Patricia Nehme

Test Optional - Test Alternative is closer to what is actually happening in College Admissions

Interesting to consider the future of testing in the college admissions process -- look at 3 recent College Board decisions:

1) the AP Exams - while most AP Exams will be available digitally if need be, the foreign language ones (this year) are not - colleges want to see the entire foreign language exam, not just the speaking section. So if AP Spanish, French and German cannot be administered in person due to Covid-19, College Board will provide another option - CLEP Exams for free later on.

2) National Merit - for students unable to take PSAT this past fall or in Jan 2021, students will have up to June 2021 to take the SAT for submission/consideration to National Merit Scholarship, but students must complete the ALTERNATIVE ENTRY FORM by April 1st -

https://www.nationalmerit.org/.../alternateentry2022.pdf...

3). National Recognition Scholarship Program - expanding to include AP Exams and 10th Grade PSAT - https://collegereadiness.collegeboard.org/.../recognition...

(Source: CB Counselor Newsletter Feb 25, 2021)

COLLEGEREADINESS.COLLEGEBOARD.ORG


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



UTSA Launches Texas Retail Academy

The University of Texas at San Antonio's Institute for Economic Development has partnered with Retail Strategies LLC to host the Texas Retail Academy. The academy will educate city leaders on retail and business recruitment, real estate and small business support. The program is made possible by a grant through the U.S. Department of Agriculture, which fully funded six communities' participation. More here.

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.

College Board AP Exams and IB Exams

Last week, many students were not successful in submitting their at-home, online AP Exams.

Consequently, College Board is addressing the issue with an alternative submission method - BUT ONLY FOR THOSE EXAMS THE WEEK OF THE 18th. See the Washington Post article

For IB Exams, all have been cancelled, and students will receive credit based on the following:

The IB has put into place the following actions:

  • The DP and CP examinations scheduled between 30 April and 22 May will no longer be held.


  • The student will be awarded either the Diploma, Career-related Programme certificate or a course certificate which reflects their standard of work. The achievement will be based around the students’ coursework and the established assessment expertise, rigor and quality control already built into the programmes.

For more on IB - see Covid 19 updates as of May 15th

Lots of news coming out of California today - college entrance exams and Fall 2020 Classes

Leading the News

University Of California President Recommends Multiyear Suspension Of SAT, ACT Requirements

The Los Angeles (CA) Times (5/11, Watanabe) reports University of California President Janet Napolitano on Monday recommended a “complex and unusual five-year plan” that would make the SAT and ACT tests “optional for two years and eliminate testing requirements for California students in Years 3 and 4.” Starting in Year 5, “UC would move toward a standardized assessment developed specifically for the 10-campus system.” According to the Times, “Napolitano’s decision could tip the scales against the tests among Board of Regents members, who are scheduled to vote on the controversial issue next week.”

        The AP (5/11, News) reports if UC is unable to develop a new test for fall 2025 applicants, “Napolitano recommends eliminating its standardized testing requirement for admissions altogether.” If the test is available, “it would be made available to students from out-of-state schools. International students could submit either the new test or scores from the SAT and ACT.”

        The Washington Post (5/11, Anderson) reports many public and private colleges in recent weeks “have joined a movement to halt or end testing requirements. Some were spurred by the education crisis created by the novel coronavirus pandemic. Others said test scores were not as useful as grades and transcripts in rating applicants.”

        EdSource (5/11) reports current high school juniors applying to UC schools for fall 2021 entrance “already are excused from taking those exams” due to that requirement “was suspended last month after high school classes switched statewide to online due to the coronavirus emergency and testing dates were canceled.”

        Also providing coverage are the San Francisco (CA) Chronicle (5/11, Bauman) and Business Insider (5/11, Davis).

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CALIFORNIA STATE UNIVERSITIES - FALL 2020 Instruction

By Nina Agrawal Staff Writer  (LA Times)

May 12, 2020

12:01 PM

The 23-campus California State University system plans to all but cancel in-person classes in the fall and instead will offer instruction primarily online, Chancellor Timothy White announced Tuesday.

The vast majority of classes across the Cal State system will be taught online, White said, with some limited exceptions that allow for in-person activity. The decision comes as schools throughout the country grapple with how long to keep campuses closed amid the coronavirus crisis.

“Our university when open without restrictions and fully in person… is a place where over 500,000 people come together in close and vibrant proximity,” White said at a meeting of Cal State’s Board of Trustees. “That approach sadly just isn’t in the cards now.”

White’s announcement came the same day that infectious disease expert Dr. Anthony Fauci, a key member of the White House coronavirus task force, told a Senate panel it would be “a bridge too far” to think treatments or vaccines could be available in time to facilitate students’ reentry into schools this fall.

It also follows an earlier move by Cal State Fullerton, which in late April became one of the first universities in the nation to announce it was planning for remote instruction this fall.

 

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

 

TEXAS Releases its 'Corrective Action Response' for Special Education Programs

Over the last year and a half, Texas Education Agency has acknowledged gaps in services for students with learning disabilities and has recently submitted a plan to correct and improve public school practices in its Special Education Programs. Families of children with learning disabilities should understand how their child might have been impacted and how future plans will affect their child's learning environment.

The TEA released the 42-page draft strategic plan after a 15-month federal investigation concluded Texas had not been providing kids with disabilities the tools and services they needed to learn, likely failing to educate thousands of students and violating federal law. Federal officials found the state was effectively incentivizing school districts to keep their special education numbers low and that many teachers fundamentally misunderstood the legal requirements around educating kids with disabilities. (Update, April 26: The TEA released its finalized plan on April 24, taken Texas Tribune.)

The final version of the plan comes after months of draft proposals and feedback sessions with parents, educators, education advocates and students. The state is aiming to repair a decade-old practice that drastically reduced the number of students receiving special education services. TEA officials have repeatedly said the 8.5 percent benchmark was not a cap but an “indicator of performance.” But in practice, districts used the number as a cap, the Department of Education found, and denied or delayed services for children across the state ( taken from alejandra.matos@chron.com).

 

ACT to Launch Online Learning Program for ACT College Entrance Exam

ACT to Launch ACT Academy, a Free, Online Learning Program Designed to Help Improve ACT Scores, College Readiness

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Find the text of the full Jan 23, 2018 press release below or the link can be found here

IOWA CITY, Iowa—ACT today announced plans to launch ACT® Academy™, a free online learning tool and test practice program designed to help students master the skills they need to improve their ACT scores and succeed in college and career. The program will be launched in the spring. 

ACT Academy will help students improve their college and career readiness by providing them with video lessons, interactive practice questions, full-length practice tests, educational games and other materials targeted to their academic needs. Each student will receive their own personalized study plan based on their scores from the ACT® test, PreACT®, official ACT practice tests, or diagnostics within ACT Academy.

 
“ACT Academy will help students improve their readiness for the ACT test and college and career by giving them the resources they need to increase their understanding of core academic skills,” said Suzana Delanghe, ACT chief commercial officer. “And the fact that ACT Academy will be free to all students is yet another way ACT is working to close gaps in equity, opportunity and achievement for underserved learners.”


ACT Academy will provide students with engaging content and materials developed by ACT, the Khan Academy, NASA, PBS and other learning organizations in one convenient place. All of the content will be sorted by efficacy, so students receive the resources that have been proven to be most effective for each skill. It will include the high-quality materials of ACT’s OpenEd, the leading online resource library for K-12 teachers. 

ACT Academy will be compatible with all devices and will allow students to work on building their skills anytime, anywhere they have internet access. Parents, teachers, and counselors can also use ACT Academy to help students study and learn. 

One unique advantage ACT Academy will provide students is the ability to drill down and pinpoint building-block skills they have missed. Every user will have access to thousands of ACT resources, as well as ACT’s proven tips and strategies. 

For more information about ACT Academy, visit: www.act.org/academy

 

 

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)

 

Why Attend A College Fair

                    Why Attending a College Fair Is a Good Idea
    In-person College Connection
This is your opportunity to establish a personal connection with a particular College or University. Ask questions and get immediate feedback. Register your interest with colleges of your choice.

    Save money & time
Visit with numerous college admission reps without the added expense of travel and time away.  

    Explore new options
Discover a new college(s) or major(s). Learn about pre-college summer programs.

    Free advice
Admission representatives love to answer questions about their schools and admission requirements. High School Counselors will also be available to answer some of your college related questions.

    Narrow your list of possible college options
Identify colleges that you want to know more about; plan a campus visit.

    Demonstrate Interest
Colleges keep track of student contact – attendance at high school visit sessions, college fairs and campus visits provide great opportunities to demonstrate how serious you are about a school.

BEFORE YOU GO; ATTENDING THE FAIR: FOLLOWING UP:

Go to the NACAC link to determine the best location and date to attend the fair

Register online - ahead of time, to ensure that colleges get your contact information - BE CONSISTENT with your contact information - try to use the same email, legal name, same phone number throughout the entire process

Review the list of colleges participating in the fair ahead of time to manage your time while at the fair (these fairs are huge)

Arrive on time, plan for parking time, once you have arrived, get a map of the college table arrangements to navigate the fair in an efficient manner

Introduce yourself to reps, share your interests, ask a few good questions

Take a few notes and journal your impressions after the fair