On College: Parents need to butt out from doing children's homework

It seems that with each passing generation, the level of parental involvement on a day-to-day basis in a child's school has increased. Technology makes it that much easier, since parents can see a student's exam grade before the child even gets home from school. And it is difficult to gauge whether competition to get into college is fueling this over-involvement or the over-involvement is creating a much more competitive landscape. Without spending too much time analyzing the phenomenon, I would rather shift my focus to the negative impacts of stepping in and always cushioning a child's fall.

Recently, a sophomore student confided in me that he sometimes does not do his homework because he knows his mom will do it for him if it gets too late. Another mom mentioned that she will be taking a year off work so she can focus on her child's grades. Other parents have taken over science projects and English papers. Now, parents do this from a place of love and of wanting to provide the best opportunities to their children. But these parents are lulling their children into a false sense of reality. They believe they are invincible and entitled.

Parents must let their children fail. Failure is as big a part of life as success is. There is much to be learned from failing, and this learning is what can fuel success and resiliency in the future. If your child stops doing his homework, do not rescue him. Let him get a zero or get reprimanded by the teacher. One parent even told me that the school assigns too much homework so she has to do it for her son. Even so, it is your son's responsibility to do the work.

Let's not forget the moral implications here. Do you want to teach your children that cheating and lying are the ways to reach success? Do you want them to believe that hard work is not necessary?

While they are under your roof, you can help them navigate the world. You can help them manage their time, teach them study skills, model hard work. You can support them when they fall down and cheer them on when they succeed. You can help them to see the good when everything seems dismal. Doing so means that they will learn the skills to be independent in life.

So, parents, resist the urge to "clean up" that essay, or redo the math problems. Kids are smarter than we give them credit for. School is not just about learning facts and doing homework, but rather about learning skills. If you save them from every misstep they make, you are doing them a disservice.

If you find yourself in a position where you have already been over-involved, take baby steps to help your child adjust to having a bit more freedom. Be clear that you will not do any of his work, but will help him think through the problems. And then be consistent with your message.

Remember that your parents did not have the technological tools to keep an eye on you as you were growing up. You probably had to work hard, deal with teachers on your own, and learn the system of each school you went to individually. But doing so made you a stronger person. Let your kids have the same experiences. Let them earn their success. You may even find that you spend more quality time with your children when every interaction does not have to do with school.

Tips for parents of college-bound students

If you are a parent of a child headed to high school or college, you probably have a list of questions already formulating in your head: Which school is right for us? How do I make sure my child is academically and socially prepared? Are all these honor classes really worth it?

Regardless of the questions, there is one thing every parent is trying to accomplish-finding the right educational fit.

"Finding a high school or college is similar to finding your mate," says Grace Moody, assistant principal at Alcott College Prep in Chicago. "It's a relationship-it's not just about the school giving your student an education, it's also about what your student can give to back to the school community."

Here are some tips every parent should know:

Start early

Even when your child is in middle school, start talking to him or her about their interests. "High school is important in narrowing down choices when you look at colleges and universities," says Michael Horton, headmaster of the British School in Chicago. "What are their talents? What experiences are they looking for in a high school?"

In addition to making sure they have a great high school experience, start doing casual college visits. "Stop in and visit college campuses during your family vacations," suggests Jeremy Klyn, director of admissions for Trinity Christian College in Palos Heights.

Starting the college conversation early also helps to eliminate students' fear and anxiety as they approach graduation. "We don't want to add to the culture of anxiety and stress," says Jeff Bell, head of school for Beacon Academy in Evanston. "We are hoping to create an environment where students feel they can be the architects of their own education, even in high school."

Participate in school-sponsored programs

Most high schools offer open houses or college fairs, giving students and parents a taste of what is possible. In addition to in-school visits, parents should look for general informational sessions that will help them navigate the process. "Mondays during the summer, we bring in college representatives to talk to parents and students about things such as admissions, scholarships and athletic eligibility," says Rich Borsch, associate principal of Fenwick High School in Oak Park.

Don't overlook foreign language

Most colleges and universities require students to take at least two years of a foreign language, but many experts feel that is definitely a minimum recommendation. "Having only one language in your portfolio isn't enough anymore," says Eva Hoeckner, German professor at Lycee Francais de Chicago.

Some high schools offer full immersion programs and/or cultural exchanges that give students an opportunity to develop skills that go far beyond just learning a second language. "There is a different brain development taking place when you learn a second language," adds Hoeckner. "Students who know at least one additional language usually have improved memory and perception and can switch easily between tasks, making them great multi-taskers."

Help them develop skills they need

Time management is a huge skill for kids. At Resurrection College Prep High School, the block schedule, with 82 minutes per class every other day, not only allows students and teachers to delve into the material more deeply, but helps students plan their homework and projects around outside activities, work or family commitments, says Kathleen Heneghan, communications coordinator at Resurrection.

The school also encourages students to talk to teachers and use them as a resource, something they should learn to be comfortable with before they leave for college, she says. Resurrection builds in a daily seminar period in the middle of the day where students can work on group projects or meet with teachers or advisors. "They are learning how to manage business as a student," she says.

Just as Resurrection does for each of its students in assigning an adult in the building as an advisor, Heneghan suggests parents help their students find someone in their high school they can turn to as an advisor or mentor.

Encourage extracurricular activities

While high school is the perfect time for students to explore their passions through extracurricular activities, there is such a thing as being too involved. "Colleges are not looking for the 'Yearbook Kid'-the student who participates in everything, but doesn't make a difference in anything," says Borsch. Colleges want to see that students take on leadership roles and are involved in activities that are meaningful to them, their schools and even their communities.

"Students should always be looking for ways to get involved with the community at large," says Suzanne LoSasso, college counselor/IB coordinator for Beacon Academy. "Get out from behind the school walls and see what you can do to make a difference."

Choose for the right reasons

Look at the full college experience, don't just zone in on one aspect, such as athletics. "If your student chooses a college purely for a sport, he or she may find themselves stuck in an environment that doesn't work for them," says Horton. Also, don't write off an institution for a financial reason. "Just because you see the sticker price, don't assume it isn't affordable," says Klyn. "Start with the admissions counselor, be up front about your financial concerns. They will lead you to additional resources that may make the school more budget-friendly."

Experts also caution parents to not get too involved in your student's final school selection. "Always keep your child in mind," says Moody. "Just because you fall in love with a campus doesn't mean your child will. It's hard, but you have to take yourself out of the equation and find the very best fit for your student. After all, he or she is the one that will have to spend the next four years on campus."

Adds Borsch, "If you have really listened to your child and know in your gut this is the right place, go with it. Choosing a college isn't a trophy, it's a match."

How Assets Hurt College Aid Eligibility On FAFSA And CSS Profile

Surprisingly, at the most expensive colleges, now charging $65,000 per year, students may qualify for a significant amount of financial aid even if their parents earn over $175,000 per year and have substantial assets. And if those assets are structured favorably, more of a college’s own institutional (not taxpayer funded) aid dollars may come your way.

For example, you don’t have to list a $2 million family-owned small business when applying for college aid on the FAFSA, but you do on the CSS Profile. Your home equity will count on the CSS Profile, but not the FAFSA. If your child owns a 529 college savings account, it will be treated way more favorably on the FAFSA than the Profile. Assets in retirement plans don’t count, but last year’s retirement contributions do. They get added back to your income for aid calculation purposes.

With so many questions and such confusion, you can be doing your best to save for college and retirement and inadvertently hurt your child’s eligibility for college aid, raising your out-of-pocket cost and depleting more of your hard-earned income and assets.

Calculate ahead of time how your assets will affect your child’s college aid eligibility, and your ability to pay for college.

That’s why it is so important for you to discover ahead of time how your savings, investments, retirement accounts and 529 college plans may hurt your child’s aid eligibility when you complete the FAFSA and CSS Profile college aid forms. You specifically want to determine three things as early as possible:

1) Which colleges use which aid forms and formulas.

2) How your family’s finances will be assessed under each formula and, therefore, at each college.

3) Will your income throw your child out of the running for need-based aid regardless of what type of accounts your assets are in, or who own them, you or your child.

Thanks But No Thanks: While friends, family and coworkers have good intentions, they are usually the worst source of financial aid advice. Your planning needs to be based on your family’s unique situation only!

Two College Aid Forms: The FAFSA And CSS Profile

The process of applying for need-based financial aid for college begins by students and parents completing one or two financial aid forms, theFAFSA (Free Application for Federal Student Aid) and/or the CSS Profile. Any college or university that awards federal student aid must require that students complete the FAFSA in order to determine eligibility for federal aid (it works for most state aid too). Most colleges and universities nationwide use the FAFSA as their sole application for need-based financial aid. Students applying for aid at those colleges only need to complete the FAFSA. However, there are about 300 colleges which require that the CSS Profile be completed in addition to the FAFSA. Those colleges use the CSS profile to assess the student’s eligibility for the their own institutional aid dollars.

Typically, “Profile” colleges are very selective private colleges, including the Ivies, but the University of Michigan at Ann Arbor, Georgia Institute of Technology and the University of North Carolina at Chapel Hill are examples of flagship state universities that require the Profile, not just the FAFSA.

There is also a group of 26 colleges that make up what is known as the 568 Presidents’ Group, which was formed by the presidents of those institutions for the purpose of assessing students’ ability to pay for college using a “consensus” methodology. The 568 Presidents’ Group schools also require students to complete the CSS Profile, but they treat students’ assets and parents’ home equity different (more favorable to families) than the institutional methodology does. Thus, there are two financial aid forms but three methodologies of calculating a student’s expected family contribution (EFC).

Three College Aid Formulas

Need-based aid eligibility is based on the formula (Cost of attendance – Expected Family Contribution (EFC) = Need). Expected family contribution (EFC) is the minimum amount the family is expected to contribute toward the cost of college, and is calculated using three different methods: Federal Methodology (FM), Institutional Methodology (IM) and Consensus Methodology (CM). All three EFC calculations are based on the income and assets of the parents and student as reported on the two financial aid forms, the FAFSA (FM) and the CSS Profile (IM and CM).

Which Assets Count

Retirement assets such as 401k, 403b, IRAs, SEP, SIMPLE, Keogh, profit sharing, pensions and Roth IRAs are not included in the calculation of EFC under any of the three EFC methodologies. Assets that aren’t in retirement accounts — balances in checking, savings, CDs, brokerage accounts, money market, investment real estate, stocks, bonds, mutual funds, ETFs, commodities and 529 college savings and prepaid plans—do get included in the EFC formulas.Trust funds must be reported regardless of whether or not the funds are currently available to you or your child. On the FAFSA, if only interest or principal will be available, the present value should be calculated by the trust officer and reported accordingly.

Parents’ total reportable assets will vary depending upon the EFC methodology, and from the reportable asset value a savings (emergency reserve) allowance of about $30,000 to $50,000 is subtracted to arrive at an available asset value. Parents are expected to use up to 5.64% (Federal) and 5% (Institutional and Consensus), of those available assets each year on college. Family controlled small businesses with fewer than 100 full-time employees, home equity and non-qualified annuities are not counted in the FM, but they are in the IM and CM, although, under the CM home equity is capped at 1.2 times the parent’s adjusted gross income.

Consumer Beware: Non-qualified annuities DO get counted on the CSS Profile, but not the FAFSA. Heed this warning before you decide to put all your liquid assets in insurance and annuity products to “hide them” for aid purposes. Read my post on Bad College Advice. Life insurance and annuities definitely have their place of course, but often not as peddled at local aid nights.

Retirement assets do not get counted, but your prior year’s contributions to qualified retirement accounts do get counted as untaxed income, and are added back to your adjusted gross income in the income portion of the aid formula. Life insurance cash values are not counted under any of the formulas, but a few highly selective colleges will ask about policy cash values in their supplemental questions on the CSS Profile. Personal assets like cars, clothes and household items do not count under any of the formulas, but collectibles do.

You Decide: Is a well-stocked wine cellar considered a “collectible” or a savvy liquid asset with subtle notes of financial aid?

Rental Properties

Rental properties are a popular tax and investment strategy among parents, but they do not qualify as a family controlled small business asset that can be excluded from the FAFSA. To be considered a business you must be providing a service such as laundry or cleaning. Don’t make the mistake of thinking that you can just throw your rental properties in an LLC and exclude the value as a small business on the FAFSA. Moreover, if your child attends a college that requires the CSS Profile in addition to the FAFSA, there is no exclusion for small business assets on the Profile, so the rental will be counted  on the CSS Profile anyway.

Students must report the same types of assets as parents, but students do not have a savings allowance, so 100% of the value of student-owned assets gets counted. Student-owned assets are counted at a rate of 20% (FM), 25% (IM) and 5% (CM), but under the FM, 529 college savings accounts and Coverdell Education Savings Accounts (ESAs) are counted as parent’s assets (5.64%) even though they are owned by the student.

Parent Assets: Do The Math

If there is $25,000 in reportable assets that you own, and your asset protection allowance is $35,000, then there will be no contribution expected from the assets because the total reportable assets do not exceed the asset protection allowance. If you have $200,000 in reportable assets, you would be expected to make a 5.64% contribution from $165,000 of those assets ($200,000 – $35,000 =$165,000 times 5.64% = $9,306 each year).

Child Assets: Do The Math

If your child has $25,000 in savings account, the child will be expected to contribute 20% of the asset ($5,000) each year toward the cost of college under the federal methodology, 25% under the IM ($6,250) and only 5% under the CM ($1,250). If your child owns a 529 college account of Coverdell ESA the aid treatment is more favorable under the federal calculation. The same $25,000 in a 529 account will only be assessed at a maximum of 5.64%, and sometimes it may not be assessed at all.

Legislation was passed several years ago that changed the treatment of student-owned 529 and ESA assets for federal financial aid purposes. Now, under the federal need analysis formula only (not the IM or CM), 529 and ESA assets owned by students are considered assets of the parent for federal aid purposes, therefore they get more favorable aid treatment than other assets like savings accounts, mutual funds, stocks and bonds. So, for federal aid purposes (i.e. Pell grants, Subsidized Stafford loans, etc), if money is saved for college in 529 plans and ESAs in the child’s name, it has the same financial aid impact as saving in parents’ names. Remember, parents get an asset protection allowance. So if parental assets + student 529 assets combined are less than the asset protection allowance, the child’s 529 assets will not be counted at all.

Saving In Your Child’s Name Isn’t Always Bad

Based on your income alone, if your child’s EFC is high enough to prevent him from qualifying for need-based financial aid, then it doesn’t matter if your child has a pile of assets in his name or not. In fact, in some cases it can be a tax benefit to shift appreciated assets to your child, even under the so-called kiddie tax rules. The reason is so you can implement a variety of tax-saving tactics that employ the use of the standard deduction, personal exemption and the $2,500 American Opportunity Tax Credit on your child’s tax return during the college years, and minimize or eliminate the federal tax your child will owe. You’ll pay less tax this way than if you sell appreciated assets in your tax bracket, even with the kiddie tax.

I wrote about this in a previous post, College Tax Strategy: Wipe Out $25,000 In Capital Gains Per Year. Remember, before you pay the cost of college you have to pay taxes first, so reduce the tax cost of college reduces the overall cost of college. It is what I call “tax aid.”

Beware Grandparent-Owned 529 Plans

However, 529 plans that are owned by grandparents are not counted as an asset when a student completes the FAFSA, but they do ask for grandparent-owned 529 assets on the CSS Profile (financial aid form). The “Profile” asks for grandparent-owned 529 asset information, but like retirement assets, it is not factored into the EFC calculation. It is there for professional judgment purposes to provide aid officers with a more complete financial profile of the family when the student has extenuating circumstances that need to be considered for aid purposes. Therefore, grandparent’s 529 assets are usually not involved directly in the calculation of the student’s EFC under the institutional methodology. Unfortunately, distributions from grandparent-owned 529 plans do count against aid eligibility under all of the aid formulas.

More importantly, and far less understood is the fact that distributions from grandparent-owned 529 plans are technically considered a gift to the student, and treated as untaxed income for financial aid purposes, which can impact a student’s aid eligibility by up to 50% of the distribution. So having an asset in the form of a 529 plan account that is owned by the grandparent does not count as an asset in the student’s EFC (expected family contribution toward the cost of college), but if the grandparent makes a distribution from that 529 plan to help the grandchild pay for college, that distribution will be considered untaxed income of the student when the student completes the aid forms the following year. Ouch!

A New Twist

Something relatively new in the aid world is some public universities and less well-known private colleges are now requiring those students applying for admission early, either through the early decision or early action admission options, to complete the CSS Profile in addition to the FAFSA, while students applying under the regular admission process need only to complete the FAFSA. Applying for admission early is a proven way to boost a student’s chances of being accepted, but if more and more colleges require the CSS Profile when applying early, and a family’s finances look less favorable for aid based on the Profile, the unintended consequence may be a less favorable aid package.

At some colleges it is not even a matter of applying early that triggers the addition of the Profile. Applying to specific degree programs like engineering may require the CSS Profile be completed along with the FAFSA, where say, business, math or biology does not. Most of the elite colleges that offer an early admission option require the CSS Profile and FAFSA for all students that apply anyway, so this isn’t a factor among those colleges but I will reiterate two of the most critical factors in college aid eligibility: 1) Knowing ahead of time which colleges use which aid formulas, and 2) knowing how your family’s finances will be assessed under each formula and, therefore, each college.

Your College Advisor: Juniors must focus on three things

For high school juniors, it’s time to get serious about college and the college admissions process. Since this process includes decisions and deadlines, if you haven’t started to think about college—stop putting it off. Regardless of where you are in your college search, now is the time to sit down with your parents and high school counselor to discuss your college and career goals and develop a plan.

Because there’s so much to do, to help juniors and their families stay on course, let’s keep it simple by focusing on three things that are the absolute, must-do basics in the college admissions process:

1. Explore colleges and create a list of possible choices. If you haven’t started thinking about college, you’re late to the game. However, that doesn’t mean you’ll be left out in the cold. You still have plenty of time to come up with a list of colleges suited to your needs. If you haven’t started your college search (or if you have), visit my favorite site: www.collegeboard.org. In addition to exploring colleges and creating a list of schools to apply to, you’ll find information about college costs and the SAT and AP tests.

Exploring colleges with the goal of narrowing down your list should be the top priority from the spring of your junior year into the fall of your senior year. You can do additional research by visiting college websites, taking a virtual tour, attending college fairs, and attending sessions when a college representative visits your high school.

Of course, the best way to find a college that’s the best match for you is to visit. Although visits while colleges are in session are best, touring a college during the summer is fine. Many families spend the summer between junior and senior year doing the "college tour road trip." If you do visit a college—have a plan. Don’t miss the opportunity to arrange an interview with an admissions representative.

2. Know which tests are required for college admission. I hope juniors took the PSAT in October and carefully absorbed the results. Whether you were disappointed or satisfied with your scores, I recommend taking the SAT twice in the spring of your junior year and once in the fall of your senior year. To find information about the SAT, as well as the dates, fees, and to register for the test, visit www.collegeboard.org.

Students should take the ACT (act.org.), too. In the past, colleges on the East and West coasts favored the SAT, while colleges in the Midwest favored the ACT. In fact, the SAT was often considered a superior test—but not anymore. And as more and more colleges began accept ing the ACT, in 2012, more students took the ACT than the SAT. What’s the difference between these college admissions tests? The ACT is more curriculum-based—based on knowledge, while the SAT is based on reasoning. The ACT includes a Science section, but the SAT does not. So, if a student excels in science, the ACT could be a better choice. The ACT does not take points away from your raw score for a wrong answer the SAT does. By taking both tests, and comparing the scores, students will know which test they feel more confident taking.

If you really suffer from test anxiety, hundreds of colleges and universities deemphasize or do not use the SAT or the ACT for admissions decisions, so you might not have to take either test. To see if any of schools you are considering are among the 850 on the list, visit fairtest.org.

3. Choose senior courses carefully. Since junior year carries the most weight in the college application process, students often think they can slack off and take easy courses during their senior year. Don’t. Colleges take particular note of senior-year course selections. In fact, the 2013 State of College Admission report compiled by the National Association for College Admission Counseling (NACAC), revealed that grades and challenging courses were the most important factors when admitting students. Why put all that effort into achieving your goals and then jeopardize them by taking fluff courses senior year?

It always amazed me when a student who worked hard and whose goal was to go to a competitive college would opt for an easy course load during senior year. Students should take courses that not only interest them, but challenge them as well.

So, get moving and get organized. Remember, the college admissions process is like anything else in life: when you do your homework, you’ll get the results you aim for.

Counselors Tip: Some schools that require SAT subject tests besides the regular SAT for admissions will accept the ACT scores for both. Why? Because they are more curriculum based.

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Looking beyond the “Usual Suspects” in the college search

Sometimes it’s the mom or dad, but more commonly it’s the student who is unfamiliar with the college landscape, who at first blush is challenged to look beyond the “usual suspects.”

Every area of the country has its “usual suspects.” Here in Charlotte, you’ll find lots of students having the following colleges on their list: UNC Chapel Hill, North Carolina State University, University of South Carolina, Clemson, University of Georgia, etc.

They may toss in Elon, Wake Forest, Duke or perhaps Appalachian State if they like the mountains or UNC Wilmington if they prefer the beach, but it’s all quite predictable. I maintain a sheet with stats on these usual suspects and am happy to share information about any of these schools.

But honestly, I try to encourage students and parents to consider schools where there is less familiarity. We talk about schools that aren’t on the usual suspects list that might have that hard-to-find major or are more likely to offer merit-based scholarship money.

At first there’s a lot of squirming going on, but as students dig into the college research process by watching videos, reading reviews, etc., they get more comfortable with the possibility of being a little farther away from home and not surrounded by students who look just like them. For some it is life-changing; it is a self-confidence boost to think that they can go to college someplace different and be successful.

For parents, it’s part of the letting-go process. They may have envisioned Junior at State U and now Junior is talking about “student-faculty ratios,” “professor accessibility,” as well as internship and study abroad opportunities.

I’ve witnessed self-described “unmotivated students” getting jazzed about high school because they start researching colleges. Parents are always happy about that outcome.

So if you have a high school junior in your house and you haven’t started the college search process, now is the right time.

• Purchase a college guidebook. My recommendation is the Princeton Review Best 378 Colleges.

• Set aside your spring break this year for campus visits. If you’ve already booked your trip to Disneyworld, you’ll have to work harder to schedule your college tours around upcoming teacher workdays and weekend Open Houses.

• Find out if the colleges you’re interested in visiting schedule campus visits on weekends.

• Look into your school’s policy on excused absences for college visits. Most high schools allow two or more days per year. Maximize these days by adding nearby colleges that offer tours on weekends.

• Try to remain open-minded and encourage a sense of discovery.

•  Enjoy the ride!

Why Are American Colleges Obsessed With 'Leadership'?

Earlier this month, more than 700,000 students submitted the Common Application for college admissions. They sent along academic transcripts and SAT scores, along with attestations of athletic or artistic success and—largely uniform—bodies of evidence speaking to more nebulously-defined characteristics: qualities like—to quote the Harvard admissions website—“maturity, character, leadership, self-confidence, warmth of personality, sense of humor, energy, concern for others and grace under pressure.”

Why are American colleges so interested in leadership? On the Harvard admissions website quoted above, leadership is listed third: just after two more self-evident qualities. So too the Yale website, which quotes former Yale president Kingman Brewster's assessment that “We have to make the hunchy judgment as to whether or not with Yale’s help the candidate is likely to be a leader in whatever he [or she] ends up doing.” Our goals remain the same today” before going on to stress that “We are looking for students we can help to become the leaders of their generation in whatever they wish to pursue.”

The language of Princeton dean Janet Lavin Rapeleye in The New York Times isstrikingly similar: “We look for qualities that will help [students] become leaders in their fields and in their communities.” (So too Princeton's admissions website, which lists leadership prominently in its section on extracurriculars: “We look for students who make a difference in their schools and communities, so tell us about your leadership activities, interests, special skills and other extracurricular involvements.”) In his study The Gatekeepers, Jacques Steinberg describes how the admissions officers at Wesleyan scored the “personal” section of an applicant's portfolio: “A 9 [out of 9] at Wesleyan...someone 'sure to “have significant impact on campus in leadership roles”; a 7 or 6 would be assigned to someone who was “likely to be a leader in some areas, contributor to many.”

It's possible, of course, to understand “leadership,” as conceived in the college admissions process, as a broad church of qualities: encompassing a whole host of attributes desirable in bright, motivated teenagers. But its rhetorical prevalence bears investigating. The tacit assumption is that leadership, like “maturity” or “concern for others,” needs no qualification or explanation; it is not only de factodesirable, but indeed essential. To be a “contributor,” to use Wesleyan's parlance, to a chess club is to be merely average; to be president of that chess club, by contrast, is to display some intangible merit.Leadership alone rarely makes or breaks an application, says Emmi Harward, director of college counseling at The Bishop's School in La Jolla, California and the Executive Director of the Association College Counselors in Independent Schools. But, she says, “Not only does leadership distinguish a student in a competitive applicant pool from other students ([compare] a student body president to someone who has spent four years just going home and doing their homework) but also serves to foreshadow the impact the student could make on the college/university campus, and the potential impact they could make once they graduate.” 

But such an assumption is hardly universal. To be a natural leader, after all, (or even, to use Harvard's list of desirable qualities, a “self-confident leader”), is to eschew other potential roles: that of a “natural follower,” a “natural team player,” a “natural lone wolf.” And each of these, in other cultural contexts, might be seen as equally, if not more desirable. As Lan Liu, author of Beyond the American Model, puts it in a piece for the Harvard Business Review, “Leadership is culture-specific. Unfortunately, this theme has been unduly overshadowed by the bias, which is often an American one, toward the pursuit of a universal model of leadership.”

Juniors: A Guide to Senior Schedules Colleges will Love

While your elders anxiously await news from the powers that be in admissions, you, my junior friends, are working with parents, guidance counselors, and teachers to shape your final year of high school.  Unless, of course, you’re doing the IB, A Levels or any number of other national curriculums (here’s looking at you, China, India and Western Africa!).  But for everyone else: ‘tis the season for scheduling!  This is important (to you and us) and sometimes stressful, which, as per usual, means we’re here to help.  Here are some very general tips for maximizing what remains of your high school career.

Go Big or Go Home:  Now is the time to pull out all the stops and make the most of your abilities.  If you’ve just had a solid three years, try to take it up a notch.  We often see students who we wax and wane about but, if that file has a REALLY challenging senior year, it can be enough to make us pause and say, “Ok, the heat’s on.  Let’s see how they’re doing at the midyear.”  A very strong first semester performance can make you a real contender in this process. (NOTE: Strength is measured by your performance in the curriculum, so know yourself and your abilities; overdoing rigor and landing with Cs will not help your cause)  For those of you who spent three years conquering the academics at your high school, don’t stop now.  This is not an occasion for laurel-resting, so avoid the temptation of early dismissal AND two study halls AND those wacky electives in underwater basket-weaving.  Also, be honest with yourself when assessing two “equal” options.  Yes, AP Statistics and AP Calculus are both advanced level math courses, but you and I both know which one is harder.  (AP Calc is harder.  There.  I said it.)

Be Your Own Best Advocate:  Logistics can be a real pain when it comes to scheduling.  This is a fundamental fact of life, so it’s good that you’re learning to deal with it now.  Still, don’t give up the battle against red tape before it’s been fought.  If you’ve been a good student for three years, the administration might be willing to work with you when you get blocked out of a class.  Be thoughtful and respectful in proposing alternatives or requesting special permission to do an independent study or jump ahead in the curriculum.  And I should mention: this is the job of the student.  If you want a principal or counselor to trust your ability to take on responsibilities beyond the norm, don’t you think SELF-advocating sets a better tone?  You can update mom and dad over dinner.  If things don’t go your way, you or your counselor can mention it on your application this fall.

Keep It Robust: Yes, your high school only requires you to take three more classes to graduate, just like Chotchkie's only requires fifteen pieces of flair, but we all know how that panned out (am I dating myself with an Office Space reference? ).  Your state- or school-mandated minimum requirements are simply not the same set of credentials that highly selective schools want.  The goal should be five rigorous courses, every year, from the five core academic areas: English, Social Studies, Science, Math, Foreign Language.  You don’t need to have every area represented (particularly in senior year as many of you begin to specialize), but the goal is still five.  So, engineers, it’s ok to skip Latin and double up on math.  History buffs, you’re welcome to forgo a fourth lab science and make room for AP Euro and World. Just make sure you’re balancing cuts with additions.

Look Out for Number One:  I’ve saved the best for last.  Doing well in high school is important and getting into college is important, but you should place a premium on your own happiness and well-being.  There are 3,000-4,000 colleges in the US, and a handful of “good fits” for every student.  In the end you’ll be most successful as a person and student if you take the classes that excite you and do the best you can.  The college that is right for you will be happy with what you’ve done with your high school years.