Professional Documents
Culture Documents
Alison Burr
Associate Director of College Guidance
Phone 86o-687-635o
e-mail: alison_burr@loomis.org
Jennifer Kincaid
Associate Director of College Guidance
Phone 86o-687-6352
e-mail: jennifer_kincaid@loomis.org
Tim Lawrence
Associate Director of Studies and Associate Director of College Guidance
Phone 86o-687-6211
e-mail: tim_lawrence@loomis.org
Amy Thompson
Associate Director of College Guidance
Phone 86o-687-6349
e-mail: amy_thompson@loomis.org
Karen Pennell
Administrative Assistant to the College Office
Phone 86o-687-6351
e-mail: karen_pennell@loomis.org
Table of Contents
Welcome 1
Myths About College Selection 2
The Parent’s Role 4
Junior Year Step-by-Step 6
Junior Year Nuts and Bolts 7
Beyond Vacationing: College Visits 1o
Senior Year Step-by-Step 17
Permission for Senior-Year College Visits 18
Early Admissions Options: Rolling, Early Decision and Early Action 19
What Do Colleges Want? 21
Choosing Which Application to Use 23
Completing Your Applications 25
Financial Aid 32
Waiting 35
The Letters Have Arrived - Now What? 36
Index
Appendices
APPENDIX A: Questions to Ask When Choosing a College
APPENDIX B: Standardized Testing
T
more than he goals of the College Guidance OVice are straightforward. First and foremost, we
3,000 want to work closely with you to help you find – and be admitted to – colleges and
institutions universities that appeal to you and that meet your needs, interests and abilities. There
of higher
learning are more than 3,ooo institutions of higher learning in the United States. You are looking
in the for approximately eight colleges or universities that meet your personal criteria and make up
United what we refer to as a balanced list. Before we get to the nuts and bolts of what we will do
States. and what you must do, we would like to identify those goals. They are:
1. to enable you to make good decisions throughout the college admission process by pro-
viding you with timely, up-to-date and accurate information;
2. to help you identify those qualities that define who you are and what expectations you
have for college, and then to help you discover those colleges that are best suited to you;
3. to empower you to take charge of the college process;
4. to underscore and support your innate worthiness so that your sense of value as an indi-
vidual will be neither enhanced nor diminished by college admission decisions; and
5. to help ensure that you have choices as you decide where to enroll.
I
opportunities
f you are like most students, you may already be thinking that the college search is a par-
available to
you. ticularly diVicult and unrewarding task. Actually, looking at college should be part of an
exciting search for your future. It is wise to approach the admissions process with optimism
and excitement since your enthusiasm will also come through in your application essays and
campus interviews.
W hile it is important to have a goal, or at least to be aware of your major interests, you
do not have to know what major or career you intend to pursue. If you are unde-
cided, consider the academic subjects you like best. For example, if you’re particularly inter-
ested in English, art and physics in high school, you will probably continue to be interested
in those three areas in college. Don’t be surprised, however, if you find that the subjects you
now enjoy become somewhat less important to you as you discover courses not oVered in
high school.
I t is not unusual for students to have preconceived notions about a particular college
because their parents attended it or because someone they admire—teacher, coach, or
friend—is a graduate. These are strong influences and should not be ignored.
However, most people know very little about colleges. The average, well-educated man
or woman can probably name only 1oo of the over 3,ooo colleges and universities in the
Y
Your high
ou may have heard that your test scores, particularly the SATs, will be the most important
school
transcript, factor in determining whether you will be admitted to a college. While it is true that these
including scores are considered by most colleges and universities, the college admissions oVicers also look
the rigor of at many other factors to determine whether you will be admitted. Your high school transcript,
your course including the rigor of your course load, is most important. Colleges generally look for a healthy
load, is most
balance made up of high school record, test scores, extracurricular activities, teacher recommen-
important.
dations, and other personal achievements.
Other Myths
If you hear a “fact” that, when you stop and think about it, seems illogical or too good or bad to
be true, bring it to the attention of your college counselor. He or she can often ease your mind
by providing you with more accurate information.
Family Connection
F
amily Connection is a web-based college counseling program that is provided to
all students in their junior year. It is especially helpful in keeping all parties – students,
parents, and college counselors – on the same page, and facilitating all aspects of the
college search and application process. Family Connection is a one-stop shop for all things
“college,” from general information on deadlines and test requirements to scattergrams that
indicate college admissions results of Loomis Chaffee applicants in previous years – a terrific
way for students to contextualize their own chances for admission at particular institutions.
To parents, perhaps the most useful aspect of Family Connection is the “My Plan” sec-
tion, where various college application milestones are listed that students are expected to
complete. Parents can keep track of whether their child has submitted transcript requests,
registered for the SAT, and had meetings with his or her college counselor, for example.
Students also keep a “real time” list of colleges in which they are interested. Family
Connection is intended to augment, not replace, the individual relationships students have
with their college counselor. We encourage all parents to talk to their child about Family
Connection and encourage its use as a valuable communications tool between home, stu-
dent, and the College Office.
August Mailing of fall calendar listing events appropriate for juniors and/or
their parents
October College Evening programs at which over 15o colleges are represented
Parents Weekend College Admissions Program
May Junior Parent Program — college admissions professionals join the col-
lege counselors to oVer advice on navigating the college application
process and to review case studies
June Mailing with student’s group list and suggestions for summer college visiting
Senior Year
March Mailing with advice about how to support students as college decisions
arrive
May 1 Universal deposit deadline — the date when each student must make
a final decision about where to matriculate, submit a deposit to that
college and notify the other colleges of that decision.
I n October, Loomis ChaVee hosts two College Evening programs showcasing more than 15o
colleges from across the country. Juniors, seniors and their parents are invited. While as a
junior you are at a very diVerent place in the process than the seniors in attendance, you can learn
a great deal by participating in these programs. You may have no idea what you want in a col-
lege and possibly have not even begun seriously thinking of yourself as a college student, but this
should not keep you from attending. In fact, the programs can help you focus. Looking at the
materials colleges oVer, hearing what representatives have to say about their schools and listening
to questions seniors ask can help you orient yourself to the college process.
T
Appendix A his questionnaire asks you to list and explain your activities at Loomis ChaVee outside of
will give you
an idea of
school and during the summer months. You are asked to assess your academic strengths and
the elements to reflect on your overall experience at school. And, of course, you are asked to delineate your
you will want “college selection criteria.” Appendix A gives you a more complete idea of the elements you
to consider will want to consider as you do your research, but this questionnaire asks about some of the more
as you obvious ones for you to use to get started. In what part of the country would you most like to
complete this
Questionnaire.
spend your college years? In what setting (urban, suburban, rural) should that college most likely
be located? How big should it be? What academic majors or programs most interest you at this
time? Few students know the exact answers to all of these questions at this point in the process,
and even the ones who think they do may change their criteria significantly in the months ahead.
However, responses to these questions provide an excellent point of departure for you and your
counselor during your first meeting. In fact, you will only be allowed to schedule your
first meeting after you have completed and handed in the questionnaire.
I N these meetings, you will have a chance to discuss several elements that play an instrumental
role in the college process, including your transcript and senior course selections. You will
review and discuss your performance on the October PSAT to assess which areas you need to
study to be even more prepared for the SAT Reasoning Test in May, as well as which, if any,
SAT Subject Tests you should take in June (see Standardized Testing in Appendix B). Perhaps
most importantly, you will discuss your thoughts about college, begin to develop a list of schools
that best match your criteria, and be sent oV with a “homework assignment” to research schools
on the list.
T he preliminary college list is developed from two sources: the schools you have identified
on your own and the schools your college counselor determines match the criteria stated in
Research
T he next step is often the most diVicult one for students to take; actually looking into the
colleges on the Preliminary List in a serious, careful and open-minded way takes time,
energy and self-discipline. In addition to being busy with life at school, some students are
also anxious about trying to make sense of the decisions that lie ahead. Whatever your feel-
ings, the best place to begin the research phase of the process is right here at Loomis ChaVee
in the College Resource Room.
After your first college meeting, you will be given an assignment to begin your college
research. Choose two schools from the Preliminary List to research in detail, using the wide
variety of sources in the College Guidance OVice Resource Room, Brush Library, and
Internet. You will find that diVerent guidebooks, websites, and college marketing materi-
als will provide you with diVerent kinds of information about each college. By researching
two colleges in depth, you will learn more about the colleges, become familiar with diVerent
sources, and learn which sources serve you best. You may then rely on those sources more
heavily as you continue to research each of the other colleges on your list. Take careful
notes about each college as you complete your research so that you will be prepared to dis-
cuss your impressions about each school in your second college meeting. (You may wish to
Take careful use the College Evaluation Chart in Appendix A).
notes about
each college The Resource Room contains valuable tools for learning about colleges. We have a num-
as you ber of college guidebooks for you to read. These range from books such as Barron’s Profiles
complete of American Colleges and Peterson’s Four-Year Colleges, which provide information about
your everything from the size of the undergraduate population to a list of every available major,
research
so that to The Fiske Guide to Colleges, a book that oVers information and opinion ranging from
you will be academic departments to social and extracurricular activities at a particular school. We
prepared to have the undergraduate course catalogs of hundreds of colleges. If you are seeking material
discuss your about a specific academic discipline or program, you will find information regarding courses
impressions oVered and degree requirements in disciplines from history and English to physical therapy
about each
school in and sports administration. The College Board Book of Majors can help match your skills and
your second interests to fields of study. In addition, we have a multimedia lab that allows you to visit
college these schools without leaving Loomis ChaVee. If you wish to adjust or reassess your col-
meeting. lege criteria, or just take a look at what other colleges might fit your profile, there are many
search engines available on the internet.
S tudents are encouraged to use their Family Connection account for research pur-
poses. Family Connection is a web-based college counseling program individualized
for Loomis Chaffee students. One of its many features is a college search engine that not
only provides names of colleges based on criteria the student selects but also links to indi-
vidual colleges’ websites and offers a page outlining general information about each college.
The Family Connection site serves as the home for each student’s prospective college list and
offers a journaling section where students can keep notes on college research and visits.
S pring Break is an excellent time for your first college visits. Colleges are often in
session during Loomis ChaVee’s vacation, so you may have a chance to experience the
campus in full swing. Many students choose to use their first college visits to explore and
compare diVerent types of colleges, such as urban versus rural, large versus small, or liberal
arts versus pre-professional. Gaining a sense of your own preferences will help you and your
college counselor refine your college list as you discuss your impressions of the schools you
have seen.
Y our junior year is an important one for taking the standardized tests associated with
college admissions. You will automatically be registered for the PSAT (Preliminary
Scholastic Aptitude Test) and take it in October. Results of the test are available in late
Many colleges
require November or early December and include a breakdown of your answers for each section
SATSubject that will help you prepare for the SAT Reasoning Test. That test is generally taken in May
Tests in two
with registration in January. You should consult your college counselor and the appropriate
areas of your
choice. Most teachers about which SAT Subject Tests, if any, to take on the June test date. Many col-
students leges require SAT Subject Tests in two areas of your choice. Most Loomis ChaVee students
take the choose to take the appropriate mathematics test (Math Level 1 or Math Level 2) and another
appropriate test in a subject area such as foreign language, literature, history or science. (See Appendices
mathematics
B and C for more detailed information about standardized testing.)
test (Math
Level 1 or
Math Level The NCAA Clearinghouse
2) and
I
another test f you are interested in competing in Division I or II college athletics, you must register
in a subject online with the NCAA Clearinghouse at www.ncaaclearinghouse.net in June before your
area such
as foreign
senior year. After completing the clearinghouse registration, print two copies of the Student
language, Release Form, sign and submit them to Mrs. Pennell in the College OVice so she can send
literature, oVicial transcripts to the NCAA. For additional information, request the College OVice
history publication, “College Athletics and Recruiting — A Guide for Student Athletes.”
or science.
I n mid-May we ask each student to return a Preference List to the College Guidance
OVice on which you list the fifteen or more schools that remain of interest to you. The list
represents your best attempt to begin narrowing your college list into workable and realistic
shape, thus completing the first stage of your research into colleges.
B y July 4, the College Guidance OVice will provide each student with a Group List.
Taking into account your Preference List, transcript through the junior year, program
of study for senior year, May SAT Reasoning Test results, and all the current information
about the college admissions scene that we have at our disposal, we list your colleges in
Group I+, I, II and III (see definitions below). If there is a need, we will make additional
suggestions of colleges for you to consider. Our goal in doing this is to provide you and your
family with two things: a realistic picture of the highly competitive nature of college admis-
sions today and an understanding of how to proceed with college visits and (eventually)
applications to achieve a well-balanced list.
It is important to remember that your application to a college is seen in a context. Your
chances of admission are aVected by how your application is viewed in relationship to the
rest of the applicant pool. We take into consideration the record of Loomis ChaVee students
who have applied in the past and any changing trends we have observed from year to year
in the admissions standards of any given school. To help you as you work to establish a bal-
Loomis ChaVee College Guidance Handbook
anced list, we will outline how these considerations will likely aVect your intended applications.
Group III: Based on your academic credentials, you will be a very competitive candidate.
While admission to any college with a competitive admissions process can never be guaranteed,
your credentials look similar to or stronger than those of previously successful candidates.
Group II: Based on your academic credentials, you will be a competitive candidate. You will
be in a pool of very qualified applicants; while many will be successful candidates, some may not
be oVered admission. Students with credentials similar to yours have been offered admission,
have been wait listed, or have been denied.
Group I: Based on your academic credentials, you may be a competitive candidate. You will
be in a pool of many equally or more qualified applicants and, while all competitive applicants are
considered, many with credentials similar to yours will not be admitted.
Group I+ : You will be in a pool of many equally or more qualified candidates. This school will
oVer, with few exceptions, admission to candidates with stronger academic qualifications than
you currently present.
B ecause we feel that every student should have a number of options at the end of the
college process, we believe in what we call the “balanced list.” This means that the list of
schools to which you will apply both allows you to stretch yourself academically and personally
and to reach the end of the process with the decision of where to matriculate very much in your
own hands. Obviously, if you were to choose to apply to an “unbalanced” list of schools made
up of colleges almost exclusively from Group I and had little or no interest in any from Group III,
then your choices in April could be quite limited. It is our expectation that you will discover and
select a final list of schools that covers each of the three groups. Doing so means you will apply to
a number of colleges that will provide you with good matches at all levels of selectivity and allow
you to make your final college choice from a position of strength.
Beyond Vacationing:
College Visits
U
ntil this point, your research sources have been secondhand. That is, you have read up
on the schools you are considering in Barron’s, Peterson’s and other guidebooks, as well
as in more anecdotal sources, such as the Fiske Guide, for more subjective evaluations.
You may also have asked friends and family about their experiences at the colleges they attended
or are about to attend. While these sources will give you some sense of the colleges, spending
time on each campus will allow you to develop your own opinion about the school and help you
find schools that are a good “fit” for you.
The ideal time to visit a campus is when college is in session and you can see the campus “in
action.” Unfortunately, for most of the year, your schedule is the same as the colleges’, except
for spring vacation of junior year and the final three weeks of summer vacation. (Many colleges
begin their fall term before Loomis ChaVee does.) Also, as a junior you cannot receive permis-
sion to miss any school obligation to visit a college (see “Permission for Senior Year College
Visits”). Even if you visit a college while school is out, you can still have an interview, attend an
information session and go on a tour.
Tour
W hile the primary purpose of the tour is to give you a sense of the physical campus,
it also provides an opportunity to ask questions of a current student. (If your visit is
in the middle of the summer, this may be the only student with whom you get to speak.
Remember, however, that while the guide is a good resource, a poor tour guide does not
equal a poor school.) Ask questions of your guide during the tour and/or afterward. Many
of the questions in the previous section would be appropriate to ask. You may also want to
Try not to know: Where else did you apply? Why did you decide to come to this school? What was
go on your diVerent than you expected it to be? What would you change? Over time you will develop
visit with
your own questions that give you answers of particular relevance to you.
preconceived
notions of
the college
you are
Information Session
M
visiting. any schools will oVer a group information session, held right after or before the tour,
in which a member of the admissions staV gives a presentation covering such topics as
admissions criteria, special programs oVered, freshman advising systems, housing, etc. They
will also field questions. The information session, together with the tour, should give you a
very thorough understanding of the factual aspects of the college. To get a more complete
sense of the school, you will need to spend some additional time talking to students and fac-
ulty members.
As soon
as you
finish your
visit, write
down your
impressions.
A
lthough there is some common ground, every college has its own procedures and
policies, as well as its own set of admission options. You should become familiar with
several of the more frequently used and discussed of them: rolling admissions, Early
Decision and Early Action.
Rolling Admission: Large public universities such as Indiana University, Michigan and
Wisconsin most often oVer rolling admission, although some private colleges also employ it. This
means that students are admitted as applications are completed, or on a “rolling” basis. Once that
college’s “window” for applications is open (usually sometime in mid-fall), they review complet-
ed files and begin accepting qualified candidates. If your application is among the stronger ones
received, you could be admitted quickly. If the college receives applications from more qualified
students, you might not get a response until later in this rolling period of reviewing applications.
Consult your college counselor to determine when to submit your application to a school with
rolling admission. He or she can advise you whether to apply early in the fall or to wait for the
fall term grades and additional SAT scores to become available. Either way, you should submit
an application by mid-December. The good news for you is that you might receive a favor-
able decision fairly early in the process. The bad news is that, unless you are a top applicant, you
may not hear for some time, even though your application was on file near the beginning of the
review period. In most cases, however, you will receive a response from a college with rolling
admission before you hear from those with set application deadlines and reply dates.
Early Decision is oVered by many private colleges, as well as a few public institutions. With
deadlines that fall as early as November 1, this admissions option should be approached with a
good deal of planning and forethought. Early Decision programs are binding; you agree at the
time of your application to matriculate at that school if you are admitted. In addition, you may
submit one and only one Early Decision application at a time.
As you would expect, many colleges speak highly of Early Decision. These applicants represent
a “captive audience;” if admitted, they are bound to matriculate at the school. For this reason,
some colleges will admit Early Decision applicants in slightly greater numbers than they do regu-
lar decision candidates.
What may not be as clear in what the colleges have to say about Early Decision is that applicant
pools tend to be a bit more “crowded” in the early round. That is, the number of well-qualified
or attractive applicants tends to be rather large, so even though the colleges may take a higher
percentage of the pool, they often have a stronger group from which to choose. And, contrary
to what many have heard, Early Decision candidates who are “deferred” to the regular pool are
not necessarily admitted at a greater rate than those who simply apply regular decision. In other
words, the colleges may not “like you better” because you applied early. If you can answer
“yes” to the following questions, you may be a good candidate for Early Decision:
— Is this the school, above all others, to which I am ready to commit?
—A m I, as things stand now, the best possible candidate I can or will be?
— Am I willing to commit to this institution without comparing my financial aid award with
awards from other schools?
If you are admitted Early Decision, you will not be granted permission to miss school for a col-
lege visit day in the spring.
I
f you attended the College Evening programs at Loomis ChaVee in your junior year
and filled out cards requesting to be put on any college mailing lists, you will probably
get application materials from those colleges. You can get applications for any additional
colleges in which you are interested by either calling or writing the admission oVice of that
school or, often, by going to its website. You may also be able to pick up an application
when you visit the campus.
Note that many colleges require applications to be submitted online. Make sure you are
familiar with each school’s application requirements.
You
complete the
The Common Application
application
(available in
the College
T he Common Application is a generic form accepted by over 300 colleges and universi-
ties. You complete the application (available in the College Guidance OVice and on
the Internet at www.commonapp.org) once, then submit it with the appropriate application
Guidance
Office and on fee to each college where you plan to apply.
the Internet Many Common Application schools require you to complete a supplemental form.
at www.
commonapp. Supplements may be available through the Common Application website, through the col-
org) once, lege’s website, or directly from the college via mail. It is very important that you com-
then submit plete all requirements of a Common Application supplement and review it with
it with the your college counselor.
appropriate
application
fee to each
college where Common Application vs. the College’s
you plan to
apply. Own Application
A question we are often asked is, “Don’t the colleges really prefer that I use their own
application instead of the Common Application?” The answer is, “No.” Every year,
at every school that participates in the Common Application program, all admissions oVicers
who read applications must sign a contract agreeing to honor the Common Application as
their own. Some schools do not even have another application; the Common Application is
their only application.
The colleges do want to know that you are truly interested in them. However, using their
forms instead of the Common Application is not the most eVective way of showing them
that. What does demonstrate your interest in the colleges, especially small, liberal arts
schools such as many of those subscribing to the Common Application, is a visit to the cam-
pus and an interview.
Good reason to use the Common Application: It saves time by reducing the number
of applications you need to complete and allowing you to do a thorough job.
Bad reason to use the Common Application: To submit additional applications at the
eleventh hour to colleges that you have not properly researched.
College Websites
Colleges post information (including links to their online applications) on their admissions
sites. These pages will also have the most updated information about deadlines, forms to
complete, and admission requirements.
Your Application:
A s noted previously, most applications are now submitted online. We strongly recommend
you print our a copy of your completed application before submitting it.
Resumé Format: You may feel, however, that you are not able to say all that you want to
about one or more of your experiences in a chart format. In that case, you might want to try
writing up your activities, or a certain portion of your list, in an additional resumé or activities
list. This allows you to organize the information any way you want as well as to write about it
in greater detail. Maybe you want to list each aspect of your work in the theater (tech, acting,
directing), outlining in each area your various roles or responsibilities. Or maybe you’ve played
soccer since you were four, first on the Pee Wee squad, then Tiny Kickers, then a summer state
team (for which you were captain) and four years on the Loomis ChaVee varsity team (most
improved freshman year and MVP as a junior). Or you started a skateboarding club at Loomis
ChaVee, built your own skateboard, read five diVerent skateboarding magazines, wrote a paper
for philosophy class on the Zen of skateboarding, and recently won a skateboarding competi-
The Essay
Don’t write
what you think
they want
T he essay is one of the few pieces of the application that gives the admissions committee a
sense of your personality. It should be taken seriously. You should put some thought and
quality time into completing it and not wait until the last minute. At the same time, showing it
to hear, to so many people and changing it so much that there is nothing left of you in it isn’t constructive
write what you
want to say. either.
The most important thing to remember when writing your essays is: don’t write what you think
they want to hear; write what you want to say. (Really, this will appeal to them, and you will
enjoy your writing more.) Try to consider aspects of yourself that are not conveyed through
other parts of the application.
Contact the — Possibly you wrote an outstanding term paper, earned a role in a play, committed a lot of time
College Guidance to a volunteer project or received an award for your participation on an athletic team. You can
Office to send send them a note or email informing them of this new information along with a copy of your
your winter accomplishment, if appropriate.
midterms. If you
are not sure if — If your winter midterm grades are strong, you should send them on to your colleges. Contact
they should go, the College Guidance OVice to send your winter midterms. If you are not sure if they should go,
discuss this with
discuss this with your college counselor.
your college
counselor.
Other Parts:
School Report (or, Counselor Recommendation)
T he school report is written by your college counselor or one of a handful of faculty members
who have been trained to write these reports. (If written by a teacher, it will be reviewed and
edited by your college counselor.) It is meant to give an overview of your experience at Loomis
ChaVee. We will describe what you are like as a student and member of the school community
by using quotes from your parents, adviser, teachers and coaches, as well as music, theater and
community service directors. This report will automatically be sent to all of the colleges to which
you apply, provided you have submitted Yellow Sheets to the College Guidance OVice. (See
“Transcripts and Yellow Sheets” on the following page.)
W e send our own Loomis ChaVee secondary school report form along with your transcript
and school report. You need only bring into the College Guidance OVice the college’s
own form if it includes a confidentiality waiver that you must sign. If you have questions about the
waiver, speak to your college counselor.
Teacher Recommendations
T
It is very he first step is to decide who would be the best teacher(s) to write on your behalf. Generally,
important that we suggest that you ask two teachers to write recommendations. Usually they should be
you ask your
teachers if they people who have taught you in your junior or senior year. You should discuss your choices with
would your college counselor either in the spring of the junior year, or in the first meeting of the senior
be willing to write year. Your counselor should know whom you’ve chosen and can help if you are having trouble
a recommendation deciding.
for you, not
tell them that If you have a close relationship with an adviser, coach, or other member of the school community
they are going who is not a teacher in an academic subject, you may ask that person to forward thoughts to your
to do so.They college counselor to use in your school report. Although colleges generally are not interested in
appreciate being
asked receiving separate recommendations from these individuals, your college counselor may find their
in a polite way insight useful for presenting a complete perspective of your contribution to Loomis ChaVee.
and thanked when
they NOTE: Do not think that asking many teachers to write for you instead of two will spread out the
have finished. work involved. Teachers generally write one recommendation and either submit it to the College
OVice or attach a copy of it to each of the forms you give them. Therefore, it is not an imposition
to expect them to send letters out to all of your schools.
Once you have decided who you would like to write on your behalf, you need to ask them if
they are willing to do so. It is very important that you ask your teachers if they would be willing
to write a recommendation for you, and not tell them that they need to do so. Writing recom-
The College
Once your teachers have agreed to write your recommendations, you need to clarify how the
Office prefers teacher plans to submit the recommendation.
to mail teacher
recommendations
The College OVice prefers to mail teacher recommendations with the packet we send to colleges
with the packet we on your behalf. The teacher should deliver to the College OVice a formatted and signed original
send to colleges on plain, white paper.
on your behalf.
The teacher If any teachers prefer to mail the recommendation directly to the colleges, you should provide
should deliver to them with the following:
the College Office
a formatted and — an envelope for each college. Each should have a stamp on it, along with the correct, com-
signed original on plete admissions oVice address, and the teacher’s name and The Loomis ChaVee School/Windsor
plain, white paper. CT o6o95 as the return address. Regardless of the way the letters are submitted, it is your respon-
sibility to check with each admissions oVice after the deadline to be sure it has received all docu-
ments.
NOTE: As with the school report form, you do not need to give your teacher the college’s rec-
ommendation form unless it includes a confidentiality waiver.
— a list of your schools. Put your name at the top of the page. List all the schools where your
teachers should send recommendations. Also include the date that each recommendation is due.
And it is nice if you also add a sincere “thank you” to the note.
NOTE: If a school does not require recommendations and does not include a form, it is still a
good idea to have the recommendations sent (unless the application instructions specifically say
not to send supplemental information).
If you have any additional questions about teacher recommendations, contact your college
counselor.
Peer Recommendations
S ome colleges require a peer recommendation. If you wish to submit a peer recommenda-
tion to additional colleges, you may use a form available in the College OVice. Your friend
may also submit his or her recommendation to the College OVice to be included as a part of your
oVicial School Report packet.
T he College Guidance OVice will send all your supporting materials (transcript, school
profile, school report and any teacher recommendations we have on file), but it is your
responsibility to tell us where and when you are applying. There is a form to do this
available in the College Guidance OVice; we call it the “Yellow Sheet” (see sample in Appendix
D). The following is important to remember:
— You must fill out a Yellow Sheet for each of the schools to which you plan to apply.
I f not well planned, this process can cost you a good deal of money. Each student’s situation and
each college’s requirements are diVerent. To plan what scores to send where and when, you
will want to consult with your college counselor in the fall of your senior year.
The key is to wait until all testing is complete before sending your scores.
B y then, you should have a final list of your colleges, and you can make one request to have
your testing sent to all your colleges. An exception to this would be any application due
prior to your final testing (early action and/or early decision). See Appendix C for instructions
on how to send scores to colleges.
What if a college indicates that some of your materials have not arrived?
D on’t panic! Here’s how the process works: As soon as your part of the application is
received at a college, a memo is generated that lists the parts of the application that are not
yet recorded as having been received. Even if your part comes in before the deadline, they don’t
wait until after the deadline to see what else comes in, nor do they process the huge amount of
mail that arrives around the deadline before sending you the notice. So, very often the piece of
your application that they say is missing has actually been received.
What should you do if you get such a notice from a school? Contact the college and ask them to
check your file to see if the missing material has been received. They may tell you that they are
still going through the mail. If so, ask when you should call back to check on the completeness of
the application. If they say that they have opened all the mail and they are still missing the mate-
rial, contact the person/organization who was to send the material (teacher, College Guidance
OVice, College Board or ACT testing service) and ask to have the material sent again.
Application Fee
W hile some application fees are waived if the application is completed and sent online,
most colleges require the payment of an application fee for the application to be processed
and a decision to be rendered. If you are on substantial financial aid at Loomis ChaVee (your
college counselor will notify you if you qualify), you may submit a fee waiver letter with your
application in lieu of the fee. Fee waiver letters are available to eligible students with at least a
days notice from the College OVice. You will pick up the waivers from the College OVice and
A number of colleges request midyear grades and provide a Midyear Report Form for
sending them. They do so because many high schools are on a semester system, and
when students send in their applications, grades for the first semester are not yet available.
Because Loomis is on a trimester system, fall grades are already on the transcripts when they
are sent to colleges. Therefore we don’t need to complete the Midyear Report Form. We
send a letter each year to the colleges reminding them that we are on a trimester system.
When colleges ask for the Midyear Report Form, they are not asking for winter midterm
grades. However, if students would like the colleges to which they are applying to see those
grades, they should contact the College Guidance OVice and request that they be sent.
In order to be
eligible for What Steps are Involved in the Financial Aid
any form of
need based
financial aid,
Application Process?
every college
applicant
is required
I n order to be eligible for any form of financial aid, every college applicant is required to
complete and submit the Free Application for Federal Student Aid (FAFSA). The federal
government establishes guidelines, policies and procedures for the determination of what all
to complete
college students and their families can aVord to pay for their education in a given year. This
and submit
the Free determination is always made from information provided on the FAFSA as well as student
Application and family income tax returns and, for a number of colleges, from an additional application
for Federal form, usually the CSS PROFILE or occasionally a college’s supplemental form. Examine
Student Aid each college’s financial aid brochure to determine which forms or data, if any, they require
(FAFSA).
in addition to the FAFSA, as well as the deadlines by which additional information must be
submitted.
CSS PROFILE
M ore than 600 colleges, universities and scholarship programs use the CSS PROFILE
to supplement information in the determination of non-federal aid. Registration for the
PROFILE can be completed as early as late September and is initiated through online registration
at profileonline.collegeboard.com. The registration asks you to indicate the schools to which
you will be applying; the PROFILE application will then be designed to answer the questions
those institutions have designated. While the PROFILE Registration Guide includes a list of
participating colleges, universities and organizations, it is still best to consult each institution
directly to determine their exact requirements.
Scholarship Searches:
FinAid http://www.finaid.org/
FastWeb http://fastweb.com/
CollegeBoard http://www.collegeboard.com
I f you are still interested in the college, you should write a letter addressed to the Director
of Admissions or the person who signed your letter and express your continued interest
in the school. If the school continues to be your first choice, you should indicate so
in the letter.
If you have any additional news of interest to report, you should include it in the letter. This
may include: updated grades (if your grades have improved, you will want to draw attention
to your progress), an appointment of team captain or other leadership position, a role in a
play, a successful athletic season, involvement in a community service project, etc.
There are other things you may want to do, if appropriate. Check with your college coun-
selor to plan the best strategy.
Submit additional work
I f you are particularly proud of a piece of academic writing, art or other assignment that
you feel represents your best work, you may want to send it to your colleges with a nota-
tion in your letter explaning the assignment. Also include the reason why you particularly
enjoyed the work or why and how its subject matter relates to your intended area(s) of study
at that college (if appropriate).
Consider an additional teacher recommendation
Deferred Enrollment
D eferrals of a semester or year are designed to provide accepted students the oppor-
tunity to hold a spot at a college while they explore an interim program between high
school and college. A request for a deferred enrollment should be made prior to or at the
same time as the enrollment deposit is due. Most colleges do not allow deferred students to
enroll full time at another institution; the opportunity is designed for a non-academic pro-
grams or employment. Find out the current policies and conditions for deferred entrance, and
be sure to follow all instructions so as to ensure your enrollment at a later date.
Financial aid awards do not carry over to the deferred enrollment date. You will have to
reapply for financial aid if you are granted a year’s deferral and will need to adhere to all of
Alternative Programs
I ncreasingly, students have become interested in taking a “year oV” from school to
pursue a variety of opportunities. Their reasons for doing so are as varied as the programs
available and, for many students, the experiences lead to a more comfortable yet energized
transition to college. For most, this is really a “year on,” done to incorporate a diVerent
approach to learning and unique experiences.
Let’s dispel a myth: these programs are not encouraged or condoned as an alternative to
going to college altogether. Loomis ChaVee students interested in an interim year or semes-
ter should first undergo the full college application process. The period in which most
applications for interim programs are sought is from early February on, after most college
Loomis Chaffee applications have been submitted, and this is a time when most seniors have the best sense of
students what their true interests and needs are. Students who intend to undertake an interim pro-
interested in gram must request a deferral of their enrollment for a semester or a year. Most colleges will
an interim year require a deposit to hold a place in the class.
or semester
should first Like the self-evaluation required in choosing colleges, the choice of an interim program
undergo the must fit the individual student. There are hundreds of such programs that send brochures,
full college
videos and/or representatives to Loomis ChaVee, and there is information in the College
application
process. Resource Room that details information and telephone numbers for many of them. There
are even independent counselors who specifically help students choose and coordinate
multiple programs in a given time frame. And Loomis ChaVee is a member school of the
internet searchable database www.whereareyouheaded.com (user name: Loomis; password:
2oo2lcs).
Interim programs are not for everyone, but for an interested student they provide opportu-
nities for personal maturation and experiential learning.
W hile most colleges do not have grade or testing cut oV points, they do publish ranges in
which most of the accepted students will fall. You should discuss with your college coun-
selor the kind of academic record you have compiled; you may also want to request a copy of
your transcript to reference as you consider colleges of interest and their criteria for admissions.
Try to look at your transcript as an objective observer would see it. Do your grades and standard-
ized test scores correspond? How would you explain any discrepancies there? Have outside cir-
cumstances aVected your academic performance?
The answers to these questions will help you in choosing colleges where you will be successful
academically and where your chances of admissions are realistic.
Major
K nowing the subject(s) you will study in depth in college can help you choose the schools
to which you will apply. Colleges can have from 2o to over 1oo majors, and you may
choose a major that you currently know nothing about. You can begin by considering which
subjects you have enjoyed most at Loomis ChaVee. Ask yourself what you like to work on or
learn about that might become the central interest of your college work: abstract ideas, real peo-
ple and real social problems, the remote past, the next hundred years, foreign cultures, scientific
or geographical discoveries?
W hat methods or styles of teaching engage your interests and eVort the most? Are you
looking for a traditional or an innovative intellectual atmosphere? Do you need a highly
structured academic framework to work eVectively or do you prefer a curriculum that allows for
independent projects or has no requirements at all? How important is it to have dialogue with
your professors? At smaller schools, you might enjoy more personal attention and better access to
equipment and facilities. You may find it easier to get involved in activities outside of class. You
would probably have more contact with professors and be more likely to get into the courses you
want to take. Larger schools usually oVer many courses in a wide variety of fields. Class sizes
probably will be larger, especially lecture courses, and may be taught by teaching assistants/gradu-
ate students. Facilities and equipment are likely to be extensive, but used by many people.
A final consideration is where you want to be in relation to your peers academically. What
degree of academic challenge is best for you? What balance of study, social life, and activities do
you prefer? How well do you respond to academic competition? How important is it for you
to perform near the top of your college class? Is it more important to be surrounded by very
capable and inquiring students even if they receive better grades than you? Would it concern you
to be among the more challenged students in your class?
D epending on your choice of majors, one may be more appropriate for you than the
other. A liberal arts and sciences education oVers majors in the core academic subjects, such
as English, biology, psychology, anthropology, art history, etc., but can also oVer students the
A
and the natural and social sciences and, in most cases, you won’t need to declare a major for
two years. The liberal arts curriculum emphasizes creative and flexible thinking, persuasive
speaking and writing, and creative reasoning and complex problem-solving skills. A liberal
arts education will help you understand the world around you and develop your interests,
talents, and values. If you enjoy a variety of subjects and want to investigate them further,
you should consider a liberal arts college.
Unlike most liberal arts colleges, technical schools or large universities oVer the option
of majoring in a specialized program (e.g. engineering, journalism, architecture, graphic
design). These programs often narrow your field of courses from the very beginning and
concentrate on training you in a particular skill area. If you are confident in your career
choice, you may want to consider such a program.
While these are general descriptions of liberal arts colleges and of larger universities and/or
technical schools, there is crossover. There are some liberal arts colleges that have outstand-
ing majors in business and engineering, and there are some major universities which are tre-
mendously strong in English or history. You might also investigate core requirements and
distribution requirements, and the ease with which you can take classes in other colleges/
departments within a university.
Personal
I n addition to considering the academic program when choosing a college, you should
consider other qualities of the school (e.g. location, size, diversity of student population,
social atmosphere, cost), and to do so effectively you need to understand yourself. Below are
more questions which may help you determine the kind of school that is right for you:
— How far is a long way from home? Are you ready to give up the type of support your
parents provide by attending games and performances at Loomis ChaVee? Are you looking
to experience a new environment, diVerent climate, unfamiliar culture or foreign country?
— Do you want to be in an urban environment, where there is easy access to the culture of
the city? Do you prefer the suburbs where there is less action, but still ready access to the
city? Would you be more comfortable in a rural setting where you will be away from the
noise of the city and will have access to outdoor recreation and where most of the social life
takes place on campus?
— Would you rather be a big fish in a small pond or vice versa? You may enjoy more
attention in a small school, but you may find more diversity of activities and personalities at
a large school.
— Would you consider a single-sex college? Women’s institutions oVer a stimulating
alternative to coeducational schools. Did you know that the percentage of women who
attend women’s colleges and go on to receive Ph.D’.s is far greater than it is for those who
attend coed schools; that women who attend women’s colleges earn higher salaries on aver-
age than do women who attend coed schools; that many women’s colleges have a consor-
tium relationship with nearby coeducational schools to balance the social atmosphere?
— In what clubs, activities and sports, and on what level, would you like to participate?
How important is it for you to be recognized for your talents? Does your success in sports
or the arts feed your academic motivation? If so, you should focus on schools where your
talents are sought after and celebrated.
— Is the diversity of the student population important to you? Would you like to go to
school with people from other parts of the United States and from other countries?
— Do you want to attend a college with a particular religious aViliation? At some schools
religion plays a larger role in community life than it does at others, so you may want to
A
— Do you want to be a member of a fraternity or sorority? Questions to ask a college:
What percentage of students participate in the Greek system? How big a role does it play in
the social life of the school community? Are they exclusive or do they include non-Greek
members (independents) in their functions?
— What the school’s policy on alcohol? Is substance-free housing available on campus?
— Are you interested in the availability of any special programs: independent study, honors
programs, co-ops or internships, theme housing, study abroad, honor code, ROTC?
— What hobbies, interests and talents do you wish to develop in the next few years? Do
these demand special facilities, locations, or programs?
— What aspects of your high school years have you enjoyed the most? If you could live
this period again, what would you do diVerently? Will the colleges you are considering
allow you to do that?
— What financial limitations must you take into account when planning for the next
several years? What is the availability of financial aid at each of your colleges of interest?
Remember that even if a particular college’s tuition appears expensive, financial aid may
allow its net cost to be manageable.
— This is just a sampling of questions you may be asked and find yourself asking over the
next few months. The more thoroughly you are able to respond, the more likely you are to
choose a college that suits your current needs and future aspirations.
PSAT/NMSQT
T he PSAT (Preliminary Scholastic Aptitude Test) was designed as a practice test for the
SAT Reasoning Test, and it tests critical reading, mathematics, and writing. You do not
need to register for this test. You are signed up by the school administrator in charge of testing
to take the PSAT/NMSQT in October of your junior year, and the fee for the test is charged
automatically to your student account. In the fall, you will receive a reminder about the test
date and the location on campus where you are to take the test. The test results and a break-
down of how you answered each question on the test are sent to Loomis ChaVee in December
and are distributed to you with the test booklet that you used in taking the test. This break-
down is an excellent diagnostic tool that allows you to analyze your performance on the test
and to identify where to concentrate your eVorts for improvement.
NOTE: The colleges do not see your PSAT scores. They do not go on your transcript. The
PSAT was designed as a practice test for the SAT, and the colleges are not allowed to require
those results from you. If they do ask for your SAT scores, your response is optional.
The test also serves as the National Merit Scholarship Qualifying Test. NMSQT was cre-
ated to identify the top testers in the country for the National Merit Scholarship Awards.
Students are notified if they are National Merit semifinalists (awarded to those who score in
the top half of the top one percent in Connecticut, the 99.5 to 1oo percentile) in September
of their senior year and must complete an application to continue in the scholarship competi-
tion. Semifinalists are notified if they are finalists that winter. Students who score just below
the semifinalist level (approximately the 99.o to 99.5 percentile nationally) are National Merit
Commended students and are informed in the fall of their senior year. Scholarships are not
SAT results available to commended students.
are not
included
on your SAT Reasoning Test
T
transcript.
It is your
he Scholastic Aptitude Test is required by the majority of colleges. Most students will
responsibility take the test twice: once in May of their junior year and again in October of their senior
to ask College year. You will register for the SAT Reasoning Test (see Appendix C, Registering On-line for
Board to send the SAT).
them to all
colleges that NOTE: SAT results are not included on your transcript. It is your responsibility to ask
require them. College Board to send them to all colleges that require them.
B
T hese tests measure knowledge in specific subject areas and, depending on when the
subject being tested is studied in school, may be taken in the spring of the freshman,
sophomore or junior years or the fall of the senior year. Not all colleges require these tests,
but there is a good chance that you will be applying to at least one that does. Therefore, it is
better to take these tests when appropriate than to find yourself in your senior year unable to
apply to a school you are interested in because you do not have the necessary testing.
In November of your senior year, you will again have the opportunity to take up to three
SAT Subject Tests. Which ones you take, if any, will depend on the results of any prior
SAT Subject Tests taken. You may want to repeat some or all of your junior-year tests or
undertake some new ones. You will register during the summer for the SAT Subject Tests
that you will take in November of your senior year.
As with the SAT Reasoning Test, you should register online for the June SAT Subject Tests.
We urge you to spend some time researching the test in preparation for the exam. Practice
subject tests are available on the College Board website and in the College Resource Room.
NOTE: Most foreign language tests are given whenever SAT Subject Tests are oVered
(you should check your registration booklet to be sure). Once a year, in November, these
tests are given with a listening component called the Foreign Language with Listening test.
Language students interested in taking that test can only take it in November. The version
of the test without the listening component is not oVered in November. If you take the
Language with Listening test, you need to bring a portable CD player with headphones and
extra batteries to the exam. This section of the test is best suited to advanced language stu-
dents.
You may have a few SAT Subject Tests under your belt before the junior year if you took
Biology, Chemistry and/or Math Level 1 as a freshman or sophomore. Many students plan
on taking two other tests in June of your junior year. Most people will take math (Math
Level 1, if you have completed Algebra I, Algebra II and Geometry or Math Level 2 if you
have also completed precalculus. If you have completed Functions or Advanced Algebra,
take Math Level 1). The other test should reflect an area of academic strength, such as litera-
ture, history, foreign language or science. When you meet with your college counselor in
the spring of your junior year, you will discuss your testing schedule and plan a strategy.
ACT
T he ACT (American College Testing Program) is a test that is produced by a competi-
tor of College Board and focuses on five subject areas: English, math, reading, science
reasoning and writing. Most colleges will accept this test in addition to or in lieu of the SAT
Reasoning Test or Subject Tests. We recommend that all students who take the ACT also
register for and take its optional writing component. Registration materials can be obtained
in the College Guidance OVice or at www.act.org. Practice ACTs are also available in the
College Guidance Office. Please consult with your college counselor whether or not the
ACT is a good option for you.
B
T he TOEFL (Test of English as a Foreign Language) was developed for students whose
native language is not English and is designed to measure proficiency in the English lan-
guage. It is used to supplement or substitute for the verbal portion of the SAT Reasoning Test.
While this test is taken primarily by international students (students coming to the United States
to study at Loomis ChaVee), students who live in the U.S. but were born in a foreign country
may also be eligible. If another language is spoken primarily in the home, it may be appropri-
ate for a student born in this country to take the test. We urge students to take the test once in
the summer after their junior year and again in the fall of their senior year, if necessary. Please
inform your college counselor if you feel you should take this test. The results are not
sent to the College Guidance OVice and do not go on your transcript. To be sure that the col-
leges to which you are applying receive your TOEFL result, please bring a clear copy of your
score report to the College Guidance OVice. We will include it with the transcript materials that
we send to your colleges. A few colleges require that you submit TOEFL scores directly from
the testing agency.
Special Accommodations
T esting accommodations are available for students with documented learning or physical
disabilities. These accommodations may include cassettes, large-block answer sheets, and/or
extended time.
The College Board has stringent guidelines regarding a student’s eligibility for testing with
accommodations. In order to test with accommodations at Loomis ChaVee, the appropriate
documentation must be approved by Mrs. Regan, Coordinator of Academic Support Services,
well in advance of the test date.
C Registering, Taking
& Reporting
Test Preparation
T est preparation is an area of the college process that generates quite a few questions. Are
prep courses worth the time on the student’s part and the expense on the parent’s part? Will
a book or a computer program work as well? Which course or book is the best? Can a student
improve his or her score without preparing for the second taking of a test?
When considering the “to prep or not to prep” question, it is useful to remember the following:
— The best preparation is to take your studies seriously, learn as much as you can in all your
classes, and to read, both for class and for pleasure.
— Because of the increased familiarity with the test format, students tend to improve their score
the second time they take the test, even if no additional preparation is done. Because few tests
given for classes at Loomis ChaVee are of the multiple-choice style, students are not used to
aspects of testing specific to that format. Becoming familiar with the test, its format and
structure will increase your ability to focus on reading, analyzing and answering the
questions. It will also decrease your anxiety about taking the test.
— What works best as a test-preparation plan is a matter of individual preference.
There is no documentation that shows that any one type of test preparation works best for all
students; you need to assess your own work style. Some students find they work best on their
own, scheduling their own time to practice with a book or computer program. Other students
work best with the outside stimulation of a tutor or teacher in a classroom setting.
You should also consider the areas of the test on which you need to work. For instance, you
There is no
may have done fine in the critical reading part of the PSAT, but need to refresh your math skills,
documentation
that shows or maybe you want to concentrate on practicing sentence completion or reading comprehen-
that any one sion. Each of the preparation options has its own merits, and you want to be sure they match
type of test your needs. Also, be wary of programs that make claims and guarantees of dramatic improve-
preparation ments. Despite their assurances, there is no outside documentation that has verified these claims.
works best for
A disciplined individual test-preparation regime can work as well or better than a test-prepara-
all students.
tion course. Again, the key is to determine how you work best and then to balance your prefer-
ence with the cost involved.
— Regardless of which method of test preparation you choose, the eVectiveness of the program
is directly related to your commitment to that program.
The following are materials available for test preparation. This is not an exhaustive list, nor
are we endorsing any of these products; it is simply intended to give you a place to begin your
research.
C
diagnostic test. There will be an opportunity for students to receive feedback within a week
after they take the test. Each session is oVered on multiple occasions to prevent conflicts. The
program is run by Mr. Toby Harwood, an experienced teacher who once tutored for Princeton
Review and who has a well-established history of working with Loomis students. Information
about the class will be distributed during the College OVice’s first group meeting with juniors in
January.
Publications
SAT Reasoning Test and SAT Subject Test practice books, such as The Official SAT Study Guide,
published by the College Board, are available on reserve in the College Resource Room, Brush
Library, and for sale at the Loomis ChaVee bookstore and in most commercial bookstores.
On the Internet
he SAT Preparation Center at www.collegeboard.com provides resources such
T
as The Official SAT Question of the Day and an official SAT practice test at no cost.
Setting Up an Account
To establish your account, go to the College Board website at www.collegeboard.com and locate
“My Organizer” found on the site’s student home page.
Select “Sign Up” and provide them with the required information. Note that if you click “yes”
for either the “News and Alerts” or “Student Search Service,” the College Board will share your
biographical information with colleges and/or college-related companies. This will cause you to
receive a great deal of mail.
You will receive an email confirmation of your user id and password. Be sure to print out a
copy of your confirmation page and put it in a safe place where you can easily access it.
C
records straight.
The first time you register, you will then be guided to “My Profile” and asked if you wish
to participate in the Student Search Service. Even if you do not want to participate in the
service, a response is required to some of the questions before the system will let you move
to the next screen. This data is used for College Board’s research purposes, and also because
they collect student data to sell to colleges. Therefore, you do not have to answer the ques-
tions in this section. If you do not wish to provide personal information, you may select “I
do not wish to respond” from among the answer choices.
To register for an SAT, click on “New registration.”
After completing “My Profile,” you must confirm that you have read the SAT Terms and
Conditions before you can go forward with the registration. Please read this section care-
fully.
You are then able to pick the type of test (SAT Reasoning Test or SAT Subject Test) that
you wish to take.
You must also indicate the high school you attend. It is very important that you
include this information or we will not receive a copy of your test results in the
College Guidance OVice. If you do not see Loomis ChaVee listed, click on “Search” next
to “High School Name” and enter o7o945 in the School Code field.
It is also on this screen that you will indicate if you are using a fee waiver or if you will take
the test with extended time.
Continue to complete the registration by selecting the Test Date and Test Center location.
To select Loomis ChaVee as your test center, enter o7715 in the Test Center Code box. If
you are a day student, select a second choice near your home that oVers testing on that date.
Boarders select Hall High School (Test Center Code o768o) or Windsor High School (Test
Center Code o772o). After reviewing your selections, you must pay for the test with a
credit card.
We recommend that you sign up for College Board’s Question and Answer Service or
Student Answer Service. One of these services is oVered on each test date and both provide a
summary of your answers that will be useful in future test preparation.
The final screen you will see is the Confirmation and Admission Ticket screen. It is very
important that you print a copy of this screen as it serves as your admission ticket
and has all the information you will need for the testing day. You will not be admitted to
take the test without this ticket.
If you have any questions about any aspect of the SAT registration process, contact College
Board at 6o9-771-76oo or speak with your college counselor. Any questions related to the
test day should be directed to Ms. Lombardo.
C
K now where you are scheduled to take the test. You do not always get your first choice
of test centers. Do not assume that you were assigned to your first choice, and do not wait
until the morning of the test to look at your ticket. As soon as you get your ticket, check
it for your test center location. If it is not possible for you to get to the site to which you have
been assigned, contact Ms. Lombardo. It may be possible to switch you to a more accessible
site. (The earlier you request this, the more likely you will be able to switch.) Be aware that
College Board charges a fee for a test site change.
If you lose your ticket and you discover this before the day of the test, contact Ms. Lombardo
and she will give you your Test Registration Number. Bring that number and a proper form of
identification to the test center for which you were scheduled, and you will be admitted. If you
do not discover that you have lost your ticket until the day of the test, report to the test center
for which you were scheduled by 7:45 a.m. with a proper form of identification. (If you are tak-
ing the test at Loomis ChaVee, you should report to the College Guidance OVice in Gwendolen
Hall).
The College Board website and SAT Registration Bulletin (available in the College Guidance
OVice) give detailed instructions on items to bring to the test, when to arrive, etc. If you plan to
take the test at Loomis ChaVee, Ms. Lombardo may also email you with additional instructions.
Fee Waivers
If you are on substantial financial aid at Loomis ChaVee, you may be eligible for a full or partial
waiver of the registration fees for any of the previously listed tests. The College OVice will noti-
fy you if you qualify for a fee waiver durring the winter of your junior year.
PSAT: Eligible students will have their registration fee automatically waived.
SAT Reasoning Test and SAT Subject Test: The College Guidance OVice provides College
Board Fee Waiver numbers that must be submitted during SAT registration. Waivers are only
accepted during the regular registration period and will not be honored for late or
standby registrations. College Board requires students who register late to pay the full test fee
C
or your record may be split, causing you to have to pay additional fees when you send your scores
to colleges.
ligible students (only juniors and seniors may use fee waivers) may have a maximum of two
E
waivers for the SAT Reasoning Test and two waivers for the SAT Subject Test. Each SAT
Subject Test fee waiver covers the cost of tests in up to three subjects to be taken on the same date.
However, you must register for all three tests during the initial registration. College Board will
charge a fee for tests added later, but you can change tests without penalty.
he fee waiver will also cover the cost of the SAT Reasoning Test Question and Answer Service or
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the Student Answer Service as long as you sign up for it when you register for the test.
CT: Eligibility requirements for ACT fee waivers are stricter than College Board’s, and ACT
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only oVers one fee waiver to be used during either the junior or senior year. Notify your College
Counselor if you would like more information about ACT fee waivers.
OEFL: A fee reduction service is available for high school seniors who are U.S. citizens or permanent
T
residents who are planning to test in the United States. This service reduces the cost of the test by half.
Advanced Placement Exams: To receive assistance with the registration fee for any AP exams,
contact Ms. Lombardo.
pplication fees: If you qualify for a College Board fee waiver, you may also request that col-
A
leges waive your application fees. Give the college office a list of the colleges you plan to apply
to at least a week before mailing your applications. You will receive a fee waiver request letter to
enclose in your application or mail instead of an application fee payment.
ote: It is important not to lose your fee waivers or registration numbers. The College
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Guidance OVice receives a limited number of fee waivers from testing agencies each year, and
additional waivers may not be available.
Index Loomis ChaVee College Guidance Handbook
Fee Waivers Appendix C
Reporting Standardized Testing Results 3o, Appendix C
SAT Test Preparation Appendix C
Special Accommodations Appendix B
Test Registration Appendix C
Teacher Recommendations 28–29
The Universal Reply Date – May 1 18, 38
Transcripts 21–22, 29–31, 38
Visits to Colleges 9, 11–16
Preparing to Visit 11–12
Permission for College Visits 18
College Tours 12
Information Sessions 12
Interviews 13–15, 22
Thank You Notes 14, 16
Waitlist 37
Year OV 38–39
Yellow Sheet 28, 29–3o, Appendix D