Would You Pay $47,000 for the University of Oregon?

http://www.thecollegesolution.com/would-you-pay-47000-for-the-university-of-oregon/

Last week at the exercise boot camp that I attend on Sunday mornings, I saw a mom who hadn’t been coming to the workouts for several months. The mom is divorced and is trying to support herself as a manicurist.

Her son is a high school senior so I had been giving her some college advice before she stopped showing up on Sundays.

When I saw her, I asked her if her son knew where he would be attending school in the fall.

She frowned and said, “He wants to go to the University of Oregon.”

I was stunned. “Oregon! Are you kidding me?”

I was not optimistic when I asked, “Did he get any money from Oregon?”

I wasn’t surprised when the mom said that her son’s package consisted entirely of loans for a school that will cost a nonresident at least $47,000.

The San Diegan teenager, who was attracted to Oregon because of its tremendous football success (!!!) is not dissuaded by the price tag.

Eighteen-year-olds seem immune to large price tags when loans can temporarily keep them from dealing with harsh financial realities. Making matters worse, the teachers at this teenager’s school are encouraging him to go to Oregon! Ryan’s dad is exploring how to make this work which would include a huge debt.

Universities Charge More When They Can

The steep price that Oregon is charging Ryan illustrates a classic supply-and-demand phenomenon. Public universities that are extremely popular with their own residents, as well as teenagers from other states, don’t have to offer much of a financial enticement (if any) to attract outsiders to their campuses. This same phenomenon is played out among private colleges and universities.

The Oregon flagship not only has a successful football program, but it is located next to the nation’s most populous state that doesn’t have enough capacity to educate its own college students. So many Californians are attending the U. of Oregon that it’s been called the University of California at Eugene.

Elite flagships are recruiting high-income students

U. of Michigan

When students contemplate the possibility of attending college outside their own state, they often put prominent state flagships on their dream lists. A major reason for this is because the typical teenagers and their parents unfortunately know of very few colleges and universities.

If you aren’t rich, however, I’d suggest that you not fall in love with name brand schools like the Universities of California, Michigan, Virginia, Texas or that are located in desirable geographic areas such as the University of Colorado and University of Vermont (both near mountains) and the University of Arizona and Arizona State (both temperate weather).

These schools and others with strong brand names are hungry for outsiders who can bankroll an education that can cost more than $200,000.

Some of these institutions, such as Michigan, provide token merit scholarships –  $5,742 is the average – but that won’t go far when you will be paying private school prices for state educations. Some prominent state universities, such as UCLA, UC Berkeley, UC San Diego, don’t  award any merit scholarships to outsiders.

Getting Into a Flagship

It’s easier to gain admission into prestigious flagships as an outsider now because these institutions need the extra cash. Finding out-of-state sugar daddies is one way for these schools to attract new dollars. And it’s easier to entice rich students to their campuses than for these institutions to get serious about making meaningful structural changes.

I wrote a story for my college blog over at CBS MoneyWatch a few years ago about a dad, who works at Columbia University, whose daughter had planned to attend the University of Michigan. She attended the new student orientation in the summer before her dad noticed that he had misread the bill. He thought the tuition was going to be a total of $19,000, but that was the price per semester. Now the school’s tuition is $4,000 a year more.

Affluent students are the ones attending these popular schools because state universities almost never give need-based aid to nonresident applicants who can’t afford the tab. And that’s why I never would have recommended that Ryan apply to Oregon. The most he could have hoped for would have been a token scholarship and that would have barely made a dent in the cost.

As these flagships attract more higher-income students within their own borders and beyond, low and middle-income residents are getting less access to these institutions. In essence, these mighty institutions are becoming privatized.

State Schools Off the Radar

Unless you can afford to pay private-school prices for an education at a public university, I would suggest throwing a much wider net. If you look beyond the most popular flagships, plenty of state universities offer significant discounts to nonresidents.

The New York state universities (SUNY’s) , for instance, represent some excellent values. Unlike many states, New York state has continued to support its public universities at levels other state legislatures have long abandoned.

Another potential great buy is the University of Minnesota in Minneapolis, which is a bargain compared to Michigan. I once asked a teenager why he thought that the University of Michigan is so much more popular than the U. of Minnesota, which is located in the Twin Cities. “Minnesota is cold,” he replied. I mentioned that Michigan is hardly a temperate climate. My theory is that Michigan has enjoyed a long and storied tradition of success in the Big 10 athletic conference and the Minnesota Gophers have not.

University of Utah

The scholarships for nonresidents can be more generous and prices much lower to begin with at schools that have to work harder to attract nonresidents. University of Arkansas, for instance, has tons of scholarships for nonresidents. A huge plus at Arkansas is the tremendous amount of internships for students because of Walmart’s proximity. Walmart requires major corporations to maintain an office in Arkansas so there are hundreds of corporate outposts in the state.

The University of New Mexico has impressive scholarships even for students with a 3.0 GPA and it’s located in a city (Albuquerque.) I am hoping that a daughter of a family friend, who is a gifted dancer, ends up at the University of Utah’s modern dance program, which is considered as good, if not better, than Julliard’s.

I could go on and on about the opportunities at state universities beyond the popular ones, but I think you get the picture.

Bottom Line: 

If you want to lock in better prices, you need to be more imaginative when looking for schools. You can’t continue to fish in the same pond as everyone else!

7 things high school juniors can do to prepare for college

http://www.chicagotribune.com/suburbs/la-grange/lifestyles/ct-dlg-mash-college-prep-tl-0423-20150417-story.html

Now that seniors are committing to colleges and firming up plans for the year ahead, it's time for juniors to get serious about the future. But it's easy to feel lost and overwhelmed when trying to get ahead of the game. We consulted everyone from college experts to teens who just went through the process themselves to figure out the seven things every junior should do this semester to get the ball rolling on senior year.

1. Build relationships with teachers

It's a great time to take stock of the teachers you've connected with, build new relationships and strengthen existing ones. When senior year begins, consider asking those teachers for recommendation letters.

"Request letters from teachers who you know well and who have a positive impression of you," said Jennifer Cox Bell, national director of programs and partnerships at College Advising Corps, a nonprofit that aims to increase the number of underrepresented students entering college.

Following this advice will give you more confidence when asking for recommendations or advice. Make sure to continue connecting with these instructors so it's not a surprise when you ask for a favor.

2. Fight early-onset senioritis

You're not a senior just yet, so don't fall victim to a slow second semester.

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"Good grades in high school are critical for college admissions—including junior year," Bell said. "Take rigorous courses. Don't be discouraged from applying to college if you have some lower grades on your transcript though. It's never too late to make academics a priority, and colleges accept students at all GPA ranges."

Remember that boosting your grades now will pay off later. And don't forget to check in with your dream schools to ensure you're fulfilling admission requirements.

3. Start researching colleges now

Yes, now. Get familiar with sites like collegeboard.org, studentaid.ed.gov andcommonapp.org. Before the year ends, reach out to admissions officers at your favorite schools and inquire about upcoming visits and campus events.

"Many high schools also schedule field trips to local colleges, so be sure to ask your school counselor or teachers about those opportunities," Bell said.

While you're at it, ask your college counselors if and when admissions officers will be visiting your school. Don't miss out on those super personal opportunities.

4. Slay your ACT, SAT and/or AP exams

Preparation is the key to success with big tests you'll take this year and next. First, figure out which tests you'll need to take to get into your dream schools. If you don't know, check the admissions requirements and talk with your college counselor.

Some schools will let you submit either an ACT or SAT score. In that case, figure out which test best suits your strengths and evaluate your options.

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"Study a lot before the ACT," said Kenwood senior Jenna Washington. "Find out your weaknesses and the score you need to attend your dream school. If you don't get the score you want, you can always retake it."

5. Hit up a college fair

Attending college fairs and events can really help you get to know your options. They give students an opportunity to talk with the people who work at the school and know it best.

Before you go, check out which colleges will be attending so you have a better idea of which booths you want to visit.

"It is a great first exposure," said Lianne Musser, college center coordinator at Lyons Township. "This is a great place for juniors to understand how much schools cost and what money is available from schools. These fairs will help students understand what questions to ask."

6. Take your senior schedule seriously

Next year is the best time to branch out from those run-of-the-mill classes and focus on what actually interests you. Find out if your school offers an independent study program, where you can dive into subjects like Russian literature or microbiology.

"Try to take AP classes you're sure you'll pass or take college bridge classes," said Brent Bradford, a freshman at Tennessee State University. "Taking those classes will help to get the necessary college requirements and obviously the field of work you're interested in."

If that's not an option, check out advanced courses in the subjects you enjoy most and might consider for a college major. These specialized classes could help land you an internship or put your application over the top in the admissions process.

7. Start looking for scholarships

After you take the ACT, you might think it's time to sit back and take a break from college planning. Sorry, but you've still got work to do. Toward the end of the school year and throughout the summer, start applying for scholarships that will put you ahead of the curve and ease some of the financial struggles you'll face senior year. Your future self will be very proud of you.

"Research your dream schools and know when you are eligible for scholarships," Musser said. "Lots of schools have a priority deadline in the winter, which you must have applied by to be eligible for any money they give. Make sure to look up those deadlines on school websites and keep them in mind."

This story was previously published in The Mash, a Pioneer Press sister publication for Chicago-area high schools and students. One of the authors, Claire Quinlan, is a senior at Lyons Township High School in La Grange.

College Admissions: 5 Admission Factors You Can’t Predict

 http://www.golocalprov.com/lifestyle/college-admissions-5-admission-factors-you-cant-predict

As the last few colleges release admission decisions this week, many families are puzzled by outcomes. Their child had GPA and SAT/ACT scores that fell within range for a specific college, participated in an array of extra-curricular activities, and spent hours perfecting applications and essays. Still, he/she was rejected from their top choice college while another seemingly similar student was accepted the very same school. What happened?
The reality is that college decisions are predictable in some ways, but unpredictable in others. A certain GPA and SAT/ACT scores won’t guarantee a student admission anywhere. There are several criteria that parents and counselors simply can’t factor, and they can affect decisions immensely.

• The geographic, ethnic and gender mix that the college is seeking. Many colleges are striving to increase the number of minority and first generation students they enroll. Some schools are struggling to keep a balance of male and female enrollees (since women are going to college in higher numbers and men are dropping out more frequently). Additionally, colleges always like to have students on campus representing a wide variety of states and countries. In the last few years, we have seen Ivy League universities launch massive marketing campaigns to attract inner city, low income students. Some colleges, like College of Charleston, are pushing to enroll more young men to balance the male: female ratio. And the long running joke among elite northeastern colleges is that South Dakota is the best state to hail from, if you want a geographic advantage in admissions.
• Teacher and guidance counselor recommendations. While we all would like to think our child is adored by teachers and administrators, not all are. Certainly, we hope that teachers and counselors would not say anything negative about a student in their recommendation, but they sometimes do. It’s not common, but I have seen situations in which both top ranked and struggling students have been thrown under the admissions bus by a negative recommendation that was completely unexpected. More often, the recommender uses lackluster adjectives or certain code words that can trigger concerns with an admissions committee. In some cases, teachers and counselors send in form recommendations that a particular college sees over and over again. And sadly, they just can’t stack up against an effusive letter of praise by a teacher who espouses the student’s true, individual attributes. 
• What admissions officers want to see in student applications. Since admissions committee members vary from year to year, and a college’s values can shift, there is no predicting what will attract their attention on decision day. One year, the college may desperately be seeking French horn players, and the next they may place a high value on leadership roles in a community service organization. One admissions rep may connect with an essay that a student wrote on his/her sister with Autism. Another may be drawn to the detailed scientific explanation by the student who re-engineered his/her car computer system. Still another reader may gravitate toward a student who sees the lighter side of life through the eyes of a puppet they manipulate in a children’s theatre. There is no crystal ball for these sorts of situations.
• The applicant pool for various majors. It goes without saying that the competition in science and business majors is often fierce among elite university candidates. However, some schools pay more attention than others when they are considering the major (or undeclared status) you selected on your application. Some may be seeking classics majors one year to keep the doors open on that department. Other years, the number of psychology or political science majors may be overwhelming. Engineering schools may want more female candidates, and education departments may want more men. In other cases, colleges may not really care what major you applied under; they feel students switch majors and the pools in each department will balance out in the end.
• How an interviewer perceived the student. Not all colleges offer interviews, and even those that do may not use them in the admissions decision. For those that do: some 17 year olds have the social skills and intellectual savvy to ace the interview, others aren’t there yet. A student and interviewer may simply not “click." And, there are times when the admissions rep or alumni interviewer may simply feel that the candidate is not the right fit culturally or academically for the institution. You really have no way of knowing what was written about the student when he/she left the interview.

It’s often difficult to fathom why one student is accepted to a college and another is denied admission. The sharp pain of rejection can be brutal for students and parents. However, it’s critical to remember that there are a multitude of great schools in the U.S., and a student’s success is not predicated on attending one particular school. After all, less than 10% of Fortune 500 CEO’s went to an Ivy League college, and the doors to success are indeed open to students from all colleges.

Horror Movie: Watch These Distracted Teens Drive Right Off The Road

http://www.forbes.com/sites/maureensullivan/2015/03/29/horror-movie-watch-these-distracted-teens-drive-right-off-the-road/2/

A teenager drives along a two-lane road, her eyes firmly cast downward at her phone. Six long seconds tick past. The road curves right but she drives straight—over the yellow line, into the oncoming lane and then onto the shoulder. She stops chomping her gum and looks up only when she’s about to plow into a road sign.

And this teenager, like the others in each of the 12-second videos, knew they were being watched.  Their parents had agreed to place cameras in their cars as part of a driver-training program. The results of the new study by the AAA Foundation for Traffic Safety were worse than expected: 58% of teen accidents were attributed to driving while distracted. That includes chatting with friends, cellphone use, singing and putting on makeup.
“Access to crash videos has allowed us to better understand the moments leading up to a vehicle impact in a way that was previously impossible,” says Peter Kissinger, President and CEO of the foundation. “The in-depth analysis provides indisputable evidence that teen drivers are distracted in a much greater percentage of crashes than we previously realized.”
AAA points out that the National Highway Traffic Safety Administration had previously estimated that distraction is a factor in only 14% of all teen-driver crashes.
Recognition errors (inattention and inadequate surveillance) and decision errors (failing to yield right of way, running stop signs and driving too fast) were the most common errors made by young drivers, according to the study, which detailed 1,691 moderate-to-severe non-fatal crashes. Researchers from the University of Iowa analyzed the videos. The drivers were all between the ages of 16 and 19 and from the Midwest.
By age 16, some teenagers have already been driving for two years. Six states allow kids to get their permits when they turn 14. Only nine states, mainly in the Northeast, make kids wait until they are 16 to get behind the wheel.
State legislatures are constantly updating their laws to crack down on cellphone use. Arizona and Montana are the only two states that haven’t banned texting and driving, according to the Governors Highway Safety Association.
The AAA Foundation study used in-vehicle event recorders from Lytx, a San Diego-based company. The DriveCam system collects video, audio and accelerometer data when a driver triggers the device by braking hard, driving too fast around corners or making an impact that exceeds a certain g-force.
Some key findings:

• Male drivers were involved in 52% of the crashes and females in 48%.
• More females than males were involved in vehicle-to-vehicle crashes (53% vs 46%).
• More males than females were involved in single-vehicle crashes (56% vs 44%).
• Drivers were not wearing their seatbelts in 7% of crashes.
• Passengers were present in the vehicle in 36% of crashes.
• Drivers were much more likely to use their phones if they were alone in the car.
• The driver was found to have been driving too fast for conditions in 79% of single-vehicle crashes.

Driver’s education, once a standard class in high schools across the country, has been eliminated in many places. In 1976, 96% of New Jersey high schools offered driver’s ed, often with cars from the local dealerships. By 1986 it was down to 40%, according to a study by H. M. Simpson.  And in the schools that do offer training, it’s often no longer free or eligible for academic credit. Commack High School in New York, for instance, charges $500 for a 16-week after-school course.
“Conventional wisdom holds that Driver’s Education produces safer drivers, but little research supports this,” the AAA foundation said in a report last year.  It is “unclear whether this is because it doesn’t ‘work,’ or because the evaluations themselves are flawed.”
Insurance companies such as Liberty Mutual offer a discount on automobile policies when parents pay to have their children take an online course. The company says that teens who complete its teenSMART program have up to 30% fewer collisions one year after training than teens in matched control groups that didn’t take the training.

Attention Juniors - 2015-2016 Common App Essay Prompts Released

2015-2016 Essay Prompts

Posted on 03.31.2015 in Admissions and Access, Essay Prompts

We are pleased to share the 2015-2016 Essay Prompts with you. New language appears in italics:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.
2. The lessons we take from failure can be fundamental to later success. Recount an incident or time when you experienced failure. How did it affect you, and what did you learn from the experience?
3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.
5. Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

The changes you see reflect the feedback and consensus of nearly 6000 individuals who responded to our recent survey. Among the survey highlights:

• 197 individual Member responses representing 110 Member institutions
• 5667 constituent responses (64% school counselors; 14% students; 11% independent educational consultants; 4% parents; 2% community based organizations; remainder = other)
• 82% of Members and 90% of constituents agree or strongly agree that the current prompts generate effective essays on the whole
• 62% of Members and 48% of constituents believe the “story/background” prompt is the most effective
• 76% of Members and 44% of constituents would like to see the “place where you’re content” prompt replaced
• 35% of Members and 30% of constituents feel that analytical ability and intellectual curiosity (as a combined percentage) are most the difficult attributes to convey through the current prompts
• 85% of Members and 82% of constituents feel the prompts should be left open to broad interpretation
• 3% of Member respondents suggested Topic of Your Choice as a new prompt
• 6% of constituent respondents suggested Topic of Your Choice as a new prompt, with the breakdown as follows: independent educational consultants (47%), community-based organizations (7%), school counselors (5%), parents (2%), other (2%), students (<1%)

Creating the College List

 

Originally posted: http://www.huffingtonpost.com/jeannie-borin/creating-the-college-list_b_6928262.html?utm_hp_ref=college&ir=College

For many, there are colleges that students are intent on going to, expect to be accepted, and can afford. It could be a state university, a school that friends are going to, a school students have been told about, or an elite private school where some are qualified.
However, these college factors do not cover numerous variables about college life that are significant such as academics and affordability. Creating the college list is individualized and personal. If you are flexible and your goal is to attend a university that is a good fit for you, your interests, and your future, then creating a college list is paramount and should involve the following factors:

1. Create files and stay organized. Use a specific notebook or online files for any notes, communications, ideas, and questions. Anything that relates to your eventual college list should go in one place. Each college should receive a designated page that can be referred to later for essays, interviews and more.

2. Make a list of your priorities. What are you looking for in a college? Do you like a smaller college in a rural area or a larger public university in big city? a large student enrollment or smaller? Academic programs of interest? Activities? Opportunities? Climate?

3. AFFORDABILITY For some, this is not an issue. For most, it is. It is important to know what your family is able and willing to pay in out of pocket expenses. Also, it is wise to consider you and/or your parent's willingness to incur debt. If there is a gap between the Expected Family Contribution and the Cost of Attendance, you will want to look for schools that provide a large percentage of need through Federal Aid and have a solid record in providing merit or Institutional Aid. If you are not eligible for significant need-based aid, then you are going to want to apply to schools where you will be in the upper 25 percent of applicants as far as GPA and test scores. Statistics on schools' generosity or lack of are readily available. It is good to work with a college financial planner who is familiar with using the numerous resources available.

4. Explore colleges within your area that are different -- a public and private college. Visiting gives students a much clearer idea of what they want and what they don't!

5. ADMISSIBILITY Use resources such as College Data, College Board's Big Future, College Results, Fiske Guide, the college website and a slew of others. Create your long list of schools for further review. Note the admission requirements. Do remember that any guide or website does not know you. So, it is best to review with a counselor to find your best fit.

6. Make a list of factors that are your priorities: activities, career center, academics, housing, athletics, size and location, cost

7. Once you have completed your research, it's time to put together a preliminary college list. It's best to create categories of reach, 50/50 and likely acceptance. This list could have 20-30 colleges on it. Once this is complete, review your personal criteria, do further research and begin to narrow your list. Narrow your categorized list to your working college list to include about 10 colleges. Try to accomplish this by the start of summer so you are prepared when the Common Application and other colleges release their applications for your season. Don't hesitate to get help! Creating your college list can get complicated and you most likely will have many questions.

Does It Matter Which College Your Child Chooses? Probably Not.

Between now and April 1, parents of high school seniors will be eagerly trolling their mailboxes, hoping to spot fat, cheer-worthy college acceptance envelopes. We long to see proof that everything our kids have done so far is paying off: Sports practices! Theater rehearsals! Debate teams! Chess clubs and robotics!

Alternatively, we’re seized by anxiety at the sight of those slender envelopes containing rejection letters saying our kids didn’t make the cut. Those letters tempt us to feel like our kids are failures and we are, too.

It’s natural that we feel this way, I suppose. After all, we know the college admissions process is competitive because the colleges keep telling us so, in all of their glossy literature trumpeting their supposedly unique features, like “hands-on learning,” “cutting-edge facilities,” and “award-winning faculty.” College enrollment jumped 32 percent between 2001 and 2011, with the number of full-time college students rising 38 percent, according to the National Center for Education Statistics.

Childhood isn’t meant to be a race to the college finish line. It’s meant to be a formative part of life. So is college.

As someone who is both a veteran of the college application process — I’m playing the waiting game with our youngest of five at the moment — and as a freelancer who writes college admissions materials, I wish I could give every parent of a high school senior a chill pill.  I want them to know what I do: that where your child ends up at college will probably matter a lot less than you think it will.

Sure, it’s nice to get a tony degree from an Ivy, if only for the bragging rights. Or from a school with deep endowment pockets so you don’t have to break the bank. But the reality is that there are about 5000 colleges and universities in this country and nearly every one of them has lots to offer.

In my work, I’m often asked to interview administrators, faculty members and students to determine how to put that school’s best foot forward. Inevitably, I find what I’m looking for: passionate professors; study abroad opportunities; career counseling; caring coaches; and top-notch kids who not only do well academically, but go out and do good in the world. Oh, and lately I’m seeing campus fitness facilities, housing and dining halls that rival world-class hotels.

Yep. Every college, from the smallest under-the-radar school to the biggest university, has cool things for your kid to learn, eat and enjoy.

“You must be so nervous,” a friend said recently. When I looked puzzled, she added, “About where your son’s going to get into school.”

Um, no. Not really. I don’t care where he ends up. What matters is that my son is happy and can continue following his passion for science and engineering as he makes new friends, maybe has a chance to run competitively and check out a few different jobs so he can keep honing his interests and applying what he learns in the classroom. My son will be happy and fulfilled at any of the colleges he applied to — despite the fact that his list of eight schools includes everything from one small city Ivy to one of the nation’s biggest rural state universities.

My son knows this, too. He has watched his brothers and sisters thrive, despite each of them taking a different educational and career path. Of our four, only one was admitted to his top choice: a small, New England independent college. (You know: brick buildings, liberal arts, lots of snow.) He graduated with an English degree and got a great job as a writer at a social media company. Having a degree helped him land the job, but not as much as the freelance writing he’d been doing for web sites while he was in school.

Our other son chose a medium-sized private college in Pennsylvania. He hated its rural location and transferred sophomore year to a city college. His biggest passion in life has always been movies;  he majored in film studies and went to Hollywood after graduation, where he’s now a set designer and art director. Is he successful because of his film studies degree? Partly. But he got his foot in the door because he had spent summers working with a carpenter and knew one end of a hammer from another. Being able to actually build sets meant he could work on them and meet people who gave him a leg up.

Our oldest daughter wasn’t admitted to her first choice college — an Ivy — so she ultimately decided to grit her teeth and attend a state university to save money. She hated it at first, then found her niche in the natural resources college. She got a job immediately after graduation with an environmental engineering company in California and is now in graduate school in Oregon, studying forestry.

Our other daughter wanted to study in Paris, but transferred to a women’s college two years later in search of more competitive academics. After graduating with high honors, she needed a break from academics and worked as a waitress, saving up enough to travel through Brazil. Now she’s happily working in a yoga sanctuary.

It’s a parent’s dream come true to have kids who not only make it through college, but then support themselves doing jobs they love. This dream is achievable no matter where your child goes to school.

It’s a parent’s dream come true to have kids who not only make it through college, but then support themselves doing jobs they love. This dream is achievable no matter where your child goes to school. What matters more than any academic pedigree is that your children pursue their passions outside the classroom — through field work, freelance writing, summer jobs, internships, study abroad programs — and accumulate the necessary skills and direction to pursue careers that engage and fulfill them.

Everything your child has done for the first 17 years of life — from playing tag to National Honor Society, from ballet lessons to video games — has been important simply for the experiences themselves. Childhood isn’t meant to be a race to the college finish line. It’s meant to be a formative part of life. So is college.

Your child will get into one of those schools you’re waiting to hear from. And, if the school turns out to be a bad fit, it’s not tough to transfer. Whatever institution your child ultimately graduates from, what you must hope for is that the education isn’t only about academics or athletics, Greek life or community service, but about educating the whole person in a way that inspires lifelong learning.