College Advising

COLLEGE BOARD - Makes big announcement on Jan 19, 2021

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  • discontinue Subject Exams & SAT Essay

  • ensure MAY 2021 AP Exams FULL LENGTH

  • rollout digital SAT fall 2021


  • SAT Subject Tests (will still be offered internationally May & June 2021)

    • U.S. existing registrations will automatically be canceled and student fees will be reimbursed

    • Discontinuing Subject Exams frees up seating capacity for SAT testers, and offers students more time to focus on AP Exams

    • Students with Subject Exam Scores will still be able to submit their scores to colleges through the College Board; however colleges may vary in how they select to use these exams for admission purposes (Subject Exams have been useful in determining course level placement, highlight mastery in a subject, and support student applications from Homeschool, Private and Virtual Schools)


  • SAT Essay (after June 2021, the essay portion will only be available in states that require it for accountability)

    • Most colleges were currently not requiring the SAT Essay (CB stresses that its AP English Language & Comp and AP English Lit & Comp Exams require essays, and that the Reading, Writing & Language portions of the SAT highlight predictive parts of the SAT)


  • CB is investing in a more flexible SATa streamlined, digitally-delivered exam that meets the evolving needs of the students and higher education (keeping in step with ACT)


IMPACT ON THE COLLEGE-BOUND STUDENTS

  • While ‘test optional’ is certainly going to continue with many colleges, college admission exams also will continue, and will morph to accommodate the growing complexities of an ever changing environment—perhaps right into the student’s home.


  • Although rigor of course work and grades remain most important, standardizing testing will still play a part in admissions, and especially STEM / Math related type majors.

  • There continue to be several state / public university grant and scholarship programs that are tied to college entrance exams. Some honors programs consider test scores. In the past, test scores have impacted many admission and scholarship decisions — it will be interesting to examine admission data later in the summer.

  • AP Course Exams will be full length (paper-and-pencil) this May (regardless of COVID-19), and teachers now have more freedom in determining contingency testing in late May and June. Coordinators will have the ability to authorize at-home, full-length digital contingency testing during specific testing windows.



    IMPACT ON HOME SCHOOL, PRIVATE & VIRTUAL SCHOOLS


  • Pivot to alternative testing such as AP Exams - Update for 2020-21: The deadline for exam ordering will be extended to March 12 for homeschooled students, independent study students, virtual school students, or students from other schools who were unable to find a school to order an AP Exam for them by November 13. In early 2021, CB will provide guidance about how to support students who cannot test in schools.


    • CB is providing resources for AP Exam prep - see myap.collegeboard.org • AP Classroom is an online resource that helps students improve their performance all year long. • It’s mobile friendly, so students can access it anytime, anywhere, once they’ve joined the class online. • AP Classroom includes: ▪ AP Daily Videos ▪ Practice Questions ▪ Personal Progress Checks ▪ Progress Dashboard






PATRICIA NEHME, CERTIFIED EDUCATIONAL PLANNER

Sources - College Board announcement January 19, 2021

College Board Counselor Presentation - January 21, 2021



International Students' most impacted by Covid-19 & ICE Decision

I’m deeply concerned about the recent ICE announcement concerning International Students.

As a member of the Independent Educational Consultants Association, we stand fully in support of the 1.2 million international students studying in the United States and urges ICE to rescind its decision to force international students back to their home countries in the current COVID-19 pandemic.

On Monday, July 6, 2020, US Immigration and Customs Enforcement (ICE) announced that international students in the United States whose schools and colleges are open for the fall 2020 semester with online-only classes, due to the COVID-19 pandemic, will not be issued student visas or otherwise be allowed to enter or remain in this country. Most devastating, ICE’s policy holds that if colleges are forced to switch to online study as a result of a spike of COVID-19 cases—at any point in the semester—international students would be immediately deported, despite financial obligations, closed air routes, or violence that may await them in their home countries.

ICE’s policy and its requirement that international students “take other measures, such as transferring to a school with in-person instruction” to remain in the United States is discriminatory, ill-advised, and capricious. In no way does this improve our educational system, strengthen the financial viability of schools or colleges, or help to combat—or even address—the COVID-19 pandemic. Rather, the policy leverages the current public health crisis for political gain, targeting international students by those who oppose diversity in learning. IECA believes this policy is part of an ongoing effort to force schools and colleges to reopen for in-person instruction prematurely, using significant financial incentive—and overriding the health and best interests of students and educational institutions.

The United States’ educational system leads the world, and young people from across the globe flock here to learn. Millions have become doctors, researchers, and entrepreneurs enhancing American life or serving as ambassadors upon returning home. American students have their experience enhanced through daily interaction with friends from other cultures, and educational institutions rely on the approximately $45 billion dollars that international students contribute to the schools’ bottom line and the US economy annually. Without international students, some small colleges and boarding schools may no longer be viable. ICE’s policy further erodes the interest of top students across the globe in pursuing their education in the United States, and its rippling impacts hurt us all (Mark Sklarow, IECA CEO)

COLLEGES SPEAK OUT (NACAC TODAY)

Harvard, MIT Sue Federal Government Over ICE International Students Rules

The AP (7/8, Binkley) reports Harvard University and the Massachusetts Institute of Technology on Wednesday sued the federal government, “challenging the Trump administration’s decision to bar international students from staying in the U.S. if they take classes entirely online this fall.” They argue that the decision “violates the Administrative Procedures Act because officials failed to offer a reasonable basis justifying the policy and because the public was not given notice to comment on it.”

        The New York (NY) Times (7/8, Hartocollis, Jordan) reports the universities “argued that the policy was politically motivated and would throw higher education into chaos.” The move is widely viewed as an “effort by the White House to pressure colleges and universities into reopening and abandoning the cautious approaches that many have adopted to reduce coronavirus transmission.” Massachusetts Attorney General Maura Healey “vowed to support Harvard and M.I.T.’s efforts,” saying in a statement, “This decision from ICE is cruel, it’s illegal, and we will sue to stop it.”

        The Washington (DC) Post (7/8, Svrluga) reports the “swift response” by the universities marks a “new battle line in the war between President Trump and education leaders over how to safely reopen schools in the midst of his reelection bid.” Before the pandemic, international students were required to take classes in person, but the federal government “offered schools and students flexibility this spring,” and had “said that the new guidance would remain in effect for the duration of the emergency.” As a result, university officials “assumed that their international students would be allowed in the country even if they weren’t in the classroom.” Therefore, many schools, including Harvard, announced plans “to offer little to no in-person instruction.”

        However, Reuters (7/8) reports ICE’s announcement “left students, professors, and universities scrambling to figure out exactly who would be affected by the rule and how those affected could comply without having to leave the country.” The Washington Times (7/8, Dinan) reports the proposed rule “would still allow students whose schools plan in-person coursework, but if all of their classes have moved online during the coronavirus pandemic, those students would be ineligible to come or remain in the U.S.” The suit claims the decision is “cruel to the students — and speculated the rule was meant to be malicious.”

        CNBC (7/7, Dickler) reports foreign students “contributed nearly $41 billion to the national economy in the 2018-2019 academic year, according to NAFSA: Association of International Educators.” Deep cuts in state funding for higher education in recent years “have put pressure on schools to admit more students who need less aid, which is why so many schools have come to rely on the revenue from foreign students, who typically pay top dollar.” As a result, college and universities may seek out more domestic students willing to pay full tuition, meaning schools may not be as generous with their financial aid packages.

        Colleges Prepare For Sharp Drop In Chinese Students. The Wall Street Journal (7/7, Korn, Subscription Publication) reports US colleges are preparing for a steep drop in international students – particularly from China – due to coronavirus-related travel restrictions, visa-processing delays, and Monday’s ICE announcement blocking foreign students from taking online-only courses while residing in the US. Notably, Chinese students account for nearly $15 billion of the $44.7 billion that foreign students spend in the US on tuition and other higher ed costs.

Worcester Polytechnic Institute (WPI) strikes a healthy balance when supporting high school students

WPI.jpg

Recently, one of my high school students accepted his offer to attend WPI. Here’s how the parent described the defining moment -

I think he was conscious WPI would offer him a stronger CS program since the beginning but was nervous about the project based learning system. The last few days, he watched videos and participated in live chats with other admitted students and the university. It helped him a lot and gave him a better understanding of the way he will learn. The "career" chat with WPI was the final one and the decisive one.”

I was so impressed with the way in which WPI made themselves available - this student was even able to have virtual time with one of the professors from the CS program.

Not surprisingly, WPI has also led in setting a healthy tone with juniors who have not been permitted to visit campus due to Covid 19, and who are also concerned about cancelled test dates and P/F spring course grades. With permission, I posted Andrew B. Palumbo’s (Dean of Admissions and Financial Aid) recent letter (Washington Post, April 20th) below (see Fiske Guide for more on WPI):

—————

Dear Juniors,

 Over the past several weeks, I have spent a great deal of time considering what you must be going through as covid-19 has spread across the globe. As if junior year isn’t already stressful enough, now you have to learn remotely, grapple with a pandemic and worry about your basic health and safety. Some of you may be dealing with food and housing insecurity, and mental health and wellness issues; others are impacted by the coronavirus directly as our country goes through a dangerous surge in cases. I hope you are managing and getting the support you need.

 Meanwhile, your friends in the senior class are making difficult decisions as they finish their college searches. I’ve seen first-hand how difficult this is for them. But starting your college search in the midst of a global pandemic while you’re practicing isolation and social distancing with no clear end in sight? You’re facing a whole different set of challenges; I feel for you.

 So many of you are calling and writing to me and my colleagues in admissions and financial aid offices across the country.

 “How will pass/fail grades affect my application?”

 “Will I be able to visit schools?”

 “Will I get credit for my AP courses?”

 “My SAT/ACT testing date was canceled. Now I might have to take these test in the Fall as I’m catching up on school work and applying to schools? And they might be online?”

 “I don’t know where to start…”

 I am writing to you not because I believe I have all of the answers, but because I know that you have these questions.

 The college admissions process has always brought with it a high level of uncertainty and anxiety for most students. Often, applicants and their families are puzzled by admissions decisions. Every college has its own requirements, values, and decision-making process. The process lacks a feedback loop, often leaving students disappointed and wondering “why?”

 The covid-19 pandemic has added a level of uncertainty never experienced by students wondering how to navigate the college admissions process; that’s potentially the hardest aspect for you to wrap your head around.

 Uncertainty marks today, tomorrow, and the foreseeable future. But I encourage you to accept what you can’t change and try to focus on the things that you can.

 Take care of yourself. Do everything in your power to eat well, exercise, get the rest that you need and, of course, wash your hands and don’t touch your face. Keep up with the passions that make you who you are. While colleges need to see your transcript, your essay, and letters of recommendation, we’re not admitting a collection of credentials, we’re seeking out the people who we want to welcome into our community.

 Look out for your friends and family. Nothing is more important than the people you care about. Support those who you are living with and be sure to reach out to friends and family who are remote. It’s easy to become isolated and focus on ourselves and our immediate surroundings. Don’t underestimate the positive impact that a phone call, a letter, or an email can have on the people you care most about.

 Do your best to focus on your education. I mean what I say: do the best that you can given the circumstances. But don’t try to do more than that. Far too often, I speak with students in the midst of the college admissions process who are striving for perfection or who want to “please” me or my university. There is no “perfect;” your education should be driven by your passion and interests, not by what you think colleges want. It’s okay to struggle. This is especially true in a time where you are likely learning in a remote environment and may be lacking accommodations, services, and the individual face time with your teachers that you might normally have.

 Finally, here are a few things you should not worry about:

 Pass/Fail grades: There are countless ways that high schools assess students’ performance. Admissions professionals see a range of grading point scales (4.0, 4.5, 5.0, 12.0, 100, etc.), narrative transcripts and, yes, pass/fail. Our goal is not to set expectations for your school; instead, we’re responsible for understanding your school’s grading system.

 SAT/ACT: They don’t matter as much as you probably think they do. High-stakes standardized test scores have always been a point of contention for many of us in admissions. These scores don’t provide as much value as your high school transcript, and they have a problematic correlation with family income, sex, and race and ethnicity. Admissions offices never “need” a test score to make a sound admission decision. Now more than ever, schools are stepping away from this antiquated metric. Well over 1,000 schools had test-optional admissions policies before the covid-19 pandemic. In the wake of canceled SAT and ACT test dates, dozens more are rapidly eliminating these test score requirements for you and your classmates. The College Board just announced a plan to squeeze in additional test dates during your senior year and possibly host an online SAT. ACT responded that it will be offering an online version of its test. But these plans ignore what’s most important to all of you. Save your energy and focus for more important pursuits.

 The Admissions Committee: The faceless group that sits around a long table discussing your greatest achievements and tries to identify critical flaws in your character and academic record? That’s a caricature of the real process and the dedicated admissions professionals who are eagerly looking forward to supporting you through your college search process and advocating on your behalf. The past five weeks I have sat in daily on Zoom meetings with an incredible group of people who are spending their days thinking about how they can support you. They are dealing with remote working issues that include caring for children and families, sharing work spaces with partners and roommates, and dealing with annoying (but adorable) interruptions by pets and children. Their lives and work aren’t normal, and they know that yours aren’t either. As a result, our admissions team — and others as well — are coming up with innovative ways to connect with you and to provide you with the information that’s critical for your college search. This is playing out at universities across the country. We are here for you. Call, email, connect on social media. We are here.

 The rest of it? We’ll figure it out together.

 Be safe and be well.

 Sincerely,

 Andrew B. Palumbo, Dean of Admissions & Financial Aid

Worcester Polytechnic Institute

 



Covid19 considerations for Higher Ed

After several days of web conferences with higher education, I believe it necessary to highlight some of the growing areas of concern resulting from Covid-19:

 

  • Many colleges have been substantially impacted financially by Covid-19. This may be especially true for smaller regional public institutions and lesser known private colleges. If your child is planning on attending one of these types of schools, you need to ask how the 2020-2021 operating budget could be impacted, and if your child’s scholarship might result in some type of adjustment from year to year (however, if you are in the process of appealing for financial aid, do not ask these types of questions until you have the final financial aid decision).

 

  • All colleges have lost substantial revenues this current semester, and will most likely continue to do so during the summer (they are trying to determine if programing, available courses and faculty/staff, and resources need to be reduced for school year 2020-2021).

 

  • For students enrolling in comprehensive learning support programs, it is essential to ascertain if the program will continue at the same level of programming and professionalism for 2020-2021.

 

  • Fall Semester classes may be impacted too (we just do not know) – you may want to ask if deposits are refundable if the college is not able to provide in-person, on-campus instruction and residential life (and if tuition and fees might be modified if students end up with distance learning).

 

  • Finally, many families have been impacted financially, and many have lost employment. It is NOT too late to appeal a financial aid decision or file for financial aid – contact the college’s financial aid office for guidance (I’m happy to talk you through this process before you connect with the college).

 

Every week seems to offer us some new aspect from the fallout of Covid-19. These perspectives may look different by the end of April, and again by the end of June, and even August. But I do want you to be aware of the possible implications for school year 2020-2021 sooner rather than later.

 

Your children are resilient like their parents. With every change, comes an opportunity. I am anticipating that colleges will rise to this moment, and be more innovative and adjust accordingly. I am confident that our youth will emerge as even stronger, more creative, better problem solvers.

Today’s AP Article highlights these growing concerns - Financial Hits pile up for Colleges as some fight to survive

 

Talking Points for Parents with College-bound Children

Addressing Financial and Health Issues

- Power of Attorney - gives parents the right to sign documents, pay bills, oversee financial accounts, etc., in case the child cannot take care of these items for some reason.

- Health Care Proxy - gives parents the right to make decisions for the child in cases of emergency. Whoever is appointed the proxy should be identified on a Health Insurance Portability and Accountability Act, or HIPAA, form to give medical professionals permission to share information about their patient. If your child is attending college out-of-state, check in with your health care provider. Medical directives are also specific to the state in which your child will be attending college.

- Living Will - states your child’s wishes regarding the extent of life-extending medical treatment that they would want to receive in case they are incapacitated, as well as their interests in donating organs. A will is especially important for families that have invested in estate planning techniques aimed at passing wealth down through the generations, because the adult child's assets will go back up to parents if nothing is in writing to stipulate otherwise.

- The Family Educational Rights and Privacy Act (FERPA) is when a student turns 18 years old or enters a postsecondary institution at any age, then all rights afforded to you as a parent under FERPA transfer to the student ("eligible student").

However, FERPA provides ways in which a school may — but is not required to - share information from an eligible student's education records with parents, without the student's consent.

For example:

➢ Schools may disclose education records to parents if the student is claimed as a dependent for tax purposes. ➢ Schools may disclose education records to parents if a health or safety emergency involves their child. ➢ Schools may inform parents if the student, if he or she is under age 21, has violated any law or policy concerning the use or possession of alcohol or a controlled substance. ➢ A school official may generally share with a parent information that is based on that official's personal knowledge or observation of the student.

Miscellaneous Items for discussion:

➢ Traffic Tickets – sometimes even one ticket can impact insurance rates

➢ Parking Tickets – impounded cars incur costly fines!

➢ Rental Agreements / Security Deposits (Renter’s Insurance) / Co-signer’s Responsibilities

➢ Credit Card Debt / Bank Overdrafts

➢ ID Theft

➢ Property Theft such as expensive electronics and computers, jewelry

➢ Repaying student loads . . . is real, regardless of your situation. Be aware of what you are signing up for – see https://studentaid.ed.gov/repay-loans/understand/plans

➢ Upcoming changes with filing for aid

- FSD ID - https://ifap.ed.gov/eannouncements/051619AddEnhancementstheFSAID.html

-IRS plans to stop faxing and mailing 3rd party tax transcripts - https://www.irs.gov/newsroom/irs-takesadditional-steps-to-protect-taxpayer-data-plans-to-end-faxing-and-third-party-mailings-of-certain-taxtranscripts

Schools have better security than ever, but students are ultimately responsible for their own safety. Safety tips to discuss with your child include:

- Know your surroundings and trust your instincts - Keep campus safety phone numbers in your cell for emergencies - Lock your door. Don’t loan your key to friends. - Don’t accept drinks (alcoholic or otherwise) from others. Remember alcohol is the #1 date-rape drug - Students should let someone know where they are going, who they will be with, and when returning - Students should not prop doors open - Students should be careful about posting personal information and statuses on Facebook, Twitter, and other social networking sites

- Safety first . . . Students should understand what steps upper classmen take to maintain their safety. Check out some of safety apps available for your phone such as Circle of 6, Guardly, bSafe, Panic Guard, MyForce, On Watch - Check the Education Department’s Campus Safety Resources - http://ope.ed.gov/campussafety/#/ - Students should understand their rights covering Sexual Harassment Protection and Due Process - http://clerycenter.org/policy-resources/the-clery-act/ - Students should educate themselves in regards to Hazing Awareness and Prevention - http://hazingprevention.org/

WELLNESS

For more on emotional well-being and what to expect, see The Jed Foundation - http://transitionyear.org/.

86th TEXAS LEGISLATURE PASSES BILLS RELATED TO GRADUATION FOR STUDENTS WITH DISABILITIES

The 86th Texas Legislature passed a few bills related to graduation. The list below includes links to the full text and history of each bill (more available at Texas Legislature Online).

 

SB 213, Relating to the use of individual graduation committees and other alternative methods to satisfy certain public high school graduation requirements.

  • Signed into law on May 7

  • Extends IGC options to September 1, 2023

  • Note the rules for special education outlined in current version of TAC §74.1025 (n), with no anticipated revisions to this subsection:

“A student receiving special education services is not subject to the individual graduation committee requirements in the TEC, §28.0258, or the provisions of this section. As provided in §89.1070 of this title (relating to Graduation Requirements) and §101.3023 of this title (relating to Participation and Graduation Assessment Requirements for Students Receiving Special Education Services), a student's admission, review, and dismissal (ARD) committee determines whether a student is required to achieve satisfactory performance on an EOC assessment to graduate.”

 

HB 165, Relating to providing for endorsements for public high school students enrolled in special education programs.

  • Signed into law on June 10

  • Effective immediately; Applies beginning with the 2019-2020 school year

  • Expands the opportunities for students with disabilities to earn an endorsement with modified content to any course

  • Key language:

    • a student “may earn an endorsement on the student’s transcript…. with modification of the curriculum, provided that the curriculum, as modified, is sufficiently rigorous as determined by the student’s admission, review, and dismissal committee.

    • The ARD committee “shall determine whether the student is required to achieve satisfactory performance on an end-of-course assessment instrument to earn an endorsement on the student’s transcript.”

  • Expect revisions to TAC §89.1070

 

Khan Academy to offer more AP Support

Khan Academy has announced its plans to offer more AP support to teachers, as well as students.

See https://www.collegeboard.org/membership/all-access/academic/ap-announces-expanded-student-teacher-supports-and-khan-practice-2019

The new supports will provide students with meaningful feedback that will increase their understanding of course content throughout the year. Among them is the AP Question Bank, the most commonly requested resource of the AP teacher community. The Q…

The new supports will provide students with meaningful feedback that will increase their understanding of course content throughout the year. Among them is the AP Question Bank, the most commonly requested resource of the AP teacher community. The Question Bank is a library of real AP Exam questions—sortable by topic and skills—that teachers can use to create practice tests and assignments for students to help identify and address potential learning gaps.

Dartmouth and the other Ivies

DARTMOUTH NEWS STORY

Task Force to Explore Pros and Cons of a Larger Student Body

 

 

 

A task force will soon begin work to explore the opportunities and challenges of increasing the size of the undergraduate student body as a way for Dartmouth to have a greater impact in the world and to increase flexibility in shaping incoming classes.

 

In his annual address last fall to the Faculty of Arts and Sciences, President Phil Hanlon ’77 said that investigating an increase in enrollment is one of the strategic issues facing the College.

 

“The most compelling reason to contemplate growth is that Dartmouth aspires to better the world by preparing graduates who have the skills and ambitions to go out and change the world. A larger student body would lead to more graduates, which would amplify our impact on the world,” says President Hanlon.

 

The investigation is just that, says Hanlon, a chance to study the pros and cons of growth and consider the potential effect of growth on the institution. “We’ve not made a decision, far from it,” says Hanlon. “We want to take a look at facts and see what we can learn from them.”

 

Before any decision is made, the College will seek comment from all members of the Dartmouth community. The task force will present an initial report to Hanlon, Provost Carolyn Dever, and Executive Vice President Rick Mills by the end of October, with a final report due in mid-March.

 

With its 4,310 undergraduates, Dartmouth has the smallest number of undergraduates in the Ivy League. The small size makes it more challenging for the College to enroll a new class that represents interest in a variety of academic disciplines and activities outside the classroom and come from diverse backgrounds. The task force is charged with developing a hypothetical implementation plan that considers undergraduate student body growth of between 10 percent and 25 percent.

 

Over 15 years, ending in 2015, the percentage growth in the undergraduate student body has seen double-digit increases for half of the eight Ivy League schools, according to U.S. Department of Education figures. Cornell led the group, with 66 percent growth to just over 14,200 students. Dartmouth’s growth was 4 percent over that time, and in terms of the number of students, Dartmouth had the smallest undergraduate student body over the 15-year period. Yale is in the midst of significant undergraduate growth, expecting to increase the size of incoming classes by about 15 percent over four years.

 

A number of Dartmouth departments have advocated for greater representation in incoming classes, and there have been requests to admit more international students and students from a wide range of backgrounds and with differing interests outside the classroom.

 

The task force’s charge includes the requirement that any potential growth plan must at least break even financially. As the task force develops a plan, it will look for ways to maintain or enhance the quality of the educational experience for all undergraduates. The group will also consider whether there are economies of scale to be achieved—ways of more efficient operation that could be realized by increasing the number of students.

 

One thing that won’t change, says Hanlon, is the unique access students have to faculty and the ability to do research with these remarkable scholars. “We pride ourselves on the bonds that are established between members of our community and we’re not going to alter this hallmark of the Dartmouth experience,” he says.

 

Dean of the Faculty of Arts and Sciences Elizabeth Smith and Dean of the College Rebecca Biron will chair the task force. Its other members are Dave Hodgson, a College trustee; James Feyrer, an associate professor of economics; Mark McPeek, a professor of biological sciences; Reiko Ohnuma, a professor of religion; Scott Pauls, a professor of mathematics; and Andrea Tarnowski, an associate professor of French and comparative literature.

Ask Patricia Nehme, CEP - Educational Consultant more about the Ivies or any college - pnehme@myeduadvisor.com

International Students - Good Guidance through the Admissions Process

  • If we start with the premise that the college counselor is already quite adept in advising the international student (a Certificated Educational Planner, UCLA College Counselor Certificate with International Student coursework, professional member of OACAC, HECA, IECA and NACAC), then the time constraints are perhaps the most pressing challenges for this advisor. There are numerous sequential parts encompassing both the immigration and financial aid processes. Each piece seems dependent on the previous step and the approaching deadline(s). Every facet of the process seems very much interrelated. A counselor’s ability to create a student plan four years out (when you consider the testing and language piece too), and schedule the processes based on the individual preferences is crucial.

    For the counselor with a large case load, finding the time to adequately understand the needs of each student, identify and develop a strategy for that one individual, then communicate and monitor the processes to ensure the optimal outcome, will undoubtedly involve more of the counselor. Starting early is essential. Gaining a clear sense of family dynamics (communication and logistic issues may be formidable), providing colleges with a sneak preview of the applicant by mid-junior year, then advocating for the student will require more of a time investment.

    Identifying institutional fit early enough to have the COF in place for an Early Decision application, yet making sure that bank statements and other supplemental documents are current with timely submissions may pose challenges too. Having an independent consultant / private college counselor help oversee deadlines brings a tremendous asset to the international student. 

    For those students already attending US high schools, the counselor’s piece in the matriculation process is more involved with submitting the I-20 soon after graduation. Advising students on waitlists may involve summer availability.

  • As your private college counselor and independent educational consultant, I (Patricia Nehme, CEP) will play a more pivotal role in advising about immigration issues, in researching college options and financial aid resources, in advocating for the student, in facilitating the various processes and in continuing to be a resource after high school graduation.

Accredited Course Providers - by Patricia Nehme, CEP

Students taking courses outside of their school environment, or as an independent learner / homeschooled student, should be very careful about selecting your coursework providers – with some universities, obtaining non-accredited coursework can impact the student’s admission process and, even limit the particular majors in which you can apply to.

While we know this already, what may need to be stressed is that this is true even for AP coursework, approved by College Board, if the course is taken from a non-accredited (or not recognized accreditation) provider.

We know homeschoolers will usually need to take more tests like the APs and Subject Exams, but for a senior taking an AP Course from a non-accredited provider, they will not have the benefit of the AP Exam Score prior to applying for admissions.

As more providers crop up initially without preferred accreditations, they may think and tell their students / families that because the coursework is AP - College Board approved, the accreditation does not matter. But, in fact, students need to know that recognizable accreditations or lack of them, can impact their college lists and they should plan accordingly.

If a school is awarded accreditation, it means that the institution meets certain standards of educational quality. The most widely accepted institutional accrediting bodies in the United States are six regional agencies:

  1. New England Association of Schools and Colleges (NEASC)
  2. Middle States Commission on Higher Education (MSCHE)
  3. Southern Association of Colleges and Schools (SACS)
  4. North Central Association (NCA)
  5. Western Association of Schools and Colleges (WASC)
  6. Northwest Commission on Colleges and Universities (NWCCU)