It was the spring of 1985 and all I wanted was a Swatch watch. There wasn’t a specific one that I wanted; I just really wanted a Swatch. I had spent most of ‘84 ogling the bold plastic watches that I would see some of my lucky friend’s wear. In the mall we would walk past the glass display box in the department store on the way to the Naturalizer store for my mom’s beige work pumps. The loud colorful watches were screaming, “Look at me!” I always did. There were so many to choose from, too many. After what felt like years of asking and pleading for a Swatch, my mom finally agreed, but on one condition.
“If you clean up the yard, I’ll take you to pick out a Swatch.”
“She’s quite a character.” “He’s a character actor.” “They are people of good character.”
We throw the word character around a lot, but what does it really mean? For the Character Collaborative—an organization of about 70 schools and colleges, as well as counselors, researchers, and associations committed to elevating attributes of character in the school and college admission process—character suggests features that distinguish an individual.
It took a lot of work to become a high-achieving high school senior.
You studied hard, got involved outside the classroom, and took pride in your accomplishments.
You are now in the middle of applying to numerous colleges and universities, completing the Free Application for Federal Student Aid (FAFSA), and having staff at your school talk to you about scholarship opportunities. You are being congratulated and celebrated by family, teachers, and community members for your hard work and good grades—and you might have been told that a college is sure to award you a large or full-ride scholarship due to your GPA and achievements.
As a financial aid administrator for 26 years, this is when I get concerned. The false presumption among many students that their top-choice college will surely offer them an attractive financial aid package too often leads to students spending little or no time applying for local scholarships.
Editor’s note: The following is an excerpt from a Washington Monthly article examining AP courses and college racial inequities.
By Anne Kim
In a year when the coronavirus pandemic threw college admissions into chaos, 18-year-old Chloe Pressley of Prince William County, Virginia, succeeded beyond her wildest expectations. She got into multiple prestigious colleges, including Caltech, the University of Virginia, and the University of North Carolina at Chapel Hill. The University of Richmond (VA) offered her a full ride. This fall, she’s headed to Yale.
Editor’s note: In August 2020, NACAC released a report urging colleges and universities to examine their policies and practices concerning standardized tests and their potential impact on equity and access. This column is the fifth in a series of articles reflecting on the report’s recommendations and offering insight into the current state of standardized admission testing.
I’m not sure I ever thought I’d see that day at the University of California (UC) or the University of California—Los Angeles (UCLA), but here we are. On the heels of an admission cycle that mirrored the uncertainty and turmoil of the world around us, I’m being intentional about taking time to reflect on the year and lessons learned.
While the conversations regarding the continued use of standardized testing in UC admission began long before COVID, its onset certainly impacted the decision around test-optional versus test-free. Challenges regarding access to exams and accommodations needed by students were primary in discussions among our staff and faculty and, ultimately, the courts in California settled any lingering uncertainty. Each of the nine UC campuses moved to a test-free admission process and will continue this approach through the fall 2024 admission cycle.
Did you know that one in five college students in the United States is a parent? They number nearly 4 million undergraduate students, yet few colleges and universities know how many parents they have on campus, or how these students are faring. Student-parents are highly motivated to attain a degree to provide a better life for themselves and their children, but they face unique barriers in accessing and completing their college education—student-parents are nearly twice as likely to leave college before graduating than students who are not parents.
As one of the first people that student-parents interact with on their educational journey, college admission counselors can play a key role in supporting the success of these students as they seek a higher degree.
NACAC is an association that is learning, changing, and growing at the same incredible pace as the field of college admission.
Over the past year, we’ve invested in new education content and technology platforms to help college counselors and admission professionals be successful. At the heart of our work is the belief that responding to our members’ needs and providing value is what will make the association and our profession strong.
With more than 25,000 members now relying on NACAC to optimize their practices, our ambitions around providing the best education and content have only gotten bigger. That’s why we’re excited to announce the launch of the NACAC Podcast Network, a new audio destination that is home to eight great shows representing a wide range of perspectives. Together, this collection covers the scope of college admission from the student, family, counselor, and college perspective.
Working on the ground in China gave me a lot of insight about why Chinese families choose the US for their child’s education. In 2009, when I was first working in China, it quickly became clear that many Chinese love Americans and everything American—food, music, clothes, education….
By Katy Kappler, Co-Founder and CEO, InScribe, and Dr. Jonathan Huck, Research Scientist, WGU Labs
The decision to apply to college, even for older students, can be a lonely, high-stakes journey. Price tags are often shrouded in mystery. Outcomes for graduates can be vague. And confusing terms (registrar, bursar, oh my!) appear at every turn.
These challenges, however, are often mitigated at traditional universities, where students can find answers and build a sense of connection with an institution by walking its grounds, smelling its flowers, and taking lively tours. Unfortunately, these advantages are absent in the online learning space.
How, then, to foster a sense of belonging among applicants who may never set foot on a physical campus? We met this challenge through a recent pilot at Western Governors University (WGU), where we created a virtual community for prospective students to connect with peers, staff, and alumni before deciding to enroll.