Vol. 19 No. 5 January 2005

More Results of CB's 19th Annual
College Admissions
Trends Survey
THIS MONTH, CB continues to report on the preliminary results of its 19th Annual National Survey of College Admissions Trends. As more colleges report in, we've added them to the tally. Here is what college admissions officers had to say on a host of topics.

HOW DID MINORITY STUDENTS FARE?
In 2004, 52 percent of the colleges and universities in CB's survey admitted more minority students than in 2003.

Schools that admitted more minority students included (with freshman to sophomore retention rate in percents when reported): American U., 86%; Babson C., 95%; Bethel U., 75%; Boston U., 90%; Brandeis U; Centre C.; Claremont McKenna; Coe, 84%; Colgate U.; Columbia C. Chicago, Dickinson C., 93%; Evergreen State C., 74%; Florida State U., 87%; Georgia Southern U., 80%; Green Mountain C., 56%; Hampden-Sydney C.; Kalamazoo C.; Keene State U.; Marygrove C. (Michigan), 43%; Marquette U., 91%.

Northeastern U.; North Carolina State U., 90%; Northwest Missouri State U.; Ohio U.; Philadelphia Biblical U.; Prairie View A&M U., 67%; Providence C., 90%; Purdue U., 81%; Reed C., 88%; Saint Louis U.; Santa Clara U.; Smith C., 90%; Towson U.; U. Idaho, 82%; U. North Carolina Chapel Hill, 93%; U. North Florida, 76%; Valparaiso U., 86%; Xavier U., 90%; and Yale U., 99%.

About 25 percent admitted fewer minority students in 2004 than in 2003. Schools that admitted fewer minority students included (with freshman to sophomore retention rate in percents): Carnegie Mellon U., 91%; C. of Charleston, 89%; Cornell C., 82%; Duquesne U.; James Madison U., 89%; Kettering U.; Lafayette C., 88%; Longwood U., 75%; Messiah C., 86%; Oberlin C.; Ohio State U.; Pine Manor C., 64%; Portland State U.; St. Lawrence U., 92%; Saint Michael's C. (VT), 88%; U. Illinois; U. Iowa, 79%; U. Maine, 82%; and U.S. Coast Guard Academy.

And 15 percent admitted about the same number of minority students in 2004 as in 2003. Schools that admitted about the same number of minority students included (with freshman to sophomore retention rate in percents): Boston C.; C. of Mount St. Joseph (Ohio), 63%; Drake U.; Duke U., 97%; Elizabethtown C.; Emory U.; Husson C.; Norfolk State U., 19%; SUNY U. of Buffalo, 85%; Southern Methodist U.; U. Michigan Dearborn, 77%; U. Oklahoma, 84%; U. North Dakota; U. Utah, 72% and Wabash, 90%.

(For this survey, counselors asked us to bring back the complete breakout for the results of various minority groups. To see how African American, Hispanic, Native American and Asian students fared at individual schools, see the full report in Who Got In? 2005, available this Spring).

COLLEGE FINANCIAL AID PACKAGES
What percent of students at colleges and universities received financial aid? And what was the average aid package?

Here's what the schools in CB's 19th annual survey reported (percent receiving aid and average aid package): American U. 59%, $16,405; Babson C. 45%, $23,500; Bethel U., 91%, $13,500; Boston C. 60%, $16,620; Boston U. 66%, $21,041; Brandeis U. 42%, $21,201; Carnegie Mellon U. 59%, $23,920; Central Connecticut State U. 49%, $9,023; Centre C. 67%, $17,940; Claremont McKenna C. 72%, $26,000; Coe C. 96%, $20,000; Colgate U. 40%, $29,000; Columbia C. Chicago 60%; C. Charleston 61%; C. of Mount St. Joseph 98%, $13,000.

Also, Cornell C. 97%, $18,500; Dartmouth 49%, $24,538; Dickinson C. 56%, $21,142; Drake U. 94%, $21,190; Duke U. 42%; Duquesne U. 85%, $15,179; Elizabethtown 90%; Emory U. 65%, $21,000; Evergreen State U. 66%, $9,376; Georgia Southern U. 84%, $6,775; Green Mountain C. 90%, $8,000; Hampden-Sydney C. 96%, $19,220 and Husson C. 92%, $11,500.

And, James Madison U. 51%, $9,538; Kalamazoo 95%; Kettering U. 88%, $10,275; Lafayette C. 55%, $24,516; Longwood U. 61%, $6,400; Marquette U. 93%; Messiah C. 96%; Norfolk State U. 84%, $9,165; North Carolina State U. 84%, $9,600; Northwest Missouri State U. 80%, $6,500; Oberlin C. 68%, $23,500; Ohio State U. 50%, $8,926; Philadelphia Biblical U. 90%, $9,937; Pine Manor C. 84%, $7,521; Point Park U. 88%, $14,304; Portland State U. 51%, $9,671; Prairie View A&M U. 84%, $4,500; Providence C. 63%, $16,000; Purdue 75%, resident $7,536, non-resident $12,152; Reed C. 52%, $23,000; St. Lawrence U. 85%, $24,462; Saint Louis U. 87%, freshmen $19,126; Saint Michael's 75%, $17,530; Santa Clara U. 70%, $13,000+.

And Smith C. 64%, $20,226; Southern Methodist U. 75%; SUNY U. at Buffalo, 70%; Sweet Briar C. (Virginia) 90%, $18,500; Towson U. 65-70%; U. California Davis 49%, $9,864; U. Idaho 57%, $8,951; U. Illinois 39%, $8,521; U. Maine 84%, $8,900; U. Michigan Dearborn 50%, $6,187; U. Oklahoma 68%, $8,196; U. North Carolina Chapel Hill 31%, $9,000; U. North Dakota 70%, $10,232; U. North Florida 84%, $2,215; U. Utah 44%, $7,286; Valparaiso U. 90%, $18,400; Wabash C. 93%, $14,885; Xavier U. 95%, $13,960 and Yale U. 40%, $22,000.

MERIT AID
Many colleges and universities offer merit aid. But in 2004, only 23 percent of the colleges and universities in CB's survey said they awarded more merit scholarships to first-year students than in previous years.

Schools that said they awarded more merit aid in 2004 than in the past included (and the names of the scholarships at noted): Bethel U.; Coe C., (Williston Jones, full tuition; Presidential Scholarship, up to $16,000; Daniel Coe Scholarship, up to $7,000; Trustee Scholarship, up to $20,000; Dean's Scholarship, up to $12,000); C. Charleston; C. of Mount St. Joseph, (Trustee Scholarship, Dean's Scholarship, Merit Award, Challenge Award); Duquesne U.; Elizabethtown C.; Georgia Southern U. (two additional Honor's Program Scholarships, 16 additional President's Scholarships, four Cone Scholarships, two History Scholarships, one Technology Scholarship).

Also, Green Mountain C. (Presidential and Dean's scholarships); Marygrove; North Carolina State U.; Saint Louis U. (Martin Luther King Diversity Scholarship); Santa Clara U.; Smith C.; SUNY U. at Buffalo; U. Illinois; U. Michigan Dearborn (Valedictorian and Salutatorian scholarships); U. North Carolina Chapel Hill (Col. Robinson Scholarship) and Xavier U.

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Problems Admissions Officers Face
HURRICANES, BUDGET CUTS, too many applicants, not enough students, too little staff, too much technology.these were but some of the problems facing admissions officers in colleges in 2004. This year, CB asked admissions officers, "What is the number one problem your admissions office faces this year?" Some admissions officers poured their hearts out. Here is a summary of what admissions officers had to say about the admissions process from their side of the fence.

Continuing to raise student quality. American U.

Parent's high expectations versus reality. Huge sense of entitlement. Carnegie Mellon U.

Lack of financial resources to accommodate the needs of our applicants. Central Connecticut State U.

New computer system for application entry. Claremont McKenna.

Too many great applicants, but we're not able to accept them all. Colgate U.

Demand on resources-human, financial, time. C. of Charleston.

With increased applications, making sure we respond back to students in a timely manner! C. of Mount St. Joseph.

Visibility of the college in tertiary markets. Dickerson C.

Using technology to facilitate the admissions process. Duquesne U.

Budget decreasing and keeping up with technology. Elizabethtown C.

The time it takes to process applications. Emory U.

Yield to enroll for nonresident freshmen. The Evergreen State C.

Hurricanes throughout the state of Florida disrupted our office's ability to meet with many students across the state. It also delayed many standardized tests that were being offered. We always have more qualified applicants than we have space for. Florida State U.

Finding a large enough prospect pool with the increased SAT minimum requirement, continuing to increase out-of-state students in light of budget cuts and increased tuition costs. Georgia Southern U.

More applicants who are less serious about the college. Hampden-Sydney.

Understaffed. Husson C.

Finding a sufficient number of qualified applications interested in engineering. Kettering U.

Stretch of our resources to cover new initiatives. Lafayette C.

Generating more applications. Messiah. C.

Students ability to pay tuition. Norfolk State U.

Declining number of high school graduates in our region and rising tuition rates. NW Missouri State U.

Too many qualified applicants for the available spots. Oberlin C.

Attaining a qualified and diverse class in a state with dismal high school graduation rates is increasingly challenging. The Ohio State U.

Increasing the number of students that inquire to the school. Point Park U.

International student visa takes more time to clear, so apply early. Portland State U.

Students not taking the ACT/SAT test during high school. Prairie View A&M U.

Personalizing the process for about 8,000 applicants. Providence C.

Space in high demand programs. Purdue U.

Processing applications with limited staff. Reed C.

Trying to decide where to deploy our resources and efforts in order to be most effective. St. Lawrence U.

Explaining costs and values. Saint Louis U.

Resources-financial and staffing. Santa Clara U.

Continuing upward trend in standardized test scores while declining acceptance rate and maintaining gender, geographic and ethnic breakdown. Southern Methodist U.

Recruiting African American males. Wabash C.

Budget cuts. U. of Illinois.

Many students double deposit so numbers are difficult to predict. U. of Maine.

Competition for high quality students. U. of Michigan Dearborn.

New admission standards and declining number of high school grads in North Dakota. U. of North Dakota.

The hurricane experienced this year in Florida has challenged and changed the way we recruit Florida students. U. of North Florida.

Having enough diversity in the freshman class population, and being able to accurately estimate the size of the freshman class. U. of Oklahoma.

Making selections from an increasingly competitive pool of applicants. U.S. Coast Guard Academy.

Informing the new 2006 class about the New SAT and ACT writing. Valparaiso U.

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Upcoming Deadlines for 2005 Admissions

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THE COUNSELOR'S CORNER
46 Tips from Admissions Officers
"HOW DO YOU HELP US GET INTO HARVARD?" The parent at the other end of the phone was the father of Rob, a ninth grader, who called our educational counseling office seeking a quick answer to this popular question, adding, "We've known from the time Rob was born that we wanted him at an Ivy League college."

This kind of thinking that focuses on college placement rather than on the experience of high school that can lead to college placement is all too common. In our work as educational counselors, we try to help families frame this question differently. We encourage families to think of the time between the ninth and eleventh grades of high school as a journey that prepares the student for the eventual process of applying to college in senior year. Navigating the way through high school should be a thoughtful plan that is mindful of the ultimate destination, but focuses on steps along the way.

THE HIGH SCHOOL "TRIPTIK"
Anyone who has been a member of the AAA Motor Club is familiar with their trademark Triptik, a tool which breaks down a long journey into smaller segments. The driver using a Triptik is alerted to detours, road conditions, highway speed traps and other variables along the way, as he or she turns each page outlining a particular segment of the trip mile by mile. The driver using the Triptik knows that the ultimate destination is Cambridge, Massachusetts, but focuses on each milestone, including tourist attractions and comfortable rest stops.

For the student in grades 9 and 10, the milestones are course selection, skill building, standardized testing and the development of nonacademic interests and commitments. However, to continue the driving metaphor, the beginning high school student has only a permit, not a full-fledged license. He or she cannot yet drive solo.

Most of us can well remember how difficult it was for us to learn to drive with a parent in the passenger seat, exercising critical judgment as we negotiated sharp turns and learned to shift gears. So too is this time of getting ready to think about the college application process. Communication and collaboration are paramount to the ultimate success of this process. Most ninth and tenth graders are not ready or willing to talk about applying to college, be it Harvard or the University of Michigan. So when parents jumpstart the process, and talk about what their children need to do to pave the way to a specific college, kids understandably become frightened and worry that they will not pass their road test.

The typical ninth or tenth grader does not, and perhaps should not, have a clear destination yet. They should be urged to concentrate on getting the most out of high school and enjoying the ride. To do this, most students need help with problem-solving skills. It is the time when a driving instructor other than the parent can be so useful-a prized teacher, an educational consultant, a close relative, an advisor or school counselor. Talking to ninth and tenth graders about concrete particulars-such as course selection and commitment to a community service project-is much more relevant and understandable to them, and much less threatening, than talking about which college to attend.

Our planning sessions for ninth and tenth graders have so been well received by parents and students that we feel it is critical to separate planning for the high school years from applying to college in the senior year. Just as you wouldn't take to the road without instructions and a sense of direction, you should not go through high school blindly, without a road map.
We point out that there will always be obstacles in one's path and detours that call for a change of plans. Understanding physics may prove impossible and your best friend may be elected captain of the varsity lacrosse team instead of you. Thoughtful planning can help you to consider an alternate route that may, in fact, prove an advantage. For instance, deprived of the opportunity to be newspaper editor, one may explore a totally unfamiliar area and excel in it, becoming an outstanding debater.

We believe that the cliché "getting the most out of high school" includes self-discovery and self-realization. There are, indeed, road signs along the way. Students do need to maximize the resources of high school as well as their own. For instance, they should follow a sequence of courses to the highest level they can do well at such as three lab sciences, or three years of foreign language. They should take risks and stretch their capabilities and for instance, try out for a play or join the debate team or write for the school newspaper. It is important for one's own sense of self to develop an interest and take it to the top: try for a leadership role or an editorship or a captaincy.

TAKING THE WHEEL
Then, when students actually begin the college exploration process mid-way through junior year, they will be equipped to start taking the wheel, to assume ownership of the process. The fusillade of standardized tests-PSAT, SAT I, SAT II's, AP exams-can be counterattacked by thoughtful planning that has occurred each year. SAT II's can be spaced over time. For instance, Biology SAT II can be taken at the end of grade nine, World History at the end of grade ten, rather than clumped together on one Saturday in June at the end of eleventh grade. Students will have made the most of the high school experience, academically, socially and personally, and be ready to take charge of the college application process because they have been given the tools to do so. These are the college candidates who stand out in the applicant pool.

When it does become the right time to talk about college, if one has used the high school years to develop academic and extra-curricular potential, then much of the groundwork has been established. One is not in the position of scurrying to make up for lost opportunity. It has been demonstrated that students who enjoy the high school journey make more appealing and sought-after college candidates.

We would like Rob's father to ask, "Can you help us, as a family, understand how Rob can get the most out of high school?" Whatever college becomes the destination, the journey starts here.

Frank C. Leana, Ph.D. and Carole S. Clark, M.A., educational counselors, can be reached at www.frankleana.com.

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The Wishes of Admissions Officers
"What do you wish high schools would do more of to prepare students for college?" CB asked admissions officers in its annual survey this year. Here is what they said.

Writing. American U.

It would be great for schools to prepare students with interview, essay writing and study skills. Ideally, it would also be very helpful for both students and colleges if students had more guidance in the application process. (We know this can't always happen!) Babson. C.

Help students develop a better sense of self. Carnegie Mellon U.

Review their high school curriculum and place students in challenging college preparatory programs. High school counselor should provide direct access for colleges to their student population. Central Connecticut State U.

Offer AP or IB classes. Centre C.

Make them take three years of foreign language. Claremont McKenna

Demand more from their students academically. C. of Charleston.

Encourage students to visit colleges that make their short list. Fit becomes one of the important factors in the admission process and this can't be "felt" without a campus visit. Cornell C.

More writing and research emphasis. Sponsor more workshops emphasizing the college "fit" and de-emphasize the prestige factor as a reason to apply to a college. Dickinson C.

Teach them how to communicate with Admissions (get things in on time; let us know if not attending our school). Drake U.

Awareness of the importance of math and science sources regardless of planned major. Duquesne U.

Read. Elizabethtown C.

Writing and critical thinking. The Evergreen State.

Encourage students to take SAT/ACT during junior year; encourage analytical thinking synthesis in the classroom; encourage and organize visits to college campuses. Georgia Southern U.

Help them explore their options about where they can pursue their education. Green Mountain C.

Increase writing skills. Hampden-Sydney C.

Communicate more readily with colleges for advice on academics to best prepare the student for their major. Husson C.

Have students focus on taking a tough curriculum and still receive good grades. James Madison U.

More independent writing. Keene State U.

Require and offer more upper level math and science. Kettering U.

Encourage students to take more responsibility for their learning. Cultivate students to think independently. Lafayette C.

High schools should continue to encourage students to take advance level classes. Longwood U.

Encourage students to apply early. Marygrove C.

Cultivate a love of learning. Messiah C.

Do a better job of developing the students' academic strong points as well as their leadership abilities. Norfolk State U.

Require more rigorous graduation requirements. Provide students with more study skills, test-taking skills and note-taking skills. Northwest Missouri State U.

Inform students of our recommended competencies. Oberlin C.

Increase the emphasis on composition, math and lab science. The Ohio State U.

Prepare family for cost of a college education; more career development for students. Point Park U.

Be sure to take challenging curriculum even in your senior year in high school. This will strengthen your admission application and improve your chances of success in college. Portland State U.

Continue to encourage students to apply for college early and take all required tests. Prairie View A&M U.

Better writing and speaking skills. Reed C.

Interdisciplinary courses, critical writing, provide options and require students to make independent choices. St. Lawrence U.

Stronger college-prep curriculum. Saint Louis U.

Encourage strong senior year coursework and continued classroom preparation (e.g. honors, AP, advanced and IP coursework). Southern Methodist U.

Teaching of quality writing. Invest in more guidance counselors so that students can actually get college guidance. These people have too much on their plate to actually advise students. Sweet Briar C.

Stress preparation in math and science. SUNY U. at Buffalo.

Importance of performance in grades 9-11. Take one SAT/ACT in senior year (not all in the junior year). Towson U.

Problem solving, taking responsibility for themselves, self reliance. U. of Illinois.

Require more math and science. U. of Iowa.

Prepare for more challenging majors; often schools will advise students based on a certain major which may not be where the student ends up. U. of Maine.

Improve writing skills; life skills that enhance persistence. U. of Michigan-Dearborn.

Encourage and provide access to all students for challenging courses. U. of N.C. at Chapel Hill.

Emphasize core curriculum. U. of North Dakota.

Use academics as elective and encourage very close communication with college representatives to ensure a smooth application process. U. of N. Florida.

Improve student's math and writing skills. Encourage students to plan for college early. Take math and science in the senior year. U. of Oklahoma.

Require more core courses-science and math. U. of Utah.

Encourage visits to campus (rather than discouraging ); communicate requirements for college admissions in regards to high school courses and the New SAT and ACT writing portion. Valparaiso U.

Realize advantage of private institutions, understand that there is financial assistance available for students. Xavier U.

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Test Scores
CB also wanted to know if colleges will still use the SAT II Writing test in 2005 admissions? Overwhelmingly, colleges said "No." Among those who said "Yes" were: American, Babson, Boston C., Boston U., Carnegie Mellon, Central Connecticut State, Cornell C., Florida State, Hampden-Sydney, Husson, Lafayette (for placement), Marquette, Reed, Smith, U. C. Davis and U. Illinois.

Here are the average test scores for the freshmen in the 2004 class as reported to CB.

COLLEGE BOUND's Publisher/Editor: R. Craig Sautter, DePaul University; Chief Operating Officer: Sally Reed; Contributor: Marc Davis; Circulation: Irma Gonzalez-Hider; Illustration: Louis Coronel; Board of Advisors: Rosita Fernandez-Rojo, Choate-Rosemary Hall; Claire D. Friedlander, Bedford (N.Y.) Central School District; Howard Greene, author, The Greenes' Guides to Educational Planning Series; Frank C. Leana, Ph.D., educational counselor; Virginia Vogel, Educational Guidance Services; M. Fredric Volkmann, Washington University in St. Louis, Mary Ann Willis, Bayside Academy (Daphne, Ala.).

In This Issue

Feature Articles
College Admissions
Trends Survey

Problems Admissions
Officers Face

Upcoming Deadlines
for 2005 Admissions

COUNSELOR'S CORNER
46 Tips from Admissions Officers

The Wishes of Admissions
Officers

Test Scores

HAPPY NEW YEAR!

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