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Here’s some information on how to get into top colleges. This video explains how one student got into his top college after applying with Top Test Prep’s help.
Top Test Prep’s team helps students with their SAT prep, ACT prep and admissions counseling programs. Call (800) 501-Prep for more information on our college admissions programs.
Written by Admissions Expert, Ross Blankenship
Founder of Top Test Prep
With a faltering public education system, plagued by lowered budgets and a host of other issues, many parents are turning to prep schools and private schools to get their children a solid education that prepares them for college and beyond.
A prep school is usually a private school and many times they are boarding schools as well. If you are one of those who choose the route of college prep for their children, rather than leaving them to the realm of a failing school system, choosing the right school is the key to your child’s future.
In this guide, we’ll use the words Prep Schools and Private Schools interchangeably, as most prep schools are private schools and vice versa.
With that, we have put together this guide of the top 10 considerations when choosing a prep school. It is not necessarily that any private school won’t provide a better academic experience for your child, most private schools far surpass their public counterparts; moreover it’s that choosing the right school will help your child through college and beyond. Students and parents should be ultra-selective when choosing these schools.
10 CONSIDERATIONS FOR CHOOSING A PRIVATE SCHOOL
When choosing a prep school you should visit every school that you have on your list. As you visit each school you should answer the following questions.
1. Does the location work for your family? – Obviously you want to send your child to a school that is located conveniently for your family. You wouldn’t want to send them to a boarding school across the country, for example, if you weren’t prepared to pay for flights home a few times each year.
2. Does your child agree with the choice of schools? – You child should be involved in the choice of schools. Failing to involve your son or daughter may mean lower grades when they are resentful for being there in the first place.
3. What are your child’s future plans? – Many students don’t know what they plan to do beyond high school, for those that do however, that possible future can help you to choose a school that will fit well with their future educational requirements.
4. Does the educational program fit your needs? – Many prep schools have a specific educational focus. What is that focus, and does it fit with what you want for your child? You don’t want to send your child to an art’s-specific school for example, if they intend to work in science in the future.
5. How does the school rate compared to similar schools? – A simple Google search for prep school rankings will turn up hundreds of pages devoted to comparing the academic achievements of all of the different prep schools across the country. Top Test Prep provides an annual ranking of the best prep schools in the country. You can contact Top Test Prep to find out more (see contact below).
6. What values does the school instill? – Many prep schools are focused on one set of moral, ethical, or religious values. Do those values fit you and your family?
7. Does the academy assist students in learning the moral and ethical requirements of the school? – If the school has a specific focus, do they work to teach their values to their students? For example, does the catholic academy make time to teach Catholicism?
8. What are the rules for contacting your child? – If the school has rules about contacting home, be sure that those rules fit with you and your child. A school that only allows weekly phone calls, for example, won’t work well if you plan to talk to your child every night.
9. How much does the school cost? – Although it shouldn’t be the only consideration, obviously cost is a factor. If you can’t afford the school, do they offer scholarships or financial aid?
10. What other activities does the school offer? – You also want to look at the extracurricular activities that the school offers. Do their sports, work, and other programs fit with your child’s passions and interests?
A prep school can help your child to get the best education possible. By simply taking the time to consider which school to choose carefully, you will be helping your child to create the best future possible as they move into college and then beyond their school years. However, just as private schools are selective in their admissions processes – from test prep and full-length applications- as a parent you too should be just as selective in your selection of the best private school.
Ross Blankenship is an admissions expert and the Founder of Top Test Prep. As an admissions expert, he helps families and students get into top private schools, colleges and graduate schools.
For more information on private school admissions counseling or for help with SSAT Prep, HSPT Prep or ISEE Prep, contact Top Test Prep today at (800) 501-Prep.
What Admissions Offices Want, Objective vs. Subjective Standards
There are two sides to an admissions application for both colleges and graduate schools: objective vs. subjective standards. An admissions office wants both of these components, although some admissions committees emphasize one more than the other.
For definition purposes: the objective side of your application includes your test scores and your GPA. Whereas the subjective side of your application includes your personal statement, letters of recommendation, resume, extracurricular activities, and academic (or other) awards.
For the most part, an admissions office wants the highest test scores. In fact, test scores are the only objective standard in which an admissions office can compare your academic potential to another person applying. Think of the objective standard – test scores – in the same way that a person buying a new home would want to compare the house they’re interested in with a house on the same block. You can never really know the value of that potential home, until you see how other houses near that address fare when sold.
Also, it’s not easy to know exactly what test scores an admissions office is looking for, but one good guess is to research “median” test scores published by that school. For example, many Ivy League schools, which are ranked in the top 10 – i.e. Harvard, Yale, Princeton, Penn, Columbia, generally have test scores that range above the top 90th percentile. This means for the SAT generally students score a 2000 or higher. For test such as the LSAT and GMAT, students generally score a 165 or higher and a 670 or higher, respectively, on these two exams for both schools. However, if you’re not quite in these ranges, you have two options: re-take the test, or make the subjective side (essays, resumes, recommendations) so good that they de-emphasize your test scores.
I would argue that objective standards such as your test scores and GPA are the gateway to having an admissions officer review the subjective side such as your essays and personal statements. In other words, many admissions officers won’t begin to look at your full application unless your test scores and GPA are strong enough and fit their median range. There’s a little bit of flexibility on the GPA, as there is some grade inflation at certain schools, and admissions offices know this. But for the most part, you want this objective component to also be as strong, as your test scores are. If the admissions office sees a higher GPA and a really low test score (or vice versa), you might have to explain why such a discrepancy exists.
On the subjective side of the admissions application, you really should focus on your admissions essay. In addition, your recommendations can make a big difference especially if the admissions office is comparing applicants with similar test scores. Overall, the subjective criteria that defines your application is the secondary component – but very important – to your potential admission into a top school.
If you need help with college admissions counseling or graduate admissions counseling, give us a call today or fill out our contact form.
Ross Blankenship
Admissions Expert, Founder of Top Test Prep
By Ross Blankenship
Founder of Top Test Prep
& Admissions Expert
So you’ve been put on the waitlist for your top school? Well, it might not be the most ideal situation, but I’ll try to help you get off the admissions waitlist with a few easy admissions tips.
Whether you’re on the admissions waitlist for a top college, medical school, graduate school, business school, these steps will help you get accepted.
Tips for Getting Accepted off the Waitlist:
(1) Reply immediately.
When you get your letter (or email) from the admissions office indicating you’ve been placed on the waitlist, don’t wait until the last minute to send in your reply letter. The sooner you indicate your interest in being accepted off of the waitlist, the more likely you’ll get into this school. I would recommend waiting no more than 48 hours. Also consider writing a certified letter, instead of an email, directly to the admissions office. Consider doing something extraordinary like writing a handwritten letter. There’s no harm in trying a different approach.
(2) Notice who wrote your waitlist letter.
With today’s technology, you can do basic research on any University’s admissions officers. If you received a letter from the Dean of Admissions or their assistant, do a little background check to find things out such as their age, how long they’ve been at the school, and what sorts of things they’re interested in at their current school. You’d be surprised about how much information you can find by doing a Google Search or researching social networks such as LinkedIn. Now, take this information and use it to your advantage.
Write a rapid response letter whose tone is as formal as you know that person to be. For example, if you’ve found that the admissions officer is younger, be less formal in your response. Note: this does not mean writing a casual response! Instead, try to be a little less wordy and more to the point. Your salutations and greetings also can be less formal, depending on your audience.
(3) Be specific.
Instead of writing a general letter or calling to say how interested you are in their school because “it’s [simply] such a great school,” write instead about how you’ve followed Professor “X” academic research and how you want to be part of the school so you can contribute to their academic work. The more specific, the better! Don’t be so general in terms of how or why you think the school is a good fit for you. Do simple research to display how much you know about their school and every department in which you are interested.
(4) It’s not always about you!
This applies to pretty much every setting, whether in your letters or correspondences to an admissions office, or in your admissions interviews. Too often students think these two situations are opportunities for you to go on about how smart or great you are personally. Think about turning the table and making it less about you and more about what you can do for their school, college or university.
(5) Re-take that test.
If you’re applying to college and you’re on the admissions office’s waitlist specifically because of your low SAT or ACT scores, re-take the test! If you’re applying to graduate school – perhaps to medical school or some graduate program- and your MCAT score is low or your GRE score is too low, re-take the test. Admissions officers are people too (yes, hard to believe) and they know how stressful tests can be for students. If your scores are outside of their median whether for the SAT, ACT, MCAT, GRE, and so on, taking the test again will show the school how dedicated you are to getting into their program. This doesn’t mean that you have to continue re-taking an exam over and over again, but instead you should give the test one more try. When you get your improved scores, send these scores directly to the admissions office. Also, write a letter to the admissions office indicating you’ve re-taken the exam and that you are still committed to attending their program if accepted.
I hope these tips for getting accepted off the waitlist help you. There’s no need to panic if you’re placed on the waitlist. In fact, you can use it as an opportunity to showcase other talents that didn’t necessarily come out in the first round of admissions.
Ross Blankenship is an admissions expert who helps students get into colleges and graduate schools. He is also the Founder and President of Top Test Prep.
Top Test Prep provides admissions counseling, test prep, and private tutoring for students applying to prep schools, colleges and graduate schools.
To find out more about Top Test Prep, go to http://TopTestPrep.com or call (800) 501-Prep.
When you’re applying to colleges, it’s important to know the most common application mistakes, and how you can prevent these simple errors. In fact, these common admissions application mistakes can make your test scores and hard work in school, less relevant. So, know these mistakes so that you can make your application perfect and so that you won’t get rejected from your top college.
Most Common College Application Mistakes:
(1) Forgetting Spell-check. This is by far the most common mistake students make. You should have someone you know read your essays and applications, and at the very least (which takes two seconds) select “spell check” on Microsoft Word when completing your application. This could literally save your application as admissions officers don’t like to see typos and simple errors. Remember, the application is a reflection on your entire high school career.
(2) Entering the wrong college “CEEB” information. When you’re applying to colleges, you should know the correct “College Entrance Examination Board” or “CEEB” code number. This number is assigned by the College Board to any college you’re applying to. Don’t mess this number up! If you assume that a college’s CEEB code is correct, double-check. Many SAT scores are not received each year because student’s incorrectly put the wrong CEEB code.
(3) GPA (weighted v. unweighted). The difference between your weighted and unweighted GPA can be significant. The weighted GPA is what carries more significance, particularly because it means you have taken harder courses in high school. Know the difference between a weighted and unweighted GPA. The weighted GPA means that AP and honors courses are assigned higher values compared with the unweighted GPA, which means a GPA that is based on “normal” course work. If you mess up this calculation, the college admissions offices could reject your application. So be careful not to confuse the two concepts. Your high school should clearly note these on your transcript they provide.
(4) Extracurricular activities. On the new common application, you are given an option to enter 12 extracurricular activities. Be careful not to put too many here! Fewer extracurricular activities is sometimes better. Also, if you enter too many extracurricular activities on the common application, there’s a good chance a “red flag” might be raised by the admissions officers. What this means is that an admissions committee could either doubt that you actually completed that many extracurriculars or believe you’re exaggerating. Remember, there’s a fixed number of hours in any week – whether academic or not – and if you suggest in your common application that you’re doing close to 25 to 40 hours in extracurriculars, that work will come into question. Less is sometimes better. Think quality over quantity.
(5) SAT and ACT score self-reporting. On the common application, you’re asked to self-report your SAT/ACT scores. Be careful you get the dates, scores and subjects correct. Any mishap here can cause a serious red-flag, and your application will be tagged by the admissions committees. Now that the SAT is based on score-choice, you can select which scores you want to report. But that doesn’t mean you shouldn’t include the proper scores. Your SAT and ACT scores need to be accurate, along with your entire college application.
I hope this information helps you as you begin to apply to colleges and universities. If you need help with college admissions counseling or with admissions experts, give us a call today at (800) 501-Prep or fill out our contact form.
Best regards,
Ross Blankenship
Founder, Top Test Prep
Admissions Expert
Here’s our new updated tutoring and test prep guide. We hope you enjoy it, and look forward to helping you improve your test scores.
For more information on Top Test Prep’s private tutoring or admissions counseling, call (800) 501-Prep.
Congratulations to you for completing your college courses and moving one-step closer to the real world. Whether you’re starting a job and beginning your career, or applying to graduate programs, we congratulate you. It’s an incredibly momentous occasion and you should be proud.
At Top Test Prep, we’re proud to continue serving those applying to colleges, and those moving one step closer to a graduate degree. If you’re planning on taking the LSAT, GMAT, MCAT or GRE, contact us today to see how we can help you improve your scores and get into top schools.
Congratulations again!
Ross Blankenship
Founder
Top Test Prep
(800) 501-Prep
How much would you estimate schools spend to lobby or market to improve their rankings?
The ranking system is sort of lobby-proof. Talking to US News isn’t going to improve your ranking because they’re based on quantitative numbers, a formula, but certainly schools send out brochures, try to raise their profile among other presidents and deans because of the academic survey. I think it’s more subtle how they’re spending money to improve in the rankings. With Washington University or UNC, they may be spending money to improve student services so they get a higher graduation rate. The way to improve in the rankings is through the institution itself, not by lobbying US News, which is actually a good thing because students benefit from that.
How has your formula changed over the last ten to fifteen years?
At the beginning they were 100% reputation, and today they’re 25% reputation and 75% quantitative data, so that’s certainly one change. We’ve de-emphasized admissions data to some degree. We’ve switched the weight to output like graduation and retention rates. We’ve also dropped “yield.” At one point we had yield in the model, but now we don’t.
Which colleges, in your opinion, will be making a jump in the rankings?
Rochester has been falling recently. For the next few years, the rankings are going to be impacted by the recession. States have been cutting the budgets of the some of the major public schools. It’ll be interesting to see whether the UCal schools can maintain their position. It’s unclear whether the tuition increase is going to be enough to cover the budget cuts. They may start taking more out-of-state students. The UCals take almost no out-of-state students, so there’s talk that they’re going to take a greater percent of out-of-state students because their tuition is so much higher. It’s going to be harder for in-state students to get into the publics from their own state as those schools accept or enroll a greater proportion from out of state as a revenue enhancer.
If the UC schools drop in the rankings, who comes up?
Some of the privates who’ve been managed [constructively] may be able to maintain their budgets. Some of the privates’ endowments have really fallen. The way these rules work, you have to average your endowment spending over x number of years, so that will have an impact on their budgets. There are rules: you have to spend 4 or 5% of your endowment each year, so if your endowment is shrinking, that’s why schools like Harvard have to cut back. The point is, it’s hard to know how all these cutbacks and trends are going to impact the rankings because it’s happening in both publics and privates in different ways.
I know that schools have tried to emphasize their alumni giving. That’s how schools game the rankings, by boosting their alumni giving rate. We’re not counting the average contribution; we’re counting the average portion of alumni that are giving – not the amounts. But it’s not a heavily weighted factor.
How do you see the ranking system changing over the next few years?
Using the web, we can create a use-your-own-ranking. Students can develop their own ranking, so if they think the student-faculty ratio is more important than U.S. News does, they can weight our factors using their own weights to come up with where they stand. We’re going to build more interactive features on our website, trying to take advantage of what the internet offers to students.
I think maybe within a few years there will be more outcome measures, more ways of viewing the student experience: student engagement or student learning. That’s what’s missing from the rankings: some indicator of what’s going on in the classroom, or how much students have learned.
Do you think that U.S. News would benefit from factoring in what students do after graduation?
Definitely. But [right now] it’s only spotty data. We measure what happens after graduation in our MBA rankings and our law rankings because we have placement data, career outcomes for the most recent class, but there’s nothing like that available at the undergraduate level. Yes, if there were data like that, it would be pretty powerful.
Have any notable schools called or emailed to contest their rankings?
Schools call and contest their rankings all the time. The schools don’t really lobby us … schools call about their rankings. A couple years ago we had something about UC Davis saying that they’d misreported some data, and they called up all upset about it. What you find, the very top schools – the Harvard, Yale, and Princeton’s – they will try to stay above the fray. They don’t send out press releases and they’re not going to be in contact with us on the rankings.
A lot of it is, Why [do] they rank the way they do, or, Explain how the rankings work, or, Where’d you get that data – because in some cases if they’ve assigned filling out the surveys to some other office, then when the rankings come out, a senior person in the president’s office says, Well that can’t be right. Of course we can prove that we got it from the school. Sometimes you can call up two or three offices at the same school and get slightly different answers to the same questions. So we face that when we collect data from schools.
This concludes Top Test Prep’s in-depth interview with Bob Morse of U.S. News & World Report. Stay tuned for some more great interviews with college admissions experts.
Ross Blankenship is an admissions expert who helps students and media organizations better understand the college rankings and US News and World Report. To contact Ross, call (800) 501-Prep to speak to his admissions expert team.
Have you seen any questionable practices put in place just so a college can increase its ranking?
There was an event in the summer that came to light, even though I think it was debunked: that the president of Clemson … they were not voting honestly on the peer assessment survey … but we have safeguards to prevent strategic voting.
Some schools have put in ways to boost their application count. They may have a one or two or three part application, and reject a student on the second part. They may not have had any intent to seriously consider the student.
When they report their data, some schools leave out minorities or certain types of students … they’ll have left out special cases who are beneath their SAT or ACT profile, so they may look like their scores are higher than they are. It’s unclear why they actually do that, because they may be inhibiting people from applying. I haven’t seen any specific names.
How does a college break into the top rankings?
It’s very difficult. It’s relatively easy, if you’re right beneath the top half, to break into the top half, or to move up somewhat if you’re in the middle of the pack. If you’re in the middle of the pack, it’s easy to move up somewhat, and college presidents have a reputation doing that, like Clemson or Northeastern. There are many schools – Arizona State, University of Arkansas, to name some – who haven’t been that highly ranked, but because their profile isn’t that high, they’ve moved up into the bottom of the top half.
It’s very crowded at the top. It’s really hard to change your academic profile – to become another Harvard, Yale, or Princeton – for a number of reasons. It’s not impossible, but it’s difficult. It’s probably easier now in some ways than it used to be, because schools are becoming more international. There is a much bigger population in the US or the world, so the top 1 or 2% of SAT scores is bigger. Places like Stanford don’t have enough spaces for the top 1 or 2% of students. You can tell by their rejection rates. They’re rejecting people with a 1600, they’re rejecting valedictorians, they’re rejecting … the saddest part of the whole process is high school students who’ve played by all the rules … they’ve created the perfect application packet, and they can get rejected, whereas 20 years ago the odds of you getting into those top schools was greater. There’s a pool of these students who have to go somewhere. That’s why Duke and MIT and Washington University and USC … their academic profile is much higher than it used to be – their admission profile. In some cases they’ve used scholarships, but in other cases there’s just more people out there.
What are some of the major trends you’ve noticed in the rankings?
When we first started doing the rankings, they were ignored in some ways by college presidents. Now it’s become an acceptable thing among some college presidents to have as a goal: improving in the college rankings. This is at places such as Northeastern and Arizona State and Clemson, so the acceptance of the rankings as an academic benchmark, that’s certainly been one trend.
Another trend along the same lines is that many schools brand themselves by how well they do in our rankings or other rankings. When the rankings first came out, they wouldn’t consider doing that. It’s not that we were asking them to do it, but that speaks to the school’s needs of having an external force telling the public they’re good.
Another trend: the schools have gotten way more sophisticated in understanding the rankings and how they work. I think the public has benefitted because there didn’t used to be a lot of higher education data out there. [With] the amount of higher ed data that exists, schools have gotten much better at producing information on themselves, so they’ve responded to the consumer’s need for comparative higher educational data.
Have some schools rebelled against the rankings?
Reed, Oregon, St. John’s in Annapolis and its cousin schools – those are some of the … biggest rebels. They refuse to turn over their statistical data, or they refuse to fill out certain parts of the survey, so they’re taking this supposedly principled stance. They think that being against the establishment is going to be appealing to their particular applicant pool. I think that’s the main reason they do it.
It’s fine if they don’t want to do that, but what the schools have to realize is that there’s so much public, available data. They have to turn in essentially the same data to the government, so we’re able to get the same information from other sources. There’s been a movement among certain liberal arts colleges to not participate in the peer surveys. Amherst, Swarthmore, Reed, Oberlin. Lloyd Thacker has a movement called “college unranked.”
How should students use the rankings?
Nobody, a student or a parent, should ever use the rankings as the sole basis for deciding to go to one school. It should not be the most important factor.
The UCLA freshman survey asks freshmen to choose what factors have been very important in choosing to go to [their] school. The rankings themselves are not a top factor, but certainly they’re more important among minority groups or international students. For people who are going to more selective schools, the rankings are more important. I understand why: if you’re coming from overseas, you want to go to a brand name, because that’s going to be important when you come back to the country. To some parents, when you’re paying, as the price of college has gone up, people want to know if they’re getting their money’s worth, trying to analyze the best value, so that’s another factor in why the rankings have become a more powerful source.
I think it’s a minority who uses the rankings as a primary factor, but some do. Admissions counselors or high school counselors have told stories about parents who come in and are effectively saying, “I only want my Johnny or Jane to go to a school above this line,” or “The schools you’ve recommended aren’t too highly ranked by U.S. News.” We’re not the best friend of counselors who feel it’s offering a simplistic answer to a complex problem.
More to come …
Ross Blankenship is an admissions expert who specializes in prep school, college and graduate admissions. To read more about Ross Blankenship, go to: Admissions Experts.
Meet the man behind the single most influential list in college admissions. Bob Morse is the Director of Data Research at U.S. News & World Report, the head of its revered college ranking system. As the force behind a series of annual publications that have achieved unanticipated fame within higher education, Bob Morse has helped to create the college ranking system as it exists today. He was nice enough to sit down with Top Test Prep and answer some questions.
Start by telling us a little bit about yourself.
I’ve been at U.S. News since 1976. I have a BA in economics and an MBA in finance, so I have a research and quantitative background. Doing the rankings is a research and quantitative analysis project. It’s not journalism in the sense that even though I do have a blog, the rankings themselves aren’t reporting … they’re creating information, while typical journalism is reporting on an event or analyzing an event or giving context to something that’s happened.
You have a blog?
I write the blog once or twice a week – Morse Code: Inside the College Rankings. Prior to the blog, U.S. News wouldn’t really write about rankings except at the time that we published the college and grad rankings, so the blog gives us the ability to … make announcements.
How did you get connected to U.S. News & World Report?
I worked on Wall Street briefly, at a company called E.F. Hutton. A lot of them don’t exist anymore – they merged away – but I used to work there in the mid-70’s. I was at U.S. News, but in another department. It doesn’t exist anymore … a research department called the economic unit.
U.S. News was moving from doing the rankings just based on reputation only – in the very beginning, before I was involved, they were done very simplistically, in ’83 and ’85. They wanted to make them more sophisticated.
How did the rankings come about?
At the beginning … we didn’t have the thick guidebook and we didn’t have the web, so it was just something that appeared in the weekly magazine in a very limited sense, sort of a top ten list. It was not some guerilla force in admissions or higher ed – it was just information for consumers and our readers. Nobody thought that it was going to evolve into anything but an occasional feature or cover story. In ’87 I was put in charge. We were going to make it more sophisticated, a combination of reputation and quantitative data, and we were going to start doing this annual guidebook. I got involved in it because they wanted someone with a quantitative research background.
How do you assess a school’s reputation?
It’s become one of the more controversial parts of the rankings … controversial among people in the higher education establishment. The rankings themselves aren’t controversial to the public. The public, obviously, uses them and is attracted to them to a significant degree – otherwise we wouldn’t keep doing them.
We give college presidents and admissions deans and provosts a list of schools and we ask them to rate which ones are excellent and good, so it’s a subjective judgment about the relative standing of schools based on their academic reputations. The academic establishment doesn’t like that – or some of them don’t. Maybe liberal arts schools don’t. I think research universities do.
What’s most interesting to you about the rankings?
A couple things. One, how it’s become this force in higher education. Some colleges are trying publicly to do better in the rankings and … make educational decisions to improve in the rankings. I think that’s pretty interesting.
I think that we’ve filled an informational gap. There’s been a decrease in high school counseling – not at private schools, but at public schools – high school counseling has been diminished by budget cuts, and the public is really searching for tools to help them decide what’s the best school for them. So they’re forced to make decisions on their own and fend for themselves. It’s been satisfying that we’ve been able to fill this informational void. People are becoming more quantitative in judging the best schools.
Another interesting thing is that we’ve been part of this accountability movement. Schools are being held accountable for how they spend money, and whether they’re succeeding in educating students: how well are they doing at what they’re supposed to be doing. So it’s been interesting to be part of all these trends.
Which colleges have seen their rankings improve the most over the last two or three years?
The rankings are more stable than people think. Typically over a two- or three-year period, the rankings don’t move that much, but I think two schools … Universtiy of Southern California and Washington University in St. Louis … have over the last decade or so made a strategic – they have a strategy to improve themselves, and their strategy is across-the-board improvement, step-by-step. They take small steps each year institution-wide, and that’s the formula to improve in the rankings.
What kind of “small steps” are colleges taking?
They’re not small in the sense that they’re little things. They just do them a little bit each year. For example, [a college] would raise the SAT average, so maybe one year it was 1200, the next year it was 1225, the next year it was 1250 … but they wouldn’t go from 1100 to 1300 in one year; they would do it over a ten-year period. Or they would increase the freshman retention rate. They’d put money into increasing freshman retention. The graduation rate would be another one, or faculty salaries. They might put more emphasis on small classes and reduce the number of large classes. They’ll do this a little bit each year, focusing on many factors of the academic environment.
To be continued …
Ross Blankenship is an admissions expert who specializes in prep school, college and graduate admissions. To read more about Ross Blankenship, go to: Admissions Experts.
1. Start researching now.
Don’t assume you’re ineligible for a scholarship without thoroughly researching what’s out there. Use the internet, see where your friends are applying, buy a scholarship guide at a bookstore, and ask your college counselor for suggestions. There are scholarships for everything, from tall brunette women to musical prodigies. Through diligent searching, you’ll discover you’re a candidate for more than a few.
2. Increase your chances.
If you start researching scholarships early, you may still have time in your educational career to become a good candidate. A scholarship might require that you’ve completed a certain project or spent time on an extracurricular interest by the application deadline. If you know in advance which scholarships interest you, you can work these things into your free time or your classes.
Another way to increase your odds of receiving scholarship money is to apply for scholarships with very specific candidate criteria, scholarships for which fewer people will be applying.
3. Consider schools that offer academic scholarships to attract students like you.
Review the schools’ websites to see what kinds of recruitment scholarships they offer. Schools will invest in high-caliber students in order to boost their rankings. Additionally, schools may use scholarship money to attract students from different geographical areas, students who can contribute to the school’s ethnic and cultural diversity, and students who are involved in less popular areas of study. Check to see whether these schools require supplemental materials or separate applications from students interested in scholarship money.
4. Take applications seriously.
Be sure to do everything a scholarship application asks of you. Approach your potential patrons with humility: they’re considering giving you money, after all. The application itself – and how well you’ve managed to follow the directions – will influence your eligibility.
5. Write a killer scholarship essay.
Approach scholarship essays with the same seriousness of purpose (and attendant anxiety) you reserve for admissions essays. Remember that the people bestowing scholarship money are interested in you as an individual. They want to sponsor candidates that they can easily picture profiting in specific ways from the education they’ll be helping to fund.
Top Test Prep offers admissions counseling that can help you manage your search for scholarships and financial aid.
This article is on getting scholarship money for colleges. To get help from college admissions experts, go to TopTestPrep.com.
