Q: What is the most important factor that colleges consider in making admission decisions?

A: The single most important part of any student's application is his or her official transcript. Colleges evaluate the high school record by looking at both grades and the rigor and total number of college preparatory courses taken by the student. At more selective colleges, other criteria - after the transcript - might include:

Standardized test scores

Counselor/teacher recommendations

Application questions and essays

Geographic location

Personal interview

Activities outside the classroom

Special talents and skills

The weight assigned to these other factors varies greatly from one institution to another. However, there is universal agreement that a student's transcript - both grades and the rigor of courses taken - is absolutely the most influential part of any admission decision. At the most selective schools, where as many as 10 or 15 students are applying for each spot, the 'other' criteria may become more valuable in the admission decision simply because many of the applicants will possess outstanding academic qualifications.

Q: Where do I start in attempting to find the right match in a college? What should I do if I don't have a clue?

A: The beginning of the process in the junior year can seem like a daunting task when one considers that there are over 2,200 four-year schools in the United States. The diversity of the college world is unique and offers just about anything a student could possibly need for continuing his/her education … and more. The first step and perhaps the most difficult in starting the process is an honest and thoughtful self-assessment. Before considering schools based on popularity, name recognition, and rankings - the fallacy many students fall into - a student should begin to reflect on his/her own strengths and weaknesses, personal needs, and academic goals. What are you looking for in a college? In the process of developing criteria and looking at what criteria should play a defining role in your search, you may want to think about the following:

What are you looking for in a college? Taking time to honestly evaluate your needs, strengths and weaknesses, and likes and dislikes is the first step toward making a good match. This should not be an easy or quick step. In fact, the process of true self-assessment is maybe the most difficult aspect of the college application process.

Are your strengths and interests better suited for a large comprehensive university or a small liberal arts college?

What are the relative merits of each for you?

In what subjects or academic areas have you achieved the greatest success at Father Ryan? Is there an area or subject that you would like to pursue as a major?

Do you wish to be in an urban environment, rural setting or suburban/college town? It is important to distinguish the merits of different environments and how the mix of learning, social, and cultural opportunities best fits with your interests and personality.

Is there a particular region of the country where you would like to attend college? What are the advantages/disadvantages of being close to home or far from home? Try to avoid rigid thinking as you consider location and refrain from judgments based on hearsay.

Visiting a variety of campuses in different locations is the best way to know first-hand which colleges provide the best opportunities for you?

What are the merits of attending a public university instead of a private college or university, and vice versa?

What type of personality are you seeking in a college? For example, every college has unique mix of progressive elements and tradition. Some colleges are intense while some are more relaxed; some are conservative and some are liberal; some are friendly and some are reserved; some are spirited and some are more serious.

Once you've determined the criteria that are most important to you, the hard part is finding the right mix of personality in a college.

Do I have enough talent as an athlete/artist/musician/dancer to receive special consideration from an admissions committee or a coach or director of the particular college? Your first step should be consulting with your coach or teacher and then discussing your goals with your college counselor.

These questions are a jumping off point. More questions are bound to surface as you visit campuses and begin to develop a reference and a sense of comparison.

Q: When is the best time to visit colleges?

A: The best time to make a first visit to a college is in the early fall, a time when most campuses are full of activity and filled with students. However, several considerations are important in determining the best time for you to visit colleges. Before finalizing a trip, identify where you are in the college search process - this determines your purpose for making a campus visit.

• Will your visits be used to shop around and compile an initial list of colleges to consider?
• Are you visiting schools in an attempt to narrow down a complied list and decide where to apply?
• Have you already applied to schools, and are you in the process of assessing what college will be the best fit if you are accepted?
• Have you already received an acceptance, and are you visiting at the school's invitation for an overnight stay on campus before making your final decision.

Colleges offer tours and interviews on a year-round basis. So for students who cannot find the time to visit during the junior year, summer is obviously the best time to begin visiting.

Q: Does a student have to know definitely by September all the colleges to which he/she will apply?

A: Most students will have a pretty good idea of what their choices are by the time school opens in the fall. Certainly, others will still be unsure, and they should not feel uncomfortable or anxious about this. There will be time to review, re-assess, and re-consider during the first few weeks of school.

Q: When should applications be filed?

A: All applications should be completed and mailed as soon as possible. In the first place, this will allow maximum time to ensure that all necessary scores, transcripts, and recommendations are on file at the colleges well ahead of their deadlines. This is especially important for those schools that have "rolling admissions" programs where the sooner the file is completed, the sooner the applicant can receive an admissions decision. Secondly, without sacrificing the necessary care and attention to all of the details of the applications themselves, students need to put this task behind them early on in the school year in order to get on with the business which, ultimately, will have a great impact on their chances at whatever schools--the academics of senior year. Besides, the senior year gets more complicated as it progresses, thereby creating even more of a 'time crunch' for applicants. This usually leads to hasty (even sloppy) jobs done with the applications in terms of neatness and well-conceived and constructed responses to questions and essay topics. In other words, there are definitely diminishing returns on procrastination with the completion and filing of applications.

Q: What is the difference between Early Decision, Early Action, Regular Decision, and Rolling Admission?

A: Early Decision is the admission program which is binding/contractual in nature. Students sign an agreement and commit in advance to attend the Early Decision college if admitted under its early program. At many colleges the deadline for receipt of the application is Nov. 1 or 15, and the student is then notified (Accept, Deny, Defer) six weeks after the deadline. If accepted under an Early Decision plan, the student must withdraw all other applications at other colleges.

Early Action is an option on the same timetable as Early Decision, but the primary difference between the two programs is that Early Action is not a binding agreement; admitted students are not obligated to enroll. This option gives students flexibility in making a final decision because they are able to apply to multiple colleges and take the necessary time - visiting campuses, comparing financial aid offers, seeking opinions and gathering other information - to make a definitive and confident college choice.

Regular Decision is the traditional process in which the student applies by the regular and final deadline (usually January 1st for most schools), and the institution responds with a decision by a specified date (usually April 1st). Regular Action allows more time to complete multiple applications and also allows more time for the student's counselor to provide assistance and guidance throughout the decision-laden process. Regular Action is clearly beneficial for those students whose candidacies will be strengthened by senior year extracurricular achievements and an improved academic performance in the final two semesters.

Rolling Admission describes the application process in which an institution reviews applications as they are received and, if the application is complete, offers a non-binding decision to the student usually within two to five weeks of being reviewed. Students are not required to make a commitment until May 1 but are encouraged to do so as soon as a final decision is made. Rolling Admission is a process used primarily by large state universities where applications are reviewed on a continued basis up to a regular deadline. In some cases institutions will accept students as long as openings remain in their class or up until the beginning of the school year - whichever comes first.

Q: Is "Early Decision" a good way to apply?

A: There is no easy answer; it depends on each student and the indicated institution, and even these factors can change from year to year. An "ED" application is based on at least three premises:

First and foremost, the student must be absolutely sure that the college is the school he or she most wishes to attend, since "Early Decision" (not to be confused with the non-binding 'Early Action' or 'Early Notification') agreements are binding and normally require the student to matriculate if accepted, withdrawing immediately all other applications from other colleges.

Secondly, the student must be clearly admissible, on his or her own merit, at the chosen college. This is a most unpredictable facet of the application process, for neither the student, the parents, nor I have any definitive idea of what that particular college's overall "Early" applicant pool will be. A very common misconception is that a 'weak' student should probably 'go Early' to take advantage of the reduced numbers.

For the more selective colleges, the 'early' pool is as strong as the regular group, if not stronger; therefore, a 'weak' or 'marginal' student is unlikely to fare well as an "Early Decision" candidate. Most colleges have no way of assessing just how an "Early" applicant 'stacks up' in the overall pool (unless, of course, student's overall profile places him or her clearly within the range of students usually accepted 'early') until all the applications have been filed. Each year, a relatively small number of 'weaker' applicants secure spots under the "ED" plan for reasons that vary from college to college, reasons whose consistency cannot be trusted from one year to the next. At any rate, be advised that these few cases are slight exceptions, certainly not the rule.

Thirdly, financial aid should not be a major factor in this decision. This does not mean that the student contemplating "ED" should not apply for aid. If the family is to qualify for need-based funds, all the necessary applications ( CSS Profile, FAFSA, etc.) must eventually be filed by their designated deadlines, and for most applicants, this will also entail some sort of preliminary financial aid application which is part of the college's overall application. Most institutions, however, will not have definitive information on the "financial packages" until a few weeks (at the very earliest) after the admission decision has been rendered. This can naturally create anxiety, even frustration, if, upon securing "early" acceptance into the college of choice, the student later finds that said school cannot meet the family's need and there is little or no room to "negotiate" an acceptable package. Disappointment then also becomes an issue in that the student has fortunately gotten into that "first choice" school and now must, in effect, turn down the school for financial reasons. The anxiety and frustration are exacerbated when one considers that at the time of the "ED" notification (usually mid-to-late December) the student has not completed the required paperwork for any other school, thus creating another time crunch and its concomitant inconveniences. It is, therefore, essential that the student and parents carefully evaluate the 'economics' before filing an "ED" application.

All of the above notwithstanding, when a very strong student is quite sure that a given school is a definite, unequivocal 'first choice' and matters such as financial aid are not of major concern, "Early Decision" is certainly a wise way to get an early jump on the competition and to shorten the amount of time spent waiting for and agonizing over an admission decision.

Q: Is it true that the more applications a student files, the better the chances of being accepted at one or more of the schools that one likes?

A: Not necessarily, although from a purely numerical point of view, it would seem so. Admissibility and eventual admission depend more on where a student applies than the number of applications submitted. In fact, I advise that a student make as few applications as necessary to have a fair and realistic range of schools. Besides, the student must eventually select, and doing so sooner rather than later saves time, anxiety, money (in application fees), and endlessly multiple filings of forms. To say that each student will attend one and only one college may be so obvious as to suggest flippancy; it is, nevertheless, quite true.

It is of little benefit to all involved in the process for the applicant to utilize the "shotgun" approach in order to "rack up" a number of acceptances. This is especially troublesome when there is little or no intention of attending a number of these schools, even if admission is secured. In the minds of some applicants and their parents, these "extra" schools are only "back-ups." What they do not realize is that if there is little or no interest in the colleges, then those schools are not 'safeties' (a term I prefer), but rather multiple wastes of everyone's time, energy, and concern.

There are, however, cases where, for reasons of financial aid, it makes sense to expand the list.

Even for these cases, there should be limits on the final number. Please see the attached
"Recommendations on Number of Applications" for more complete details about our policy.

Q:  If a college requests my semester grades prior to a final decision, do I need to request an official transcript? When are 7th semester grades/mid-year reports mailed?

A: Father Ryan automatically sends semester grades to any college or university where a student has already submitted an application. Students do not have to request an official transcript at the semester. Updated transcripts are typically mailed within three weeks of the end of the first semester.

Q: Is it true that it is now easier to get into a "good college" than it was a few years ago?

A: Not entirely. The best-known colleges, the so-called "prestige" private schools are receiving more applications than ever before. Many "highly-ranked" public institutions, especially the "public Ivies," are also experiencing increases in their applicant pools, particularly given the recent economics of college selection. Furthermore, whatever advantage might be enjoyed in the current "market" is countered by the fact that too many students are now applying to far too many schools (mostly for the wrong reasons), thereupon creating a definite increase, not so much in the total number of applicants nationwide, but more in terms of the number of applications each college receives. Included in this whole phenomenon is the fact that 'marginal' applicants (believers in the "buyer's market" theory), who in previous years would not have considered (or been considered by) the more prestigious institutions, are now applying to such schools in record numbers. Furthermore, given the recent trends in financial aid and the purported impact on "need-blind" admissions, many more "full-pay" applicants are giving the top schools a shot. Consequently, given these increased numbers, the traditionally "highly selective" institutions can afford to be just as selective as ever, if not more so. As a result, strong credentials continue to be the abiding yard stick, whether we call it a "buyer's market" or "seller's market."

Q: Is it necessary to take a test prep course for the ACT/SAT, and when is the best time to consider such a course?

A: It is not necessary that a student enroll in a preparatory course for either standardized test. In fact, students have numerous opportunities already available for practice and preparation. Both the PLAN and the PSAT/NMSQT can be used by students to prepare for the ACT and SAT test. There are guides available in the College Counseling Office. And for the self-motivated student, there is a wealth of test-prep material available on disk, CD-ROM, on the Internet, or in book form at your local bookstore.

Coaching courses are not meant to help you develop the skills being measured.

Instead, they try to help students demonstrate abilities they already possess. The insights and confidence that characterize the best standardized-test takers cannot be taught. Conversely, a prep course will be of no value to a student who lacks motivation.

If a student is still enthusiastic about a test prep course after considering all the alternatives, the best time to ake the course is either before the first test - spring of junior year, or between the first and second times taking the test.

Q: If our son or daughter needs financial aid, can he or she obtain it readily?

A: If the operative word here is "readily," then there is no easy answer, unless, of course there is definitely demonstrated need, as determined by the FAFSA or CSS Profile. In fact, although the family may claim to have need, if, for whatever reason, the FAFSA or CSS Profile results do not agree with the family's figures (it does occur quite often), then it is unlikely that the applicant will receive it, at least not so easily or in such abundance as before. Drastically reduced federal aid has made a real difference in what colleges and universities are able to do for students. The wealthy are clearly able to pay the ever-higher costs of college education; the poor will, because they must, receive assistance.

The majority of families in the "middle income" range should certainly apply for aid, but should not necessarily expect much in the way of outright 'grants-in-aid' as many such families usually do not completely 'fit' the parameters for such aid. Most colleges and universities are still committed to meeting a family's demonstrated need, and financial assistance is made available, even for these middle-income applicants, through programs of loans and college work-study, details of which are outlined in the college's financial package offered to an admitted student. Unfortunately, the trend is toward more in loans and less (much less) in outright grants.

Q: Is it imperative that our child try to get interviews at all of the colleges this summer?

A: No. While it would certainly be a good idea to have interviews at some of the schools, it will not adversely affect admission chances should it not be possible during the summer. At some institutions, although very few, the interview is not required and not given at any point during the application process. For a much larger number of schools, students can get interviews (by appointment) during the summer campus visits when they have the tour, information sessions, etc. In some cases, this interview is valid for the eventual application; for others, it is merely preliminary and the student will still have to arrange for a more formal one later on. Still other colleges and universities will not grant interviews during the summer, preferring to reserve that step for later in the process when the student actually becomes a formal applicant. Here again, it is important that the student find out the role and placement of the interview in the overall process.

Q: Are there secondary school course requirements for admission?

A: There is no single academic path we expect all students to follow, but the strongest applicants take the most rigorous secondary school curricula available to them. An ideal four-year preparatory program includes four years of English, with extensive practice in writing; four years of math; four years of science: biology, chemistry, physics, and an advanced course in one of these subjects; three years of history, including American and European history; and four years of one foreign language.

Q: Is it to a student's advantage to take advanced, accelerated or honors courses?

A: Yes. Although Father Ryan provides different opportunities, students should pursue the most demanding college-preparatory program appropriate for them.  However, we highly encourage our students to push themselves and take classes that will push the abilities.

Q: Must a student have certain grades or marks to be considered for admission?

A: Admission Committees recognize that schools vary by size, academic program, and grading policies, so they typically do not have minimum grade requirements.  They do seek students who achieve at a high level, and who have pursued a rigorous curriculum.  

Q: Which teachers should write recommendations?

A: Teachers who know the applicant well and who have taught him or her in academic subjects (preferably in the final two years of secondary school) most often provide us with the most valuable testimony.

Q: Should students send supplementary recommendations?

A: While we can make careful evaluations with required recommendations, we are happy to read helpful letters from people directly familiar with applicants' lives outside the classroom. Such letters are not necessary, however, and it is generally advisable to submit no more than two or three.

Q: How familiar are the Admission Committees with Father Ryan?

A: Admission Committees work hard to learn about schools all over the U.S. Committees typically evaluate schools, their curricula, and educational systems benefits, too, from information they receive directly from us, and extensive personal communication they have with our school personnel, and the interview reports they receive from our alumni/ae, who commonly meet with applicants throughout the application process.

Financial Aid FAQ’s and Definitions of Terms:

Types of Financial Aid:

1.        Need-based - based on the student's & family's financial situation.

2.        Merit-based - based on the student's achievements in areas such as academics or special talents such as music or athletics.

Q: How do I apply for merit-based scholarships?

A:  Check with the schools you are applying to for admission to see if a separate application for scholarships is required.  If no separate application is required, see when the admission application is due so that you are given full consideration for scholarships.

If a separate application for scholarships is required, note the date the merit scholarship application is due. Often times the scholarship application deadline is before the deadline for the admission application (November - March).

Q: How do I apply for need-based financial aid?

A:  Forms to submit:

FAFSA (Free application for Federal Student Aid)       

1.        CSS Profile (if required)

2.        School-specific form (if required)

-  Complete the Free Application for Federal Student Aid (FAFSA) by the filing priority deadline set by the schools to which you are applying for admission. The priority dates typically range from the end of January through the middle of February.  The FAFSA can be submitted online at www.fafsa.ed.gov.

Terms and Definitions:

Cost of Attendance (COA) - the total amount it will cost a student to attend an institution for one year (two-semesters or three-quarters).
- Included is an estimate of tuition, fees, books, on campus room and board (or off campus housing and food allowance), transportation, and miscellaneous expenses.
- The Financial Aid Office at each institution is responsible for determining COA.

Expected Family Contribution (EFC) - the amount that the family (student and/or parents) is expected to contribute towards the cost of attendance. This amount is based on information provided on the FAFSA.

Federal Work-Study (FWS) - an on-campus job during the school year that is part of a student's financial aid award.
- FWS pays a portion of the student's salary & the department on campus pays the remainder.

Financial Aid Package - the total financial aid award received by a student from all sources (federal, state, institutional, and private).
- 3 Components of a Financial Aid Package: Grants, Loans, & Work-Study.

Financial Need - the difference between the Cost of Attendance (COA) and the Expected Family Contribution (EFC).
- Schools use financial need to determine the amount of need-based assistance that a student is eligible to receive.

Free Application for Federal Student Aid (FAFSA) - the required form for any student who is applying for financial aid distributed by the federal government.

Gift Aid - financial aid that is given to a student & does not have to be repaid.

Grant - financial award given to a student that does not have to be repaid.

Loan - an award made to a student with a formal agreement for repayment of the original amount borrowed plus interest.

Parent Contribution - the amount a student's parents are expected to pay toward college expenses from their income and assets.
- The amount is determined by a need analysis.
- Some of the factors considered in this calculation are income, the number of parents earning income, assets, family size, and the number of family members currently attending college.

Student Aid Report (SAR) - the document that a student receives after submitting the FAFSA, which contains the information that was entered on the FAFSA, instructions for correction of errors, and eligibility for the Federal Pell Grant and other federal financial aid.
- The student's eligibility for financial aid is indicated by the EFC printed on the front of the SAR.

Last Modified September 8, 2004