29
2013/14 College Guide
Contents
Outline Pages
I. Introduction 3
II. Decision Process 3
III. Preparation for Career Training after High School
A. Technical/Vocational Education
1. Vocational Programs 4
2. Community Colleges versus Universities 5
3. Vocational Training and Educational Opportunities in
the Military 6
B. General Academic Foundation
1. Degree Plans 7
2. Vocational and Technical Programs 8
3. College Preparatory Program
a. Advanced Placement/Weighted
Credit 8
b. College Preparatory Curriculum 9
IV. Required Tests for College Admission
A. TSI and related information 11
B. College Entrance Exams
1. Class Rank and GPA 12
2. SAT versus ACT
a. General Test Preparation 13
b. SAT 15
c. ACT 16
3. Additional Notes on SAT/ACT
a. Fee Waivers 17
b. Identification 17
4. Additional Tests
a. SAT II; AP 17
b. CLEP 18
V. Steps in the College Admission, Scholarship, and Financial
Aid Processes
A. Sophomore Year
1. PLAN 19
B. Junior Year
1. Research Colleges 19
2. Interest Inventory/Aptitude Test 25
3. PSAT 25
4. Research Scholarships
a. Sources 26
b. Process 27
5. TSI 29
6. SAT/ACT 30
C. Senior Year
1. Introduction 31
2. Re-take Tests 31
3. Submit admissions applications (for ED/EA, early deadlines,)
and NCAA Initial Eligibility Center Registration 31
4. Financial Aid
a. Introduction 31
b. Scholarship Search 32
c. College Selection/Admissions 33
d. Steps in Acquiring Financial Aid
1. Early February
2. Late March/Early April/Deposit 34
5. Transcript Requests 36
VI. Conclusion 36
Appendix
Resources by Subject 37
Early FAFSA and CSS Profile 50
Military Academy and ROTC Information 52
NCAA Initial Eligibility Center Process 56
I.
Introduction
This manual is intended to act as a general reference source for students and their parents to give them the information they will need not only for the college selection, admissions, financial aid, and scholarship search processes but also to aid in career selection in general. By no means will this manual be a comprehensive source of answers or a detailed blueprint. As each student’s needs are different the plan developed must be personalized. Rather, it should be used as a resource guide and general outline for the steps which need to be taken in order to choose a career or profession and to gain entry into college and just as important, how to finance it. Do not be hesitant about asking the counselor about specific questions, which you will have. The college admissions and financial aid processes are complicated and time-consuming and if deadlines are not met then admission will be denied and financial aid not secured. These processes are extremely important because those workers who do not have job skills will be consigned for the most part to low wage jobs without much chance overall of improving their financial condition. Students without marketable skills are at a distinct disadvantage in the labor market. Thus, serious effort should be put forth in this respect beginning no later than the junior year, ideally much sooner. In the appendix students and parents have access to a multitude of college and career related websites. As new websites are discovered they will also be listed in the monthly newsletters which will also be posted. The listing of these websites should not be viewed as an endorsement but rather as an attempt to provide information. Finally, effort was made to ensure that the materials in this publication reflected school policy. However, if mistakes were inadvertently made the student handbook and school board policy of course take precedence.
II. The Decision Process
The secondary guidance program is designed to help students determine what they may want to do after high school. This process starts in junior high with an interest inventory and aptitude test being given to students with the ASVAB being given to juniors. Freshmen through juniors will also be provided access to an online career education program. Through classroom sessions students will be shown how to use this program which includes an interest inventory with links to majors, schools, and the Occupational Outlook Handbook. These tests give students some idea as to what type of careers they might be interested in and if they have the aptitude for those careers. Students’ four-year high school degree plans should be based in part on these tests in addition to their academic records. Course selection throughout high school should be based on those plans. Additional resources are also available through the guidance office for students who want additional information. Resources are available for major selection, schools, careers, graduate and professional programs, enrichment programs, military options, programs for learning differences, fine and performing arts schools, gap year, academic competitions, collegiate athletics, international and undocumented students, etc. Students thus have ample access to information and the tools necessary to tap into the rich resources available via the Net so informed decisions can be made about the broad array of post-secondary options available. However, to take advantage of these opportunities it is important to research these options early, preferably beginning no later than fall of the junior year, ideally by the sophomore year as some testing should begin at course completion or mid-year of the junior year.
III. Preparation for Career Training After High School
A. Technical/Vocational Education
1. Vocational Programs
It is a common misconception that all students need a bachelor’s degree. In
fact, demand is rising the fastest for workers skilled in technically related occupations such as computer network technicians or medical lab workers, for example. Most of these careers require only a one- or two- year certificate obtainable at some community colleges but more frequently at a technical institute such as the Texas State Technical College system, a public institution, or at private institutions such as Devry Technical Institute. The sites students will be shown how to access annually provide information about job trends and where to find training for these specialized or vocational fields as well as those fields requiring advanced training up through professional school. Classroom presentations may also be conducted in which students will learn how to gather and use labor market information, learn how to write a resume, search and interview for a job or, be incorporated into the annual career education session. Most technical fields which do not require a Bachelor of Arts or Science (B.A./B.S. – four year college degrees) degree will, if earned in an area related to the technical training, will only serve to enhance the income potential of the worker. Vocational programs are offered in agriculture, home economics, building trades, and business. These programs offer students an excellent opportunity to receive training specific to a career in which they are interested. Additionally, most of these programs offer scholarship opportunities through their organizations or contests specific to their fields.
2. Community Colleges Versus Universities
Many students feel compelled to pursue a university degree immediately after
high school. However, not all students need to do this for various reasons. Some students may need remedial work in some areas or may need smaller classes or their finances won’t stretch to cover the cost of a university. Community colleges were designed with this in mind and act as a bridge to a university. All core courses taken at a community college in Texas will transfer to a public university in Texas. However, this does not mean that they will all count toward the major. Students should research this thoroughly before taking classes at a community college including concurrent courses. If in doubt, they should read the catalogue of the university they plan on transferring to or contact the university’s admission’s office or an advisor within the major department. Not only do transfer policies differ by university they also differ by major and often even differ for the same major from school to school. Thus, a student who took a college algebra course and who plans on majoring in engineering may have that course count toward his/her major at A&M but not at UT, for instance. While the legislatively mandated common core at public schools in Texas alleviates at least some of the anxiety over transferability, private schools and non-TX schools are under no such constraint. Although time consuming early preparatory work can greatly reduce later anxiety. Another source of information is the counselor’s office at the community college they will attend. If in doubt about the transferability of a course students should ask the community college counselor for assistance. In fact, all students who will take Vernon College courses prior to high school graduation should take advantage of the assistance the VC counselors can provide in the development of their college degree plan. Prior to enrolling in a course students must meet with a counselor for advisement. Students should make an appointment and let the counselor know what their major will be and from which university they plan on graduating and ask them to develop a degree plan incorporating the courses they will take through Vernon College. A mandate from the Texas Higher Education Coordinating Board which has oversight over public institutions of higher education in Texas has resulted in the development of a publication entitled the Common Course Guide which counselors use to aid students in their transition from a public junior college to a public university. This guide lists junior college course numbers and the corresponding course number at Texas public universities, and is available online at the THECB site. It is these course numbers not the names of the courses which advisors at universities need when advising students about the transferability of courses. Parents and students should be advised that the final decision about transferability regardless of source of courses, resides with the major department at the receiving institution. Thus, information provided by the high school and community college counselors in this respect is an aid only, and can not be construed as authoritative in any manner. Students and parents should always receive verification from the major department at the university from which the student will graduate. Although not obligated to comply since the student has not yet matriculated at their university, a written request for a degree plan which incorporates the community college courses the student plans to take could be an option if the plan is not posted online. The National Association of College Admissions Counselors (NACAC), which most universities are institutional members of, has published a policy concerning transfer students’ rights. A copy of this document is available at the NACAC site. Only through the development of a college degree plan can students be certain as to the transferability of community college courses or courses taken from another university. Although not the primary concern – the quality of education should be – admissions and scholarship committees are looking for evidence of academic preparedness and ambition which college classes taken while in high school are one indicator of.
3. Vocational Training and Educational Opportunity Through the Military
All branches of the military offer vocational training and educational opportunities. The benefits of some of these programs are substantial – providing training and work experience which give individuals a marketable skill in the civilian world. Additionally, the educational benefits are substantial as well considering the increasing costs of a college education. Like everything else, however, there are drawbacks and disadvantages and one should carefully evaluate all options before making a decision to join the military since a long-term contract is involved. For those students who are interested in applying to one of the military academies or an ROTC program, the process starts formally in the spring of the junior year. However, it is advisable to begin research on the academies and the ROTC programs in which a student is interested in applying no later than the fall of the junior year, preferably sooner. For the academies there are actually two application processes – one with the congressman’s office and one with the academy itself. Students should consider applying to all academies, or at least to more than one, unless they are definitely only interested in one. In general, after their academy service they may enlist in a different branch of the military if they are not accepted into the academy of their choice and would likely enlist as an officer. The selection process for admission into these academies is highly competitive as are the ROTC programs. Interested students should begin early and read the information abut each academy and ROTC program at their websites (see appendix.) Each academy also has a liaison assigned to a region who can be contacted either via the academy site or the local recruitment office. Contacts for ROTC are also available via the recruitment office. The websites and publications detail the admissions process, criteria for selection, and specific military preparatory schools, similar to community colleges, which provide leveling preparation if needed for the academies. Upon request, the guidance office will share a packet which exceeds the information in the appendix for the academies/ROTC. Military recruiters from all branches will be invited to spend time on campus sometime each year.
Another military option is the National Guard, which all branches have. While the National Guard does not require active duty service (except possibly in military emergencies and natural disasters), ROTC does. Both programs offer substantial educational and training benefits which students contemplating military service should explore. The National Guard may even be worth considering by students who do not want to join the military as active duty due to its substantial educational benefits. Students should carefully consider all pros and cons to all of these programs before making a commitment.
B. General Academic Foundation
1. Degree Plans
Regardless of what your plans are after high school due to the increasingly technologically sophisticated economy it is necessary that you receive a high quality high school education. For the most part, in today’s world anyone without good literacy, math, and computer skills will have a very difficult time earning a decent wage in a career with a future. The military prefers a high school diploma to a General Equivalency Degree (GED) because the academic skills it represents are not on the same level as a high school diploma. Most skilled vocational occupations such as mechanics and electrical work require their workers to have good literacy, logical thinking, and computer literacy skills. Corporations spend millions of dollars annually to remediate its workers and it is these workers who are the first to be cut in an economic downturn. In short, career opportunities are greatly enhanced if a student has a good education regardless of what their career goals are. For these reasons Seymour High School offers students the most advanced degree plans available, the Recommended and Distinguished Achievement diplomas, both of which are college preparatory programs. This is in addition to vocational training programs which correspond to each academic track. For example, a student with excellent math skills anticipating entering a university as an engineering major has access to shop classes as does the student on the minimum diploma plan who will attend a vocational program to receive a welding certificate. While the number of shop classes each will take are different relative to their goals the point is that with planning students have access to the courses each need.