should check in with the college counselors a few days before
a visit to make known any conflicts. The college counselors will advise on appropriate steps. The
following schools are frequent visitors to BUA each fall:

Amherst College, Bard College, Barnard College, Bennington College, Boston University, Brandeis
University, Brown University, Carleton College, Carnegie Mellon University, Case Western Reserve
University, Champlain College, Colorado College, Columbia University, Connecticut College, Franklin &
Marshall College, Goucher College, Grinnell College, Hamilton College, Harvey Mudd College, Haverford
College, Johns Hopkins University, Kenyon College, Macalester College, MIT, Mercer University, Middlebury
College, Mount Holyoke College, New York University, Northeastern University, Oberlin College,
Occidental College, Pitzer College, Pomona College, Princeton University, Quest University, Reed College,
Rensselaer Polytechnic Institute, Skidmore College, Smith College, Swarthmore College, Syracuse University,
Trinity College, Trinity College Dublin, Tufts University, Union College, University of Chicago, University of
Connecticut, University of Massachusetts – Amherst, University of Miami (FL), University of Richmond,
University of Rochester, University of Southern California, Vanderbilt University, Vassar College,
Washington University in St. Louis, Wentworth Institute of Technology, Wesleyan University, Wheaton
College, Worcester Polytechnic Institute

The Final List

By the end of junior year, you should have a working list of about 10-20 schools. Nothing is set in
stone and your list can be completely different as you do research and visit over the summer. We
will do our best to help you narrow the list to between 5-10 schools that will leave you with options
at the end of the process. By April of senior year, we want you to have some choices. Where you
are in September might be completely different when April rolls around. Having a balanced and
diverse list will keep you from being stuck in the end. For most students, we will encourage you to
apply to Boston University because of our special relationship.

33
 The Application Process
Once you come up with your final list of schools you will complete and submit applications.
Application instructions can be found on a college’s website. Many colleges and universities in the
U.S. use the Common Application, so the process can be started as early as August 1st (when the
Common App goes live). Very important to note is if the college requires supplemental information,
this will be noted on the Common Application website as well as on the college website. Please print
out and proofread everything you plan to send online. The college counselors will also help proof
your applications and essays before you submit them.

Many college admission offices operate under the following model: applications are broken down by
territory. Admission officers are assigned to certain territories, and are responsible for visiting high
schools, interviewing, and serving as the primary reader for applicants from that area. The officer
also is responsible for getting to know which high schools have unusual grading systems, curricular
components or offerings. He or she can then present this relevant information when a committee is
reviewing applications. At some institutions, this representative may be the key individual making
the decision about a candidate’s application, thus why it is so important for you to attend the high
school visit at BUA; it is an opportunity to let the person reading your application put your face (and
engaging personality) with your name.

Some admission offices, such as large state schools, may use a formula to determine admissibility.
This formula is typically based on SAT scores, rigor of curriculum, and grades. Other factors, such
as athletic/artistic talent, or legacy status, may impact the equation as well. It is recommended that
BUA students meet with us to discuss steps one can take to assure that these admission offices make
a fair assessment of their application.

Most applications have five primary components: the transcript (always the most important);
standardized testing; letters of recommendation; one or more essays; and extra-curricular
components.

Each college assesses applications in a slightly different way. Some colleges may have a first reader
make a recommendation to admit, waitlist, or deny; if the second reader agrees, the decision is final.
If they disagree, a third and more senior officer might render yet another opinion. Other colleges
might have readers give an applicant three ratings: one personal, one academic, and one
extracurricular. If the application is given the highest rating in each area, say 10 out of 10, that may
be a clear admit; if the application is below a certain number, it may be a clear denial or cause for
further discussion on the applicant’s credentials. Still others may have one primary reader who then
presents the strongest applications to an entire admission committee, which must then come to
consensus.

Academic Transcript

The first thing colleges look at when reviewing an application is the transcript. Please review the
section on “The Academic Experience” for more information on how this area of the application is
evaluated in detail. In summary, schools see the strongest grades in the strongest curriculum as most
desirable. Each school’s definition of “strong” is different, so speak to the college counselors to
learn about the typical profile of a student admitted to that school.

34
Honors and Awards

Admission offices will take into account any academic or community awards and honors you have
received. Awards relating to the Academy will be listed on your transcript. All others you should list
on the Common Application or other college applications.

Personal Statement and Supplemental Essays

The “Personal Statement,” otherwise known as “the college essay” is one of the most important
aspects of the admissions process, particularly for highly selective institutions where it can be used
to distinguish between many qualified candidates. It is the only aspect of the application where you
can use your own voice. Take the opportunity to expand on something already highlighted in your
application, a particular activity or interest, or to share something that is not already apparent in the
application. Most importantly, show your skills as a writer. This is not an academic paper, so you
do not need to follow a particular style or formula. Because of the weight that the essay carries, it is
critical to start the process early when you have the leisure to try different topics and find your voice.
Most first attempts change as you get more comfortable with this genre of writing.

The admissions staff will use this piece of writing in a variety of ways. They read the essay to assess
basic writing skills, including grammar and stylistic eloquence, to evaluate your ability to respond to
a prompt in a clear and cohesive manner, and to assess your creativity, depth and ability to convey
personal thoughts and beliefs. For this reason, it is extremely important that your essays represent
your own work, not that of parents, teachers, counselors or professional writers.

***We cannot stress strongly enough that parents should not be involved in the essay writing
process. It is very noticeable when the student steps out of his or her own seventeen year-old voice,
using a phrase or expressing a sentiment that seems out of place or forced. Admissions officers
read thousands of essays; you can be sure that they spot outside help, whether it is from a
parent or professional copy editor. All college essays MUST be clearly written by the student
– any potential indication that a parent has played a heavy hand in “helping” the student
with the essay will work against a student’s application. In the end, it is important that the
essay reflect the student’s voice.

Prior to the start of senior year, we ask that you present the college counselors with a draft of
your personal statement. Current essay prompts for the Common Application can be found at
www.commonapp.org.

The essay prompts are typically reviewed each year and sometimes revised. Most students struggle
with how to begin. Take a moment to brainstorm what you want the admissions office to know
about you outside of the other application materials. Once you come up with those qualities, are
there any experiences or moments in your life that illustrate those qualities? Some of the best essays
are about quiet moments in life where a simple connection is made or a small idea that “explodes”
into something that gives insight into the author’s inner workings. You don’t have to try to be
profound, but you do want to leave the reader with the feeling that they have learned something
about you.

35
Here are a number of tips regarding the essay that we believe can help you craft a strong personal
statement.

1) Be your BEST self.

Put your best foot forward. Your personal statement should be truthful, but sometimes it is
not what you say but how you say it that makes an impact.

2) Make connections.

Great personal statements show that you have intellectual interests that can move you (and
the reader). Choose a topic that excites you and, most likely, the energy surrounding your
interest will be conveyed in words and might even be inspiring. Showcasing original thought
or an original idea is huge when writing your essay. The goal of a university is to create new
knowledge through discourse and research; having an essay that shows you are capable of
contributing to that type of community is key.

3) Show what you can contribute.

Colleges read hundreds of essays about baseball games, finishing the yearbook on time, and
student council elections. Most times the author saves the day or learns something valuable
from failure. Essays that focus on leadership can be tricky and may contain clichés and
“Hallmark Card” endings. However, colleges want to know how you will contribute to
campus. Describing one moment and allowing the experience to showcase your leadership
is far more effective than listing your achievements (which are already listed in the
‘Activities’ section of your application) or taking about how great it was to win an election or
an award.

4) Show empathy.

There is nothing worse than coming across as a threat to a community in your personal
statement. A competitive nature is good, but certain ways of describing it within you can
raise red flags for admissions officers. If there is a remote chance that a student seems to be
a person who will sabotage a lab project or be a nuisance in a residence hall, you can bet they
will not be admitted. Use your essay to show your maturity and ability to have empathy in
others. Be cautious about writing about social issues that may be controversial. Writing
about how homeless people should just get jobs will not win over the hearts and minds of an
admissions officer, for example.

5) Show independence.

When you attend college, your parents will not be joining you. In your personal statement,
you should come across as someone who is ready to be on your own. Writing an essay about
how your parent is the most influential person in your life may seem like a way to honor
your parent, but it could signal to an admissions officer that you are not ready to let go.

36
 6) Show resilience & have perspective.

Many people think that the only way to get into college is to write about overcoming a great
obstacle. If you have faced hardship, writing about it in a way that shows you have resilience
and strong character can be a very successful approach. Conversely, taking a “poor me”
approach can be disastrous. If your family background, personal history or health has
greatly shaped who you are today, there is probably an essay in there. Perspective is
everything. If you have led a good life, be happy about that and choose a topic that is about
you. Creating drama out of nothing doesn’t make you interesting; rather, it makes you seem
like someone who will not contribute to the community in a positive way.

7) Answer the question being asked of you.

It’s remarkably how often students forget to answer the actual question or respond to a
given prompt!

You obviously cannot do all of these things in one essay, but a good personal statement will
hopefully achieve some/many of these goals. Above all, your writing style, grammar, spelling and
sentence variety, and word choice is critical in writing a strong personal statement. The best topic
can be ruined if the essay is poorly written.

Topics to Avoid

Most (not all) childhood stories

Community service projects
Grandparents, siblings, parents
Girlfriends, boyfriends
Babysitting
Childhood career goals (I wanted to be an engineer when I discovered Legos…)
My trip to Costa Rica…
The essay writing process
Drama at camp
Losing an election or not getting an award
Divorced parents
Being really busy or overworked
“The big game” or “the big concert”
Drugs and alcohol
Sexual experiences

37
If you are having trouble with starting your essay, you can come to the College Counseling Office to
read some actual essays. In addition, we encourage you to visit college admission websites with
examples of particularly effective essays they have received; Connecticut College and Johns Hopkins
University typically post ‘Essays That Worked’ after each admission cycle.

Sample Questions
In addition to the Common Application, many schools will ask you supplemental or Common
Application ‘member’ questions. Below, you will see a handful of popular ones used in the past.
The most common supplemental question is “why do you want to attend?” When answering be
very specific, and show you have done your research on that school. Avoid regurgitating the
university’s homepage or the admissions office’s information session. Dig deeper, and think about
your interests and why you actually want to go to a particular school. Most importantly, if you
mention a school’s name in your essay, make sure to change it if you are using the essay for other
school’s questions.

Relate a personal experience that reveals something about you to your future college roommate.
(Stanford University)

Life has its fair share of duties and responsibilities that we meet with muted enthusiasm. But then
there are ideas, pursuits, etc., that inspire genuine passion. What in your life generates such passion?
(Occidental College)

The modern world has lost all its heroes. Do you agree or disagree? Please tell us why. (Wellesley
College)

You have just completed your 300-page autobiography. Please submit page 217. (University of
Pennsylvania)

Write a haiku, limerick, or short poem that best represents you (New York University)

In an essay of no more than 500 words, please select three words that describe you best and tell us
how you will use these qualities/characteristics to contribute fully to the BU community (Boston
University)

Outside your family, who has been your greatest teacher? How and what did he or she teach you?
Give us an idea of this person’s qualities and talents and tell us what made him or her worthy of
emulation. Be sure to include specifics regarding your interaction with this person, giving us as
complete a picture as possible. A character sketch is fine, but a short narrative or other essay style is
also appropriate. Saintliness is not necessarily a prerequisite; it could be a person who showed you
what not to do. (Amherst College)

Describe a risk that you have taken and discuss its impact on your life. (Skidmore College)

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Sample Essays

Below are a few essays that Academy students have written. Use them as examples of “essays that
worked.”

Prokne

For six weeks this summer, I was a participant in the Summer Science Program (SSP). My goal during this time
was to determine the orbit of the asteroid 194 Prokne. During the day, I attended lectures on physics, astronomy, and
computer programming; late at night, I took observations of my asteroid to get data. But during the evening, when I
wasn’t doing homework or poring over astronomical charts in hopes of figuring out which bright speck on a
photographic slide was my asteroid, I did something that, at least on the surface, was completely unrelated to
astrophysics. I read poetry.
I brought with me to SSP a dozen books of and about the poetry of T. S. Eliot as preliminary reading for the
senior thesis I am writing over the course of the school year. This greatly amused my fellow participants, as we had been
warned in advance that we would not have time to read or do schoolwork during the program, and I gained a kind of
notoriety for bringing so many books. Quite apart from the Eliot books, I was the one who bought books to read for
pleasure during weekly trips into the nearby town of Ojai, I was the one whose parents sent me an issue of The
Economist each week, and I was the one who pre-ordered the final Harry Potter book.
Around the beginning of the second week, I was rereading “The Waste Land” and some explanatory notes
about it. I read lines 97-100 (“Above the antique mantel was displayed/ As though a window gave upon the sylvan
scene/ The change of Philomel, by the barbarous king/ So rudely forced…”). The note to these lines recounted the
Greek myth of Philomel, who was turned into the first mockingbird after being raped by her sister’s husband, Tereus. I
vaguely recalled this myth, but had not known of Philomel’s sister, who in the myth was turned into the first swallow (a
fact referenced by Eliot later in his poem). Her name, I discovered, was rendered as either Procne or Prokne. I read the
note again. Yes, it still said Prokne. Here was a fact about my asteroid I could not have learned with a telescope, no
matter how many slides I developed at three in the morning.
My reading was not supposed to be related to what I was doing at SSP. Indeed, escaping the world of
equations and numbers for an hour to do something unrelated came sometimes as a great relief. But, by some
coincidence, a point of contact had appeared between my two then-parallel lives: that of the scientist and that of the
poet. Just as in this instance poetry and astronomy produced a quiet and unexpected revelation of their relatedness, I
believe that the most profound knowledge of the intellectual landscape comes from the intersection of different
disciplines.
At SSP, I found myself among people who, while they all shared a commitment to scientific learning, relished
the chance to explore additional areas of knowledge. I shared my issues of The Economist with Daksha, a fellow
participant from Singapore, and discussed Belgium’s impending breakup with Gabe, who was experiencing it firsthand.
With others of my age, I played soccer and Frisbee and threw the boomerang, though we were unable to resist
discussing the physics of the latter activity. I played at least a dozen late-night games of Risk and won a few. And yes, I
even played some Dungeons and Dragons.
In the end, one chooses to go to college to learn. But what is learned need not be limited to a specific area, or
even to realms entirely within the academic sphere. We attend college so that we may benefit from the inspired ideas
and unexpected connections of others in addition to our own. In college, ideally, poetry and astronomy, The Waste
Land and Prokne, encounter each other every day—and they are enriched by their association.

39
 Personal Statement

My cousins have a small cottage on the shore of Lake Androsscoggin in Maine, the most appealing part of
which is not the cottage at all but the mooring in the lake behind it. The boat moored there is an antique Lightning, a
gorgeous, seventeen foot wooden boat, under whose sails I have been exploring the lake for as long as I can remember.
Every summer, until I was thirteen, my mother would drive half the distance to Maine and unload me upon my
Aunt Sue and Cousin Sarah. I would then spend the next week swimming, playing Sorry! and attempting to spend as
much time as possible out sailing. In the afternoons, when the wind picked up, we all would swim out to the mooring,
and climb (or be hoisted by my uncle) into the Lightning to sail out across the lake. The most exciting part of these
expeditions was not the physical experience of sailing, the speed and the exhilaration of being trusted to help on the
boat. Rather, my favorite part was when my cousins and I would beg my uncle for stories and he would oblige us with
tales from ancient mythology. Our particular favorites were myths of the brave Odysseus’ return home from the Trojan
War, in which he vanquished the Cyclops and escaped his cavern under the bellies of his sheep or rescued his men from
the evil sorceress who turned them into pigs. Summer after summer I would return, and although I grew and slowly
moved from tending the jib to trimming the mainsail and wielding the tiller, I never tired of my uncle’s stories. Long
after we had left the boat, Sarah and I would ask for bedtime myths and tell each other our favorites while embellishing
them with personal details. It turns out that Polyphemus the Cyclops kept pink magical sheep. Who would have
guessed?
Years later, after Sarah had lost interest in sailing, her brothers had left for college, and I had become the only
one in the Lightning with Uncle John on those warm Maine afternoons, I recognized my beloved myths in English class,
when we read Homer. Everything started to fall into place. The sorceress who turned the men to pigs was Circe, and
Odysseus had stayed on her island for another year, drinking and carousing, details my younger self had missed.
Suddenly, I had a beginning and an end to Odysseus’s journey, something I’d missed out in the lake, where I had instead
settled for serendipitous moments along his voyage, much like my own moments leaning off the side of the boat, lines in
hand as we sped away from the shore. I escaped the rest of my life to simply exist in the moment, as Odysseus had only
existed for me in moments along his way rather than the comprehensive tale I would read later. I carry these moments
with me, both to English class, and to sailing practice, where we raced another variety of boat, the Cape Cod Mercury.
And when my crew bounced up and down on the bow, trying to make me more comfortable with skippering under race
conditions, or I opened my copy of the Odyssey, I would think back to my own sunny afternoons spent clambering
onto the bow of the lightning and setting out for the wind, waves, and Homeric epic, and I would breathe deeply, and
remember what it felt like to just be me.

40
"Middlebury values a sense of place and community in all forms. Please tell us about where you have grown
up. How has it influenced you and your vision about the kind of college community you would like to join
next year?"

Belmont, Massachusetts, is tiny. That’s really the only way I can describe it. It has about 28,000 people, one high
school, and no conceivable reason to visit. If you’re in a car, you can literally drive from one side to the other in five
minutes. Knowing this, you might think of some picturesque little country town near New Hampshire, where there are
horses and pick-your-own apple farms. A hundred years ago, you would have been spot on, but today all of Belmont’s
farms and horses have been absorbed by the creeping specter that we call Suburbia. To be fair, there is one farm that’s
still clinging to life, but it’s smaller than my own backyard, and the farmer is in his eighties. Everything else is paved
over, crime-free, and uninteresting—even more so than Boston’s other suburbs, because it’s so small. We’re the kind of
town so starved for news that the town paper will put middle-school musicals and tips on dealing with coyotes on their
front page. Mitt Romney ostensibly lives here, but I’ve never so much as caught a glimpse of his extremely well-oiled
hair. This October, Dane Cook shot part of a movie in Belmont Center. My sister and her friends sat nursing Starbucks’
cups in the cold night for hours, desperately hoping they could see Kate Hudson. Instead, they managed to watch about
30 seconds of Dane Cook’s profile. That’s what Belmont is like; you wish you could have Kate Hudson, but really, all
you’re going to get is the side of Dane Cook’s head.

A lot of people move to the suburbs for the school system, and Belmont’s is actually incredibly good. Located two
minutes from my house and right next to our cadmium-filled local pond, Belmont High School is not, in fact, the school
I attend; I go to a school right in the middle of the Boston University campus, and I’m happy there. At Belmont High,
bake sales are banned because of the possibility of peanut allergies. Walking around BUA I’ve seen choirs of
Mennonites, people handing out gum in giant watermelon costumes, Jews for Jesus, and a man holding a bullhorn who
informed me that Al Gore only wanted to save the baby seals because they were white. I don’t regret going to school in
Boston at all—it’s one of the best choices I’ve made in my whole life—but being there has also made me realize what I
love about Belmont.

To a visitor, Belmont seems just like any other boring suburban town, but this is the place where I grew up and
became myself, and I love it. Belmont’s school curriculum, in all honesty, can’t compare with BUA’s, but it was Belmont
that made me fall in love with Latin and English. It was because of Belmont’s music program that I realized, after trying
and miserably failing to play the violin, viola, and flute, that I loved to sing. Belmont’s public library was my refuge, a
warm place in the winter and a cool place in the summer, where I could get a stack of books, curl up on a hard wooden
chair, and just read. It’s not such a small town that I know everybody, but it is the sort of place where people who you
don’t even know will smile at you and wish you a nice day as you pass on the streets. I know everybody in my
neighborhood, and they know me—often, I’ve gone to school with them, babysat their kids or been babysat by
their kids, cut through their yards, taken care of their cats when they were away, borrowed sugar from them when my
mom was cooking. Technically, I live on Stone Road, but right across from my house is Orchard Circle, a huge circle of
land large enough to hold a house in its own right. We just call it the circle, and it’s the epicenter of all community
activity. Every summer we have cook-outs in the circle; every winter, the little kids build snow forts and have epic
battles, then they trek back to someone’s house to defrost with hot chocolate. I was one of them once; I still remember
the day when we built a snowman eight feet tall. His eyes were grapefruits and his buttons gigantic cookies, and he
dwarfed the sombrero that we had somehow dropped onto his head. I called him Pepe.

Memories like these are what formed my childhood and made me who I am, and they’ve also given me some idea of
what I want in the future. The reason why I’m so glad I went to BUA because it has the small size and the same sense of
closeness and community. When I go to college, I obviously want to go somewhere where I can get a great education,
but I also want to go to a college where I can feel like a part of something. I want to be part of the community, to know
the people I pass on the streets, to care about the place I’m at. I’ve been at a big city university already, and I’ve taken
classes there—it’s a great place for some people, but I know that it’s not for me. Small size, closeness, community—
that’s what I’m looking for in a college, and that’s why I’m applying to Middlebury. From what I’ve seen, it’s got
everything I just described, it’s beautiful, and it’s way less boring than the side of Dane Cook’s head.

41
 Personal Statement

First the clicking as the system turns on; then the sucking as the machine starts to breathe. Pretty soon the
clear tubes turn white and the smell of fresh cream mixes with the ever-present aromas of sweet hay and cow pie. The
cats and dogs gather in the barn, hoping for a taste. Before heading to the milk-room, the Milker always indulges them,
filling a yogurt container full of milk for them to share. How I wish I could partake and fill my glass with rich, warm
milk just minutes removed from the cow. Yet instead I must go inside to the kitchen and pour myself a cup of
pasteurized, homogenized milk with vitamins A and D added. Who would have thought that the white medicine my
parents forced me to down twice a day could actually smell so good?
I have been going to this summer camp on a dairy farm since I was ten. It is an organic dairy farm, so the
garden is fed with compost and the animals with organic vegetarian feed. The people, too, are fed with the best quality,
healthy organic foods. For breakfast the tables are lined with snow-white bottles of milk—milk that may have come
from one of these cows a very long time ago.
Being on a farm, there is the option for campers to sleep in until 7:00am or get up at 6:15am to do chores. In
the seven years I have gone to that farm, I don’t think I have ever missed a chores morning. The most coveted chore on
the farm is feeding the calves. It is exciting to watch them squeal over the calf-milk replacer they are usually given. I
enjoy feeding the calves, too, but it is so much more fun when we bring them the real thing. They definitely know when
they are getting milk, or just a milk replacement. I set their little buckets of steaming milk down just inside their pen.
Then I longingly look on as they fight amongst themselves for the best buckets, usually toppling them over in the
process.
Several times I asked the farmers to taste the milk they so generously give to the calves. They always told me
the same thing: they are not yet certified to sell raw milk. So every day I would watch the farmers go to the fridge in the
barn and pull out a glass of truly fresh milk. Every day I would ask for a taste. Every day I was denied. I was hopeful
that on the last day of camp I would finally get my wish. I did chores happily that morning, almost expectantly, because
I had the idea that my last day of camp would end with a warm glass of milk. No milk ever came my way. I went to
breakfast when the bell rang and had my cereal with the pasteurized stuff.
Then, right before community meeting, the Milker beckoned me into the barn. There, on the counter in the
milk room, was that cup of milk I had been dreaming about all morning. Everyone had gone, the Milker told me. I was
supposed to be helping him with a calf. No one would see what I was about to do.
It is so hard to explain raw milk to someone who has never tasted it. The milk and cream are still separated,
but mixed together at the same time. It’s like drinking cream, but better. Cream is still processed. This stuff isn’t. The
texture is different, the flavor is different. It still is hard for me to believe that the “milk” I had with my breakfast that
morning was somehow even related to my after-breakfast snack. I now fully understand why the calves get so excited
about real milk. It really is nothing like calf-milk replacer. Nor, for that matter, is it like the human-milk replacer that
sometimes comes in Hood’s light-block bottle, but usually in a plastic carton, homogenized, pasteurized, and with
vitamins A and D added.

42
Extracurricular Involvement

Please review the section “Outside the Classroom” for a more detailed look at how colleges view
extra-curricular involvement and developing your resume. In summary, admissions officers look to
learn more about who you are through what you do with your free time. Admission officers are
essentially looking at three things:
1) Your talent level (how good are you at what you do?)
2) Your leadership (captain of a team, editor of a publication, lead in a theater production, etc..)
3) Your commitment (how dedicated you have been to an activity over time)

Letters of Recommendations

College applications typically require three letters of recommendation: a school recommendation,

and two teacher recommendations. The school recommendation is written by the College
Counseling Office and offers a summary of your overall experience in high school. The goal is to
create a composite picture of who the applicant is in the context of the Academy and as a human
being, highlighting personal qualities, anecdotes, and other information. To help your college
counselor in this process, it is important to fill out and update your survey on Naviance, completely
and honestly, in addition to meeting with your counselor regularly.

Teacher recommendations address primarily your performance in the classroom. Teachers are asked
to evaluate your written and oral communication skills, motivation level, and contributions to
classroom discussion. While the recommendation focuses on your achievements in the classroom, it
adds a nice layer if you choose a teacher who has also supervised you in an activity or one with
whom you frequently spend time. You need not ask the teacher in whose class you earned the
highest grade; sometimes a teacher who has witnessed your willingness to put in extra effort and ask
for help can better speak to your strengths as a student. The college counselors will help you
identify which two teachers may be your strongest advocates.

Students should choose two Academy teachers by the end of their junior year to write their
letters of recommendation. BU professors will make wonderful “additional” recommendations IF
a school welcomes extra letters of recommendation (many schools actively request that students
not send extra recommendations). It is also nice to send a thank you note to your teacher for
spending this extra time writing for you.

To Waive or Not to Waive?

A letter of recommendation is meant to be a candid assessment. Most recommendation forms ask
you whether or not you wish to waive rights of access to the form, should you enroll at the
institution. Some teachers will choose not to write if you do not waive your rights of access. They
don’t want to write negative things about you; they simply feel more comfortable knowing that they
are writing a confidential letter. If you do not waive your rights of access, a college admission office
may also wonder about why you have elected to do so – do you have something to hide? Are you
worried about what your teachers will write? If you are uncomfortable with what a teacher or
counselor might write, talk to him or her. Provide them with as much information as possible, and
offer to answer any questions they might have. You are strongly urged to waive your rights of
access.

43
Additional Letters of Recommendation

Generally, we discourage additional letters of recommendation because many colleges discourage

them. With significant jumps in the size of application pools, and little to no increase in staffing,
admission offices are at full reading capacity, and extra letters of recommendation may be ignored.
There are exceptional circumstances though that might elicit an extra recommendation; please see
the college counselors to discuss whether your situation merits such a letter.

If you have a particular talent or you have had an internship or work experience in a field of interest,
you may wish to have someone who is familiar with your talents in this area write an additional letter
of recommendation. If you do so, please have your recommender send an additional copy of his or
her letter to the College Counseling Office; in many cases, we can send these recommendations with
your other school materials. Remember, too, that a greater number of letters does not correlate with
an increased chance of being admitted. If you have six letters that all say the same thing, the only
thing you have done is created more work for the admission officer.

An exception to this rule: applicants to Harvey Mudd, CalTech, or MIT, for example, should
consider asking their senior thesis science research advisor to write on their behalf as these particular
schools are looking closely at the ways in which you will contribute to a laboratory environment.

Interviews

Some universities require interviews, others recommend them, and others don’t offer the
opportunity at all. Most likely you will have to do at least one college interview during the process.
Each institution is different in how they perform interviews and how they use them in the evaluation
of candidates. Some schools rely on their network of alumni to do the bulk of the interviews; others
employ current seniors to check out would-be-candidates. Regardless of how and why they use the
interview, it is important to take some time to prepare.

The College Counseling Office is happy to help you prepare for your interview; we offer ‘mock’
interviews each spring for juniors as part of our program and are happy to offer them to any student
upon request. For many, this could be the first time you have done a formal interview of any kind
and it can be a very stressful situation. The goal of the interview should be two-fold for the
applicant: 1) to show the university who you are as a person (i.e. put a face and personality to the
application they are going to receive), and 2) to learn more about the institution from someone
intimately acquainted with the place. This means that in preparation, you need to not only think
about what an interviewer might ask you, but also prepare questions to ask that show you have truly
done some research on the college.

Overall, the best advice we can give you is to showcase your “best self.” Remember, the university is
trying to see if you are a good match intellectually and socially for their community. Make sure that
your answers reflect who you are – but are also done in a way that is not only genuine and authentic,
but also highlights the positive aspects of your experience and personality.

44
Frequently Asked Questions:

How should I sign up for the interview?

Visit the college’s website – there you will find information about how to set up an on-campus or
off-campus interview. For on-campus interviews, you may need to call the office, or select a certain
“interview spot” on a given day at a given time. For off-campus interviews (usually conducted by
alumni), you may need to fill out an inquiry form or call the office.

How should I prepare for an interview?

Practice! Mock interviews will help you get used to talking about yourself in this setting. Schedule
one with one of the College Counselors or if a local college offers interviews during the summer –
sign up! You might not apply to that particular college, but you could get in some good practice. Be
sure to reflect on your experiences during high school and think about how you might want to talk
about these things without rambling. Finally, read the college website and other publications and
highlight the information that is of interest to you.

Should I bring anything to the interview?

You should check with the school first, but most schools know they are going to see your transcript
and list of activities if you apply so they don’t really need to see those items at this time. However,
for some students it is nice to have a handy list of their classes and activities in case nerves get the
best of them and they have a mental block. Having materials for your reference is fine. A notebook
for you to take notes is appropriate and depending on the school, a portfolio or other materials
might also be useful tools. Again – research is key. Make sure you are prepared for the type of
interview the school offers. Call and ask! But be sure to turn OFF your cell phone… or at least
don’t use it during your interview!

What should I wear?

Most interviewers appreciate when students look like they care about their appearance. Be
comfortable, but presentable. Boys probably don’t need to wear a tie, but a button-down and khaki
pants could be appropriate. Girls don’t need to wear a pantsuit or a dress. Err on the conservative
side if you are concerned about what to wear. Cleanliness is important, and you probably don’t want
to wear clothing that has the name, logo, mascot or anything representing ANOTHER university on
it, or, even worse, anything that could be seen as offensive. In general, just look nice. You do not
need to change your personal style for an interview, but you certainly should look like you care
about your appearance and the fact that you are interviewing.

Do I need to write a thank you note?

You do not need to, but we would encourage it in most cases. Sending a thoughtful e-mail or hand-
written card can make a nice follow-up impression on an interviewer. Write something that
indicates you were paying attention during your visit and interview.

45
46
Some sample questions that might be asked at a college interview:

• Tell me about yourself?

• Why are you interested in our institution?
• How have you contributed to your community?
• What do you think of our campus?
• Tell me more about the classical or University curriculum at your school?
• What have you enjoyed your time at your high school?
• Is there a particular academic area that you find to be more interesting than others? Why?
• What was your favorite course in high school?
• Was there a particular paper or project you enjoyed during high school?
• What do you do with your free-time?
• What sorts of extra-curricular activities do you participate? Why have you chosen to
continue with them?
• How would your teachers describe you as a student?
• How would your friends describe you?
• What did you do over the summer?
• What have your read lately?
• Are there particular social issues you feel passionate about?

Demonstrating Interest
In a day of ever-increasing admission competition, many colleges are not only looking at grades,
scores, essays, and recommendations, but also the degree of interest you demonstrate in their
institution. Many universities want to admit the strongest students possible as well as students who
are most likely to accept the offer of admission. Each time you call, attend a recruitment event, or
visit campus, many admissions offices track these contacts. Be sure to take advantage of every
opportunity – local receptions, representative visits to BUA, on-campus events when possible,
interviews, student search response cards, college fairs – and remember that such contacts will also
help you as an applicant to learn more about the college and determine whether or not the
institution is the right place for you.

There are some colleges – the most selective – that do not take such factors into account. If you
visit Harvard everyday, it will not increase your chances of admission; you’ll only be admitted if you
are a compelling applicant. Find a healthy balance. Admissions offices have seen it all, so please
avoid insincere inquiries or gimmicks.

APPLYING EARLY

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It is best to make the decision about whether or not to apply early action or early decision on an
individual basis; please consult with the College Counseling Office to see if this is the right process
for you depending the schools you are considering, and your particular strengths/interests.

Since there is so much media attention paid to this topic, it may be helpful to read through the
national guidelines on these early plans. Please refer to the terminology section for definitions and
details on Early Decision (ED), Early Action (EA), Regular Decision, Rolling Admission and Wait
List (WL).

It is important to note that these definitions and restrictions seem to be changing on a yearly basis.
Some colleges – such as Harvard, Princeton, Stanford and Yale – now offer “Single Choice Early
Action” which prohibits an ED or EA application to any other institution (with the exception of
state universities). It is helpful to review the specifics of these types of applications on the college’s
website and to consult with the college counselors as you make application decisions.

Generally, we are strong advocates of students applying somewhere through an Early Action
program (if they are not applying through an early decision program, already) – as long as the
student feels confident in their end-of-junior-year grades, has their testing in good shape, and can
thoughtfully complete the application ahead of an early deadline. If a student is interested in
applying to the University of Massachusetts, University of Vermont, University of Michigan, or a
UCAS (similar to the Common Application, but for schools in the United Kingdom) institution,
students really should plan on submitting EA applications(unless they are also applying to an EA
college that prohibits this). Early action programs typically do not give a student a tremendous
advantage in the admission process, but sometimes there can be a small statistical “bump” because
students are demonstrating interest, and are competing against a much smaller group of applicants.

Early Decision application processes do often come with a more significant statistical bump
(chances of admission may increase slightly for those who choose to apply somewhere through an
Early Decision program). That is only true, however, for students who are already competitive in
that admission process.

48
 Financial Aid and Scholarships
Forms

Two forms that families applying for financial assistance should be aware of are the FAFSA (Free
Application for Federal Student Aid) and the College Board’s CSS (College Scholarship Service)
Profile. The FAFSA is required by all US colleges and universities, and is usually available online by
October 1. Not all schools require the CSS Profile; it is important to check with each institution.
Both forms are available only online:
FAFSA – https://fafsa.ed.gov
CSS Profile – https://student.collegeboard.org/css-financial-aid-profile

Sources and Purposes of Student Financial Aid

There are two primary sources of financial aid:

1) Need-based aid which constitutes the major portion of assistance available for post
secondary education. Eligibility for need-based aid is based upon the difference between the
cost-of-attendance and the family’s calculated expected family contribution, and

2) Merit-based aid which is generally given to students in recognition of special skills,

talent and/or academic ability.

Within the category of need-based assistance, there are two types of aid:
1) Grant aid which, as the name implies, does not have to be repaid and does not require a
service commitment, and
2) Self-help assistance which consists of loans (which require repayment) and employment
(part-time jobs, often within the institution).

These types of assistance, grant aid and self-help aid, are derived primarily from four sources –
institutional, private, state and federal. Institutional sources of aid are provided and controlled by
the institution, while private sources of aid are derived from community organizations, foundations,
professional associations, corporations and commercial lending institutions. To learn more about
these opportunities, you may refer to www.fastweb.com.

State sources of aid are usually administered through a state agency and include grants and
scholarships. The federal government is the largest single source of student financial aid funds. The
programs include Federal Pell Grants, Federal Perkins Loans, Federal Work-Study, and Federal
Supplemental Educational Opportunity Grants – as well as Federal Stafford Student Loans, Federal
PLUS Loans, and State Student Incentive Grants. Funds for these programs are appropriated
annually by congress and a brief description of each program follows:

1. Federal Pell Grant – Pell Grants, for many students, provide a “foundation” of financial aid,
to which aid from other federal and non-federal sources may be added. Unlike loans, grants
don’t have to be paid back. To apply for a Pell Grant, you simply file a FAFSA. By filing a
FAFSA you will automatically be considered for Pell Grant Program and the institutions that
you list in the space provided on the form.

49
 To determine if you are eligible, the Department of Education uses a standard formula,
revised and approved every year by congress, to evaluate the information you report when
you apply for a Pell Grant. The formula produces a Student Aid Index number. Your
Student Aid Report (SAR) contains this number and will tell you whether you are eligible for
a Pell Grant. Pell awards will continue to be limited with a ceiling which may vary each year.

2. Federal Supplemental Educational Opportunity Grants– A Supplemental Educational

Opportunity Grant is for undergraduate students having the greatest financial need (with
priority given to Pell Grant recipients), and it does not have to be paid back.

The Department of Education guarantees that each participating school will receive enough
money to pay the Pell Grants of its students. An SEOG is different. Each school receives a
set amount of money for SEOGs, and when that money is gone, there are no more SEOGs
for that year. Therefore, it is imperative to meet the school’s financial aid application
deadlines.

3. Federal Work Study Program – The Federal Work Study Program provides jobs for
undergraduate students who need financial aid. Your pay will be at least the current federal
minimum wage, but it may also be related to the type of work you do and its difficulty. Your
total FWS award depends on your financial need, the amount of money your school has for
this program, and the amount of aid you get from other programs. The financial aid office
at the college you plan to attend is responsible for determining your eligibility and will offer
you the opportunity to apply for certain on-campus or off-campus FWS jobs.

4. Federal Stafford Loans - Stafford Loans are low-interest loans that are made to students.
The idea is to provide loan options for students who might otherwise not be able to take out
a loan with a private lender because of an insufficient credit history. There are two kinds of
Stafford Loans - subsidized and unsubsidized. With a subsidized loan, the interest doesn't
start adding up until after you leave school - the federal government pays the interest while
you're in school. With an unsubsidized loan, you are responsible for the interest that accrues
during your time in college. Unsubsidized loans are open to anyone, regardless of need, but
subsidized loans are only offered to students who demonstrate financial need. Many students
combine subsidized and unsubsidized loans to reach the maximum amount permitted each
year. Stafford loans are available from two sources:
• Federal Family Educational Loan Program (FFELP) –For colleges participating in
FFELP, loans are made with private funds and federally insured. Private financial
institutions, such as banks, process loan applications and provide customer service.
Your FAO (financial aid officer) can provide loan forms and recommend a lender, or
you may want to apply for a loan through a participating local financial institution.
• Federal Direct Loan Program (FDLP)
For colleges participating in FDLP, loans are available directly from the federal
government. Federal contractors are responsible for processing loan applications and
providing customer service. Your FAO will tell you where to obtain and send any
loan forms.

50
 5. Federal PLUS Loans - PLUS enables parents to borrow money for each dependent
undergraduate student enrolled in school at least half time. Parents may finance up to the full
cost of each student's education each academic year, minus grants and other financial aid
received. Parents do not have to prove financial need; however, a credit check is required.
Parents who do not pass the PLUS credit checks may still be eligible, if they have a credit-
worthy, endorser. These loans have the highest interest rate of the federal loan programs.
PLUS loans are available through both the FFELP and FDLP.

6. Federal Perkins Loan Program – The Perkins Loan is a low-interest loan made through a
college’s financial aid office. Preference is given to students with exceptional need. Check
with your college’s financial aid office to find out if they take part in the Perkins Loan
Program.

Most institutions award financial aid as a “package,” which means that you receive a combination of
scholarship or grant, loan and campus job. You can choose to accept none, some or all forms of
assistance. Feel free to bring in your financial aid awards to the college counseling office if you’d
like some assistance evaluating offers.

Net Price Calculators

As of Fall 2011, all colleges are federally required to post a “Net Price Calculator” on their website.
The NPC is intended to help families gain a sense of what a financial aid package might look like
from individual colleges and can usually be found on the college’s financial aid page.

Not all NPC’s are the same, though. Some NPC’s ask very few questions and return less reliable
results. Others ask many very specific questions and return clearer results. Some NPC’s offer
insight into how merit scholarships might impact a need-based financial aid decision, others don’t.
In all cases, the resulting data is only as good as the data going in – so if you are estimating family
income, asset values, etc…then the net price the calculator returns will be less reliable.

In the cases of divorced parents, please know that common practice is to ask both parents to
contribute to the cost of a student’s education. NPC’s are not generally set up to calculate costs for
divorced families – therefore each parent should expect to fill out the NPC separately, then adding
together the two results to determine the total Estimated Family Contribution.

Please print out a copy of all NPC results, and file those away for comparison against actual financial
aid packages – your copies may provide some leverage if a college offers your family less financial
assistance than the NPC suggested.

51
 College Planning Calendar

JUNIORS
________________________________________________________________________

SEPTEMBER

___ Check the College Counseling Office bulletin board or Naviance for colleges visiting BUA.

___ Keep up with class work; junior year grades weigh heavily in the
admissions selection process.

___ Get involved! Genuine involvement in one or two activities is better than token
participation in several.

___ Register through BUA for the PSAT.

___ If you are currently enrolled in calculus, talk with your math teacher and the College
Counseling Office about registering for the Math II SAT Subject Test.
_______________________________________________________________________

OCTOBER

___ Take the PSAT. Read the PSAT/NMSQT Student Bulletin and take the sample test in
advance.

___ Attend college representative visits at BUA; attend local receptions hosted by colleges.
________________________________________________________________________

NOVEMBER

___ Sit for a free practice ACT at BUA for an unofficial early indication of ACT performance.

___ Continue to put forth your best academic efforts in these last two years. Touch base with
your faculty and professors for feedback on your performance at mid-semester.

___ Pay attention to teacher comments and act on suggestions.

________________________________________________________________________

DECEMBER

___ Review PSAT scores with your college counselor and parents.

___ Discuss Revolution Prep’s SAT and/or ACT prep courses with family, college counselors.

___ Prepare for exams; colleges look carefully at your junior grades.

52
___ Keep a copy of your Boston University syllabi.
JANUARY

___ Continue college exploration and research. Look through view books and college materials
that arrive in the mail; visit college websites.

___ Sit for a free practice SAT at BUA for an unofficial early indication of SAT performance.

___ Set up appointment with the college counselors to discuss the college search
process; parents are also encouraged to schedule a meeting.

___ Begin weekly “Junior Meeting” with BUA college counselors.

___ Familiarize yourself with Naviance and complete lengthy, assigned initial survey.

________________________________________________________________________

FEBRUARY

___ Register for March SAT Reasoning Test.

___ Develop a preliminary list of colleges which interest you and contact them for information.

___ Ask your parents to complete their Naviance survey.

________________________________________________________________________

MARCH

___ Meet with college counselor to discuss senior course selection and preliminary college
interests. Do your courses meet college admission requirements?

___ Register for senior year classes.

___ Register for April ACT, if interested.

___ Take SAT Reasoning Test.

___ Take Subject Tests in courses you are taking this year as needed; discuss these plans with
your teachers and college counselors.

___ Register for SAT or Subject Tests in May and/or June, as needed.

___ Use Spring Break as an opportunity to visit colleges.

___ Register for Advanced Placement Tests if you are taking them.

53
APRIL

___ Register for May SAT or Subject Tests, as needed.

___ Budget time, avoid end-of-the-semester crunch with paper deadlines and exams.

___ Visit, research colleges. Attend BISCCA and National College Fairs in Boston.

___ Submit three potential college essay ideas to the college counselors.

___ Work with college counselors to identify/secure two BUA teacher recommenders.

___ Plan for summer job, volunteer experience, internship in area of interest. Check out
resources in College Counseling Office for summer opportunities.

___ Take practice exams in preparation for the SAT Subject Tests. Time yourself!

___ Take ACT, if interested.

________________________________________________________________________

MAY

___ Register for June ACT, SAT and/or Subject Tests, as needed.

___ Take SAT Reasoning or SAT Subject Tests, as needed.

___ Utilize Naviance to compare colleges of interests, note application types and deadlines.

___ Keep a copy of your Boston University syllabi.

________________________________________________________________________

JUNE

___ Take SAT Reasoning or SAT Subject Tests.

___ Continue to research colleges and plan summer visits, if possible.

___ If interested, register for the BUA college essay writing workshop.

___ Register for July ACT, if interested.

JULY

___ Register for August SAT or Subject Tests, if needed.

54
___ Take ACT exam, if registered.
SENIORS

AUGUST

___ Register for September ACT, if interested.

SEPTEMBER

___ Personal Statement/college essay due in College Counseling Office upon return to school.

___ Register for the October and/or November SAT and/or SAT Subject Tests, if needed.

___ Register for the October ACT, if needed.

___ Begin weekly “Senior Meeting” with BUA college counselors.

___ Check in regularly with your college counselor, faculty advisor about your courses. Are they
manageable? Do you anticipate needing extra help?

___ Check Naviance for colleges visiting BUA.

___ Edit and polish Personal Statement and begin working on short answer essays.

___ If applying to schools in the United Kingdom, fill out the UCAS forms.

___ Reduce your preliminary list of colleges to fifteen or fewer.

___ Complete the CSS Profile registration form if you are applying early.

___ Confirm which teachers are writing letters of recommendation.

___ Find out exactly what forms, test results, interview expectations, etc. are necessary to apply
to all colleges in which you are interested.

___ Sit for ACT exam, if registered.

___ Draft of Common Application due to College Counseling Office.

________________________________________________________________________

OCTOBER

___ Review your transcript with a counselor.

55
___ Having trouble in one of your classes? Set up a meeting with your professor or T.A. Notify
the college counseling office immediately.

___ Register and review for November SAT or SAT Subject Tests, if needed.

___ Take SAT or Subject Tests and/or ACT, if registered.

___ Attend college representative meetings.

___ If you plan to apply early decision or early action, you must inform the College
Counseling Office by mid-October.

___ Check financial aid requirements for schools to which you plan to apply EA or ED.
________________________________________________________________________

NOVEMBER

___ Take the SAT or SAT Subject Tests, if registered. Do you want your scores sent to
additional colleges? Fill in the four free score report recipients at the administration.

___ Touch base with your faculty and professors for feedback on your performance at mid-
semester. Colleges may put a heavy emphasis on this semester’s grades.

___ Update your college list in Naviance before Thanksgiving. By the end of November, your
list of schools should be relatively final, and fewer than 10.

___ Check with the college office about scholarships.

___ Complete, submit University of California system application (open November 1-30).

___ Register for December ACT, SAT or Subject Tests, if needed.

________________________________________________________________________

DECEMBER

___ Take ACT, SAT and/or SAT Subject Tests, if registered.

___ Complete all applications for admission. Keep electronic and hard copies!

___ Be aware of all application and financial aid deadlines.

___ Complete FAFSA and CSS Profile, if necessary.

___ EA and ED applicants will begin to receive decision in early/mid-December. Remember to

not let these decisions distract from preparation for your final exams.

56
___ Keep a copy of your Boston University syllabi.

___ Plan to submit all college applications by late December (preferably earlier!!!)
JANUARY

___ Complete the Free Application for Federal Student Aid (FAFSA).

___ Check with your references – have they sent recommendations?

___ Ask your parents to begin last year’s tax forms and aim for early completion.

________________________________________________________________________

FEBRUARY

___ Check announcements and online resources for scholarship information.

___ Monitor application portals for application status. If you speak with an admission office
staff member, record the date and their name. Let the College Counseling Office know
immediately if any credentials are missing from your admission files.

________________________________________________________________________

MARCH

___ Regular Decision results are posted/mailed in mid-late March. Prepare for their arrival.

___ Register for Advanced Placement Tests if you are taking them in May.

___ If you applied for financial aid, watch for the Financial Aid Form Acknowledgement and the
Student Aid Report from the FAFSA Program.

________________________________________________________________________

APRIL

___ Review your acceptances and financial aid offers with college counselors.

___ Visit the colleges of your choice before making the final decision.

___ Notify the college of your choice. Send deposit to be received by May 1st.

___ Make decisions about any waitlist offers you may have received.

________________________________________________________________________

MAY

57
___ Notify schools you have decided not to attend.

___ Keep your counselor informed of your decisions and any scholarships you receive.

___ Send your Student Aid Report (S.A.R.) to your chosen college – keep copy for your records.

___ If necessary, apply for a student loan at a local bank.

___ Apply for summer jobs to help pay for college costs.

___ Keep your BU course syllabi.

___ Contact the college you are attending to explore receiving transfer or placement credit. Let
the College Counseling Office know if you need a letter sent detailing which courses are
eligible for college credit. Send an official BU transcript from the BU registrar to your
college destination once final grades are posted.

___ Graduate!!!

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 Helpful Websites and References

https://connection.naviance.com Naviance – Web-based college research and application

program (BUA students, parents provided with logon
information in January of student’s junior year)

www.mefa.org Massachusetts Educational Financing Authority

(MEFA) – resource for students/families from
Massachusetts applying for financial aid

www.studentaid.ed.gov Student Guide to Federal Aid – Government site for

financial aid

www.fastweb.com FastWeb – personalized scholarship search tool

www.collegeboard.com College Board – SAT, Subject Tests, CSS Profile, test

registration, tools and tips

www.actstudent.org ACT – ACT registration, tools and tips

www.nacacnet.org National Association for College Admission Counseling

– web resources and national college fair information for
students

www.ncaa.org National Collegiate Athletic Association - Information for

the student athlete

https://web3.ncaa.org/ecwr3/ NCAA Eligibility Center – Registration site for recruited

athletes

www.fafsa.ed.gov FAFSA – Free Application for Federal Student Aid

https://studentaid.ed.gov/sa/ FAFSA FSA ID – ID required for FAFSA application,

submission
fafsa/filling-out/fsaid

https://cssprofile.collegeboard.org/ CSS Profile – Financial Aid form required by some private

colleges

www.finaid.org FinAid – personalized scholarship search tool

www.finaid.org/calculators FinAid calculator tool – Loan, estimated family

contribution calculations

www.commonapp.org Common Application – Home of the application, the list of

schools accepting the application, additional requirements by
each school

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www.petersons.com Peterson’s Guide – Searchable database of college profiles,
scholarships, etc.

www.cappex.com/scholarships/ Cappex – Search engine for scholarships

Appendices

• Sample BUA transcript - Click here to view

• College Board resource – Financial Aid 101
• College Board resource – How to Complete the CSS Profile
• U.S. Department of Education resource – Filling Out the FAFSA

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