Catlin Gabel seniors are about to embark on an exciting new chapter in their lives. Five seniors speak here about their college choices, and how they found a good fit for them.
Thomas is going to the School of the Art Institute of Chicago!
Emmarose is going to the University of Southern California!
Chris is going to Princeton University!
Liban's going to Swarthmore College!
Sadie is going to Barnard College!
Here's where the class of 2014 is going to college!
The PFA parent community meeting on April 17 featured a panel of seniors talking about their Catlin Gabel experiences. Following their Q&A with parents, college counseling director Kate Grant talked briefly about the college counseling process and the state of college admission this year.
Kate showed three slides, which are posted below as a PDF and outlined here
- What parents can do to help their children early on
- College counseling calendar for 2013-14
- List of colleges that have accepted CG students this year. ( Note: Many students are undecided as of this date. Decisions are due May 1.)
Robin Mamlet, co-author of College Admission from Application to Acceptance and former dean of admission at Stanford University, Swarthmore College, and Sarah Lawrence College spoke with parents at an all-school college evening on Monday, September 7, 2013. Our second annual State of College Admission event covered many of the issues on the minds of students and families as they consider their plans beyond Catlin Gabel.
Our seniors are stoked to be going off to college! Several seniors discuss their college choices, and why they've found a good fit for them.
» Link to all colleges and universities accepting Catlin Gabel seniors this year.
» Link to Lark's "Headlines" article about the college counseling program.
» Link to video of senior panel speaking at April PFA Parent Community Meeting
Ben's going to Tulane!
Marina's going to Stanford!
Terrance is going to Brown!
Kanaiza's going to Wesleyan!
Hannah's going to Plan II at the University of Texas-Austin!
January 23 - Junior College Night for parents and students: College admission deans and college counselors discuss the process.
January 24 - Juniors and parents get full Naviance access; parent survey available in Naviance
February 5 - Junior College Counseling Workshop for students all day at University of Portland
Early February - PODS meetings begin; topics include college visits, activities resume, essays, research
February 6-April 15 - Individual meetings required of all juniors; counselors will follow up with list of recommended colleges. Begin creating a list of colleges and explore colleges of interest.
February-April - Family meetings with each junior and parents will follow the individual meetings. Recommended for all juniors and parents.
- Begin Common Application during summer (available online August 1)
- Work on essay questions (available in March)
Ongoing – Junior and Senior Years
- Meet with college counselors
- Visit colleges, take campus tours, interview where offered
- Take standardized tests (See Standardized College Testing handout)
- Attend college representative visits at Catlin Gabel and in Portland
First week of school for students - College Counseling Kickoff required of all seniorsSeptember 2013
Early September‐November 1 - Individual meetings required of all seniors
September-October - Create and prune college application list. Decide upon any early decision/early action applications. Keep Naviance lists up‐to‐date.
September-‐November - Visit with college representatives who visit Catlin Gabel School or hold informational meetings in Portland
September-November - Essay review with college counselors/selected faculty
Mid-September - Case Studies Program for students and parents
Mid-September - Ask two faculty to write recommendation letters; enter into Naviance
September-December - PODS meetings (topics include Naviance, Common Application process, decision‐making, interviews)
Mid-October - Catlin Gabel Mini College Fair
Late October-Mid-‐November - Catlin Gabel submits supporting documents (transcript, school report, teacher letters) to colleges for early application deadlines. Students submit applications, supplementary materials, and test scores to colleges for early application deadlines.
November 1 - First early application deadlines
Early November - All college lists reviewed by college counselors; feedback sent home
November - Financial Aid Meeting
November-December - Family meetings if desired to review lists
Early December - College application list finalized; changes after this deadline must be approved by counselors.
Early December - Senior Parent Potluck
Mid-December-February 1 - Catlin Gabel submits supporting documents (transcript, school report, teacher letters) to colleges for regular deadlines. Students submit applications, supplementary materials, and test scores to colleges for regular deadlines.
December 15‐20 - Colleges notify students of early decisions. Students enter decisions in Naviance.
January 1 - Most regular decision application deadlines
February 1 - FAFSA (Federal financial aid form) due at most colleges. CSS Profile and other institutional financial aid forms due at some colleges.
April 1 - Colleges notify students of admission decisions. Students share decisions with college counselor and enter in Naviance. Consider wait list offers and discuss what, if any, follow-‐up is needed.
April - Think about options, talk with college counselors, considering visiting, compare financial aid awards.
May 1 - Decide which college you will attend and make a deposit at one school
- Students notify all colleges of enrollment decisions
- If offered a spot on a waiting list, talk with college counselors and keep them up-to-date if status changes
- Students update Naviance with college decisions (admit, decline, waitlist, etc.)
- Thank faculty recommenders
How many exams should I take?
Aim for two SAT Reasoning Tests or two ACT Plus Writing examinations. You should test a third time only if necessary.
When should I take the SAT or ACT?
We recommend that you take at least one set of SATs or ACTs in the junior year, starting no earlier than January and completing one round no later than March/April. Students may take the exam again in the fall of the senior year; early fall dates will work for early application deadlines as well as regular deadlines. The SAT Subject tests should be taken in May or June of junior year. (Language subject test dates vary –see SAT website for details.)
What should I do with my scores? How do they get to the colleges?
You should talk with your college counselor about your test scores and read each of your college’s instructions for score reporting carefully. You are responsible for submitting your test scores to your colleges through the College Board/ACT websites. The school cannot submit official scores for you, and the self-reported scores on your application are not usually considered as
an official report.
How much do the tests cost? Are fee waivers available?
ACT and SAT tests cost between $50 - $75 per sitting, with additional fees for late registration, score reports to colleges, etc. Information about need-based fee waivers is available from the college counselors.
Catlin Gabel seniors are excited to be off to college! Several students talk a bit about where they're going, and why their college choice is a good one for them.
Eli's going to Harvard!
Megan's going to Columbia!
Ramtin's going to Dartmouth!
Logan's going to Oregon State University Honors College!
Grace is going to Whitman College!
From the Winter 2011-12 Caller
By Nancy Donehower
As you begin the college search process, it is important to investigate a variety of schools so you can see how you feel about some basic features such as size, location, and campus life. It in not necessary to visit every school you might want to apply to; colleges of similar types can serve as “templates” for others in different parts of the country. The University of Oregon, Portland State University, and the University of Washington can give you a good sense of what life is like at large public universities, so they are reasonable templates for, say, the University of Colorado, Michigan, or Massachusetts. Similarly, Reed, Lewis & Clark, and Linfield can be good templates for smaller liberal-arts colleges like Occidental, Denison, or Wesleyan. You can find out a lot about your preferences by making a few local visits first, then using the information you gather to fine-tune an itinerary in another part of the country.
Here are some suggestions for a range of West Coast schools you may want to visit. Mix things up a bit and keep an open mind as you plan an itinerary – you may surprise yourself and find a great match at a school you haven’t really considered before. Schools listed below are roughly divided by size; those labeled “special interest” have distinctive approaches to undergraduate education or specialize in particular academic areas. If you would like sample itineraries for other parts of the country, please e-mail the college counselors. We’ll be happy to offer suggestions.
Large: University of Washington
Special interest: California College of the Arts
For Alumni who would like to request a transcript, please complete and submit the form provided here:
Forms can also be printed and faxed to 503-203-5123. Questions? Contact the Registrar at 503-297-1894, ext. 316.
Seniors and their parents are invited to join admissions representatives from nine colleges around the country to review mock admissions files and discuss the college application process.
Date: Tuesday, September 3, 2013
Time: 6:30 pm
Place: Meet in the Barn, and we’ll split into small groups after a short general meeting.
We anticipate that we’ll finish up by about 9:00 pm.
Prior to the event, please download and print the mock admissions files below!
From the Fall 2009 Caller
By Nancy Donehower
You can gain valuable information about colleges and universities in which you're interested through brochures, web sites, college guides, and recommendations. But how do you know if a college is a good fit for you? The best way to find out is to tour the campus, attend classes, and meet members of the campus community.
The key to a successful campus visit is planning ahead. Contact the admissions office to ask about special visit days, office hours, and available activities. Do not make nonrefundable travel arrangements until you confirm with the admissions office that the campus is open for visitors.
When you visit, be sure to attend information sessions and tours sponsored by the admissions office, but don't miss an opportunity to just hang out and soak up the atmosphere. Keep an open mind - a visit may confirm what you already know about a school, or it can open your eyes to new opportunities. Take notes and bring your camera. so you can remember all you see and hear.
If you have time, ask the admissions office to schedule a meeting with a professor in a subject area that interests you; most professors welcome visitors. Check out the surroundings. Visit the classrooms, laboratories, libraries, and studios. Find a spot to study or relax. Can you imagine yourself there?
Be sure to tour the residence halls. Find out what's available, including fitness centers. laundry facilities. study rooms, music practice rooms, and shops or stores. Have a meal on campus. Ask yourself if you would be comfortable living on this campus.
Go to the student activities office to see what clubs and organizations are active. Ask a current student what he or she does at night and on the weekends. Explore community service activities. If you're interested in sports, find out what varsity. intramural, and club sports the college offers. Schedule an appointment with a coach if you have questions about a particular sport.
If you're unable to make a campus visit, call the admissions office and ask if a university
representative will be visiting your high school, attending a college fair, or holding an informational meeting in your area. You may also wish to request a copy of the university's DVD.
If you are applying for Financial Aid, there are two essential forms that you will most likely be required to file.
The first is the “Free Application for Federal Student Aid (FAFSA).” Once completed, the FAFSA is sent to a central processing agency operated by the federal government. The information is analyzed through a standard method, and the results are sent to colleges you have designated on the form. The information is used to determine if you are eligible to receive federal grants, scholarships and/or federal loans. Most private colleges require this form because they want to determine if you are eligible to receive private grants as well as scholarships. The FAFSA can be completed online at www.fafsa.ed.gov. You will need to apply for a personal identification number (PIN) before filling out the FAFSA online. You may apply for a PIN at www.pin.ed.gov, and you will receive your number within 1 to 3 days.
The second online form is required by many private colleges and universities but is not required by most public colleges and universities. It is the Financial Aid Profile, commonly known as the CSS Profile. Completing the CSS Profile can be done online through the College Board Web site: https://profileonline.collegeboard.com. After you’ve completed the profile, you will need to request CSS to forward your results to the colleges on your list that require the information. A list of schools and scholarships requiring a CSS Profile is posted on their site. A processing fee will be charged for forwarding your results to colleges; the exact amount depends on how many colleges you choose to receive the results. The profile should be completed by November 1st for those applying Early Decision.
E-mail, blogging, Facebook, My Space. . . electronic communication and social networking Web sites are becoming a normal part of students’ everyday communications. E-mail is often the preferred way to get in touch with colleges and universities. The nature of Internet communication is informal compared to standard business mail, but when is informal too informal? Here are a few “do’s” and “don’t’s” to help your students with their electronic communication.
- Remember that your e-mail messages may be added to your admissions file.
- Choose an appropriate e-mail address. You may want to rethink addresses like email@example.com or firstname.lastname@example.org.
- Give your full name, address, phone number, and high school on each message.
- Spell check your e-mail, and use proper punctuation.
- Use salutations, e.g., Dear Admissions Officer.
- Be as polite and respectful in an e-mail as you would in a face-to-face meeting or telephone conversation.
- Use the “reply with history” function to help schools remember the questions you asked in previous e-mails.
- Before sending an e-mail with a lot of questions, check the school’s Web site and publications for answers. If you still have specific questions, it is better to call schools so their admissions staff can have a conversation with you.
- Monitor what is posted on your social networking Web sites (e.g. Facebook, My Space, blogs) to ensure that photos and documents are appropriate and respectful. Although Admissions Officers may not specifically check student profiles or blogs, it is best to follow these guidelines given the open and accessible nature of the internet.
- Don’t use all lowercase or all uppercase letters in an e-mail. Lowercase is difficult to read, and uppercase feels as if you are SHOUTING.
- Don’t use “IMPORTANT INFORMATION!!!” or “Please read” as subjects for your e-mail. These are commonly used for “junk e-mail” or viruses.
- Don’t send blanket e-mails to a lot of schools at once. Do some research and then ask specific questions, indicating your genuine interest.
- Don’t ‘friend’ an Admissions Officer or your student interviewer on social networking Web sites. It is in your best interest to keep your communications professional during the admissions process.
- Don’t post inappropriate or offensive messages about any university on any Web site (e.g., collegeconfidential.com).
As parents, anticipating how our children’s futures unfold is nearly irresistible. Looking ahead to college is a natural consideration for people who value education. Given the expectations about college admission, I invited college counselors Kate Grant and Nancy Donehower to answer questions that we hope will allay whatever concerns you may have so you and your children can concentrate on taking advantage of the enormous learning opportunities right here, right now.
— Lark Palma, head of school
When should students (and families) start thinking about college?
NANCY: You can always be thinking about your education. It’s appropriate in 9th grade to think about the courses you’re taking and make sure the plan you have for study in the Upper School works for you. Those kinds of discussions should go on all the time, independent of the college process.
KATE: We want students to start thinking about college sometime during their junior year. Many start earlier and that’s okay. Some start later and that’s okay, too. Nancy and I work with students in a concerted way in the junior year.
NANCY: As for the nuts and bolts, we give the PSATs in October of sophomore and junior years, so we gently ease students and parents into the college admission process. However, that is not our reason for giving the tests. We offer PSATs twice so our students, who don’t take many multiple-choice tests, gain exposure to this type of testing. The more familiarity they have with the test format, the less anxious they will feel taking the test. But the PSATs have no bearing on the college application process.
Can you outline what juniors do in preparation for choosing and applying to college?
KATE: In the fall of junior year we meet with juniors and their parents to review the process. Then we take the juniors on a retreat in January to begin the self-assessment work that is the bedrock of our college counseling program. During the retreat, the students write free-flow pieces about what they like, what adjectives describe them, what their strengths are, and who has influenced them. We ask juniors to think about their long-term goals and we ask how they see themselves within the Catlin Gabel community. Not only do the self-assessments give us a way to get to know the students better, it also gets each student thinking about what’s important to him or her. Then we explore what kind of learning environment they think is best for them.
Why is all this self-assessment so important?
KATE: The self-assessment is a great exercise that prepares students for interviewing with admission officers and filling out applications. Parents write profiles of their children that provide us with even more information about our students and family expectations.
NANCY: We live in a culture that encourages people to do their shopping before they know what they want. Our position with regard to college counseling is the opposite of that. You can’t find a college that will work for you if you don’t reflect on what kind of person you are, what your learning style is, and what kind of learning environment you need.
Okay, back to the process. What happens next?
KATE: Beginning in the spring, juniors meet weekly with college counselors in small groups, called pods, and in individual meetings. The pods and individual meetings resume in the fall of senior year and continue until winter break. Throughout the fall of senior year, students take SATs, refine their college choices, write essays, ask teachers for letters of recommendations, and submit applications. We help students stay organized, meet deadlines, and complete application materials on time. College applications are generally due at the end of December unless students are applying for early admission or early action (which is a topic for another interview). Most college decisions are announced in April.
What kinds of colleges do Catlin Gabel students attend?
KATE: All kinds and all over the country. Most Catlin Gabel students are attracted to small liberal arts colleges. But we also send kids to big Ivy League universities, state schools, and military academies. There can seem to be a disconnect when students who have been successful in Catlin Gabel’s small, individualized environment want to go to a huge university. But it works out because when they do go to large universities our graduates are so accustomed to personalized education they don’t hesitate to meet with their professors. They ask questions in class no matter how intimidating the large lecture hall might seem.
NANCY: UC Berkeley, for example, is a great school with a huge bureaucracy, but kids from environments that are small like ours can navigate those environments really well. They don’t expect to be slowed by bureaucracy, so they step right in and ask for what they need. They are terrific self-advocates. This is so striking to me. Catlin Gabel kids really understand that they are responsible for their own learning. This school is a great launching pad for any kind of college setting.
How do students decide which colleges to apply to?
KATE: We like students to go home at the end of their junior year with a long list of colleges to explore on the Internet, through visits, or by talking to friends. Things are really fluid with the lists at this point. Juniors should be looking at a range of schools because it is hard to predict how they are going to feel in April of their senior year when they choose colleges. Kids need options. Sometimes students think it’s odd when they have, say, several small schools and one really big school on their list. But that makes sense for a student who is interested in a particular field of study. Looking at small Kenyon College and big NYU is not a contradiction if you’re interested in studying English or theater.
Are visits to colleges helpful?
KATE: Yes, because visits help kids see what they might like or not like, whether they want big or small, urban or rural. But the specific college is not as important as visiting different kinds of environments. That could be done close to home by visiting UO, OSU, Lewis & Clark, Reed, University of Portland, and Portland State.
How do colleges select kids for admission?
NANCY: (Nancy is the former dean of admissions at Reed College.) It’s a very complicated process, and colleges spend much more time on it than students and parents think. There’s a mechanism for assessing the student’s background. It’s like looking through a kaleidoscope. The admission office looks at the opportunities a student has been afforded in high school and what advantage he or she has taken of those opportunities. The most important thing is what students have done within their high school academic program. The colleges look at the school profile and see how challenging the high school curriculum is. Happily, every student at Catlin Gabel has a rigorous program. These kids all have great opportunities.
In small environments like this, when there’s a prominent group of high-achieving kids, the tendency is for average students to think, well, I’m not so-and-so who is a superstar student, therefore I’m not going to get into a good college. That’s just not true. For us the fun of the process is working with students who have lots of different interests.These days, the selective and highly selective colleges are probably looking at candidate pools where 90 percent of the applicants could do the work. That’s when they start looking at less quantifiable factors. What are the personal qualities of the applicant? What is this student like in the classroom? That’s where the teacher recommendations come in.
The intangible, personal qualities of students are also important to colleges. The college essays tell the admission office a lot. Kids think the colleges don’t really read the applications and essays, but those are the pieces that will sink a student if they don’t answer the questions on the form or they try for humor that falls flat in the essay. When I worked in the Duke admission office we got an essay from a kid who wrote about turning into a werewolf at night, stalking the countryside and wreaking havoc. We knew he was trying to be funny, but we couldn’t help wondering who we would room this kid with.
Every piece of the application process is important. That’s worth remembering, but not worth making you crazy. For example, a year or so ago, the Wall Street Journal ran an article about a kid who played the tuba getting into Penn and everyone signed their kids up for tuba lessons. People think that little details like this can tip the decision, but they really don’t – at least not to the degree people assume they do.
KATE: When people our age applied to colleges, the colleges said they were looking for well-rounded students. Now they say they are looking for well-rounded classes. They’re putting together a well-balanced class. Part of that might be a tuba player. And it might be kids who are very smart in one area and kids who are very smart in another area. The admission office knows what they’re looking for. That can change year to year. If a college is trying to change its image, the admission office might be looking for something different than in previous years.
NANCY: Generally speaking, the admissions decisions in any given year are the result of three factors: the volume of applicants, the qualifications those applicants possess, and the institutional priorities of a particular college that year. How the college weighs those factors is what you don’t see when you are a student or parent. That can make decisions frustrating and hard to understand
KATE: It’s like pick-up sticks. On the rare occasions when we see a decision that really doesn’t make sense, we call the college and say we don’t get it. But generally it’s not something they can explain. Often students think their lives are over if they don’t get into a certain college, but then they are happy where they end up. That’s the point to remember.
NANCY: It’s really important to change the metric of success in the admissions process. It’s not about how many kids get into Stanford or Harvard. What we need to ask is: do Catlin Gabel students have college options? Are they making wise choices, and are they succeeding at the colleges where they enroll? We can answer those questions with a definite yes – and those are the most important markers of success.
Do the most selective colleges provide the best education?
KATE: The most selective colleges do not necessarily provide the best education. The best education is a match between student interests and learning style, and the environment the college has to offer. Many well-known colleges don’t give the attention to undergraduates that less famous smaller schools do. When the graduates of those smaller colleges go to graduate schools they might be more prepared than graduates of bigger schools.
How reliable or meaningful are college rankings such as those published in US News and World Report?
NANCY: The college rankings are not reliable or meaningful. A lot of colleges agree with that and have tried to take themselves out of the rankings. It’s hard to take yourself out because the information is publicly available.
KATE: The rankings are based on who is admitted and their test scores, the percentage of applicants who are admitted, endowment, alumni giving . . . Each year they change the rubric so the same schools are not in the top five year after year. But what’s really most important, and how we want Catlin Gabel to be judged, is not who gets in, but what is the value added of the education. That’s much harder to assess.
How well do colleges know Catlin Gabel?
KATE: Of all the schools in Portland, we probably have the largest number of college representatives visiting our campus. They know us, they know our kids, and they work to recruit our students. They know we don’t inflate grades. They know how well educated our students are because our graduates perform at a high level and are active in their college communities.
NANCY: We do a good job of meeting people at conferences and inviting them to come to Catlin Gabel. We spend time with people who haven’t visited before and we educate them about Catlin Gabel.
Do the Upper School’s uninflated grading standards hinder our students’ with respect to college acceptance?
KATE: Unequivocally no. Just look at the impressive list of where our students go to college. If you compare the high school GPAs of students at selective private colleges to the GPAs of Catlin Gabel graduates at those same colleges you may see that the alumni from Catlin Gabel have lower GPAs. That is because the colleges know from the high school profiles we send with applications that we don’t hand out 4.0s like candy the way some schools do. We are in good company. Prep schools like Andover, Lakeside, Groton, Exeter, and Milton have grading standards similar to ours.
What advice do you have for anxious students and parents?
NANCY: Breathe! Know that you have very competent college counselors. We have worked with a lot of students and parents over the last 25-plus years. We will do our best to make it a process that everyone feels good about in the end. Allow the students to take the lead. This is their show. Let them star in it.
KATE: And realize that the implicit message when you are overly involved as a parent or hire an outside consultant is that you don’t trust your child to do this on his or her own. We want our students to know that they are perfectly capable of making plans for their lives after Catlin Gabel and we will do everything we can to support them.
This interview was first published in the All-School News when Kate Grant was a college counselor. She has since become the Upper School counselor. Nancy Donehower continues in her role as college counselor.
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