2020 21CollegeHandbook

COLLEGE
COUNSELING
HANDBOOK
2020–2021
DIRECTOR’S MESSAGE
How do you choose the right college? Is there really a college for everyone? How does one start and complete
the tasks of applying to, and selecting, a college? UPrep’s College Counseling Office has compiled the following
handbook for juniors, seniors, and their parents to answer your questions. Written with the intent to minimize the
college application process, this how-to manual strives to guide you through this educational milestone.
We want to note that the college search process looks different this year due to COVID-19. When applicable, we
have noted changes in the following guide. The College Counseling Office is in constant contact with colleges and
universities in order to assist our community in navigating any and all changes in the college selection process due
to COVID-19. We remain steadfast in our commitment to all of you.
The college counseling program at UPrep is an extension of our educational program. We strongly believe that
students should carry the responsibility for much of the college selection process, as the student is the candidate.
Collecting information, soliciting recommendations, and organizing components of the application are all good
learning experiences for college-bound students.
From the UPrep College Counseling Office, you can expect a well-developed college counseling program that will
not only assess a student’s college options, but also has methods in place for:
• addressing a student’s search for identity;

• dealing with the many facets of separation anxiety;
• coping with the expectations that students and families bring to the table; and
• confronting the feelings of vulnerability and apprehension with which students and families wrestle.
The College Counseling Office is a department that:

• helps create a college list for each student;
• hosts admissions representatives from more than 200 colleges and universities;
• provides pertinent information regarding application responsibilities;
• holds individual meetings with students from the second semester of their junior year through their
senior year;
• presents college informational evenings throughout the year; and
• offers ongoing support and advocacy.
The exciting task of the College Counseling Office is to remain alert to the issues and trends facing our students,
provide clarity about the pressures of the college process, and support each student in his or her college search.
We are confident that all students will come through the process feeling that they have succeeded and have a
range of options. We feel most fortunate to work with you.
Warm regards,
Kelly Herrington
Director of College Counseling
2 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

CONTENTS
DIRECTOR’S MESSAGE ................................... 2 Resume Examples................................................ 25
ANATOMY OF A CANDIDATE ........................ 4 STANDARDIZED TESTING ............................ 28

The PSAT ............................................................ 28
COLLEGE SEARCH .......................................... 5
The SAT .............................................................. 28
SCOIR—A Dynamic New Online College
The ACT ............................................................. 28
Counseling Tool ................................................ 5
The Advanced Placement Tests (AP) .................... 28
SCOIR Student .................................................. 5
Important Note Regarding Standardized Testing . 29
SCOIR Parent .................................................... 6
Test-Optional Colleges ........................................ 29
Book Recommendations: The College Search
Process ............................................................. 6 ATHLETICS .................................................... 29
College Visit........................................................... 7 Athletics and College Admission ........................ 29
College Visit Checklist .......................................... 9
RESOURCES FOR STUDENTS ........................ 30
JUNIOR AND SENIOR YEARS........................ 10 Learning Services ............................................... 30
Junior Year.......................................................... 10 African American Students ................................. 31
Senior Year ......................................................... 10 Colleges and Universities with Strong Learning
Support .......................................................... 32
THE COLLEGE APPLICATION ........................ 12
Artistic Students ................................................. 32
The Common Application ................................... 11
Hispanic/Latino Students ..................................... 32
Application Options .............................................12
Jewish Students .................................................. 34
Applying to the University of California System . ...13
LGBTQIA+ Students ............................................ 34
Glossary of College-Related Terms ........................14
Muslim Students ................................................. 34
Applying to International Schools..........................14
Native American Students ................................... 35
Applying to the University of Washington ............15
Students with Learning Needs ............................ 35
Applying to Canadian Schools ..............................15
Service Academies .............................................. 36
Teacher Recommendations ...................................15
FINANCIAL AID ............................................. 37
COVID-19 AND COLLEGE COUNSELING........15
Steps in the Financial Aid Process..........................37
COVID-19 and College Counseling Statement .....15
Financing College.................................................41
THE COLLEGE ESSAY......................................16 Types of Scholarships............................................41
Sample Essays .....................................................17 Where to Find Scholarships ................................. 42
SUPPLEMENTS .............................................. 21 Additional Financing Options .............................. 42
Glossary of Financial Aid Terms ........................... 43
THE COLLEGE INTERVIEW ............................ 22
Why an Interview?................................................22 MAKING A FINAL DECISION ........................ 44
Preparing for the Interview ...................................23 Wait List ............................................................. 44
The Interview .......................................................23 Making a Final Decision Worksheet .................... 45
After the Interview ...............................................23 Final College Decision Worksheet ....................... 46
The Interview Sheet..............................................24 Book Recommendations: Transitioning from
High School to College .................................... 47
RESUME ........................................................ 23
Why a Resume?....................................................23
COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 3

ANATOMY OF A CANDIDATE
Student’s
Candidacy
Actively
Helpful Wild Cards
Harmful
Strength of Athletics/Arts Unsolicited Contact

Academic Program Service/Leadership from Parents
Objective Too Many

Standardized Testing Extracurricular Ungrounded
Excellence Recommendations
School Demonstrated Interest Overly Aggressive

Recommendation in the School School Lobbying
Teacher
Child of Alumnus/a
Recommendations
Limited and Polite

Diversity
Additional Information
Development
Financial Need

COLLEGE SEARCH
The first and most important task to complete when SCOIR Student
starting your college search is to decide what is impor- The student page consists of three areas related to the
tant to you in a school. Search for a school that fits you college search: My Profile, College Search, and
well academically, socially, and culturally. Don’t eliminate My Colleges.
a school solely because it’s outside of your comfort zone.
The challenge of dealing with the unfamiliar can help My Profile
you grow as a person. After you have logged into SCOIR, you will arrive at
The University Prep Website the My Profile page. This is also known as the Landing
This is a gateway to information about the college page. This is where you will find all of the personal
counseling program at UPrep. The site also has ad- information linked to you. In addition to academic
ditional information on gap year programs, summer stats, standardized test scores, and parent information
opportunities, and test prep information, found in the My Profile section, SCOIR gives students
https://www.universityprep.org/academics/ the ability to upload web links, social media posts (that
college-counseling. are college relevant), and important documents (tran-
School-Specific Websites scripts, resumes, a graded assignment that you might
Individual college and university websites have a pleth- need for a college application) into a “My drive” portal.
ora of information for students and parents. These sites Students can also share activities they are involved in
provide you with detailed information on a variety of and achievements they are proud of in this section.
topics, ranging from planning a campus visit to depart-
mental information. If COVID-19 prevents on campus College Search
visits, all meetings with college representatives will take SCOIR’s college search engine empowers students to
place via Zoom or another online platform. find colleges that best meet their individual needs and
College Representative Visits to University Prep preferences. Students can search for schools using the
drop down menus. There are more than ten choices
UPrep hosts more than 200 college representatives for search criteria: Name, Personal Interest & Activities,
throughout the fall, and juniors and seniors are encour- Academic, Undergraduate Degrees, Location, Number
aged to attend. All college visits will take place online. of Undergrads, Acceptance Rate, School Type, Campus
A list of college visits can be found in SCOIR and the Setting, ROTC Programs, and Application type.
weekly All School Email.
My Colleges
SCOIR—A Dynamic New Online College
Once a list of colleges is created, students will choose
Counseling Tool
to “Follow” a school so that it remains on their pro-
The college counseling office is excited to introduce spective college list. Students can save and/ or share
SCOIR, a new online college counseling platform, to
the schools they’re following with other stakeholders
students and parents beginning with the class of 2021.
(parents or counselors) in the college process. SCOIR
SCOIR is a dynamic and visual college search, selection,
and application tool for students, parents, and college provides comprehensive information and analysis about
counselors. Each stakeholder in the college process will each college on a college list. The in-depth information
have their own individual accounts in SCOIR, as there is found in three areas: Overview includes many of
are features in the program that are uniquely tailored the nuts and bolts (Academic, Admission, Student Life)
to the student and parent role in the college process. information about a school, the Wall is a visual repre-
Students and parents will receive an email to “invite”
sentation of the school through photos, social media
them to initiate their SCOIR account, giving them ac-
posts, and school websites, and Analysis is where
cess to this powerful and fun resource. Members of the
class of 2021 received their SCOIR login information students can compare their academic background to
in the fall of 2019. Students and parents can log on to students who have previously applied.
SCOIR at www.scoir.com.

SCOIR Parent
Book Recommendations:
Parents are an integral part of the college search pro- The College Search Process
cess. SCOIR provides each parent with their own login
information to access SCOIR’s interactive college search Antonoff, Steven R. and Friedemann, Marie.
tools. Parents can assist their student in discovering College Match: A Blueprint for Choosing the
schools that may be of interest to them by suggest- Best School for You. Alexandria, VA: Octameron
ing schools to Follow; students decide whether or not Associates, 2014.
to “Accept” this suggestion. SCOIR also provides a
comprehensive Net Price Calculator to assist families in Barker, Theresa and Thompson, Michael. The
seeing the cost of attendance at each school a student Pressured Child: Help Your Child Find Success
is Following. The parent page consists of three areas: in School and Life. New York: Random House
College, College Search, and Profile. Publishing Group, 2004.
Barnard, Brennan and Clark, Rich. The Truth

College About College Admission: A Family Guide to
Here you will find the Net Price Calculator (NPC) tool. Gettting In and Staying Together. Johns Hopkins
The more detailed financial information a family can University Press, 2019.
provide, the more accurate information about the cost Bruni, Frank. Where You Go is Not Who You’ll Be.
of attendance at each school is found. Families only New York: Grand Central Publishing, 2015.
need to fill out the NPC once; the information is stored
Delahunty, Jennifer. I’m Going to College – Not
and applied to each school in the student’s Following,
You: Surviving the College Search With Your Child.
Applying, and Applied list.
New York: St. Martin’s Press, 2010.
College Search Fiske, Edward. The Fiske Guide to Colleges.

Parents will have full access to college search criteria. Naperville, IL: Sourcebooks, 2018.
Parents can complete their own college search, inde- Lythcott-Haims, Julie. How to Raise an Adult.
pendent of their student. If a student has saved their New York: St. Martin’s Griffin, 2016.
last college search, parents will have the ability to see
Mathews, Jay. Harvard Schmarvard: Getting
the schools on this list.
Beyond the Ivy League to the College That Is Best
for You. New York: Prima Publishing, 2003.
Profile
This is where you will find all of the personal, aca- Robbins, Alexandria. The Overachievers: The
demic, and extracurricular activities your student has Secret Lives of Driven Kids. New York: Hyperion,
2006.
listed in their SCOIR account. Parents can also view
any documents that their student has uploaded into Steinberg, Jacques. The Gatekeepers: Inside
MyDrive. the Admission Process of a Premier College. New
York: Viking Penguin, 2008.

much information you’ll collect from photos.
Having a camera and jotting down a few notes and
College Visit impressions will help you distinguish schools from
one another. Remember, a picture is worth a
One of the most important parts of your college search thousand words!
is the campus visit. Visiting colleges on your list will give • Contact former UPrep students you might know
you a firsthand impression of the students, faculty, staff, at the school before you plan to visit. They’ll give
facilities, and programs. On a visit, you can learn what you an insider’s look at the campus.
the admissions office is looking for in its applicants, gain
• Before you go, make a list of items that are
a feeling for the academic and social atmosphere, see
important to you so you know what to evaluate:
the study/living/recreation facilities, talk with students,
Start thinking about location, size, diversity, aca-
and get a sense of the surrounding community. We en-
demic programs, social atmosphere.
courage college visits starting in the spring of junior year.
What to Do When You Visit
Why Visit? Keep these things in mind:
A college website, catalog, or view book can only show 1. Focus on the people, place, and programs. Engage
you so much. To get a feel for the school, you need as many people as possible in conversation about
to walk around the campus, sit in a class, and visit the the school.
dorms. It’s also an opportunity to see and experience
2. Look at campus publications to get more informa-
everyday life on campus.
tion about the community at large. A college news-
When to Visit? paper will give you a sense of what the students are
concerned about—something a tour guide is not
Admissions offices are open all year, but visiting when likely to share.
classes are in session is best. Check a school’s website
for visit information; many ask you to sign up online for 3. Wander through the student center, cafés, and
tours and information sessions. bookstore and observe how students interact with
each other.
• One of the best times to visit is spring break of your
4. Go on an admissions tour and attend an informa-
junior year. At UPrep we suggest you visit one large,
tion session. Think about questions that you may
one medium, and one small school to get a feeling
want to ask. Listen to the tour guide, but don’t
for each. If possible, include a large state and a
jump to conclusions about a school based solely
small private school on your tour for comparison.
on your experience with the tour guide.
• Some schools offer special visit days. These are
usually day-long programs that will introduce you Sit In a Class:
to many areas of the school.
1. Do the professors seem knowledgeable? Are they
Planning Your Visit accessible for questions or concerns?
Things to do or consider in your plan: 2. What is the role of a Teaching Assistant (TA) in the
• A good campus visit takes two to four hours, classroom? Do they replace the professor or assist
including time to get a sense of the surrounding the professor?
town or area. Don’t try to visit more than two 3 Are the students participating in classroom
schools in one day. discussion? Are they engaged? Disengaged?
• Contact the admissions office or visit the school’s 4. What kinds of work are the students doing?
website for tour information. Are they conducting advanced research? Doing
• In addition to a campus tour and information group projects?
session, you may want to include an admissions
5. What size are the classes? Is this representative of
interview, a meeting with a faculty member in your
all classes on campus (or do intro courses tend to
area of interest, a meeting with a coach, and attend-
be bigger than advanced)?
ing a class (allow extra time to schedule these).
• Take lots of pictures. You’ll be amazed by how

aid award?
Speak With Current Students:

After the Visit
1. What is their opinion of the professors? Do they
find that they can approach their professors? • Fill out the college comparison worksheet on the
following page to help you remember the school.
2. Do the professors spend time with students to be
• Write a thank you note to any admissions persons
sure they understand the material?
you met during your visit. This makes a valuable
3. How much time is expected for studying and other impression.
work outside of class?
Student and Parent Roles and Responsibilities
4. What do they like most/least about the school?
During the college process we encourage students and
5. How do they spend their free time? Ask a student parents to abide by the following precepts.
what he or she did the previous weekend: Was it
balanced between social activities and academics? Student Roles and Responsibilities
Did they remain on campus? • Know thyself
Speak With an Admission Counselor: • You are in the driver’s seat
• Be an informed consumer
1. Does the school offer Early Action (EA) or Early
Decision (ED) options to students? • Do your research
• Don’t let this process affect your self-esteem
2. Do I need to declare a major on my application?
• Focus on your needs
3. What unique programs does the school offer? Is
• Avoid the “rumor mill”
there an honors program?
• Be mindful of deadlines
4. Are internships available? In the community? For
• You represent more than yourself in this process
credit during the school year? During the summer?
• Communicate
5. Based on my academic information, do I fit within
the range of your profiled students? Parent Roles and Responsibilities
6. Are there any unique admissions requirements? Is • Be realistic
the Common Application accepted? Is there a • You are in the passenger seat
supplement? • Focus on the right fit
Speak With a Financial Aid Counselor: • Use many sources to research colleges
1. Are there any school-specific scholarships available? • Help your student think about who he/she is
How do I apply? • Avoid the “rumor mill”
2. What is the total cost of attendance, including • Avoid pronoun confusion (“We are applying”)
tuition, room and board, books, supplies, inciden- • Value and celebrate these last two years
tals, parking, travel, and health insurance? • If you went through the college process, recognize
3. When is tuition due? Is there a payment plan? that both schools and the process are different
4. What types of financial aid do you offer? Is financial • Where your student is admitted to college is not a
aid need-based, merit-based, or both? What per- reflection of your parenting
centage of aid is in the form of loans? Grants? Schol- • Communicate
arships? Work-Study awards?
5. What financial aid forms and/or scholarship applica-
tions do you require?
6. What is the average financial aid award?
7. When do you notify families about their financial

COLLEGE VISIT CHECKLIST
COLLEGE: ______________________________ DATE: ____________________

TO DO CHECKLIST: CITY/STATE:
Size: Rural  Small City  Big City 

 talk to professors
 visit the library ADMISSION CRITERIA:

ACT: eng: read: math: sci: comp:
 tour campus
SAT: ebrw: math: comp:
 sit in a class
SAT Subject Tests Required?
 eat at the cafeteria
Acceptance Percentage?
 talk to admissions Admissions Rep:
 read the college Email/Phone:
newspaper
EXPERIENCE: Rated: 1 = Low / 5 = High
 talk to students
People: 1 2 3 4 5 Social Life: 1 2 3 4 5
 visit student housing
Classrooms: 1 2 3 4 5 Dorms: 1 2 3 4 5
 read bulletin boards Campus Food: 1 2 3 4 5 Town: 1 2 3 4 5
 check out rec facilities
ASK A STUDENT:
 check out student
activities What is the best part of this college?
 tour area around What is the worst part of this college?

campus
What is a typical day like?
 eat at an off-campus
hang out What do students do on weekends?
 picture yourself How are classes structured?

living here
Why did you choose this college?
MY IMPRESSIONS:
Best features of this school?
Best part of my visit?
Worst part of my visit?

JUNIOR AND SENIOR YEARS Responsibilities for the Senior Year
• Complete in SCOIR (by July 1, prior to the start of
Junior Year your senior year) your senior inventory and parent
The goal of the junior year is to begin to develop a rela- questionnaire.
tionship between the student and the college counsel- • Narrow your choices.
ing staff. By learning more about each student, we help • Meet with your college counselor. Visit often;
them define areas of interest and figure out subject we like to know how the college process is pro-
areas that they would like to pursue. It’s a starting point gressing.
for the conversations we’re going to have about college. • Complete your applications on time.
It’s a time of tremendous growth and self-discovery • Complete financial aid information by
when the students begin to see themselves as emerging November 1.
adults.
• Present yourself in the most positive fashion
Responsibilities for the Junior Year to the colleges of your choice. At UPrep, virtually all
applications and supplemental application materials
• Complete junior questionnaire in SCOIR.
(transcripts, letters of recommendation, etc.) are
• Meet with your college counselor during spring submitted electronically. Although there are some
semester. Parent meetings are scheduled after your schools that maintain their own individual applica-
initial student meeting. tion, they still offer students the ability to complete
• Determine criteria for colleges. the application online.
• Participate in college admission testing programs: • Plan to attend college representative visits
PSAT, SAT reasoning test, SAT subject tests, ACT, held at UPrep as well as college fairs in Seattle,
AP exams. We encourage all students to take the especially if you can’t meet with representatives
SAT and the ACT with writing during the second at UPrep. Remember that the representatives who
semester junior year. come to the Northwest are the ones most likely to
• Attend college representative meetings at school. read your application and to be your advocate on
• Sign (you and your parents) and return your Release their admission committee. Therefore, it is to your
of Records form. advantage to get to know these representatives.
• Attend college fair programs in Seattle (National • Avoid senioritis. Colleges always predicate accep-
College Fair and the Seattle Area Independent tance upon satisfactory completion of the senior
School Fair). year. Students are urged to consult with the direc-
tor of the College Counseling Office about any
Senior Year substantial changes in senior year courses or
It’s not where a student goes to college; it’s the grades. If a student’s academic situation changes at
journey that should be memorable. The goal of the any time during the senior year, colleges will be
senior year is to help students on their journey. We notified. Self-disclosure by the student of any
guide students and parents in the college process and academic inconsistencies is the preferred way for
assist them every step of the way; we communicate colleges to learn of these changes.
with and advocate for each student during our con- Communication with Colleges
versations with college admissions colleagues; and we
celebrate each student’s accomplishments. We wish We know many parents will help with certain aspects
them success and happiness in their college choice as of the admissions process. Parents are encouraged to
they complete the journey. support students, but to refrain from contacting ad-
mission offices except under unusual circumstances. It
is the students’ responsibility to communicate directly
Reminder: with admission offices to make their own tour and
You are responsible for checking your college deadlines! interview appointments, to request information, and to
check on the status of their files. It is incumbent upon
each student to complete his or her senior year with
the same (or better) commitment to studies and re-

sponsibilities as in past years. Each student’s academic • any suspension from school longer than three days
transcript will be reported to colleges at the following occurred during the junior or senior year.
times during senior year: first quarter for EA/ED candi-
dates, mid-year, and end-of-senior year.
Many college applications now ask the student and/
or counselor whether the applicant has ever been sus-
pended or taken a leave of absence from school. To
avoid integrity issues during the college admission pro- Myth:
cess, students should self-disclose disciplinary records
Grades are the most important factor in college
when asked by colleges. The College Counseling Office
admissions.
is obligated to report disciplinary actions when:
• asked specifically to report a student’s discipline Reality:
record; The quality of the curriculum, not grades, is the most
• any pattern of violations of UPrep’s Community important factor in admission decisions. Most colleges
Expectations occurred during a student’s Upper like to see four years of all five academic majors on an
applicant’s transcript: math, science, English, history, and
School career;
a foreign language.
• any suspension from school lasting one week or
more occurred during the freshman and sophomore
year; and
THE COMMON APPLICATION

FOR UNDERGRADUATE ADMISSIONS
Filling out a College Application?
Here are answers to some frequently asked questions:

• UPrep School Code: 48-1169. UPrep Address: 8000 25th Avenue NE, Seattle, WA 98115
• You enrolled in high school in August 2017. You anticipate graduating June 14, 2021.
• There are 85 students in your class. Your grades are on a 4.0 unweighted scale, and there is no
class rank.
• Kelly Herrington, Director of College Counseling, kherrington@universityprep.org, 206-832-1226
• Britten Nelson, Associate Director of College Counseling, bnelson@universityprep.org, 206-832-1111
• There are 52 weeks/calendar year, roughly 9 weeks/quarter, 19 weeks/semester, 38 weeks/school year.
• Each sports season lasts approximately 11-12 weeks.

THE COLLEGE APPLICATION Missing school for college visits and interviews is
not advised, but sometimes cannot be avoided. Be
The College Counseling Office stands ready to assist sure that you complete all assignments and meet all
you with advice and answers to questions to make this school deadlines despite any interruptions caused by
a positive experience. You can contact us at any time: the college admission process.
Kelly Herrington: Write down all your user name and passwords.
kherrington@universityprep.org 206.832.1226 You will be asked to use them frequently. Most schools
https://calendly.com/kherrington communicate admission decisions via web portals, so
Britten Nelson: you will need these to check your application status.
bnelson@universityprep.org 206.832.1111
Application Options
https://calendly.com/bnelson-3
Wendy Robbins: Early Action (EA): A process whereby a student can
wrobbins@universityprep.org 206.832.1127 submit an application by a designated date (typical-
ly in November or December) and receive a decision
Here are some practical suggestions to ensure that you one month later. The EA student, if accepted, is not
have a successful college application process. bound to enroll. Students are not required to notify the
Register early for SATs and ACTs. If you do not adhere college of their enrollment decision until May 1. They
to this suggestion, it is possible you could be assigned as can also apply to other colleges early action or early
far away as Tacoma, Bremerton, or Centralia on popular decision as well.
test dates. Restrictive Early Action (REA), sometimes referred
to as Single Choice Early Action(SCEA): An early ap-
Fill out your test applications for SATs and ACTs
plication process used by a few Ivy League universities
the same way every time. For example, inserting a
and Stanford where students typically apply by mid-
middle initial in the second application for a test can
November and receive a decision by mid-December.
confuse the computers and make it difficult to recover
Students are not required to notify the college of their
your scores.
enrollment decision until May 1. Under the SCEA poli-
Make copies of everything you send colleges, finan- cy, students are not allowed to apply to other colleges
cial aid offices, ETS (the testing arm of the College Board), under ED or EA programs. They can, however, apply to
and ACT. other colleges through regular decision programs.
Read and act on school announcements about Early Decision (ED): A process whereby a student can
college visits, deadlines, and meetings. submit an application by a designated date (typically
in November or December) and receive a decision one
Check your email! This is how colleges communicate month later that carries a binding commitment to enroll,
with you about upcoming deadlines, programs, events, if accepted, to the college. Student and parent must sign
scholarships, and interviews. We recommend that you a statement of intent that, if admitted, the student will
create a separate email account that is used for only attend the college/university regardless of financial aid
your college communications, and that you check that award. Colleges will share ED lists, so all other applica-
email frequently through the college application tions must be withdrawn. Students not admitted under
process. ED are either denied or deferred. Deferred applicants
Be visible in the College Counseling Office; the are reconsidered with the regular decision applicant
better we get to know you, the better we can repre- candidates. Students and parents will not be informed
sent you to colleges. of financial aid prior to admission. A small number of
colleges have a second round of this process called Early
Make appointments for college interviews and Decision II. This deadline is usually around January 15,
tours early. This is especially true if you are visiting in with notification one month later.
the Northeast. A two-to-three-month lead time is not
Regular Decision (RD): The most common application
unusual.
process in this country. Most colleges offer some form
of RD among their application choices. Students usually

apply to colleges between January 1 and January 15, are reduce their admission rate, which makes them ap-
notified of the decision by April 1, and then must let the pear more selective), many colleges are offering “Fast
college know whether they will matriculate by May 1. Apps.” These alternative applications often waive the
Candidate Reply Date: May 1 is the date by which all application fee and/or an essay requirement.
colleges require an admitted student to commit * These applications often create more of a logistical
to attending their school. This commitment usually headache for you. We encourage you to avoid these
requires an enrollment deposit. Students can only “fast track” offers—an EA (or RD) application submit-
commit to one school. ted through the Common Application will actually be
Fast Applications/Priority Applications/ easier for you in the long run.
Pre-Applications*: In an effort to increase the
number of applications received (which helps colleges
Thinking about applying to one of the schools in the University of California System?
Nine Campuses: One Application. University of California system includes more than 200,000 students attending one of nine
undergraduate campuses at:
• Berkeley • Irvine • Merced • San Diego • Santa Cruz

• Davis • Los Angeles • Riverside • Santa Barbara
While each campus is unique, students submit one application to the UC system as a whole, indicating which specific cam-
pus(es) he or she is applying to. Applications for the fall term are due between November 1 and November 30.
ELIGIBILITY REQUIREMENTS
Before a student applies for admission to any of the campuses within the University of California system, he or she must
first determine if the minimum eligibility requirements for admission in three areas have been met:
1. Scholarship Requirement: Non-California residents MUST HAVE A 3.4 CUMULATIVE GPA in classes taken in 10th
and 11th grade, and no grade lower than a C in the courses listed below in section 2.
2. Subject Requirement: Students must complete a minimum of 15 college preparatory courses, with at least 11
finished prior to the beginning of the senior year. These courses are the traditional courses required for graduation
from University Prep, including our history, English, math, lab science, and foreign language requirements. HOWEV-
ER, it is also a requirement of one full year of visual and performing arts, which is different than UPrep’s graduation
requirement. Some UPrep students aren’t eligible to apply to the UC system because they have two semesters of
visual or performing arts from different disciplines (for example, Photography I in one semester, and Stagecraft in
another), instead of two consecutive semesters in one discipline (Photography I in the fall, Photography II in the
spring). Please talk to your college counselor if you suspect that you have not satisfied the visual and performing
arts requirement.
3. Examination Requirement: For the class of 2021, standardized testing will not be required for applicants, due to
COVID-19. However, for many of our students we believe that having standardized testing will help their applications.
We encourage students to speak with their counselor about their plan to apply until a test-optional policy.
NON-RESIDENTS
Because non-residents pay more for tuition, the UC System has seen an increase in admission for out-of-state and
international applicants, even as the overall admit rate has decreased. However, the California state legislature recently
capped out-of-state enrollment at 18%, which means that UPrep students will be at a disadvantage at a few of the
more competitive UC schools (Berkeley, UCLA, San Diego, and Irvine, which all had out-of-state enrollment above 18%
previously). Furthermore, four-year graduation rates on UC campuses range from 40% to 70% and six-year graduation
rates range from 65% to 90%. If admitted, you may want to anticipate paying out-of-state tuition (which is significantly
higher than in-state tuition), for more than four years; it is very difficult to gain residency. For more information on
applying to the UC System, visit: http://admission.universityofcalifornia.edu.

Glossary of College-Related Terms A regular academic year includes the fall, winter, and
spring quarters. Example: University of Washington.
Admissions Index: A system of ranking applicants for
The fourth or summer quarter is usually optional. If
automatic admission to a university. SAT/ACT scores are
only three terms are offered, the system is usually
often the only factors in an index. This practice for
referred to as a trimester schedule. These three terms
admitting students is not common; it is used primarily
are usually twelve weeks each. Example: Carleton
by large public universities.
College, Minnesota.
Block Plan: A curriculum based on one course at
Semester System: The organization of the college
a time for periods of three to seven weeks each.
year into two periods of approximately eighteen weeks
Example: Cornell College, IA; Colorado College, CO;
each. A regular academic year includes the fall and
Quest University, Canada.
spring semesters. Example: Colby College, Maine.
Coalition for Access, Affordability, and Success:
SSD: Services for Students with Disabilities is a branch
A group of 130 colleges and universities across the U.S.
of the College Board that oversees extended time and
that offers college planning tools and an online applica-
special accommodations for students with learning
tion for admission. The University of Washington is an
differences or physical disabilities.
exclusive user of the coalition application. For informa-
tion, visit www.coalitionforcollegeaccess.org/. 3/2 Programs: An opportunity for students who wish
to combine a professional program with a liberal arts
College Board: The umbrella organization that produc-
education. Students attend a liberal arts college for
es high school, college, and graduate assessment tests,
three years and a professional program, such as engi-
proposes educational policy, and works on curriculum
neering or architecture, for two. Example: Whitman’s
reform. Visit www.collegeboard.com for more
3/2 program with Duke University for forestry.
information.
Common Application: More than 750 colleges and Applying to International Schools
universities participate in the Common Application
program whereby a student fills out one application The United Kingdom and Europe have become popular
and can use it for more than one college. The Com- destinations for college-bound Americans. You will
mon Application is available in the College Counseling probably find that most colleges require a high school
Office or online at www.commonapp.org. diploma, a minimum of 600 on each of the two sections
of the SAT, and two or three SAT Subject Tests with a
CO-OP Program: A study and work system that allows minimum of 600 on each.
students to gain practical experience related to their
course work. Example: Northeastern University, • Oxford, Cambridge, and the London School of
Massachusetts. Economics are not very realistic choices for Ameri-
can students, as their programs are not chronologi-
Educational Testing Service: The Educational Testing cally in synchrony with ours. Better choices are the
Service is responsible for the creation and administra- Scottish universities. The University of St. Andrews
tion of the SAT Reasoning Test, SAT Subject Tests, has the longest history of recruiting Americans and
TOEFL, and APs. has by far the highest proportion of them in its
Liberal Arts: College studies comprising the arts, undergraduate population. The Universities of
natural sciences, mathematics, social studies, and Aberdeen, Glasgow, Edinburgh, and Stirling are
humanities, as distinguished from applied studies in other prominent names, as well as Trinity in Dublin.
such specialized areas as pharmacy, engineering, Fortunately, many schools in the UK, including the
agriculture, home economics, etc. Universities of St. Andrews, Aberdeen, Stirling, and
NCAA Clearinghouse: The National Collegiate Strathclyde, now accept the Common Application,
Athletic Association’s agency that processes academic which makes it easier for students from the US to
qualification forms for all Division I and II athletes. apply for admission. Prices are about $36,000 per
Visit https://www.athleticscholarships.net for more year, including tuition, room, and board, with little
information. financial aid available
• On the continent, the primary option is the net-
Quarter System: The organization of the college year
work of American-style institutions such as the
into four periods of approximately twelve weeks each.
American Universities in Paris and Rome. There is

a newer one in Bremen, Germany, with ties to Rice • Once a teacher has agreed to write your recom-
University in the U.S., and several places in Switzer- mendation, please add their name to SCOIR. This
land. Webster University in St. Louis has a number allows them to see your application deadlines and
of campuses abroad. Most of these institutions are your college list. Some teachers may request addi-
small, with about 1,000 students. tional information from you prior to completing a
recommendation letter for you; please provide this
Applying to The University of Washington information or schedule a meeting in a timely
The University of Washington has a unique application manner.
process in which students self-report classes and grades, • Some teachers have forms they will ask you to fill
and UW doesn’t want to see transcripts or letters of out before they write your recommendation. It
recommendation. The University of Washington applica- provides them with data regarding why you liked
tion is a part of the Coalition Application (http://www. their class. A copy of your resume or a list detailing
coalitionforcollegeaccess.org), an application plat- your outside activities is also encouraged. This
form comprised of nearly 130 schools. Visit www. information is essential to teachers. It will help
washington.edu/admissions/ to apply. them evaluate you in the context of their class and
your other pursuits.
Applying to Canadian Schools • At the end of the process, write thank you notes
More University Prep students are singing “O Canada.” to all the teachers who wrote recommendations for
A recent newspaper article noted: “Today, our quiet you.
neighbor to the north shines as a sanctuary from sky-
high college bills.” And so the parents of our alumni COVID-19 AND COLLEGE COUN-
attending college in Canada are singing “O Canada”
even louder than their children. Most importantly, many
SELING STATEMENT
Canadian universities are referred to as “ivy among the
maple.” The educational quality of Canadian universities We are sharing the following statement with all college
is strong. about UPrep’s response to COVID-19:
UPrep was able to maintain its high quality education-

Teacher Recommendations
al program during COVID-19. Despite a quick pivot
Recommendations from teachers help the admission to online learning, our academic enterprise continued
committee learn information about you that test scores with the same high standard for which we are known.
and grades do not reflect. Give careful thought to We did shorten our class periods to 30 minutes of live
which teachers you would like to write your teacher synchronous learning followed by fifteen minutes of
recommendations, as they provide insight and perspec- asynchronous learning. Grading on a 100-point scale
tive about your classroom learning style and experience. continued; however, students could request to take
one or more classes pass/fail. We feel very fortunate
• Ask two teachers for a recommendation. You to have the financial resources to continue our robust
should select teachers from two different disciplines educational program. And we are very proud of our
(i.e., one from English, foreign language or history, students for being fully engaged in online learning. The
and one from math or science). Ask late in your 2020–2021 school year will start online with live syn-
junior year if they would be interested in writing a chronous classes that will run for 45 minutes, with an
recommendation for you. option to extend to 60 minutes. In early October, if the
• Always ask the teacher in person, never in regional data and the guidance of state and local health
passing or via email, to write your recommenda- officials indicate it is prudent, UPrep will switch to a
tion. Teachers are asked by numerous students for hybrid schedule, which has students coming to campus
recommendations and many limit the number of on alternating days.
recommendations they agree to write. By doing so,
In the Standardized Testing section of the handbook
they do not over commit themselves. They want to
(see page 28), we address the impact of COVID-19 on
give your recommendation the same effort and
college-related standardized testing.
consideration as others.

THE COLLEGE ESSAY • It’s economical to send the same essay to more
than one school (as long as you answer the ques-
Writing Your Essay tion asked).
Most college applications require at least one main es- Potential Topics
say, and many also include additional shorter questions
• Avoid overused, trendy, or hot topics, such as
as well. The purpose of this is twofold: colleges want
politics, privilege, sex, and religion.
to assess your writing skills, but they also want to learn
• Write about what you know. Be yourself!
more about you.
• Keep the topic simple—choose one idea or situa-
• Be as honest and introspective as possible.
tion (this is one page in your life, not the entire
Take this opportunity to tell the admissions coun-
book).
selor things about yourself that cannot be learned
from any other part of the application you submit. • Your choice of topic does not matter nearly as
If there are any inconsistencies in your academic, much as your approach.
athletic, or creative record, you can use this space • Make sure it reflects who you are and what you
to explain them. know.
• Application essay topics. Try to discover what • Write about what you have learned, what you have
makes you unique, and show what you care about observed, and how you have changed.
and the kind of person you are. Essay topics to • Highlight an accomplishment.
consider: family history, events, or people that have
Other Words of Advice
been important to you and why; a challenging or
interesting experience and what you learned from it; • Focus small, think big. Don’t try to tackle too much
an obstacle you’ve faced and how you dealt with or in the essay. Stick to one experience, event, or activ-
overcame it; your goals, ambitions, or dreams; what ity. You’ll be surprised at how much you can reveal.
you hope to learn or gain in college; or what other • Have fun! Sit down and start writing; your opening
college students can learn or gain from you; issues of sentence doesn’t have to be perfect yet (that’s why
personal, local, or national concern. we call it a rough draft).
• Creating a theme for your essay such as risk • Have a good opening line that will capture the
taking, intellectual independence, or love of the reader’s (bleary-eyed admission counselor’s) atten-
outdoors often brings up interesting examples of tion.
your life to support your chosen theme. Specific • Ask for advice from the people who know you the
incidents to illustrate general observations are best, but write it yourself.
considered essential. • You are different from anyone else. Make admission
• The typical length of an essay is about 500 words, counselors see that!
or no more than two double-spaced pages, which • Humor can help, but don’t force it.
means that you will have to choose your words very
• Show, don’t tell (i.e., use the senses—smell, touch,
carefully. The essay process should encourage good
taste, hear, see). Add details, details, details.
writing, and good writing, by definition, is brief.
• Enliven your language with descriptive verbs.
Practical Considerations Actual Questions from Colleges and Universities
Write more than one draft, edit, and revise—this • Describe an event in your life that either demon-
process takes time and you should not expect to finish strates your character or helped to shape it.
it in one sitting. • Some students have a background or story that is
• Do not try to be too unique or too creative. Make so central to their identity that they believe their
sure to use your own voice! application would be incomplete without it. If this
• Check for misspellings and have it proofread by sounds like you, then please share your story.
actual human beings (do not rely on spell check). • Recount an incident or time when you experienced
failure. How did it affect you, and what lessons did
Grammar and mechanics do matter.
you learn?
• Keep it to one or two pages. Concise is nice.

• Reflect on a time when you challenged a belief or
idea. What prompted you to act? Would you make
the same decision again?
• Describe a place or environment where you are
perfectly content. What do you do or experience
there, and why is it meaningful to you?
• Discuss an accomplishment or event that marked
your transition from childhood to adulthood within
your culture, community, or family.
Sample Essay #1 darkness.

Two. Each action has an equal and opposite reac-
Speaking on Behalf of a Simple Hope tion. That’s when the distance starts, a widening
The search bar waits, expectant. I only hesitate for chasm of missed calls and canceled plans. Our
a moment. presence in someone’s life shrinks and shrinks, until
inevitably, it’s not there at all. The girl you rescued
“D-E-F-I-N-E,” my fingers tap out. Shift, colon.
earthworms with, the nexus of pinky swears and
“D-E-P-R-E-S-S-I-O-N.” Click. In 0.21 seconds:
friendship bracelets, an elementary promise of
de·pres·sion/di`preSHen/
forever—gone.
Noun: severe despondency and dejection, feelings
In a way, I was lucky. I was falling apart but in a
of hopelessness and inadequacy.
closed room, the walls of my research and as-
Zero. The medicine cabinet swung open with a sumptions boxing me into an uncomfortable
sickeningly quiet squeal, and she was in. Red, safety. But I had been her safety, and without me
yellow, blue, white, they spilled into her hands and she splintered apart. What was left of her whirled
she looked at them, slowly, inspecting the integri- around the atmosphere, finding comfort in the
ty of her army. Xanax, Ritalin, Prozac. Her fingers dark places my shadow didn’t inhabit, settling into
close over a fistful, scattering the rest in a ripple of corners I hadn’t claimed as my own during that
menacing color. Beautiful. golden time when we were one.
One. It’s 6:54 AM and I’m already late for the Three. I’m at my desk, trying to tease useful out-
Metro. Halfway down the stairs I realize only one put from strings of code. The numbers start to
of my socks is on, something that usually wouldn’t swim as I pull up graph after graph, lost in monot-
send me back but does this time. It’s not a wast- ony. Scan for red. Delete, new input, compile. Scan
ed trip—I grab my badge, along with the phone I for green.
forgot. My best friend left a voice-mail last night,
Find the p-values, the correlation coefficients, the
but there’s just no time. Twenty minutes later I’m
last shreds of my sanity. How much more of me
slumped, barely lucid, against Plexiglas coolness. can be lost to Excel?
Vibrations swallow me whole, and I barely feel my
pocket buzz before slipping into oblivion. Each number represents some characteristic of a
In the conference room, my mind keeps wan- living, breathing life, an anonymous connection I’ll
dering back to the phone. I imagine the orange never be able to fulfill. I picture 174b as a troubled
notification light pulsing, blinking slowly in the

ballerina; she dances four times a week but has a
scarily skewed perception of Ecstasy risk. 1352y is an Sample Essay #2
introverted Sunday school attendee; a history of good
grades and measured social awkwardness. 721_Z is Korean Soup for the Soul
the perfect child; popular, smart, happy home. But
she never answered the self-harm questions. “North or South?” That’s the first question I always
get after telling people I’ve recently been to Korea. I
My mission is to model adolescent depression, to always respond simply: “Just Korea.” As their minds
determine what risk factors drive five- and eight- race across the world map, they quizzically ask:
een-year-olds alike to suicide. The initial research “Well, what was the best part of your trip?”
puzzled me, intrigued me, scared me. Now, it con- I always respond, “Jambong.”
sumes me.
The reaction is universally the same. Expressions
The last command key stops the program. Finally, quickly fade from curiosity and intrigue to bewilder-
I hit “CALL.” ment and confusion, so I promptly follow up with,
Four. BECAUSE I could not stop for Death– “A Korean soup.”
He kindly stopped for me – Emily Dickinson, Maybe there’s some awkward silence afterwards.
“Because I Could Not Stop for Death” Still looking to hear about the sights and sounds of
It was her first failure. The stomach pump’s undigni- my trip, they ask “And what else was there?” No
fied brutality had cheated death, had delivered her one’s interested in drinking soup. So, finally I delve
bruised and shaken, but back. “The medicine cabi- into the stories about the blinding neon lights of
net, I saw—I left you a voice-mail, did—I love y—I’m Seoul and the quiet rice paddies of Andong prov-
sorry. Friends?” ince. The conversation begins to flow with periodic
“oohs and aahs” at all the wonders that Korea has
I want to fight her demons for her. Instead, I bring to offer.
more soup.
Of course Korea has lots of exciting attractions.
Five. I’m onstage now, heart going one eighty, I enjoyed all of them while I was representing the
mouth going faster. Energy rockets out of me as I United States at the first International Earth Science
invoke tables, graphs, and most importantly, an Olympiad. But the shared experience I had with
explanation. I am fighting for her. I am fighting to the other delegates to the Olympiad will always be
acknowledge that yes, death sits in the back row and infinitely more valuable.
that yes, desperation answers calculus questions
during fifth period and that yes, in a homeroom of Living vicariously through food, each meal itself
ninety-seven, five have attempted suicide. Statistical embodied an exploration into Korean culture. The
anomaly? No. Under-representing. traditional feast, Hanjeongsik, complete with its
30 side dishes, stood in front of us. In the center
“We can do better. For our friends and your children, was a big bowl of their trademark soup, known as
our neighbors and bus-riders, the daughter who Jambong. The aroma of fresh cilantro mixing with
is cutting herself!” They will stare at the audacity the scent of fermented vegetables was unmistak-
of what I am saying, and accusing they will scoff able. Sitting down cross-legged and barefoot at a
at what they think is a manufactured disorder, table only two feet high, I was about to take my
the byproduct of a spoiled generation. But what first spoonful.
happened to her can’t happen again. She is what
NextGEN means. She is my reminder that policies Discovering some oddities, I asked a Korean, “What
must change, that perceptions are changing. So for are these?” He slyly said, “Eat them first and then
now, I speak on behalf of a simple hope: that some- I’ll tell you.” With great anticipation I took a large
bite. Soon my head was covered in sweat and
thing in someone there someday will listen.
my face was as red as the soup itself. Korean hot

peppers. I didn’t have to communicate my thoughts class or an intense discussion on US foreign policy
to my friends. They could see the reaction plainly at my congressional internship, the lessons learned
on my face. But my example didn’t deter anyone; remain the same. Different cultural backgrounds
instead everyone lifted their spoons and took a bite warrant different perspectives; each opinion is
simultaneously. Pretty soon, we were all sweating equally valid. “North or South?” From my new
and laughing and calling for glass after glass of wa- perspective, it’s always “Just Korea.”
ter. The soup was as varied as the people around it;
students from India, Mongolia, and the Philippines
all delighted in its medley of freshly cut squid tent-
acles, textured cabbages, thick wheat noodles, and,
Sample Essay #3
of course, hot peppers.
Standoffs
Though each person spoke only a varying degree
of English, often defaulting to simple hand ges- The bullet whistles through the air, slicing a clean
tures and grunts, the warm red glow emanating arc straight into the “T” of TROPICANA, INC. It drills
from the soup could only encourage friendly dia- through a solid inch of wood before stopping, re-
logue. I was immersed in cultures from across the luctantly yielding to the laws of physics. The orange
world, intersecting at this single point in space and crate, my target, has barely moved. “Beautiful shot,”
time. dad tells me. Taking the airsoft back, he switches
the safety on and begins putting the rifle into its
As a curious history student and active debater, I casing. I stare at my hands. A moment ago, I pulled
turned to my Korean counterparts and broached the the trigger. I created that perfectly round hole, that
topic of reunification. I wondered if they thought pile of sawdust underneath the stool. I can now trust
the North and South could be reconciled within these hands, the same ones that have scribbled mid-
their lifetime. The resounding answer from all four night poetry, teased out DNA sequences, and pulled
Korean students: “Yes.” I was taken aback by the through laps of breaststroke, to no longer recoil from
lack of hesitation. Still, I countered that the two the recoil.
countries had become isolated politically and polar-
ized economically. Even if they were to hypo- My father is an eclectic composition; secret numero-
thetically decide to reunite tomorrow, the flood of phile, ideological transplant, rescuer of strays. His
refugees from the North would burden the econ- past is a hodgepodge of Hong Kong and Cambodia,
omy of the South. My friend Kim eloquently respon- tennis and flooring, mischievous Cantonese and
ded, “But we are still the same culturally. Our shared hard-hitting Mandarin. As a United States citizen, he
traditions and experiences remain. We are still one has since become a devout Catholic and talk radio
nation.” I disagreed: “Don’t forget about the world’s enthusiast. My bà, whose naturalization process took
most heavily fortified border.” He told me to be over nine years, has fostered a deep appreciation for
more optimistic; I told him to be more pragmatic. American freedoms. So perhaps I could have tried a
The impromptu debate became a match of wits and little harder to understand the day he came home
rhetoric. The debate went on, as rich as the spices in with two guns.
the Jambong. That afternoon, he told the family that we were
Reaching the end of meal, I was disappointed that going to learn how to “exercise our rights as
the debate would have to end. In a single, memora- Americans!” Shocked and disbelieving, I immediately
ble moment I had discovered the unifying power of fought back. How could he take Rush Limbaugh’s
a single bowl of soup. That first bite of hot peppers ranting at face value? There were so many statistics
opened the way for conversation. Whether it’s a on gun use and gun control; the security he was
simple argument with students in my US history after wasn’t going to be found in firearms. My dad

could re-interpret the Bible as many times as he
wanted, but I wasn’t going to budge unless he could
argue me down with solid evidence or philosophi-
cal theory. After all, we were Catholic! Weren’t we
supposed to be pacifists? Guns were for the CIA,
policemen, and poachers—not for my gentle-heart-
ed father, and definitely not for his idealistic and
somewhat accident-prone family.
The “shooting standoff” caused me to seriously
question bà for the first time. My admiration for
his studied familiarity with religious texts turned
into confusion. He had lived in so many places and
worked so many jobs—how could he ignore the rest
of literature, simply brushing off philosophies that
opposed theology? I didn’t resent his belief in “God’s
plan”—I resented that the phrase stifled my ques-
tions about evolution and effectively ended debates.
I felt like my eyes had been opened, only to find that
his were closed.
Unsatisfied, I dug deeper. Instead of dismissing my
father’s line of thought, however insulated I be-
lieved it to be, I tried developing my own arguments
around it. When conservative shows came on, I
didn’t change the station—I listened, hard. One
afternoon, I sat down with a mound of aged photo-
graphs and walked myself through his life. Finding
out what drove him—how he framed his world—
was half the solution; my flat dismissal of opinions
not peppered with references to Hobbes or Kant was
as guilty of the bias I accused him of. Eventually, I
came around to the guns. In the right hands, they
represented peace of mind, not violence.
My father started a slow burn. Working through
his puzzle of life experiences forced me to rethink
assumptions I had once held, to open the mind I
thought had already been opened. In college, I hope
to have many more standoffs.

SUPPLEMENTS me as a person. Next, I turned to dangerous, but I had
already talked about my trip to Israel this past summer.
Many colleges and universities require a supplement in Demented was the next word on the list, which would
addition to the Common Application. Supplements perfectly describe my kitten, Lofa, but I hoped it wasn’t
usually contain institution-specific questions. Most an accurate representation of me. My eyes landed on
supplements are available for download on the institu- the word dermatologist, but that’s my mom. Ducks was
tion’s website or from www.commonapp.org. the next word that caught my eye, and while it is the
Supplements vary, but the following items are likely to name of the soccer team I have played on, I wanted a
appear on a supplement: word that described me and not the team. As my eyes
scanned the pages from left to right like a seesaw, I
• Biographical information
eagerly searched for the perfect word. I didn’t want
• Areas of academic, extracurricular, and/or athletic to talk about my favorite dog, my trip to Israel, my
interest annoying little kitten, my mom, or my soccer team.
• Contact with and continued interest in the school I wanted to talk about myself. I wanted to find a word
through visits, interviews, etc. that would encompass my personality. Just as I was
• Legacy or other connections to the institution beginning to despair and doubted I would find the right
• Additional essay questions, the most common of word, I discovered the word dynamic on page 567: the
which is, “Why do you want to attend college X?” perfect word to describe and define me.
(more on that below)
Question #2: Would you please tell us about a
• Request for a graded paper or assignment with
few of your favorite books, poems, authors, films,
teacher comments
plays, pieces of music, musicians, performers,
• Invitation to submit supporting materials in the arts
paintings, artists, magazines, or newspapers?
or documentation of other special talents
Feel free to touch on one, some, or all of the cate-
• Early Decision (ED) or Early Action (EA) Intent Form gories listed, or add a category of your own.
• Financial Aid Supplement
Excerpts of one response to that question: I’m surprised
• Disciplinary inquiry you left out food. I’m going to have to add the “fruit”
• Parent or Peer Recommendation sub-category: I’m a pretty adventurous eater, a guilty
• Residency Form gourmand, and I’m willing to bet that I’ve eaten more
• Honor Code Commitment exotic fruit than any other applicant in this wide, wide
pool (if that counts for anything). Mangosteen is a
personal favorite.
When completing a college’s supplement, please take
the time to answer every question. Supplements provide Look at the clutter on, underneath, and around my
a wonderful opportunity for you to showcase both your bedstand, and you’ll find a somewhat eclectic potpourri:
individuality and creativity, and are reviewed just as Kafka and Popular Science, ESPN and e.e. cummings,
carefully as the main essay; please be honest and genu- Thomas Hobbes and Calvin & Hobbes, Faulkner and
ine in your responses. FoxTrot. I eat a lot of words, some online, some in print,
but it’s always a nice balance of gravity and levity.
Sample Supplement Questions I’m a sucker for lyricism, for verbal ingenuity. That’s what
draws me to the prose of writers like Thomas Pynchon
Question #1: What word best describes you? (furious fits of wordplay) and the late David Foster
(The following example is from a recent college Wallace (footnoter extraordinaire). There’s so much to
applicant’s supplement.) marvel at, so much rich textual texture. Both of these
I sat down at my desk and plopped the Webster’s Una- guys also happen to creatively weave concepts of math
bridged Dictionary on my lap. I was eager to discover and science into their literature, which really appeals to
the perfect word that I could use to describe myself. me as someone who always loved working both sides of
I flipped open the dictionary and landed on page 456, the brain. Recent pleasant surprise—learning that Cat’s
the “D” section. I saw the word dachshund, but I Cradle, a personal fave of mine, qualified as Vonnegut’s
didn’t think my favorite dog was very descriptive of anthropology thesis at Chicago. Ridiculously cool.

Question #3: Name your favorite books, authors, you tonight under indictment for the alleged crime of
films, and/or musical artists. having voted at the last presidential election.” The birth
Kafka (The Metamorphosis, “The Judgment”), Yann of female equality gives me the right to pursue my
Martel (Life of Pi, Self), and Patrick Suskind (Perfume, dreams. Without Ms. Anthony’s courage, my aspirations
Mr. Summer’s Story) have left indelible impressions could never materialize.
on me. Fresh readings reveal new messages as these
authors artfully layer their novels in construction and THE COLLEGE INTERVIEW
theme, challenging me to look deeper.
Question #4: What is the most significant

Why an Interview?
challenge that society faces today? Many schools use interviews as part of the application
I recently dealt with the passing of my 81-year-old process. Rarely are interviews required for admission,
friend, Charlie Chong. Born in Hawaii, he inspired but often times they are recommended. The interview
people to practice a tradition of Ha’opono (to do what is a terrific opportunity for an admission office to get to
is right and just). He inspired me to rebuild grassroots know you better, and it is also a great chance for you
politics, and to combat political apathy. to get to know the school better, too.
Interviews often take place on a college campus, as
Question #5: How did you spend your last two part of the campus visit by either an admissions coun-
summers? selor or a current student (usually a senior). Many
I worked as a youth tennis instructor. I also volunteered times, they take place in Seattle by either an admission
with the American Cancer Society where my senior counselor or an alumna or alumnus of the college
citizen co-workers imparted their hard-earned lessons. (either here at UPrep, in a hotel lobby, or a coffee
Summer allowed me to compare the splendors of my shop). Some interviews are “informative,” meaning
youth with the wisdom of age, allowing a simultaneous that they are simply a chance to exchange information
window into my past and future. about you and the college; other times, they are
“evaluative,” which means your responses and the
Question #6: What were your favorite events information you provide will be used, along with your
(e.g., performances, exhibits, sporting events, etc.) application, in the admission process.
this past year?
My clarinet teacher gave his first recital in over 25 years. Preparing for the Interview
He is my musical mentor and friend. I’d never heard him 1. Review materials on the college—read through any
perform. He played a melancholy melody, representing brochures and websites, and talk to your friends/
regret and loss. I realized he sacrificed his musical career family/college counselor about the school.
to teach the next generation.
2. Schedule your visit in advance. Not all schools offer
Question #7: What qualities do you admire interviews, but those who do tend to fill quickly.
in people? 3. Ask if the interview is informative or evaluative.
I admire those who have the strength and honesty to 4. Tour before you interview, if possible. This helps
stay true to themselves, but the integrity and humility generate more specific questions, but also helps
to stay open to change. I especially admire those who you avoid basic questions that are covered during
foster a strong work ethic and drive to remain curious, the tour.
active, and live life in constant interaction, rather than in 5. Plan your clothes. Be you, but dress appropriately
quiet anticipation. for the weather, the region, and the fact that you
might be taking a 60–90 minute tour outside right
Question #8: What historical moment or event
before your interview (so comfortable shoes are a
do you wish you could have witnessed or
must).
participated in?
6. If you are a senior, then you have already complet-
In 1873, Susan B. Anthony declared, “I stand before
ed the “Senior Inventory” in SCOIR, where we have

asked you a number of questions that an interview- • Greet the interviewer with a warm hello.
er might be asking you. Review your Senior • Introduce your parents and siblings (if they are
Inventory. with you).
7. To further prepare for a personal interview, we • Always deliver your lines with confidence, maintain
suggest you consider the questions in the next good posture, and look the interviewer in the eye.
section ahead of time around the family dinner • Be prepared to speak about yourself. This is about
table or with your friends. Not all these questions you, after all.
may be asked, but thinking about them will help • Remember that this should feel more like a dia-
you feel more confident and comfortable during logue than a monologue, though: have questions
an interview. ready for the interviewer (you can bring your notes).
• Use correct grammar and avoid “like,” “you know”
Questions to Consider Before the and “um.”
Interview • Think before you speak.
• What are your best academic and personal qualities?
Parents
• What do you want in a college and why?
It is unlikely that your parents will join you for the inter-
• What area in your life would you like to improve
view, but your interviewer may ask them to join you for
and why?
the last few minutes of your time together. Decide in
• What was your proudest moment?
advance what role you want your parents to play—will
• Do you like to read? What is your favorite book? they be asking about financial aid, or will you?
• If I gave you a ticket to anywhere in the world,
where would you go? After the Interview
• What three people, living or dead, would you like • Write a short note or email to your interviewer
to invite to dinner? thanking him or her.
• What courses are you in, and what is your favorite • Include in the note a reference to something
subject? specific from the interview and ask any additional
• Describe your ideal college. questions.
• What do you find most meaningful in your life?
• Tell me about the strengths and weaknesses of your RESUME
high school.
• What might you be doing ten years from now? Why a Resume?
• If you found $100, how would you use it?
Resumes are not a required part of the college admis-
• What do you plan to study in college? sion process, but the information listed in a resume
• What is your extracurricular passion? is frequently comparable to what you should list on a
college application and/or talk about during a college
The Interview Sheet interview. Plus, it is always a good idea to have an up-
As you prepare for a college interview, use the sheet dated resume on hand for applying for jobs or intern-
on page 24 to think about how you want to pres- ships. As a junior or senior in high school, you may not
ent yourself to the person conducting the interview. have ever had a traditional job, but you certainly have
Obviously, it’s important that your interview flow like a other skills, honors, awards, accomplishments, and
conversation, but it’s also a good idea to gather your activities that you can list.
thoughts beforehand so you are prepared to highlight
your accomplishments. Resume examples follow on pages 25–27.
The Interview
• Arrive on time or early to be sure you are in the
right location and have time to park. You don’t
want to be out of breath!

An interview is part of the college process. It may be conducted by an admissions representa-
College I n te r vi e ws tive or an alumni representative. As you prepare for a college interview, use this sheet to think
about how you want to present yourself to the person conducting the interview. It is important
that your interview flow like a conversation, but it’s also a good idea to gather your thoughts
beforehand so you are prepared to highlight your academic interests and accomplishments.
Here are four areas that your interviewer may ask about:
Academics Extracurriculuar Involvement

You should be prepared to share and You should be prepared to discuss what
discuss information about your academic you like to do outside of school. Take some
record throughout high school. time to think about why these activities are
• Senior Year Course Schedule important to you and whether or not you
would plan to participate in these activities
• GPA
in college.
• Standardized Test Results
• Sports
• Academic Highlights
• Arts/Theatre
• Academic Weaknesses
• Clubs/Leadership Roles
• Student Government
• Music
College Majors Questions

Your interviewer might ask you about It is important that you ask at least two
potential college majors. Even if you are or three thoughtful questions that go
undecided, it’s important that you can list beyond what you have learned through
a few different subject areas that interest a view book, online, or during a campus
you, even if they are very different from tour. Questions can range from academ-
each other. It’s okay to love both biology ic (How easy is it for students to double
and theatre! major? What if I’m undecided? Are there
general education requirements?) to
extracurricular (I love Ultimate Frisbee and
would like to start a league—how would I
do that? Is there good Thai food nearby?)
Tips:
• Have confidence in yourself; you’re a great college applicant.
• Introduce your parents, if they come with you.
• Take a few minutes to collect your thoughts before you answer a question. Think about
what you’re about to say.
• Use correct grammar; try and avoid “like,”“you know,” and “um” in the conversation.
• Write a thank you note to your interviewer.

Penelope P. Patch
123 Wedgwood Place
Seattle, WA
206-525-9659
pppatch@email.com
Education
 University Prep, Seattle, Washington September 2016 – present
Anticipated Graduation, June 2019
Cumulative GPA 3.42 (3.89 in senior year)
Community Service and Volunteer Experiences

 Cherry Street Foodbank, Volunteer Grades 9 and 10
Stocked, organized, and cleaned warehouse area and cooked and served food; received
“Volunteer of the Month award” for a total of 100 hours of service over two years.
 Club Soccer Fundraiser, Coordinator Grades 9 and 10
Served as publicity liaison between the City of Seattle and league club soccer team for donations
and entertainment during annual fundraiser.
 YMCA Summer Camp, Seattle, WA Summers 2015 to 2018
Counselor for of summer day camp for children ages 8-12, also spent one day a week assisting
in YMCA camp office.
Employment/Summer Activities
 Ravenna Soccer Academy, Assistant Manager/Coach Summers 2017 and 2018
 Glassybaby, University Village, Seattle, WA Summer 2018
Worked in sales, inventory, and customer service for local glass retail shop
 Soccer Referee, Club Youth Soccer, Seattle, WA Grades 10 and 11
Soccer Information
 University Prep Varsity Soccer Team, Defense Grades 9 – 12
o Captain, Grade 12
o Third Place, State Finals, Grade 11
o 1st Team, All-League, Grade 11
o Most inspirational, Grade 10
 Club Youth Soccer, Club Team, Defense Grade 9 - 12
o King County championship team, Grades 10-11
o King County 2nd team, Grade 9
Additional Sports Activities
 University Prep, Varsity Track Grade 9
o Qualified for district finals, Grade 9
 Club Lacrosse Grade 10
o 4th in state, Grade 10

4000 25TH AVE NE SEATTLE, WA 98115 PHONE
(CELL) 206.987.9526 E-MAIL ABA@EMAIL.COM
ANNA BETH AM
EXTRACURRICULAR ACTIVITIES
Puma Press (University Prep Newspaper), Editor (Junior, Senior)
Puma Press, Photographer and Writer (Freshman, Sophomore)
Puma Press, Features Editor (Junior)
University Prep Jazz Band Tenor Saxophone (Freshman, Sophomore, Junior)
National Honor Society (Junior, Senior)
Puma Radio (Junior, Senior)
SOS (Students of Service club ) co-president– (Junior, Senior)
National Jewish Youth Council (leadership counselor) (Junior, Senior)
Filmmaking (short films, animation) (Freshman-Senior)
Dance – weekly classes since the age of 4
Assistant Dance Teacher for 3 beginner classes (Freshman)
AWARDS RECEIVED
National Merit Commended Scholar (Senior)
National Scholastic Press Association Finalist (Senior)
1st Place Features Story [Washington High School Journalism Competition] (Junior)
3rd Place News Story [Washington High School Journalism Competition] (Junior)
3rd Place [Washington State Solo and Ensemble Competition] (Sophomore)
2nd Place Nature Photograph [Washington State High School Photography
Competition] (Freshman)
University Prep Scholars List (Freshman, Sophomore, Junior, Senior)
SPECIAL PROGRAMS
Dodge Film School, Chapman University, Summer high school program (2018)
Washington State High School Journalism camp, Central Washington University
(2017) University of North Carolina Journalism Program (2017)

Danny Dahl
2222 Ravenna Way
Bellevue, WA 98004
503-555-1111 (home)
503-555-2222 (cell)
E-mail: ddahl@email.com
Academic Background
University Prep, Seattle WA
Anticipated Graduation: Spring 2019
3.97 Student
SAT EBRW – 690/ M – 670
ACT Eng – 29/ Read – 28/ Math – 30/ Sci – 28/ Composite – 29
AP Calc AB – 5
AP US History – 4
Current Classes: Calculus II, English, Art, French V, Biotechnology, Civics
Awards
Member of National Honor Society
Member of French Honor Society
First Tech Credit Union Student All-Star
Art
University Prep Creative Arts Society – Co-President during Senior Year
Best in Show at King County Juried High School Art Exhibition – fall 2018
Art on display at Javasti Café, Seattle – spring 2018
Art on display at Kaladi Bros Coffee, Seattle – fall 2017
Painted Mural through City of Seattle – summer 2016
Metro Billboard Art Contest Finalist – winter 2016
Extracurricular Activities
Actor in High School Plays and musicals – 4 years
Organizer at University Prep Coffeehouse and Music Day events – 4 years
University Prep Gay-Straight Alliance – 4 years
Dharma Rain Zen Center Youth Program participant – 4 years
Rent, the musical, enthusiast (Rent Head)
Employment/Volunteer
PCC Grocery Store Courtesy Clerk/Bakery Attendant – May 2017 to present
Volunteer at Folklife Music Festival – 2 years
Volunteer at Bumbershoot Festival – 3 years
COLLEGE COUNSELING AT UNIVERSITY PREP 2019 – 2020 29

STANDARDIZED TESTING ability to apply that knowledge. Most highly competi-
tive colleges require three subject tests, in addition to
At UPrep, students are encouraged to take both the the writing portion of the SAT, or the ACT with essay.
SAT and the ACT (with writing) in order to present one It is to the student’s advantage to take an SAT subject
or both sets of scores for admission. A suggested test- test in as many areas of strength as possible. Students
ing sequence is: ACT in April; SAT in May; AP exams who are taking a one-year course (i.e., biology, chem-
in May (optional); and SAT Subject Tests in June. Many istry, and physics) should take the test immediately fol-
colleges will examine these scores in conjunction with lowing completion of the course. Students thinking of
a student’s cumulative grade-point average to help attending an engineering program should take Math II
determine admission. The most competitive colleges and a science test.
require or highly recommend the SAT subject tests in
specific subject areas. The ACT
The ACT is a test of educational development that
Due to COVID-19, many colleges have eliminated their measures how much the student has already learned.
standardized testing requirements and are becoming The test focuses on four subject areas: English, Math,
test optional—some temporarily, and some perma- Reading, and Natural Sciences. A writing test is offered
nently. COVID-19 has had a huge impact on students’ as an option, and we advise students to take the writing
abilities to take standardized tests, and colleges have test. Students are encouraged to take the ACT in the
had to respond accordingly. Students should check spring of their junior year or in the fall of their senior
with each college to find out more about their indi- year. Students select which scores they would like to
vidual standardized testing policies, and work directly send to colleges.
with their college counselor to determine an appropri-
ate standardized testing plan. A great website that lists The Advanced Placement Tests (AP)
test optional policies for most colleges and universities These tests are for self-selected juniors and seniors.
due to COVID-19 is: Administered by the College Board, the AP exams give
https://www.compassprep.com/college-profiles/. highly motivated students the opportunity to demon-
strate college-level achievement while still in high
The PSAT school. If students achieve the requisite scores, they
The Preliminary SAT is a standardized test that offers may obtain advanced placement or credit from most
practice for the SAT. It also gives you a chance to colleges and universities of their choice. University
qualify for the National Merit Scholarship Corporation’s decisions on credit are frequently made department by
scholarship programs. The test measures verbal reason- department. The AP exams are administered at UPrep.
ing skills, critical reading skills, mathematical problem- Students may take any number of AP exams as long
solving skills, and writing skills. It is designed to be as dates and times do not conflict.
taken during the junior year. UPrep offers the following exams: Biology, Calculus
AB, Calculus BC, Chemistry, Chinese Language and
The SAT Culture, Computer Science A, English Language and
The College Entrance Examination Board offers the SAT Composition, English Literature and Composition,
reasoning test as a measurement of the verbal, math- French Language and Culture, Physics C: Mechanics,
ematical, and writing abilities a student has acquired Spanish Language and Culture, Statistics, US Govern-
through his or her education. Most students take the ment and Politics, U.S. History, and World History.
SAT for the first time in May of their junior year. The Registration takes place in the fall for exams that take
SAT may be taken as many times as it is offered, al- place in May. UPrep’s registration window is between
though many colleges recommend limiting the number September 1 and November 1, and requires a $150
to three. Students have score choice; they can decide non-refundable deposit. To register, visit
which scores they would like sent to colleges. www.aptestservice.com/uprep.
The SAT Subject Tests

These tests are one-hour, primarily multiple choice tests
that measure knowledge of particular subjects and the

An Important Note Regarding 1. Check out the college website to see if there is an
Standardized Testing online athletic recruitment form and complete this
to make an initial contact with the athletic depart-
Please take standardized testing in stride. Choices
ment. This form may ask for athletic statistics or
of classes and grades are far more important in the
academic information comparable to an athletic
college application process. Always remember that
resume (for example, see resume #1 on page 25).
there are alternatives to the testing requirements for
colleges. Students who are concerned about testing 2. Speak with your University Prep coach about the
results should explore those colleges that do not different colleges’ programs by the spring of your
require standardized testing, such as: Lewis and Clark junior year.
(OR), Bowdoin and Bates Colleges (ME), Dickinson 3. Prepare and send an athletic resume and cover
College (PA), Smith and Mount Holyoke Colleges letter including athletic background, honor/awards
(MA), Lawrence University (WI), Bard College, and received, out-of-season participation, and times/
Wake Forest University (NC). There are more than 900 stats that support your athletic achievements. This
colleges and universities in the United States that do may include academic information such as GPA,
not require tests. Many Canadian universities do not SAT scores, honors, and awards.
require test scores from stateside applicants. Other 4. When you make plans to visit colleges, try to arrange
colleges will rely on portfolios of students’ work, a meeting with the coach or attend a practice.
auditions, and interviews instead of tests. Remember 5. Give your current coach and your college counsel-
that when you are thirty, no one cares what your SAT or a copy of your athletic resume and keep them
scores were. Do your best, but keep these scores in informed of additional communication and corre-
perspective. Most importantly, a student’s humanity or spondence.
future contributions to society are not measured by his
6. Request a written recommendation from your Uni-
or her test scores.
versity Prep coach, addressed to the college coach.
Test-Optional Colleges It is often hard to determine whether or not you may
be eligible to compete on the college level and which
There are more than 900 colleges and universities division is the best match for your athletic abilities. The
across the United States that are either test-optional www.ncaa.org website has useful information about
or do not require standardized testing as part of the each division.
admissions process. At www.fairtest.org, a nonprofit
advocacy organization dedicated to preventing the mis- Any student who expects to be recruited for Div-
use of standardized tests, you will find a comprehensive ision I or II college sports must register with the
list of all test-optional schools. Eligibility Center by going to
https://web3.ncaa.org/ecwr3/. You can do this at the
beginning of your junior year. Once you have registered,
ATHLETICS you must follow the directions carefully, and bring the
appropriate forms to the registrar, so that your transcript
Athletics and College Admission
can be sent to targeted colleges. You can do this as early
There is no doubt that athletics is a big part of many as the end of your junior year (after the completion of at
college communities and that a student who will least six semesters of high school work). We recommend
bring significant athletic talent to the college admis- registering no later than December of your senior year.
sion process will be of interest to college coaches. It is SAT and ACT test scores must be reported to the
important for you to talk with your current coach to NCAA Eligibility Center directly from the testing
determine what kind of an impact you might make on agency. When registering for the SAT or ACT, designate
a college team (NCAA Division I, II, or III) and wheth- the Eligibility Center code of 9999 to make sure the
er you are interested in making the commitment to score is reported directly to the Eligibility Center.
college athletics. If you plan to play an intercollegiate Students interested in the possibility of playing at a
sport in college and want to communicate that to the Division III school do not have to register formally, but
college athletic department, we encourage you to do must adhere to the guidelines for student athletes.
the following:

A word of caution: College coaches sometimes apply a ment to speak with the director of the program?
bit of pressure. An “early” application can make their • Are students encouraged to submit a recent educa-
jobs easier. We urge you to resist coaching pressure. tional testing evaluation as part of the admission
Talk with your family, with your University Prep coach, process? If so, how is it used?
and with your college counselor before making any • Is peer tutoring available? Writing or math labs?
commitments. Remember that you, not the coach, are A study skills center? What instructional strategies
in charge of your future. are available?
Remember: Meeting the NCAA academic rules does • If you have an individualized learning plan at UPrep,
not guarantee your admission into a college. You must and are accustomed to certain instructional strat-
apply for admissions. egies or accommodations, please note that not
all colleges and universities offer similar levels of
support.
Myth:
Athletics gets a student into college. Learning Support Students and
Standardized Testing
Reality:
Students with diagnoses for learning or health may be
Two percent of college students are in college on eligible to take the SAT and ACT with extended time or
athletic scholarships. Athletics may be a plus factor, with other accommodations. Current documentation
like being a legacy or a leader, but it never trumps a
student’s transcript in terms of importance. (within the last three years) will be required in the form
of a current IEP, 504 Accommodation Plan, and/or ver-
ification of a diagnosis which demonstrates the need
for accommodations. Students who believe they may
qualify for extended time should meet with UPrep’s
learning and testing specialist by spring of sophomore
RESOURCES FOR STUDENTS year or fall of junior year to complete the necessary
paperwork, which will be in addition to the regular
Learning Services registration materials.
Colleges and universities have improved substantial-
To be eligible for extended time on standardized
ly their services for, and evaluation of, students with
tests, a student must:
learning needs. The college search for a student at
UPrep who uses our learning services or has an individ- • have learning needs that necessitate testing accom-
ualized learning plan should follow the same path modations;
as all prospective college students; however, there are a • have current documentation on file (within three
few special considerations. First, these students need to years); and
ask additional questions. Second, students who need • complete an eligibility form for SAT/ACT (see UPrep’s
extended time testing for college entrance examina- learning and testing specialist).
tions have additional paperwork to complete.
Professional Evaluation:
Questions to Ask Colleges if You Have The evaluation from a qualified professional must:
Learning Needs or an Individualized
• state the specific disability as diagnosed;
Learning Plan
• provide complete educational, developmental,
• What kind of support services does the school and medical history;
have for students with learning needs or preferenc-
• describe tests/techniques used to arrive at diagnosis;
es for learning?
• establish professional credentials of evaluator; and
• Does the school have requirements (i.e., language,
math) that may be difficult for a student • describe specific accommodations being requested;
to fulfill?
• Is there an active learning services program on cam-
pus? Special facilities? Can you make an appoint-

Students with Learning Needs and
Additional Factors to Consider
We encourage students with learning needs to become
comfortable telling their story. Specifically, colleges ap-
preciate when students are able to do the following:
• Articulate details about their specific learning
diagnosis and preferences for learning
• Explain how their learning needs and preferences
have affected their academic performance
• Address what accommodations and instructional
strategies they use
• Discuss what they have gained as a result of their
learning style
African American Students

Books Websites
Emmert, J. HBCU Today: Your Comprehensive Guide www.BlackExcel.org
to Historically Black Colleges and Universities. Irving, Black Excel: The College Help Network
TX: Black Educational Events, LLC: 2009. www.edonline.com/cq/hbcu
Garrod, Andrew, Kilkenny, Robert, and Gomez, Historically Black Colleges and Universities
Christina. Mixed: Multiracial College Students Tell www.jbhe.com
Their Life Stories 1st Edition. Ithaca, NY: Cornell Journal of Blacks in Higher Education
University Press, 2014.
www.naacp.org
Knight, Sr., Alphonso. Historically Black Colleges and National Association for the Advancement of Colored People
Universities: What you Should Know. Xlibris, LLC:
2014. http://www.qem.org/
Quality Education for Minorities
Peterson, Brian. The African American’s Guide to
Excellence in College. Chance 22 Publishing, 2005. www.uncf.org
United Negro College Fund
Walker, Sheryl. The Black Girl’s Guide to College
Success: What No One Really Tells You About College
That You Must Know. Authorhouse, 2007.

Colleges and Universities with Strong Learning Support
The following list of colleges are known for providing exceptional support for students with learning
needs. The colleges with an * next to their names also have special fee-based centers, which provide
even more support.
American University (DC) Earlham College (IN) Skidmore College (NY)

Augsburg College (MN) Hofstra University (NY) Southern Oregon University*
Baylor University (TX) Iona College (NY) University of Arizona*
Beacon College (FL)* Landmark College (VT)* University of Connecticut
Brown University (RI) Lynn University (FL)* University of Denver*
Clark University (MA) Manhattanville College (NY) University of Michigan
College of Charleston Marshall University (WV) University of Puget Sound
College of Wooster (OH) Marymount Manhattan University of Southern California
Curry College (MA)* University University of Southern Oregon
DePaul University (IL) Mitchell College (MA)* Wheaton College (MA)
Drew University (NJ) McDaniel College (MD) Xavier University (OH)
Muhlenberg College (PA)
Northeastern University (MA)*
Artistic Students
Books
Everett, Carole J. Peterson’s College Guide for Oram, Fran. College Guide for Performing Arts Majors
Performing Arts Majors 2009. Albany, NY: 2009: Real-World Admission Guide for all Dance,
Peterson’s, 2009. Music, and Theatre Majors. Albany, NY: Peterson’s,
Loveland, Elaina. Creative Colleges: A Guide for 2009.
Student Actors, Artists, Dancers, Musicians and Writers.
Los Altos, CA: Supercollege, LLC., 2017.
Hispanic/Latinx Students
Books Websites
Dabbah, Mariela. Latinos in College: Your Guide to www.hacu.net
Success. Consultare, 2009. Hispanic Association of Colleges and Universities
Valverde, Leonard, ed. The Latino Student’s Guide www.hsf.net
to College Success, 2nd Edition. Westport, CT: Hispanic Scholarship Fund
Greenwood Press, 2012. www.qem.org
Quality Education for Minorities

Artistic Students you the option of pursuing a double degree, such as
a BM in music and a BA in history. (A double degree
(Adapted from Jennifer Gross’s Tips for the Art Focused
would require more than four years, however.)
Student, National Association for College Admission
Counseling) The Application Process
If you are interested in pursuing the visual, musical, or In addition to completing a typical college application,
performing arts in college, your college application pro- students in the visual or performing arts should prepare
cess might involve some additional pieces. Specifically, a portfolio or audition. Each arts program has different
if you are applying to an art or music school, you will requirements, so you should contact the schools as
need to furnish a portfolio of your work. There is no early as possible to obtain their portfolio or audition
standard protocol used at each institution. Therefore, requirements. While your portfolio or audition is an
students are advised to check each college’s website important part of the application, arts programs do
for directions. consider your academic record and test scores.
Even if you are not intending to major in the arts, but
National Portfolio Day
you have demonstrated talent in this area, sending in
slides or your art work or a CD with your music is war- National Portfolio Day is an event specifically for visual
ranted. This adds depth to your application. artists and designers. It is an opportunity for those who
wish to pursue an education in the visual and related
Prospective arts majors have two degree options: a
arts to meet with representatives from accredited art
Bachelor of Arts (BA) degree with a major in the arts
and design colleges. Representatives will be available
and a bachelor of fine arts (BFA) for artists/performers
to review your artwork, discuss their programs, and
or bachelor of music (BM) for musicians. The BA degree
answer questions about professional careers in art.
is the typical liberal arts degree—students who major in
High school students and their parents are encouraged
English, history, and other humanities majors also earn
to attend.
BA degrees. The BFA or BM degree is more focused
and intense. National Portfolio Day serves a variety of purposes.
Most importantly, it is designed to help further the de-
Which degree you choose depends on your college and
velopment of young artists by bringing together expe-
career goals. If you have a high degree of commitment
rienced college representatives to review artwork and
to your art and desire an intense, often competitive
offer feedback. The experience is a small taste of what
college experience, a BFA or BM might be right for you.
a professional art program can be like.
If you would rather study a variety of subjects along
with your arts major, a BA may be the way to go. Your portfolio should include your best and most
recent work, but it can also include works in progress
Visual and performing arts students have several types
and sketchbooks. You’ll hear many different opinions
of colleges to consider. Conservatories and stand-alone
of your work. Explain how you develop your ideas
arts schools offer an immersion-type experience for stu-
and where you want to go with them. No admissions
dents earning BM or BFA degrees. All of the students
decisions or scholarship awards will be offered to you
you meet at this type of school will be artists, and the
at National Portfolio Day. Some colleges represent-
atmosphere is often highly competitive.
ed may accept your portfolio as the visual portion
Some larger universities offer BFA/BM degrees as well of your application. Other colleges have restrictions
as BA degrees in the arts. You may find somewhat that prohibit them from making a definite portfolio
self-contained music or arts schools within the larger decision at the time of your review. Discuss your work
university. In this atmosphere, you could pursue the with as many representatives as possible.
more specialized degree while still keeping the door
Cornish College of the Arts usually hosts Seattle’s
open to taking a few liberal arts courses (which would
National Portfolio Day. For information, visit
be unavailable at specialized music or arts schools). In
https://nationalportfolioday.org.
addition, a university-based arts program might give

Jewish Students
Books Websites
Aaron, Scott. Jewish U: A Contemporary Guide for www.hillel.org
the Jewish College Student (Revised Edition). New York: Hillel Organization—The Foundation for Jewish
UAHC Press, 2010. Campus Life
Schoem, David. College Knowledge for the Jewish
Student: 101 Tips. Ann Arbor, Michigan: University of
Michigan Press, 2010.
LGBTQIA+ Students
Books Websites
Hinrichs, Donald. A LesiBiGay Guide to Selecting the https://finaid.org/otheraid/lgbt/
Best-Fit College or University and Enjoying the College A comprehensive listing of over 50 scholarships
Years. iUniverse, Inc., 2007. www.pointfoundation.org
Nicolazzo, Z. Trans* in College: Transgender Students’ The Point Foundation
Strategies for Navigating Campus Life and the
Institutional Politics of Inclusion. Sterling, Virginia:
Stylus Publishing, 2017.
Windmeyer, Shane, L. The Advocate: College Guide for
LGBT Students. New York: Alyson Books, 2006.
Muslim Students
Books Websites
Garrod, Andrew, Kilkenny, Robert, and Gomez, http://islamicscholarshipfund.org
Christina. Growing Up Muslim: Muslim College Islamic Scholarship Fund
Students in America Tell Their Life Stories: 1st Edition.
Ithaca, NY: Cornell University Press, 2014.
Zahoor, Idris. The Muslim Student’s Guide to University
and Beyond. Ta-Ha Publishers Ltd:
London, 2014.

Native American Students
Books Websites
Garrod, Andrew and Kilkenny, Robert. I Am Where I www.collegefund.org
Come From: Native American College Students and American Indian College Fund
Graduates Tell Their Life Stories. Ithaca, NY: Cornell www.nativeculturelinks.com/education.html
University Press, 2017. Tribal colleges, Native Studies programs, and Indian
Inglebret, Ella and Pavel, D. Michael. The American education
Indian and Alaska Native Student’s Guide to College https://tribalcollegejournal.org/map-of-tribal-
Success. Westport, CT: Greenwood Publishing, 2007. colleges/
Journal of American Indian Higher Education
Students with Learning Needs

Books Websites
The Princeton Review’s K&W Guide for Students with https://accommodations.collegeboard.org/
Learning Differences, 13th Edition: 353 Schools with Useful information about the kinds of documentation
Programs or Services for Students with ADHD, ASD, or needed to consider an application for testing accom-
Learning Disabilities. Princeton NJ: Princeton Review, modations
2016.
www.actstudent.org/regist/disab/
Reiff, Henry B., PhD. Self-Advocacy Skills for Students Testing accommodations for ACT
with Learning Disabilities: Making It Happen in College
and Beyond. Port Chester, NY: Dude Publishing, 2007. www.ldonline.org
LD online: a guide to learning disabilities and ADHD
Roffman, Amy. Guiding Teens with Learning Disabili-
ties: Navigating the Transition from High School to www.understood.org
Adulthood. Princeton, NJ: Princeton Review, 2007 An excellent website for parents about learning and
attention issues
www.ldworldwide.org/
Learning Disabilities Worldwide
www.ncld.org/
National Center for Learning Disabilities

Service Academies The academies offer one-week summer programs for
high school juniors; the programs are scheduled during
The United States Service Academies, also known as
June each year and selection is highly competitive. We
the United States Military Academies, are federal acad-
strongly encourage students to attend one of the sum-
emies for the undergraduate education and training
mer programs, since it provides a taste of the culture
of commissioned officers for the United States armed
of each academy. Online applications open in January
forces. Tuition, room and board are all paid for by the
and close mid-March. You must have taken either
U.S. Government, but students incur a commitment
the SAT or the ACT prior to applying. The academies’
to serve a number of years of military service after
websites will provide more information. In recent years,
graduation.
University Prep students have applied to and been ac-
There are five U.S. Service Academies: cepted at the Naval Academy.
• United States Merchant Marine Academy, known
Websites
as “Kings Point,” Kings Point, NY
• United States Military Academy, also known as Washington State Senator Patty Murray
“Army,” West Point, NY https://www.murray.senate.gov/public/index.cfm/
mobile/militaryserviceacademynominations
• United States Naval Academy, also known as
“Navy,” Annapolis, MD Washington State Senator Maria Cantwell
• United States Coast Guard Academy, New https://www.cantwell.senate.gov/services/
London, CT academy-nominations/instructions
• United States Air Force Academy, also known United States Air Force Academy
as “U.S.A.F.A.,” Colorado Springs, CO www.academyadmissions.com
United States Coast Guard Academy
In general, candidates for admission are judged on www.cga.edu
their academic achievement, demonstrated leadership, United States Merchant Marine Academy
athletics, and character. To gain admission, candidates www.usmma.edu/admissions
must also pass a physical fitness test and undergo a
thorough medical examination. United States Military Academy (West Point)
https://westpoint.edu/admissions
Applicants to all service academies (except the United United States Naval Academy (Annapolis)
States Coast Guard Academy) are required to obtain www.usna.edu/Admissions
an official nomination. Nominations may be made
by Senators, Congressmen, the President, and the
Vice President (The United States Merchant Marine
Academy only accepts nominations from Senators and
Congressmen); students are encouraged to contact
their senator or congressperson in FALL of their junior
year.
The nomination process is extremely competitive. For

example, each year, Washington’s Senators receive
350 requests for academy nominations and nominate
10 applicants for each vacancy at each academy. Each
year, around 40 applicants are nominated. The appli-
cants all had a 3.85 GPA or better and a combined SAT
score of 1200 or higher. Students interested in the ser-
vice academies should plan on taking the SAT in the fall
of their junior year, so that their scores can be included
in their nomination form.

FINANCIAL AID be sure to pay close attention to the requirements and
procedures at each of the schools to which you are
For many students and their families, cost can be the applying.
most determining factor in selecting a college. This sec-
2. Filling Out the Free Application for Federal
tion should be used as a general reference as you navi-
Student Aid (FAFSA)
gate the financial aid process. We have also included a
few tips and resources for families who know that the Every financial aid applicant must complete this form
cost of a college education will be a hardship, yet due to apply for U.S. government grants and loans, federal
to income and assets, will not qualify for financial aid. work-study, many state grants, and, for some schools,
Because each college or university has its own specific institutional financial aid.
requirements for financial aid, you are advised to read • The FAFSA can be filed online at
all applicable material, and carefully follow the proce- https://www.studentaid.gov/ starting on Oc-
dures. It is imperative that you pay close attention to the tober 1. Complete the FAFSA as soon as you can;
details and deadlines of each school. Finally, please pay certain funds run out if the FAFSA isn’t completed
attention to the following three points: on time. We recommend completing it no later than
November 1.
• You will need to re-apply for financial aid every
FICTION: The financial aid process is a hunt for year while you’re in college to continue to receive
dollars hidden in secret places. financial aid.
FACT: Ninety-five percent of aid comes from • The FAFSA asks a series of questions that determine
colleges, the federal government, and states. whether you are a dependent or independent
FOCUS: Ask colleges directly. Call—they’re good student; it is only under rare circumstances that a
at this. UPrep student is not a dependent student. Depen-
dents must report custodial parent information, as
well as your own information, on your FAFSA.
Steps in the Financial Aid Process • To complete the FAFSA, you will need parent and
1. Caveats for Early Decision and International student federal income tax forms, social security
Financial Aid Applicants numbers (or alien numbers), driver’s license num-
bers, information on any untaxed income (like
Early Decision Candidate: It is critical that you com-
child support or income from interest), information
municate directly with the financial aid office of your
on cash, savings, and checking account balances,
ED/EA college. In most cases, you will be required to
investments (including stocks and bonds and real es-
complete the College Board’s CSS Profile in November,
tate, but not including the home in which you live),
and you may also need to complete other institutional
and information on business and farm assets. If you
forms. The college will give you an estimate of your
have all this information at hand, the FAFSA should
financial aid package at the time of acceptance. Your
take less than 25 minutes for you to complete!
aid award will not become official until after you have
filed a FAFSA. • You can list up to 10 schools on the online FAFSA,
and you can add more schools later. Schools you list
International Applicants: Financial assistance pro- on your FAFSA will automatically receive your results
grams for international students are highly competitive, electronically.
with academic credentials and geographic diversity as
primary considerations in the process. At most schools, After submitting the FAFSA
to receive consideration for institutional aid, internation- • You can check the status of your FAFSA immediate-
al students must complete the International Financial ly after submitting it online.
Aid Application and Declaration of Finances as soon • You will receive a Student Aid Report (SAR), which is
as possible after January. This form is generally mailed a summary of the FAFSA data you submitted, within
to all international applicants as part of the admissions three days to three weeks after you submit your
packet, and it should be returned directly to the col- FAFSA. Be sure to look over your SAR to make sure
lege admissions office. Some schools follow a different you didn’t make a mistake on your FAFSA, and keep
process for awarding aid to international students, so

copies of your SAR. until you have exact figures.
• No more than 10 schools may be listed on your • Schools will receive your information electronically
FAFSA at one time. If you want to add additional in about one week. You will receive a CSS Acknowl-
schools beyond the original ten, select “Add or edgement showing the information entered on your
Delete a School Code” to add up to four more application, as well as the schools to which your data
schools as a correction to your FAFSA information. has been sent. Use the Data Confirmation section of
If you make further corrections after adding the the Acknowledgment if you need to make correc-
new schools, the schools you removed from this tions/changes. Send the new information directly to
original list will not receive these corrections—you the schools.
will need to contact FAFSA customer service by • After you register and receive your packet, you may
calling 1.800.433.3243. still add other schools to the Profile on the website.
• The SAR won’t tell you how much financial aid You should contact each of those schools to find out
you’ll get. Once you have been admitted to a if they require any information not included in your
specific school, they will calculate your aid and will customized application.
send an award letter. The timing of the award offer
4. Determining Eligibility for Need-Based
varies from school to school, but usually it’s within
Financial Aid
a few weeks of being admitted.
• Some SARs include a request for verification, which Need-based financial aid is used to make up the differ-
is the process to confirm that the data reported ence between what a family can pay and the total cost
on your FAFSA is accurate. If you’re selected for of education. In determining what a family can afford,
verification, don’t assume you’re being accused of need-analysis systems work under the principle that
doing anything wrong. Some people are selected students and their parents bear the primary responsibility
at random, and some schools verify all students’ for financing education costs to the full extent they are
FAFSAs. Simply provide the documentation the able; families are expected to make sacrifices in order to
school asks for by the deadline. To avoid being pay for college. Need-analysis formulas evaluate families’
selected for verification, we recommend using financial situations in an effort to establish horizontal
the IRS DRT (see below). equity—families with similar financial situations should
contribute similar amounts of money to educational
• The IRS Data Retrieval Tool (IRS DRT) takes you to
expenses—and vertical equity—families with differing
the IRS website, where you’ll need to log in by pro-
situations should contribute differing amounts.
viding your name and other information exactly as
you provided it on your tax return. At the IRS site, There are two primary systems used to determine
you can preview the information before transferring a student’s eligibility for need-based financial aid.
it to your FAFSA. When you return to the FAFSA Utilizing the FAFSA, the federal methodology deter-
website, you’ll see that questions that are populat- mines eligibility for all federal grants and loans, most
ed with IRS DRT will be marked with “Transferred state aid, and some institutional aid. Other colleges
from the IRS.” and universities use some version of the institutional
• If you haven’t done your taxes by the time you fill methodology to award their financial aid funds.
out your FAFSA, it’s okay to estimate the amounts. 5. Learning About the Expected Family
After you file your taxes, you’ll need to log back in Contribution
to the FAFSA and make necessary corrections.
This amount is made up of the parent contribution
3. Completing the College Scholarship Service and the student contribution. The parent contribution
(CSS) Financial Aid Profile considers such factors as:
This form is used to apply for institutional aid, and • Parental income: The single most important
should be completed only for schools that require it. factor in determining aid eligibility for most families,
• Register online at www.collegeboard.com. it includes all taxable and nontaxable income.
• At least one week before your earliest deadline, Minus
complete the customized application online (there • Nondiscretionary expenses which include such
is a fee). Note: You may use estimated income/ex- items as taxes, medical expenses, basic living expens-
pense/asset data; do not wait to submit the form es, and an employment expense allowance for sin-

gle-parent households and dual-income households. information from the noncustodial parent as well,
and, in some cases, his or her spouse.
The parent contribution also considers:
• Because retirement funds are not included in the
• Available parental assets: real estate equity (exclud-
calculation of assets, the institutional methodology
ing the primary residence); savings and other net
does not use the Asset Protection Allowance for
worth investments, but not retirement funds except
retirement used in the federal methodology.
for education IRAs; a portion of business profits.
• The institutional methodology has added two
Minus
new incentives for families to save for college:
• Asset protection allowance which protects a por- the Annual Education Savings Allowance and the
tion of your assets for retirement (this increases as Cumulative Education Savings Allowance, enabling
parents get closer to retirement age). parents to protect income and assets to be used for
current and future education expenses.
Once the total parent contribution is determined, it is
divided among all dependent children who are enrolled • To reduce the contribution expected from middle
in similarly priced colleges. The student contribution income families, the institutional methodology uses
considers a portion of a student’s income and assets. modified income assessment rates.
7. Figuring Out Student Need

6. Calculating the Expected Family Contribution
Once the admissions office has decided to admit a
To determine the student’s financial eligibility, the student and the financial aid office has determined that
Expected Family Contribution (EFC) is subtracted from the student qualifies for financial aid, the financial aid
the total cost of education (tuition, room and board,
and in most cases books, supplies, transportation, and
living expenses) to determine the student’s financial
eligibility. The calculated financial eligibility and,there- Cost of Attendance (COA)
fore, the financial aid package will vary at colleges – Expected Family Contribution (EFC)
with varying costs. It may also vary due to colleges’
differing calculations of the EFC. (Although the federal = Student Need
methodology uses well-defined formulas, there is some
room for college financial aid administrators to exercise
“professional judgment” and alter the calculations in
response to unusual family circumstances.) office will put together a financial aid package, a com-
bination of several types of financial assistance.
The institutional methodology, used by many colleges
and universities to award their financial aid funds, 8. The Financial Aid Award
varies from the federal methodology in several key Financial aid awards are made up from a combination
aspects: of the following:
• The institutional calculation takes into consideration Grants: federal, state, and institutional (college/
a family’s equity in their primary residence while the university) grants are financial aid awards that do not
federal calculation does not. In other words, a fam- have to be repaid.
ily with home equity has a greater ability to afford Loans: often interest-free during enrollment, student
the cost of a private education over time. loans must be repaid, with interest, over a predeter-
mined loan life post-graduation.
• When the applicant’s parents are divorced or have
never been married, the federal methodology Work-Study: the vast majority of financial aid recipi-
requires financial information from, and bases its ents will be expected to hold part-time (usually around
calculations on, only the custodial parent and his ten hours per week) campus or community jobs. There
or her current spouse (the student’s stepparent). In is a federally subsidized work-study program as well as
most cases, the institutional methodology requires college-sponsored programs.

SPECIFIC COMPONENTS OF THE AWARD colleges, private colleges, in-state schools, and out-of-
Pell Grant: A grant that provides up to $6,345 for the state schools. Determination of and application to state
2020–2021 school year based on a student’s need. grant programs are usually done through the FAFSA.
Federal Supplemental Educational Opportunities 9. Understanding Your Financial Aid Award

Grant (FSEOG): A grant for students with the highest In comparing financial aid awards from different
levels of eligibility, FSEOG provides up to $4,000 per schools, it is important to look not only at the total
year. To qualify, the student must also be a Pell Grant family contribution, but also at the types of aid offered;
recipient. the ratio of grants to self-help (loans and work) may
Federal Subsidized and Unsubsidized Loans: vary significantly. Note: Many financial aid packages
Available to full-time undergraduates, these programs combine loans and work-study under the heading
allow first-year students to borrow a maximum of “Self-Help” and some schools allow students some
$3,500, up to $4,500 during the second year, and up to discretion to determine the ratio of loan to work.
$5,500 each subsequent year. The borrowing maximum
for all undergraduate study is $23,000. Repayment of 10. Unmet Financial Need
the Federal Loan begins six months after the completion Schools that cannot meet the full financial need of
of schooling. Subsidized Loans are need-based loans on every admitted applicant may employ one or more of
which the federal government pays the interest while the following practices:
the student is in college, for six months after gradua- Gapping: The practice of meeting less than the
tion, and during any deferments. Unsubsidized Loans applicant’s full need.
are available to students who do not meet financial
Financial aid waiting list: Some admitted applicants
eligibility and to those who qualify for only a portion
are not offered aid unless/until more funds become
of the maximum subsidized loan. Without the subsidy,
available.
the student is responsible for the interest while in
school. Typically, the student will pay interest only while Admit-Deny: The practice of offering admission to
in school, deferring the principal repayment until after students, but denying them financial aid despite their
graduation. It is possible, however, to defer the interest eligibility.
and add it to the principal as it accumulates. Deny-Deny: The practice of denying admission to
Perkins Loan: A need-based federal student loan applicants who qualify for aid, but whose need the
designated for the students with the highest levels of school is unable to meet.
demonstrated financial eligibility, the Perkins Loan
11. The Appeals Process
Program provides up to $5,500 per year at a 5 percent
interest rate. The student must have applied for a The recent changes to federal guidelines regarding
$3,000 Pell Grant to be eligible. financial aid have produced larger variations in schools’
determinations of financial eligibility and in their ability
Parent Loan for Undergraduate Students (PLUS):
to meet that need. As a result, students may receive
Credit-worthy parents of dependent undergraduate
very different aid packages from different schools.
students may borrow through the PLUS Loan Program
to help finance educational costs. The maximum loan If the school you prefer to attend offers less money or
per year is limited to the cost of education minus other a less attractive package (more in loans, less in grants)
aid that the student has received. Repayment begins than another, bring the discrepancy to the attention
within sixty days of the loan funds being advanced, of the financial aid office at your preferred school. If
and the maximum repayment period is ten years. Note: the school has an appeals process, follow the steps
The figures for grant and loan amounts and interest carefully. Otherwise, call the financial aid office and ask
rates are subject to change. for an explanation. Even if your offers are similar, if the
packages aren’t large enough to enable you to attend,
State Grants: Many states offer grants to residents
further investigation is worth the effort. Some schools
who demonstrate a specific level of financial eligibil-
will not negotiate, but many will increase awards when
ity. Often, these grants are available only if the stu-
the change is warranted and the school has funds
dent attends an in-state college. In some states, there
available. A family’s financial situation cannot always be
are different programs for students attending public
adequately explained on forms. A change in the fami-

ly’s financial situation (the loss of a job, an illness, sec- Types of Scholarships
ondary school tuition for younger siblings) will increase
a family’s eligibility. Many schools will take the new Academic Scholarships
or clarified information into account and increase the Many colleges award academic scholarships without
award. Some schools set aside funds that they expect requiring additional applications; they are simply a part
to offer during the appeals process. Please remember of the admission process and students are notified of
that most financial aid officers are more amenable to scholarship offers with their offers of admission. Some
working with families who treat them with respect. scholarships will require an additional application, essay,
audition, portfolio, and letters of support, or interview—
12. Renewal of Your Financial Aid Award
check with the colleges directly. Many scholarships are
You must re-apply for financial aid each year. Most renewable each year for four years as well.
colleges guarantee four years of financial aid to all
students who initially enroll with financial aid, as long Merit Scholarships
as they file the required application forms and continue Overwhelmingly, scholarships are offered to students
to demonstrate financial need. Some schools may alter from the colleges and universities offering admission;
the package as the student gets older (for example, these merit-based scholarships are often used as a
reducing grant aid and increasing self-help), and some tool by colleges to enroll more of their top applicants.
schools have academic- and discipline-related standards College-sponsored merit scholarships are awarded to
attached to their financial aid awards. If a student’s students based on academic achievement (in general
GPA falls below a certain level, for example, his or her or in a specific discipline); geographic, ethnic, or racial
financial aid would be reduced or eliminated. Make diversity; a particular talent (artistic, athletic, etc.);
sure that you understand a college’s policies on renewal extracurricular involvement (community service, for
of aid before accepting an initial award. example); scholarship examinations, etc. They are not
based on demonstrated financial need, although in
Financing College some cases financial need is a consideration. Schools
differ widely in the number and size of scholarships
Scholarships offered. https://www.cappex.com/scholarships is
In addition to need-based financial aid, many students a centralized website dedicated to matching students
seek scholarships in an effort to offset the cost of a with merit-based scholarships from more than 3,000
college education. Scholarships are often awarded to colleges and universities.
students based on strengths in academics, athletics, If scholarships are important to you, first you need to
community service, leadership, artistic talent, or other find out which schools offer merit-based scholarships
special interest groups; scholarships can be awarded (many schools reserve all their funding for need-based
based on merit and/or financial need. Keep in mind financial aid, not merit-based scholarships), and then
that deadlines for many scholarships vary and aren’t find out the requirements and deadlines for the schol-
necessarily in sync with the deadlines of the college arships. For recipients of need-based financial aid, merit
application process—it is your responsibility to stay on scholarships will be incorporated into the aid package.
top of all deadlines. Also, never, ever, ever pay a fee to Each institution will adjust aid packages according to its
an organization claiming to help you find scholarships. own policies, but schools are unable to use the scholar-
If the need-based financial aid package does not meet ship to reduce the federal EFC.
the full eligibility of the student, the scholarship can be
Athletic Scholarships
used to fill the “gap.” The scholarship may replace self-
help (loans and work-study) funds. The scholarship may Many NCAA Division I and Division II schools also offer
also be used to reduce the institutional grant. athletic scholarships. Keep in mind that athletic schol-
arships amount to a very small percentage of overall
scholarships offered. NCAA institutions gave athletic
scholarships to about two percent of the 6.4 million
athletes playing those sports in high school four years
earlier.

Scholarships from Local Organizations on your unique profile. Fastweb, www.fastweb.com,
Local organizations offer scholarships to students in requires you register with their site, but it is the best
their area. Common sources of local scholarships way to search for scholarships that apply to you.
come from religious organizations (if you attend a
church, temple, synagogue, etc., find out if they offer Individual Colleges and Universities
scholarships), fraternal organizations (you need not be
a member of the Elks Lodge or local Rotary chapter), The overwhelming majority of scholarships earned
your parents’ employers, national chapters of your by UPrep students come directly from the college or
school clubs (Key Club, for example), or other organiza- universities. While not all schools offer scholarships,
tions. Information on many such scholarships is avail- many schools have academic merit or talent (athletic,
able in the College Counseling Office. You are also musical, art, debate, etc.) scholarships available.
encouraged to explore other scholarship opportunities Check the schools’ websites for specific information
via the Internet, the public library, etc. on scholarships and financial aid.
If you receive notification of an outside scholarship

Additional Financing Options
after you have received your financial aid award, you
must inform the financial aid office of your scholarship. College-Sponsored Payment Plans
The school will then prepare a revised financial aid
Many colleges offer individual payment plans allowing
award that takes into account the additional scholar-
monthly payments of the annual fees. Check with indi-
ship funds.
vidual schools to learn about their plans and policies.
Western University Exchange (WUE)
Personal Loans
WUE is a program of the Western Interstate Com-
There are also a variety of loans available to assist
mission for Higher Education (WICHE). Through WUE,
in the financing of educational expenses. Individual
students in western states may enroll in many two-year
financial aid offices are the best source of information
and four-year college programs at a reduced tuition lev-
about these programs. Many families who have equity
el. This program offers full or partial in-state tuition for
in their homes find that a home equity loan offers the
students from Washington who enroll in certain course
most favorable terms because of the tax advantages.
work not usually offered in Washington State. Example:
Be assertive in exploring all possible financing options
Mining Engineering in Montana. Visit
with your financial aid administrator.
https://www.wiche.edu/tuition-savings/wue/ for
more information on this program. 529 College Savings Plan
The most popular way to save for college is through a
Where to Find Scholarships 529 plan. (Information courtesy of www.get.wa.gov/
College Counseling Office faqs/). A state 529 plan is a college savings plan
named for the section of the federal tax code that au-
Many scholarship organizations send applications thorizes them. You put in after-tax money. Your money
and information to the College Counseling Office. grows tax-free and all withdrawals are tax free as long
We maintain a comprehensive list of scholarships on as they are used for education. There are two types of
our website at https://bit.ly/2Ej9OTq. 529 plans: College Savings Plan and the Guaranteed
At University Prep, we have noticed that students Education Tuition Plan. With a College Savings Plan,
applying for scholarships tend to have the most luck you pick your investments and shoulder all of the
with scholarships awarded by colleges and universities, investment risk. When it is time to pay for college,
www.washboard.org, and Edmund F. Maxwell, you have whatever money is left in your account. GET
www.maxwell.org. is a prepaid college tuition plan. With GET, families
can prepay for a student’s college tuition today. The
Fastweb State of Washington guarantees that the value of the
This is one of the largest and most complete sources “units of tuition” you purchase will keep pace with
of scholarships available. Search for scholarships based resident undergraduate tuition at the most expensive

public university in Washington (either the University Federal Methodology: The need-analysis system used
of Washington or Washington State University). GET is by the U.S. government to determine an applicant’s
a qualified tuition program under section 529 of the eligibility for federal financial aid. It is also used by
Internal Revenue Code. For more information, please some states and schools.
visit www.get.wa.gov/faq.shtml. Gapping: The practice of meeting less than a student’s
Maximizing Financial Aid Eligibility full aid eligibility.
If your family is on the cusp of qualifying for need- Institutional Methodology: The need-analysis system
based financial aid, or will qualify for financial aid, here used by many colleges and universities to determine an
are some additional tips to maximize your aid eligibility: applicant’s eligibility for institutional financial aid.
• Save in parent’s name, not in custodial accounts Merit-Based Aid: Scholarships, grants, or other aid
(they’re not exempt). awarded based on academic strength, artistic ability,
leadership, or other special talent.
• Spend-down student’s assets.
• Shift assets to exempt vehicles: IRA, life insurance, Need-Based Aid: Financial aid that is awarded based
GET plan, home equity. on demonstrated financial need.
• Accelerate necessary expenses to be cash poor: Need-Blind: An admissions policy that does not use
computer, car, home repairs, etc. financial need as a factor in selecting applicants.
• Minimize capital gains. Admission Need-Conscious (or “Need-Aware”):
• Maximize contributions to retirement plan. Do An admissions policy that takes into account students’
not withdraw from retirement fund to finance financial need before making admissions decisions.
college (distributions = taxable income). If you Note: A school may be need-blind for one group of
must, borrow from yourself (via a home equity applicants and need-conscious for another group.
loan, for example). Preferential Packaging: The practice of awarding
• Ask grandparents to delay gifts until after more desirable (e.g., higher grants, lower loans)
graduation. financial aid packages to highly favored students.
• Prepay mortgage. Profile (also known as the CSS Profile): The app-
• Put a 529 plan in the name of parents or lication required by many schools to apply for insti-
grandparents for minimal/no impact on aid. tutional aid. Complete this form only if the school to
which you are applying requires it.
Taxpayer Relief Act
SAR: The Student Aid Report, generated when the
Education tax credits and interest deductions are
FAFSA is processed, includes all of the data entered on
available for some students. Families are advised to
the FAFSA and indicates the amount of the EFC.
consult with a tax professional to determine wheth-
er they can benefit. For information, go to the Work-Study: A federally subsidized or college program
Department of Education website, www.ed.gov. in which students hold part-time campus jobs in
areas such as the library, academic departments, food
Glossary of Financial Aid Terms services, administrative offices, etc., as part of their
financial aid packages.
Expected Family Contribution (EFC): The amount
of money the federal government expects a student
and his/her family to pay toward college costs in a
given year.
Financial Aid: Money that is given, lent, or paid to you
so you can pay for college.
FAFSA: Free Application for Federal Student Aid, used
to apply for U.S. government grants and loans, federal
work-study, many state grants, and institutional finan-
cial aid. Every financial aid applicant must complete this
form.

MAKING A FINAL DECISION may want to forget about the waitlist and focus on
preparing for college.
Wait List Improving Your Chances
The Waiting Game: What if I’m Waitlisted? If your waitlist school is clearly your first choice, you
(Adapted from Jennifer Gross’s “The Waiting Game: should communicate that information. Colleges like a
What if I’m Wait-Listed?” National Association for sure thing. If they end up using the waitlist, they’d
College Admission Counseling, 2006) rather offer acceptance to the students who are most
likely to enroll.
It’s finally arrived—the envelope from your first-choice
college. Nervously, you open it. It’s not a denial! But it’s If a student has any significant, positive changes
not an acceptance, either. You’ve been waitlisted. since their application was submitted, they should
What do you do now? send a letter and include any documentation that
demonstrates these changes. Sending additional
• Colleges use waiting lists as insurance. Applicants recommendations is an option, but third-party letters
who are qualified for a college but don’t make the don’t carry as much weight as stellar senior grades or
“cut” may be waitlisted. If enough accepted a prize-winning performance in the regional spring
students enroll for freshman year, the college won’t forensics competition. It’s best to keep communications
accept anyone from the waitlist. If the college ends short and sweet; there is no need to send more than
up with open spaces in the freshman class, it may one or two emails or letters.
accept a few or many students from its waitlist.
The best strategy, then, is to work with your
• Unfortunately, colleges often can’t predict whether
counselor to:
they will go to the waitlist or how many students
from the list they will need. And you may not • choose and make a deposit at a good second
receive a final acceptance or denial until as late choice;
as July. • get as much information from the waitlist college
as you can;
Your Insurance Policy
• let the admissions office know that the college is
Because the waitlist is so unpredictable, it’s not wise to your first choice; and
count on moving from the waitlist to acceptance. If
• strengthen your application, if possible.
you’re waitlisted at your first choice, your first task is to
look at the colleges that did accept you. Carefully
compare your options and decide on a second-choice
college. If you haven’t heard anything from the waitlist
college by the May 1 deposit deadline, make a deposit
at your second-choice college to ensure your spot in its
freshman class.
Getting the Scoop

Different colleges use waitlists differently. To assess
your chances of acceptance from the waitlist, call the
admissions office. Ask what your position is on the list
(if the list is ranked) and the likelihood that the college
will use their waitllist this year.
Your high school counselor can also help you get a
sense of the strength of your application compared to
the statistics for accepted students. The goal in
gathering this information is to determine your chances
of eventually being accepted. At this point, if you’d be
just as happy going to your second-choice college, you

MAKING A FINAL DECISION WORKSHEET
Congratulations! You have great options, and now you must make a big decision. Because you spent time and
effort applying to college, it can be hard to make a final decision; the important thing to remember is that you
should be proud of the fact that you have so many great choices. The decision-making process should be
one of celebration and not agony. Here are some things to think about as you make your final decision.
Is This College Really Me? Money, Money, Money

You chose to apply to these schools in the first place, • Unfortunately, sometimes these tough decisions
and they all have positive attributes. As you narrow come down to MONEY. Carefully review all financial
your options, try these methods: aid and scholarship offers to understand total costs.
• Taking out some student loans to help pay for school
• Apply the first adjective that comes to mind to each
is a good thing to help you establish credit and take
school that you’re considering. Is it safe? Risky?
ownership of your college experience.
Exciting? Challenging? After assigning some
adjectives to each school, which feels best to you? • The average college graduate has about $30,000
______________________ vs. __________________ worth of debt; any more than that is too much.
______________________ vs. __________________ • In most circumstances, your parents are probably

going to be paying for your college expenses, or at
• Next, ask yourself, “Is this college really for me?” least supporting you financially. Even though this is
Imagine being in a place with people who positively your choice to make, your parents know you well and
reinforce who you are. want what is best for you. Listen to them—they are
wise!
Is _________________________________ really me?
Is _________________________________ really me?
Pros and Cons Lists Other Things to Consider

Using the College Comparison Worksheet on the • Make sure that you are making the right choice for
following page, quantify the positive and negative you, not the choice that others expect you to make.
elements for each of the schools you are considering: • A name-brand college isn’t always best. Choose the
college that “fits” you and where you will grow the
• Academics
most.
• Size
• Location • Don’t go to school because your best friend is going
there, too. Try something new and different.
• Cost
• Facilities • Scientific research shows that complex decisions are
• Activities best made by staying informed and then not thinking
about it. By distracting yourself with other thoughts,
Assign a maximum point value for each element, you allow your subconscious mind to get involved.
Often, your subconscious mind does a better job
depending on how important it is to you.
making decisions than your conscious mind.

FINAL COLLEGE DECISION WORKSHEET
College Name
Location
• distance from home
• physical size of campus
Size
• student enrollment
• physical size of campus
Environment
• type of school
• location and size of nearest city
• co-ed, male, female
Academics
• your major offered
• special reqirements
• student–faculty ratio
• typical class size
• study abroad
• research opportunities
College Cost
• tution, room and board
• estimated total budget
• application fee, deposits
Financial Aid/Scholarships
• merit money or grants
• % of financial need met
Housing
• residence hall requirements
• meal plan
• residential choices
Facilities
• academic
• recreational
• other
Activities
• clubs, organizations
• Greek life
• athletics, intramurals
• other
Personal Factors
• diversity
• nearby relatives
• other
Total Points
Instructions: Create a scale for each of the criteria above; rank each one of your colleges using this scale.

Book Recommendations:
Transitioning from High School
to College
Bader, John. Dean’s List: 11 Habits of Highly

Successful College Students. Baltimore: The Johns
Hopkins University Press, 2011.
Barkin, Carol. When Your Kid Goes to College:
A Parent’s Survival Guide. New York: Harper
Collins, 2004.
Coburn, Karen Levin and Treeger, Madge
Lawrence. Letting Go: A Parents’ Guide to
Understanding the College Years. 5th Edition.
New York: Harper Paperbacks, 2009.
Cuyjet, Michael, ed. African American Men
in College. New York: Jossey-Bass, 2006.
Johnson, Helen E. and Schelhas-Miller, Christine.
Don’t Tell Me What to Do, Just Send Money: The
Essential Parenting Guide to the College Years.
New York: St. Martin’s Press, 2011.
Kastner, Laura and Wyatt, Jennifer. The
Launching Years: Strategies for Parenting from
Senior Year to College Life. New York: Three
Rivers Press, 2002.
Light, Richard. Making the Most of College:
Students Speak Their Minds. Cambridge, MA:
Harvard University Press, 2004.
Savage, Marjorie. You’re On Your Own (But I’m
Here if You Need Me): Mentoring Your Child
During the College Years. New York: Fireside
Press, 2003.
Shultz, Melissa. From Mom to Me Again:
How I Survived My First Empty-Nest Year and
Reinvented the Rest of My Life. Naperville, Illinois:
Sourcebooks, Inc., 2016.
Wolfe, Tom. I Am Charlotte Simmons:
A Novel. New York: Macmillan Press, 2004.

8000 25th Avenue NE
Seattle, WA 98115
p 206.832.1127
www.universityprep.org
University Prep is committed to developing

each student’s potential to become an
intellectually courageous, socially responsible
citizen of the world.
COLLEGE COUNSELING OFFICE

Kelly Herrington, Director of College Counseling
kherrington@universityprep.org
206.832.1226
Britten Nelson, Associate Director
of College Counseling
bnelson@universityprep.org
206.832.1111
Wendy Robbins, College Counseling Assistant
wrobbins@universityprep.org
206.832.1127

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COLLEGE

• addressing a student’s search for identity;

The College Counseling Office is a department that:

2 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

DIRECTOR’S MESSAGE ................................... 2 Resume Examples................................................ 25

ANATOMY OF A CANDIDATE ........................ 4 STANDARDIZED TESTING ............................ 28

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 3

Strength of Athletics/Arts Unsolicited Contact

Objective Too Many

School Demonstrated Interest Overly Aggressive

Limited and Polite

4 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 5

Barnard, Brennan and Clark, Rich. The Truth

College Search Fiske, Edward. The Fiske Guide to Colleges.

6 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 7

Speak With Current Students:

8 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE: ______________________________ DATE: ____________________

Size: Rural  Small City  Big City 

 visit the library ADMISSION CRITERIA:

 tour area around What is the worst part of this college?

 picture yourself How are classes structured?

Best features of this school?

Best part of my visit?

Worst part of my visit?

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 9

10 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

THE COMMON APPLICATION

Filling out a College Application?

Here are answers to some frequently asked questions:

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 11

12 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

• Berkeley • Irvine • Merced • San Diego • Santa Cruz

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 13

14 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

UPrep was able to maintain its high quality education-

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 15

16 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

Sample Essay #1 darkness.

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 17

18 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 19

20 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 21

Question #4: What is the most significant

22 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 23

Academics Extracurriculuar Involvement

College Majors Questions

24 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

Community Service and Volunteer Experiences

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 25

26 COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021

COLLEGE COUNSELING AT UNIVERSITY PREP 2019 – 2020 29

COLLEGE COUNSELING AT UNIVERSITY PREP 2020–2021 27

The SAT Subject Tests

COLLEGE: __________ DATE:

____ vs. • In most circumstances, your parents are probably