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National Merit® ‘Commended Student’ cutoff up by 2 points

Posted on June 6, 2017 by Nancy Griesemer Leave a Comment

The National Merit® Scholarship Corporation (NMSC) has confirmed that the national cutoff score for the ‘Commended Student’ designation will be 211 for the class of 2018—or 2 points higher than the cutoff for the class of 2017. While the higher cut score isn’t particularly predictive of state-by-state ‘Semifinalist’ cutoffs (except possibly at the lowest levels), it does reinforce speculation that continued upward pressure on PSAT/NMSQT® scores may result in higher score requirements for students hoping to earn National Merit Scholarships in some states.

“A simple response to a 2-point increase in the Commended Student cutoff would be to assume a 2-point increase in state Semifinalist cutoffs. It turns out that things are far from simple,” writes Art Sawyer in the Compass Education Group blog. “Based on our research, we are predicting that the most common state cutoff changes will be +0, +1, and +2. We expect that a small number of cutoffs may drop a point or go up by 3 points.”

And between changes in test scoring eliminating the guessing penalty and changes in the scale (from 20-80 to 160-760), the use of data from years prior to 2016 make estimates for state-by-state cutoffs a little complicated.

In addition, the scoring changes together with a new computation for the PSAT/NMSQT “Selection Index” (math, writing/language and reading on a scale of 8 to 38 multiplied by two) also put into play the possibility that two students from the same state with identical Total PSAT/NMSQT scores from the October test could have very different outcomes—one commended (or semifinalist) and one not.

According to the NMSC website, of 1.6 million NMS entrants, roughly 50,000 with the highest Selection Index (SI) scores qualify for recognition in the scholarship program. Note that only students taking the PSAT/NMSQT in the 11th grade qualify.

About 34,000 or more than two-thirds of the high scoring juniors receive Letters of Commendation. These students are named on the basis of a “nationally applied” SI score which varies from year-to-year and is typically below the level required for participants to be named semifinalists in most states. For the class of 2017, the cutoff score was 209.  In 2016, the last year to use the “old” PSAT, the cutoff score was 202. In 2015, it was 201 and in 2014, it was 203.

The increase in this year’s cutoff for commended status is in line with generally inflated PSAT scores, which may have been encouraging to students initially hoping to qualify for a National Merit Scholarship. Unfortunately, life isn’t always so straightforward and the NMS competition is anything but straightforward. State-by-state semifinalist cutoffs are predictable within a range. But only after the NMSC applies a little politics to its formula and the announcement is made in September will there be any certainty as to who qualifies as a semifinalist. To earn the title of “finalist,” these students will have to jump through an additional series of largely bureaucratic administrative hoops.

To facilitate the conversation about the class of 2018, however, Compass Education Group has come up with a chart predicting “estimated ranges” (with 1330 comments) for the state-by-state semifinalist cutoff.  The ranges “reflect the variability of year-to-year changes within a state” and are based on research conducted by the test wizards at Compass Prep. While interesting, the ranges and “most likely” scores are by no means guaranteed.

At this point, it’s not worth spending a whole lot of time worrying about PSAT/NMSQT® results. They are predictive of very little beyond possible achievement on the SAT. Colleges will never see these scores, and how the NMSC determines state-by-state semifinalist cutoffs is entirely out of anyone’s control.

Goldwater Foundation awards 240 scholarships to STEM undergrads

Posted on June 2, 2017 by Nancy Griesemer Leave a Comment

Iowa State University was awarded the maximum of 4 Goldwater Scholarships for 2017.

The Board of Trustees of the Barry Goldwater Scholarship and Excellence in Education Foundation recently announced the awarding of 240 scholarships for the 2017-2018 academic year to undergraduate sophomores and juniors from the United States. An additional 307 nominees were named as Honorable Mentions.

These scholarships represent the “gold standard” for undergraduate achievement in fields of science, mathematics and engineering. Not only are they the source of significant bragging rights for the various institutions represented among the winners, but they are quite frequently an important stepping stone toward significant financial support for postgraduate education.  PhD programs in STEM areas and important fellowship providers such as the National Science Foundation, the Department of Defense, and the Hertz Foundation, consider Goldwater awards among the most prestigious of national undergraduate awards for young scientists.

The one- and two-year scholarships are set up to cover the cost of tuition, fees, books, and room and board up to a maximum of $7,500.  They were originally designed to “alleviate a critical current and future shortage of highly qualified scientists, mathematicians, and engineers.”  In today’s terms, a more realistic statement of purpose would be to provide “a continuing source” of highly qualified individuals to those fields of study and research. While the money isn’t huge, the prestige is enormous and undergrads in STEM fields compete hard for nominations based on their research, internships, and work in relevant industries.

This year’s Goldwater Scholars were selected on the basis of academic merit from a field of 1,286 students who were nominated by the institutional representatives from among 2000 colleges and universities nationwide.  Among these, 133 of the Scholars were men and 103 were women, and virtually all intend to obtain a PhD as their degree objective. Twenty-two Scholars were math majors, 153 were science and related majors, 51 were majoring in engineering and 14 were computer science majors.  And for the record, many have dual majors in a variety of mathematics, science, engineering and computer disciplines.

Since its first award in 1989, the Goldwater Foundation has distributed 7,921scholarships totaling approximately 63 million dollars. And these award-winners go on to do great things. Recent Scholars have been awarded 89 Rhodes Scholarships, 127 Marshall Awards, and 145 Churchill Scholarships, 96 Hertz Fellowships, in addition to winning other distinguished national awards.

For many prospective Goldwater Scholars, the competition is most intense at the institutional level.  Colleges establish their own nomination criteria and procedures to determine the extent to which individual students have the commitment and potential to make significant contributions to their fields. Students who plan to study medicine are only eligible if they plan a research career rather than a career as a practicing physician.  Four-year institutions may nominate up to four current sophomores or juniors.

This year, the University of Maryland-College Park, Johns Hopkins University and the University of Richmond were the big winners among competing colleges and universities in the Washington metropolitan area, each with three Goldwaters. Two George Mason University students were awarded scholarships, while Georgetown University, the College of William and Mary, James Madison University, Virginia Tech and the University of Virginia, each had one Goldwater Scholar.

The only universities receiving the maximum of four Goldwater awards were the University of Alabama, Iowa State University, Princeton University and Stanford University.

From any perspective, an institution’s track record for Goldwater Scholars is a reasonable barometer by which prospective students might measure dedication to undergraduate research in STEM-related fields. For more information and complete lists of scholars going back to 2006, visit the Barry Goldwater Scholarship and Excellence in Education website.

The Ultimate College Essay Brainstorm Exercise

Posted on May 31, 2017 by Craig Meister

Attention rising high school seniors! In the sixth of a series of beachfront advice posts to celebrate summer, learn the beautifully simple way to gain inspiration for the college application essays you should be completing this summer.

Write an essay worthy of getting you into your dream college! Expert college application essay editing is just a click away!

Three Times You’ll Be Glad You Didn’t Blow Off College Visits

Posted on May 30, 2017 by Sandy Clingman Leave a Comment

 

“I’ll visit the campus if I’m admitted. Visiting takes too much time; besides, I’ll probably just go to the top school that admits me.”

For students who have the means to travel, but who plan to give more weight to rankings than personal fit in their final college choice, skipping exploratory college visits might represent a reasoned admissions strategy.

“After all,” they surmise, “wouldn’t it be a waste of time to explore a college in person before you even know if you will receive an offer of admission?”

No, for so many reasons that have nothing to do with rankings. But regardless of how you plan to select among any of your admission offers, a preliminary college visit can affect whether or not that offer is even made.

To put yourself in the best position possible as a candidate for admission, visit the campus before you submit your application. Here are three times you’ll be glad you did:

1. When the school tracks demonstrated interest

Many schools track demonstrated interest in the hopes of increasing their yield (the percentage of students offered admission who enroll). Since schools only want to admit students who will accept their offer, they use big data to gauge your enrollment intentions; a visit to campus will help you signal your intentions to enroll (if admitted) more convincingly.

Beyond the admissions presentation and campus tour, your visit provides additional opportunities to demonstrate interest, such as introducing yourself to your regional admissions representative (that’s the person who will manage your application) or setting up an on-campus interview. The more communication you initiate, the greater your level of interest and your likelihood of accepting an offer of admission (according to the enrollment management software that will be tracking it); therefore, the greater your chances of receiving one.

2. When the essay prompt is: “Why Us?”

Supplemental essays provide a college with more information about you. The most common supplemental essay prompt is some version of “Why Us?”

For example:

  • How did you first learn about Vassar and what aspects of our college do you find appealing?
  • What are the unique qualities of Northwestern that make you want to attend?
  • What excites you about attending Notre Dame?
  • Please discuss why you consider Duke to be a good match for you

If you have visited campus you will be able to enhance any “Why Us?” essays with references to your own live experiences. Your genuine, specific observations or anecdotes will help you make more concrete connections between what you are looking for and what the college offers, resulting in a better supplemental essay. Better essays increase your odds of admission.

3. When you are placed on the waitlist

Students who receive a waitlist spot each spring in lieu of an offer usually have to move on — the chances of that changing to an offer of admission are usually slim.

But if this happens to you at a school you still very much want to attend, you can ask for further consideration. You’ll strengthen your position if you can point to continued academic success, recent achievements, and the school’s place as your top choice. While you are making your case — and making it clear that you will attend if admitted — think about how much more believable you will be if you can mention your campus visit…

Colleges certainly understand when expenses and long distance prevent students from coming to campus before they apply. But if you can manage to get there on a weekend or school holiday, consider how you may increase your admission possibilities by scheduling a visit before you apply.

‘Senioritis’—coming to a high school near you

Posted on May 20, 2017 by Nancy Griesemer 1 Comment

For high school counselors and teachers, the symptoms of “senioritis” are all too familiar—an ‘I don’t care attitude’ characterized by lack of motivation and general bad behavior.

It usually strikes some time shortly after seniors receive college acceptance letters. And for those with early results, symptoms may start appearing as soon as mid-December.

School administrators report that the onset of senioritis usually coincides with warm weather and only becomes epidemic once the last Advanced Placement test has been completed.  It tends to be very contagious among second semester seniors, who are “so over” high school, they put social before school.

The CDC doesn’t track senioritis.  But judging by the uptick in daytime activity at the mall—before, after, and during school hours—it seems that many high school seniors are succumbing to advanced stages of what can be a crippling disease.

Although easy to catch, senioritis is hard to cure. Symptoms include skipping class, neglected homework, dropping out of extracurricular activities, failed tests, and way too many lapses in judgment or integrity. You can chart outcomes on a graph: as absenteeism increases, grades decline.

And devoting class time to Snap Chat, Instagram and Twitter may signal senioritis is out of control.

For extreme cases, a strong dose of discipline is required as students mindlessly indulge in troublesome behaviors including but not limited to pranks, truancy, substance abuse, or totally inappropriate postings on the Internet.

And there are consequences. Colleges accept students on the condition that grades and behavior will remain acceptable.

Decision letters contain carefully worded statements that usually read, “Your admission is contingent on continued successful performance,” meaning the last official part of your application process will involve a review of your final transcript as well as a report from your school counselor. For an interesting reference, UC Santa Cruz spells out their terms and conditions in excruciating detail on their website.

And here is an example from the University of Michigan of how the warning works

As an admitted freshman, the University of Michigan expects all aspects of your academic performance and conduct in your senior year to be consistent with the record you presented upon admission. Any significant decline in your academic performance, such as three or more C’s, any D’s, E’s or F’s, may be cause for revoking admission. Declining grades or a significant change in curriculum may also be cause for revoking admission. Although senior year grades are reported directly to the Office of Undergraduate Admissions (OUA) and reviewed, it is your responsibility to advise OUA of any serious decline in grades or changes in course selections previously entered on your application.”

 Failure to live up to expectations can have painful consequences such as

  • a rescinded offer of admission,
  • placement on academic probation before you even begin college,
  • delayed or second semester start,
  • remedial coursework,
  • a mandatory gap year to grow up,
  • loss of Advanced Placement credits or
  • reduced financial aid.

No kidding, these things happen.  Seniors who earn D’s during second semester may find they have no college to attend in the fall or suffer a serious loss of scholarship dollars. And those who blow off Advanced Placement exams stand to lose course credits worth a significant amount of money or a fast pass to early college graduation.

Statistics related to revoked admissions are notoriously difficult to obtain—no one really likes to talk about it. A few years ago, the National Association for College Admission Counseling (NACAC) reported that 1 in 5 or about 22 percent of colleges surveyed revoked offers. And the average number of offers revoked more than doubled from 10 to 23 per school in one year.

In an interview with the Daily Pennsylvanian, Dean of Admissions Eric Furda said the Office of Admissions usually sends warning letters to admitted students if they detect a “pattern of lower grades” or a failure.  Students are asked to provide an explanation, after which a decision is made on an appropriate course of action.

And it can be really costly*:

Your case has been reviewed by the Dean of Emory College and myself. I am sorry to inform you that our decision is to revoke your admission to the Emory College Class of 20–. I realize this turn of events is of great disappointment to you. On behalf of the Admission Committee, I want to extend our sincere appreciation for your interest in Emory. Should your interest in Emory persist, you may apply again to Emory College as a transfer student next year. Please note that we require one full year of college work and have a postmarked deadline of June 1st for transfer. Lastly, I offer you my best wishes for a productive, and above all, rewarding college career. Sincerely, Dean of Admission for Emory University.”

One local family was put to the test tracking down an errant son who took off for a mission trip to a remote part of South America immediately after graduation.  On receipt of a final grade report containing two “C’s,” the boy’s prestigious university sent an email demanding an immediate explanation with a clear threat that revocation of his admission was possible.

The young man was eventually located and provided access to internet services which he used to email a detailed explanation and apology to the college. He entered his freshman year on academic probation.

Note that colleges have more incentive than ever to take back offers. With record-breaking applicant pools, unexpectedly high yields, and huge wait lists, schools have many enthusiastic applicants happy to take the places of previously-admitted students who dropped key academic classes, let grades slip, or otherwise got in trouble.

In March, the University of Virginia invited several thousand students to be on their wait list, and not all have been released yet. You can bet a bunch of those kids would jump at the opportunity to grab a spot regardless of how it becomes available.

Most seniors will finish the year knowing they’ve completed a job well-done. This warning is not for you.

For those who haven’t quite managed to turn in your last three English assignments, please come home from the beach now…

*From a collection assembled by Kevin J. Kuczynski, Warren Consolidated Schools

The Common App steps up for transfers

Posted on May 17, 2017 by Nancy Griesemer Leave a Comment

Eastern Mennonite University is one of nearly 40 colleges joining the Common App for 2017-18.

At its annual “Member Summit” last week in northern Virginia, the Common Application announced the release of a new transfer application specifically designed to accommodate students taking alternate pathways to college.

According to the National Center for Education Statistics (NCES), “traditional” students or those enrolling immediately after high school and attending college full time, represent only about 15 percent of the current undergraduate population. The remaining 85 percent, or about 15 million undergrads, includes students who begin their post-secondary careers at two-year colleges or are military and veteran students, adults returning to higher education to complete degrees or certificates, and adults beginning post-secondary education for the first time

Recognizing that these nontraditional students are very different from the teenagers ordinarily associated with the college application process, the Common App for Transfers will provide a “modern interface, an intuitive flow, and a user-friendly portal” for applying to multiple programs with one set of application materials.

“Providing a dynamic and robust application for this important, but under-recognized group of learners will promote inclusiveness and expand educational opportunity for more individuals who are seeking post-secondary education,” said Jenny Rickard, President and CEO of The Common Application.

The new application will be released in collaboration with Liaison International, a leading admissions management and enrollment marketing group with particular experience in graduate admissions management.

“We are excited to be working with Liaison on these initiatives, which will support access both by expanding the student population we serve and by providing our member colleges and universities with the data insights they need to better understand overall enrollment patterns and achieve their goals,” adds Rickard.

According to the Common App, the new transfer application will better serve returning adult students (over the age of 25 and representing 38 percent of undergraduates) and students applying from two-year programs (43 percent of all undergrads), by presenting a more streamlined and simplified application experience, as admission requirements are often different for these applicants.

The new transfer application will be available in early 2018 for an “early adopter” group of 10 to 12 colleges and universities, with a full release set for August 2018. New data analytics tools, which will provide insights about both first-year and transfer applicants, will be available this fall. To support this initiative, the Common App will be convening a Transfer Advisory Committee in early June 2017.

Along with the new Liaison partnership, the Common App recently announced the addition of nearly 40 new members as well as  several innovations to the current platform including Google Drive integration, a self-reported transcript, advising and recommender enhancements, and additional Spanish language resources.

“Throughout its history, The Common Application has continuously leveraged technology to evolve from a paper-and-pencil application to an online resource and innovative application center used by more than 3 million prospective students, applicants, and recommenders annually,” said Rickard.

And the new transfer application addresses an important and growing population of students seeking ways to discover and link-up with “best fit” four-year programs.

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The single best guide to all things that ‘matter’ in admissions

Posted on May 13, 2017 by Nancy Griesemer Leave a Comment

In the months immediately following publication of the third edition of Admission Matters, Sally Springer, lead author, was quite certain there would be no fourth edition. As Springer freely admits, “Updating a book like Admission Matters takes a great deal of time and effort and it essentially takes over your life for many months.”

Springer is right of course. But lucky for us, she and her co-authors, Jon Reider and Joyce Vining Morgan, had a change of heart and recently got back together to produce the fourth edition of Admission Matters—the single, most useful college guide currently on the market.

“Admission Matters is not just comprehensive, it’s a paper version of a great college counselor,” commented Maria Furtado, executive director of Colleges That Change Lives.

Jennifer Delahunty, former dean of admissions and financial aid at Kenyon College, agrees, “Filled with both common sense and sage advice, the fourth edition of Admission Matters is the only guide any high school student—and his or her parent—will ever need.”

Since publication of the last edition in 2013, there have been remarkable changes in financial aid, standardized testing and application platforms. Application numbers have exploded, pushing selectivity to the limits of comprehension at a number of elite colleges. And the skyrocketing costs associated with a college education continue to far outpace annual increases in the cost of living.

From the outside looking in, the entire process of selecting and applying to colleges appears totally out of control—characterized by neither predictability nor humanity.  And instead of looking forward to their next chapter, high school students and their families have come to dread even starting the conversation.

But along comes Admission Matters with a reassuring message—“College admissions does not have to be, and should not be, an ordeal.”

To back this up, the Admission Matters team worked hard to update information and incorporate changes in an easy-to-understand narrative designed to give readers confidence in themselves and their ability to master the process and not have the process master them.

While the fourth edition of Admission Matters will look familiar to those who have read and relied on the third edition, there is a good deal of new material “sprinkled throughout” in addition to thorough updates—some even made at the page proof stage, when they were important enough.

 

As someone who annually reads and reviews a considerable number of college guidebooks, I’m very choosy about which ones I recommend.  In fact, the list is very short.

Since I discovered Sally Springer and her book at a NACAC conference several years ago, Admission Matters has been and remains at the top of that list. This is because I want to recommend a guide that is up-to-date, accurate and offers the kind of advice I offer to families, in user-friendly terms.

Following its predecessors, the fourth edition of Admission Matters is thorough, crystal clear, and very direct about what college applicants need to do and how to do it.

The authors are seasoned professionals with more than 100 years of experience in secondary and higher education in the roles of high school teacher and college counselor, college admissions officer, college professor and administrator, and independent educational consultant. They are parents themselves who have undertaken the college admissions journey with their own kids.

Admission Matters covers all the nuts and bolts of college admission—from developing a balanced college list to applying for financial aid. Tucked into appendices, there are worksheets, an application timeline and an annotated list of additional resources.  And to keep Admission Matters as current as possible, the authors are maintaining a website with free updates and additional materials.

I highly recommend Admission Matters to anyone with a college-bound student going through the process this fall or anyone wanting to be a little bit better prepared for the future.

And this recommendation goes for admissions professionals in colleges, schools, or working independently.

You won’t find a better, more comprehensive admissions guide on the market today.

Admission Matters is available online (on Amazon via the image below) and in bookstores everywhere.

James Madison University goes ‘test-optional’ for 2017-2018

Posted on May 6, 2017 by Nancy Griesemer 3 Comments

James Madison University

Joining a growing number of colleges and universities, James Madison University (JMU) will be rolling out a test-optional admissions policy for 2017-18. Students seeking admission will no longer be required to submit tests results from either the SAT or the ACT as part of the JMU application process.

Unlike other Commonwealth universities, which have also decided to downgrade reliance on standardized tests in admissions, JMU will not be adding any “strings” to their new policy. There will be no minimum GPAs, similar to test-optional policies in use by Christopher Newport University, George Mason University or Virginia Commonwealth University.  Applicants will be entirely free to decide whether they want to include test scores along with their applications.

“We’re providing applicants to Madison the opportunity to build their best application which could include test results, recommendation, or personal statement,” explained Joe Manning, JMU’s Associate Dean of Admission. “We’ve determined that our students’ high school curriculum is a more consistent indicator of their academic success.”

As the university works to update their website to reflect the change in policy, information on the application process for the coming year has been communicated during on-campus information sessions, including one for counselors last month.  In a nutshell, JMU will only require that applicants submit an application for admission (one choice will be the Coalition Application), a high school transcript, and a senior schedule of classes. An applicant can also submit, if they choose, a personal statement, a letter of recommendation and/or standardized test results to be used in the review of their application. Because this is a substantial change from how things were done in the past, JMU is developing a method for applicants to request the university delete test results that may already be on file in the admissions office.

The new policy didn’t come as a huge surprise to counselors who have worked with Madison over the years. It’s been evident by their decisions that application readers placed significant importance on information conveyed via the transcript—grades and consistent rigor of coursework throughout high school. Test results, while considered, appeared to be of secondary importance in Madison’s admissions decisions.

And JMU is joining an impressive group of colleges and universities that have made the decision to reduce the role of scores in admissions.  According to the nonprofit National Center for Fair and Open Testing (FairTest), the list of test-optional schools has grown to more than 950 accredited institutions awarding bachelor’s degrees, with more than 275 highly “ranked” in their “tiers” by U.S. News, including such familiar names as Bowdoin, Mount Holyoke, Pitzer, Smith, Trinity College, Wesleyan, Wake Forest, Providence and College of the Holy Cross.

In addition to James Madison, the most recent schools to announce test-optional policies are Emerson College in Boston, University of the Ozarks and Wofford College in South Carolina.  In the DC/Maryland/Virginia region, American, Catholic, Christopher Newport, GMU, George Washington, Goucher, Hampton, Hood, Loyola Maryland, Marymount, Old Dominion, Radford, Roanoke, Salisbury, St. John’s College, Trinity Washington University, Mary Washington, VCU and Washington College have either test-flexible or test-optional policies in place.

There appear to be a number of reasons for the recent “surge” in test-optional colleges. According to Robert Schaeffer, public education director for FairTest, “Admissions offices increasingly recognize that they do not need ACT or SAT scores to make good decisions. They know that an applicant’s high school record—grades and course rigor—predicts undergraduate success better than any standardized exam.”

Register NOW: Test sites are in short supply for August SAT

Posted on May 2, 2017 by Nancy Griesemer 1 Comment

When the College Board first announced the addition of an August test date for the SAT beginning this summer, cheers went up among those who had lobbied for adjusting the test schedule to accommodate the reality of earlier application deadlines. ACT added a September test several years ago, which turned out to be enormously popular among students with time to prep over the summer who wanted one last try before going the early admissions route. And the College Board finally saw the wisdom of doing the same.

But enthusiasm for the August test date wasn’t universally shared, particularly among test site administrators in school districts starting late in August or after Labor Day. They could easily see how difficult it would be to open buildings and find staff willing to end summer vacations early to proctor one more test.

And it appears they were right. A quick comparison of test site availability for the August 26 SAT as compared with the October 7 SAT shows that so far the College Board has come up a little short in finding seats for the test.

For example, the College Board ordinarily offers up to about 40 sites that are considered a reasonable distance (under 40 miles) from my Virginia zip code. For August, there are only 12 locations, and they do not include the high schools closest to my home which have been popular sites in the past. Instead of traveling 3.6 miles to take the test, my nearest site is about double the distance away–admittedly not too much of a hardship as long as seats remain open. But I certainly would not want to have to travel to some of the further locations suggested by the College Board, which would take me 35 miles from home and across the Washington Beltway!

Using information provided by the College Board, it appears that about 1,970 sites in the U.S. (including D.C., Puerto Rico and the Virgin Islands) will be administering the SAT and SAT Subject tests on August 26. On October 7, however, almost 3,440 sites will be giving the test.

In Virginia, there will be 134 test locations for October and 84 in August. Pennsylvania will open 231 sites in October, but only 87 in August. In New York, it’s 263 locations for October, and 53 in August. Massachusetts has 140 test sites in October and 37 in August. And in New Jersey, students will have 203 locations from which to choose in October, but only 69 in August.

Note that the number of available test sites offered doesn’t necessarily correlate with or predict the number of seats available. In this area, it appears that the larger sites will be open for business in August, while some of the smaller sites have opted out.

The August date is also replacing the relatively unpopular January test, which will no longer be given. And it’s possible that sites simply don’t want to add another working Saturday to their calendars.

But given the convenience of the new August test relative to making decisions about application strategies—binding Early Decision vs. nonbinding Early Action vs. Regular Decision–and ensuring timely delivery of scores, it seems entirely possible that the new date could be very popular–possibly more popular than October.

“We’re seeing a great degree of interest for the August test in all of our markets, coast to coast. Students have so many academic demands as juniors. APs wrap in May, then final exams, and then the early application deadlines hit in Mid-October to November.  August stands out as an excellent time to take an SAT, fully prepared, with minimal academic distractions,” explained Jed Applerouth, founder and CEO of Applerouth Tutoring. “I’m personally a huge fan of summer testing.  Ideally students will be able to take these college assessments entirely on their own schedule.  The summer, not surprisingly, is one of the most spacious times for many students, affording them the time to focus, prepare, and go in with the greatest chance of success.”

In other words, if I lived in Massachusetts, New Jersey, New York, Pennsylvania or Virginia, I would be registering NOW and not later!

ACT is countering with a summer test of their own. In 2018, the ACT will be adding a July test date to the standardized test calendar.

Top colleges for Fulbright student awards in 2016-17

Posted on April 28, 2017 by Nancy Griesemer Leave a Comment

Brown University

The U.S. Department of State together with The Chronicle of Higher Education recently announced lists of colleges and universities producing the most Fulbright students for 2016-2017.

And a spot on any one of these lists is one more bragging right for schools hoping to promote academic achievement to prospective students.  In fact, it’s way up there on the top of prestigious postgraduate opportunities including the Marshall, Rhodes, and Gates Scholarships.

Considerably larger in scope than the much older Rhodes Scholarship Program, the Fulbright Scholarship is the U.S. government’s flagship international exchange program. Since 1946, more than 370,000 “Fulbrighters” have participated, coming and going to more than 160 countries worldwide.

And it’s often a ticket to personal success.  To date, 57 Fulbright alumni from 14 countries have been awarded Nobel Prizes, and more Nobel laureates are former Fulbright recipients than any other award program.  In addition, 82 have received 88 Pulitzer Prizes, 29 are MacArthur Foundation Fellows, and 37 have served as head of state or government.

For prospective undergrads, the degree to which a college or university supports students interested in applying for honors such as the Fulbright can be an important consideration. And among those colleges that actively support global initiatives, the annual tally of grants offered may be a measure of institutional success.

The following are lists of top producers of Fulbright students by type of institution for 2016-2017:

Research Institutions
Brown University: 30
Georgetown University: 27
University of Notre Dame: 27
Harvard University: 26
University of Chicago: 26
Princeton University: 22
Columbia University 21
University of Michigan at Ann Arbor: 21
University of Pennsylvania: 21
University of Washington: 21
University of Wisconsin at Madison: 21
Yale University: 20
Stanford University: 19
Johns Hopkins University: 18
New York University: 17

Masters Institutions
Villanova University: 11
Loyola Marymount University: 8
Western Kentucky University: 8
Saint Edward’s University: 6
University of Portland: 6
City University of New York Hunter College: 5
Seattle University: 5
University of Scranton: 5
College of Charleston: 4
Elon University: 4
New Jersey City University: 4
Santa Clara University: 4
Trinity University: 4
University of Mary Washington: 4

Bachelor’s Institutions
Smith College: 17
Pitzer College: 15
Pomona College: 15
Oberlin College: 14
Bates College: 13
Bowdoin College: 11
St. Olaf College: 11
Amherst College: 10
Lewis and Clark College: 10
Carleton College: 9
Occidental College: 9
Depauw University: 8
Wellesley College: 8
College of the Holy Cross: 7
Grinnell College: 7
Hamilton College: 7
Middlebury College: 7
Wesleyan University: 7

Complete lists of Fulbright recipients are available on The Chronicle of Higher Education website.

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