College Counseling
Guidebook
2023-2024
Statement of Philosophy
The BUA College Counseling Office offers an intentional and in-depth program that
supports students at all phases of the college search and application process.
Consistent with BUA’s core values of knowledge, literacy, community, inclusion, and
independence, the office is guided by the following principles:
- We invite students to take ownership of the college process, which we view as a
meaningful component of their BUA education.
- We honor and value students’ distinct voices and experiences and want them
to chart their own individual paths beyond BUA.
- We encourage students to embrace the opportunities the process offers for
self-reflection and growth; we invite them to think critically about their values
and their goals, and to consider the pathways ahead of them with open, curious
minds.
- We empower students to utilize the tools and resources available to them to
understand the changing landscape of college admissions and to make
well-informed decisions.
- We are committed to supporting, encouraging, and listening to students as they
navigate a process that we understand can generate stress and uncertainty;
when approached with patience, kindness, collaboration, and humor, we
believe this journey can bring students a sense of joy, pride, and
accomplishment.
Beginning formally in the fall of junior year, BUA students work closely with the College
Counseling Office through group and individual meetings. The college counselors invite
students into a learning process that moves both inward and outward. First, students
think deeply about their own strengths, interests, and ambitions. Armed with this refined
self-awareness, students are introduced to resources and strategies to explore the wide
breadth of colleges and universities in the United States and around the world,
identifying the options that will meet their needs and enable them to thrive.
Along the way, college counselors provide a range of resources:
- thoughtful guidance on course selection and standardized testing, beginning in
sophomore year
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- support and feedback on all components of the college application, including
essays
- opportunities to connect with the 80+ college admissions officers who visit BUA
annually
- counseling on extracurricular and summer opportunities
- programming for parents and guardians to equip them to support their children
- dedicated resources for families seeking financial aid and scholarships
At every stage, we strive for students to feel confident as they navigate the process and
excited about the possibilities that lie ahead – and we feel privileged to be welcomed
into their lives at this critical moment of transition and self-discovery.
Sincerely,
Robert O’Rourke Jessica Jackson
Director of College Counseling Associate Director of College Counseling
Sirena Davis
College Counseling Office Manager
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Table of Contents
Academic Experience 6-11
● BUA Curriculum 6-7
● Freshman and Sophomore Years 7-8
● Junior Year 8
● Senior Year 8-11
● Senior Thesis 10
● Applying to Boston University 10
● BUA Profile and Transcript 11
Life Beyond the Classroom 12-13
● Summer Programs, Employment and Internships 13
Standardized Testing 14-17
● PSAT/NMSQT 15
● The SAT 15-16
● ACT 16
● Test Preparation 16
● Advanced Placement (AP) Exams 17
Developing Your College List 18-22
● Naviance 18
● Self-Reflection 19
● The Campus Visit 20
● High School Visits 22
● Utilizing the BUA Alumni Network 22
● The Final List 22
The Application Process 23-29
● Academic Transcript 23
● Personal Statement 24
● Extracurricular Involvement 25
● Letters of Recommendations 26
● Interviews 26
● Demonstrated Interest 28
● Early Application Programs 28
● A Note about Independent College Consultants 29
Financial Aid, Scholarships, Net Price Calculators 30-32
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The Academic Experience
Without a doubt, the most important part of the college admissions process is your
academic profile. In most cases, your transcript is the single most important credential
when colleges and universities review your application. How you do in your coursework
and what academic program you choose to follow directly impacts the admissions
process and which schools will think of you as a good match. You will be looked at
individually, but also compared to other BUA students and to that university’s large and
diverse applicant pool. Basically, although you are far more than your academic record,
an institution of higher learning’s first mission is to educate, thus they want to make sure
you can be successful in their academic environment. Your grades and your curriculum
are the most valued indicator in that assessment.
Boston University Academy Curriculum
BUA’s strong admissions results demonstrate that colleges understand the BUA
academic experience and want to enroll BUA students. They appreciate the breadth
and depth of the academic program and the independent initiative students show in
exploring their interests across the University. Many students wonder how BUA’s
program will be viewed because we don’t offer AP courses. Although AP and IB courses
are rigorous, college admissions counselors from domestic and international colleges
and universities agree that we offer something different and equally – or even more, in
some circumstances – compelling. Having a number of undergraduate courses under
your belt is impressive to colleges and universities – especially when you have done
well in those courses! So take advantage of this opportunity and push yourself, not only
here at BUA, but also at the University. But also be cautious; University professors
expect a lot, and your first foray into the University environment can be overwhelming.
In the final two years of a BUA student’s career, the University options are virtually
limitless. With this privilege, however, comes a great deal of responsibility:
responsibility to use free time effectively, attend classes even when a professor may not
notice an absence, and make wise choices with regard to curriculum. To state the
obvious, University classes are difficult and may pose challenges you do not expect or
have not yet experienced. If you turn in work late, skip or arrive late to class, do not do
the assigned reading and work, or do not demonstrate the maturity one needs to be
successful in a University course, your grade will reflect this.
Just as important, students must be responsible enough to let BUA administrators and
BU professors know if they are struggling. Through junior and senior meetings, as well
as informal one-on-one meetings, students check in frequently with the College
Counseling Office. The Associate Head of School, college counselors, and individual
BUA faculty advisors also strive to monitor academic difficulty, attendance, and
appropriateness of placement through regular contact with individual professors and
department chairs. But it is essential that we hear from you as soon as possible if you
feel you are facing difficulties in your University courses.
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Because of this exposure to University coursework, alumni tell us that they felt
extraordinarily prepared for college, from day one; they already know how to study,
meet high expectations, budget their time, approach a professor with questions after
class, and make use of office hours. In the junior and senior years, the support of
families, faculty and administrators makes the transition to college courses go a bit
more smoothly; when students head off on their own, they typically do not have the
adjustment issues that other high school students may face.
Freshman and Sophomore Years
The best thing students can do in their first two years of high school is maximize their
academic experience, build friendships, and explore new extracurricular activities – this
will provide the foundation from which students will build when they enter the college
process later in their BUA careers. That said, we understand questions about
standardized testing, summer program applications, extracurricular activities, and
course selection may arise. Students and parents/guardians should feel welcome to
email, call, or schedule time to meet individually with the college counselors.
For many students who come to BUA (or any other academically rigorous high school),
there is necessarily a period of adjustment. The expectations, workload, and level of
academic rigor may seem overwhelming at first. It often takes students half of their first
year to find their bearings and understand what teachers expect of them. Typically,
students find that hard work and conscientious efforts to improve are rewarded when
teachers assign final grades.
One of the most important aspects of your education is the interaction you will have with
faculty members. At BUA, each student is an integral part of the classroom dynamic.
Our best piece of advice is this: be proactive in meeting with your teacher to
discuss upcoming assessments or to review returned papers or tests. Take
advantage of the wonderful resource that is our faculty. The ability to approach teachers
with questions and concerns, to contribute to classroom discussions, and to continue
these dialogues outside of the classroom are all skills that will help you immensely as
you continue at the University in the junior and senior years, and as you continue on to
college.
All sophomores will have an individual course planning meeting with a college counselor
in the spring semester. During the meeting, we will review the student’s academic work
to date, discuss areas of academic interest and strength, and develop a tentative course
scheduling plan for their junior and senior year. A document summarizing the meeting
will be shared with the student’s parents/guardians and BUA advisor.
It is important for you, the student, to earn the best grades you are capable of
throughout your academic career. Colleges recognize that the first year at a new high
school represents a transition time, and pay attention to a student’s overall grade trend
in high school, often emphasizing the most recent grades available. However, all
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grades do appear on your transcript, and will be evaluated as part of a college
application.
Junior Year
Although every year is important in the college process, the grades appearing during
junior year can certainly hold more weight than the previous years; junior year grades,
after all, are the final set of complete marks included in an application submitted in the
senior year. The expectation is that students challenge themselves appropriately and
perhaps even push themselves a bit more during this year as well as in the senior fall.
The BUA curriculum lends itself to this expectation by introducing University options.
Most students will have the opportunity to take two courses per semester at BU in their
junior year.
Many highly selective colleges recommend that high school students take three years of
laboratory science. Through the Class of 2026, BUA juniors enroll in biology and foreign
language at the University. The biology sequence that most students follow is Biology
107 and Biology 108. These courses are taught by BU professors, and the lecture is
exclusively for BUA students. The labs, however, are integrated with University
students. Beginning with the Class of 2027, students take biology in their freshman
year; therefore, they will take physics (depending on math level) or another lab science
in junior year in addition to a foreign language. Those wishing to pursue a different path
should discuss this option thoroughly with the college counselors.
Boston University offers a wide variety of language options, many that traditional high
school students are not able to explore. An important note: if you enjoy your classical
language and would like to continue its study, you may do so at the University level.
Most universities recognize Latin or Greek as a course that fulfills the foreign language
expectations for admission. In addition, many universities find a strong interest in
classical studies, language, and literature compelling in the application process.
Because one semester of a college-level course is roughly equivalent to one year of
high school level study, BUA graduates can demonstrate a fair amount of mastery in the
area of language. The BUA curriculum offers students the opportunity to gain
proficiency in both a classical and modern language, which is compelling in the review
process. Typically, colleges require successful completion of study through the fourth -
or sixth - semester as part of a distribution requirement during college. With this said,
many colleges prefer to see students elect to take four full years of foreign language
study. If you wish to pursue a different path, you should thoroughly discuss this option
with the college counselors.
Senior Year
Senior year allows BUA students the opportunity to individualize their curriculum using
the breadth of the Boston University course offerings. For college planning, we
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recommend students continue to take a balanced curriculum in the first semester.
Because senior thesis is the fifth course for all seniors, one of the five core subjects is
dropped. Choose wisely, taking into consideration your future plans and academic
interests. For example, if a student who wants to study economics drops math senior
year, the admissions committee may have questions about their ability to succeed in a
rigorous quantitative program. Likewise, a student who plans to pursue a pre-med track
should plan to enroll in a science course.
Think about the following when choosing your courses:
● Grades are still very important. Be mindful of your abilities and your past record
when choosing your courses. Even one low grade senior year could prove a
sticking point for some colleges.
● Students must complete four years of English to graduate from BUA. The senior
year English requirement can be satisfied in one of four ways: 1) a senior English
seminar at BUA (one-semester courses, offered in both the fall and spring
semesters), 2) any EN course at BU (including Creative Writing), 3) a WR 120 or
150 course at BU, or 4) a Literature in (English) Translation course at BU.
Because these courses count towards a student’s high school graduation
requirement, they will most likely not be transferable as “college credit” to the
college/university to which a student ultimately enrolls.
● Students must complete calculus by the end of their senior year to graduate.
Many students who finish calculus prior to senior year want to continue on with
math study. Semester-long courses in Integral Calculus and Multivariate Calculus
are offered at BUA, and many advanced math courses can be found at BU. Many
colleges prefer to see four years of math study regardless of intended major, so
please see the college counselors to discuss your options. Students wishing to
take a math course at the University should consult with the Associate Head of
School, the college counselors, and the BUA math department.
● Prospective science majors should consult with the Associate Head of School or
the college counselors and BUA math and science faculty to determine an
appropriate science course to take in senior year.
● Students thinking about following a pre-med and/or engineering track in college
should know that medical schools will look at your BU courses in your
application, paying particular attention to your math and science performance.
The most important thing to remember entering senior year is that it takes time to adjust
to having an academic course load equivalent to a full-time University student. Although
the BUA curriculum is rigorous and often as demanding as the University, students need
to remember that BU professors have very different expectations for their students in
terms of attendance, production, number of assessments, grading policies, and extra
help. For example, at BUA, teachers might be more willing to extend a deadline if a
student is sick; this may not be the case at the University. Overall, students are required
to be self-advocates and to demonstrate independence. These skills will be
indispensable after graduation from BUA, but when choosing courses, please be
mindful that a class that “looks easy” may not be so easy - not because of the material,
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but because the instructor has a different style of teaching and learning. BUA attempts
to connect with all University professors teaching BUA students about a student’s
progress, but the professors are in no way obligated to tell us if a student is missing
class or not understanding the material. It is vital that students be open and honest with
parents and BUA to help assess if we need to intervene.
Senior Thesis
The Senior Thesis is the pinnacle of the academic experience at BUA. The amount of
work required to produce this project is equivalent to any other academic course. BUA
teachers will provide a specific structure and benchmarks for students to achieve, and a
letter grade will be awarded each semester to assess the student’s progress (the first
semester letter grade does get reported to colleges when we send out Mid-Year reports
for seniors in mid-January). Students should choose a topic they want to invest a
significant amount of time exploring. This topic can be grounded in any discipline but
should reflect a student’s potential interest. The thesis offers BUA students an
opportunity few high school students have to distinguish themselves as true scholars. It
is critical that students be prepared to discuss and highlight their thesis experience
throughout the college admissions process, particularly in the interview.
Students will work with one BUA advisor and one outside advisor (often a BU professor,
but if not, an individual considered a content expert) throughout their senior year as they
complete their thesis. From a practical point of view, it is helpful if students choose
advisors who have taught them previously, will instruct them during the senior year, or
with whom they have worked in a lab. This allows students to see a professor on a
regular basis and read materials relevant to their particular area of inquiry.
Applying to Boston University
Boston University Academy students must complete an application if they wish to be
considered for admission to BU.
BUA students who apply to BU will be granted admission to most of BU’s
undergraduate 4-year programs if they meet the following criteria:
● Earn a 3.0 cumulative GPA in academic year University coursework by the time
of application
● Have no grade of D or F in any BUA or BU course(s)
● Have no reportable disciplinary infraction(s)
Students not meeting these benchmarks may still apply to BU and will still be
considered for admission, but they will not have the benefit of knowing whether they will
be admitted before March or April of their senior year.
NOTE: The College of Fine Arts program requires additional review. BUA students are
not eligible to apply for the College of General Studies or Metropolitan College.
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Boston University Academy Profile and Transcript
Colleges and universities look at each applicant’s academic experience in the context of
their academic community and curricular offerings, and each high school sends a
school profile with each application to better explain the academic experience. Our
current year profile can be found on the BUA website.
BUA does not report class rank or grade point average, and as such, neither appear on
the transcript. Likewise, standardized test scores are not included on the BUA
transcript; if desired, students will self-report standardized test scores on the Common
Application, or in rare cases, send them directly from their College Board and/or ACT
account to the colleges to which they apply. To distinguish between BUA and University
courses, BUA courses are clearly labeled ‘Honors’ level, while BU courses are marked
‘Undergraduate’ level. Only final grades appear for semester- or year-long courses;
mid-semester and exam grades are not included. NOTE: For seniors applying to
colleges, mid-year transcripts sent during the application cycle may include mid-year
grades for year-long courses still in progress.
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Life Beyond the Classroom
The college admissions process in the United States is about much more than a
combination of academic achievement and standardized test scores. Colleges and
universities are looking to bring in a group of students each year that will positively
impact their community both in and out of the classroom. While building a class, many
institutions hope that their incoming freshman cohort contains enough students to fill
different niches around campus. Unfortunately for the applicant, it is impossible to
assess the institutional needs of a college or university, which may change from year to
year. Although intellectual endeavors are most important, many schools want to know
who you are as a person, what interests and skills you will bring to the community, and
how you distinguish yourself from other academically excellent applicants.
There is no secret formula for what you should do with your free time. There is no right
answer, so we encourage you to join clubs and participate in activities that you have a
genuine interest in and that bring you joy and satisfaction. Colleges are truly looking for
what motivates you and what you find meaningful. Pursue your interests with gusto. If
you love to write, join the newspaper or literary magazine. If you find whales fascinating,
maybe a part-time job at the New England Aquarium is up your alley.
Some students have become specialists in a particular area. As an example, a student
interested in environmental studies might choose to take oceanography and
environmental science during their senior year, help refine a recycling program at BUA,
do summer programs tagging sea turtles, and write a college essay about a camping
experience. By doing this, the student is showing clear commitment and direction and
has created a nice theme to the application. This student may seem desirable to some
schools because of a clear and distinct passion.
Other students may be seen as generalists. As an example, a student might be
undecided about a potential college major but has a passion for science. In school, the
student is active with both the Robotics Team and Model United Nations. The student’s
senior thesis topic is about a particular poet, and their college essay makes connections
between poetry and astronomy. This student’s application highlights many different
interests. This student is compelling to colleges for breadth of interest, whereas the first
applicant is compelling for a more specific interest. As long as the interests are genuine,
both applicants will demonstrate compelling extracurricular involvement to colleges.
Beyond formal activities, colleges also want to know about your interests and hobbies,
and about your work experience and family obligations. Many times, a hobby might turn
into a potential major or career. Sometimes an interesting hobby can make you stand
out as an applicant. Getting a pilot’s license, building custom surfboards, teaching
yourself old English, knitting, photography, baking, collecting beetles – these are
examples of activities that showcase a side of your personality that the admissions
officers don’t see by traditional standards. Similarly, colleges understand that part-time
work, chores around the house, caring for a younger sibling or a grandparent, or
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otherwise supporting your family could be a critical part of your life. Be sure to include
all of these things in a resume, an essay, or an interview!
Finally, given the parameters at BU, it would be virtually impossible for you to exhaust
the academic offerings, but colleges may be particularly impressed if you take
advantage of what BU offers outside of the classroom. Have you attended lectures in
your area of interest? Did you go the extra mile with your thesis and do research over
the summer? Did you work in a laboratory to assess your interest in chemistry?
Colleges recognize that you are privileged to attend a school like BUA and want to know
that you have made the most of that opportunity.
Summer Programs, Employment, and Internships
Like every other aspect of the college application process, the media has placed a lot of
emphasis on summer programs. A multi-million-dollar industry has emerged with special
summer programs to help build resumes and boost college applications. The idea that
these pricey programs are a ticket into prestigious school “X” is extremely misleading.
What is most important is that you are doing something with your day other than playing
video games or lounging by the pool (unless you’re a lifeguard!). Admission officers put
these programs into the context of your application. Does it make sense that you spent
the summer in Costa Rica tagging sea turtles or does it look like your parents made you
go? When planning your summer, do something that makes sense. A student interested
in science may secure a lab job, while another student may scoop ice cream. A student
whose parents didn’t go to college may really benefit from a summer program offered at
a university. As with all extracurricular endeavors, do something you want to do
because you like it – not because it will look good on an application. And oftentimes, an
old-fashioned summer job at McDonald’s or Dunkin’ Donuts goes just as far (if not
further) with college admission officers as other summer programs.
Feel free to stop by the College Counseling Office for information, talk to teachers, talk
to friends, and review the bulletin board outside the Office to gather some ideas of what
to do over the summer.
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Standardized Testing
Standardized testing will be part of most students’ college application process. More
and more colleges are becoming “test-optional” or flexible, which means that for some
institutions the testing results don’t always matter as much in their admission process as
one might think. For more information about schools who are test-optional, please visit
www.fairtest.org. (NOTE: In recent application cycles, many colleges/universities
adopted temporary test-optional or test-blind practices for applicants as a result of the
COVID-19 pandemic; please check individual college/university websites for updated
standardized testing requirements.)
Even if a student plans to apply to a college where reporting scores is optional, it is still
a good idea to take the exams seriously and prepare for them accordingly. As of Spring
2021, there are four types of exams a student can take during his or her time in high
school. Not all are recommended, but they are described here in detail. Please note that
all juniors should take the PSAT in October. We strongly recommend that sophomores
take the PSAT in April.
Most colleges who require standardized test scores will accept either the SAT or the
ACT. Students typically take their first official standardized test in the spring of their
junior year. (NOTE: In Spring 2021, the College Board announced an immediate
discontinuation of Subject Tests as well as a discontinuation of the optional SAT Essay.)
Below is a timeline of exams that BUA students typically follow. During the sophomore
course planning meeting, college counselors will discuss the testing timeline with
students, and this individualized plan will be updated and evaluated accordingly through
the student’s junior and senior years.
Sophomore Year: PSAT in April (strongly recommended)
Mock ACT in May
Junior Year: PSAT in October
Mock ACT (fall) and Mock SAT (winter)
SAT by March OR ACT by April
Senior Year: Testing in senior fall should be to raise a specific test score, if
recommended in testing plan
SAT: offered in August, October and November
ACT: offered in September and October
To register for the SAT, visit www.collegeboard.com. Other important information about
registration:
1. When setting up your College Board account, keep track of your
username and password.
2. The BUA CEEB Code is 220-202.
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3. Always use your full legal name and address when registering for these
exams; it is important that college admissions offices be able to match
your test scores with your application.
4. Please feel free to stop by the College Counseling Office for assistance
with SAT or ACT registration.
To create an account and register for the ACT, visit www.act.org. The above items are
relevant when registering for the ACT, as well.
PSAT/NMSQT
The following is from the College Board website:
“PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test.
It's a standardized test that provides firsthand practice for the SAT Reasoning Test™. It
also gives you [as a high school junior] a chance to enter National Merit Scholarship
Corporation (NMSC) scholarship programs.
The most common reasons for taking the PSAT/NMSQT are:
● to receive feedback on your strengths and weaknesses on skills necessary for
college study. You can then focus your preparation on those areas that could
most benefit from additional study or practice.
● to see how your performance on a standardized test possibly required for college
admission consideration might compare with that of others applying to college.
● to enter the competition for scholarships from the National Merit Scholarship
Corporation (junior year only).
● to help prepare for the SAT. You can become familiar with the kinds of questions
and the exact directions you will see on the SAT.
● to receive information from colleges when you check "yes" to the Student Search
Service.
The College Board has announced that the PSAT will move to a digital format beginning
the fall of 2023. Further information will be provided to students and their
parents/guardians in advance of the exam.
Sophomores are strongly encouraged to take the PSAT in April because it allows the
student to become familiar with the format of the test. We also recommend that
sophomores take a Mock ACT in April or May which will allow them to compare the two
assessments to determine which is the better fit. Many students find that the greatest
difficulty they have with testing is budgeting their time efficiently; practicing allows one to
focus on the format rather than the substance, knowing there is nothing to lose.
Juniors taking the exam are automatically considered for participation in the National
Merit Scholarship Competition. Students scoring in the top 2% of all test takers are
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recognized as Commended Scholars. Students may also be named as a Semifinalist
and be asked to complete an application and essay to be considered as Finalists. The
top one-half percent of test takers make it to Finalist status. Commended and
Semifinalists are typically notified of these designations in September of the senior year.
The SAT
The SAT Test is not offered at BUA, as we are not a Test Center. Students should
register for the test via the College Board website and select a testing site close to
home (usually the local public high school).
Most colleges will ‘super score’ the SAT (take the highest Evidence-Based Reading and
Writing and Math scores from multiple exams) when determining the score they use to
evaluate applications. This allows students to feel comfortable taking the exam more
than once without fear of “doing worse.” However, studies routinely show that students
do not score better after the second or third test sitting; any student planning to test
more than that should speak with the college counselors for guidance.
The College Board has announced that the SAT will transition to a digital format
beginning in March 2024.
The vast majority of colleges and universities allow students to self-report
standardized test scores on the Common Application (or other application that
they utilize). Students should consult the college counselors about reporting
scores, as it may be the case that our guidance will vary for the different schools
on their list.
If required by a college, official standardized test scores must be sent by the
student – this is your responsibility and should be done well in advance of the
deadline. The college counselors are happy to assist students in accessing their
scores through the testing agencies and submitting them to colleges.
ACT
The ACT is not offered at BUA, as we are not a Test Center. Students should register
for the test via the ACT website and select a testing site close to home (usually the local
public high school).
Beginning in Fall 2021, the ACT will give students the chance to report their ‘super
score’ (the highest scores from each section over multiple exams), however some
colleges may not use super scoring in their review process. Refer to each
college/university admission webpage for specific testing requirements. We recommend
registering for the ACT without the optional writing (essay) section, since there are so
few colleges and universities that consider it at this time.
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If required by a college, official standardized test scores must be sent by the
student – this is your responsibility and should be done well in advance of the
deadline. The college counselors are happy to assist students in accessing their
scores through the testing agencies and submitting them to colleges.
Test Preparation
As more colleges and universities have implemented test-optional policies, it is
important to keep in mind that standardized scores are just one part of your holistic
application; admissions officers are also carefully considering your coursework, essays,
extracurricular activities, recommendations, among other factors. While there may be
value in spending time preparing for these assessments, we urge you to keep this part
of the process in perspective.
Should students be interested in seeking support to prepare for standardized tests, BUA
works with Revolution Prep, an outside test prep company, to provide resources during
a student’s junior year to prepare for the SAT and/or the ACT. We will share information
with all BUA juniors in the fall with details on the fee-based courses. In addition, juniors
have the opportunity to take free virtual full-length SAT and/or ACT practice tests
through Revolution Prep.
Khan Academy offers free online resources for test preparation, as well; for more
information, go to the College Board website. Some students also find that simply
purchasing a test prep book and working diligently on an individual basis can be an
effective and highly affordable way to prepare for the tests. Please see the college
counselors for more information.
Advanced Placement (AP) Exams
Boston University Academy does not follow the Advanced Placement curriculum
because students are enrolled in Boston University courses. This is a part of the
mission and philosophy of BUA and, as such, our program doesn’t teach to or align with
AP exams. Students will hear on college tours that AP courses are “important” for the
college process. Our admissions results at a wide range of colleges and universities
show that they understand and appreciate the rigor of our program and know BUA
students are well prepared to excel at the university level. The exception to this is the
British University system – particularly students interested in Oxford and Cambridge.
For most programs of study, both of these schools (and a few other U.K. universities)
may require students to have a few AP exams under their belt prior to submitting an
application.
Overall, very few BUA students take AP exams; if you think it makes sense to take an
AP exam given your particular coursework and interests, please reach out to the college
counselors.
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Developing Your College List
The college process offers the opportunity to explore the incredible range of college and
university programs around the country. There are close to 4,000 colleges in the United
States alone, all with distinctive academic offerings, campus cultures, resources and
opportunities – we encourage you to approach the exploration process ahead of you
with a sense of optimism and adventure. A successful process begins with
self-reflection: when do I feel most supported and challenged within an academic
setting? When do I feel at home in a community? In the end we hope that each student
has a balanced and well-researched list of colleges and universities that will leave the
student with choices that align with their goals and values. Students who develop their
list with an open mind to all the possibilities for the next phase of their academic journey
systematically and with research should find applying to college easy…perhaps even
fun!
Working with your college counselor closely to develop a balanced list of schools is
crucial. The college counselors will provide a framework to understand your viability for
admissions at different schools. Some schools will be considered a “far reach” because
of the sheer number and quality of applicants applying, but one school could be a
“likely” to one student and a “reach” to another. Keep in mind that this is a highly
personalized process and that the college counselors will work with you to determine an
appropriate list. After self-reflection, students need to research schools by looking at
viewbooks, taking advantage of virtual resources, and visiting campuses. Be very wary
of relying solely on US News and World Report, Princeton Review and the Fiske Guide;
approach your research with an open mind and consider the bias of any sources you
are using.
BUA students generally apply to an average of eight to ten schools, and a balanced list
typically includes options with a range of selectivity that will maximize a student’s
potential: both schools that are appropriate reaches and others that are likely to offer
admission and will help build confidence for students as they move through the process.
Students should be sure that they have carefully researched all schools on their list and
are excited about the possibility of attending any of them.
Naviance / SCOIR
Naviance is the platform BUA uses to help you in the college process. During the junior
year, students (and eventually their parents/guardians) will be granted access to college
search tools, college list management, and useful admissions information about each
college. In addition, students are able to store documents, keep ongoing journals, and
fill out surveys that help inform college counselors about each student’s particular
interests and background. Furthermore, the College Counseling Office manages the
administrative functions of the process through the platform. It is incredibly important
that students keep the information on Naviance up-to-date and visit the platform
regularly during second semester junior year and all of senior year.
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Beginning with the Class of 2025, students and families will use the SCOIR platform in
place of Naviance.
Self-Reflection
Before building a list, students should reflect deeply on the type of educational and
social experience they want to have in college. This will help develop parameters for
your college counselor to follow. Below you will see sample student survey questions
from Naviance we have used to help with this reflection. The major areas to think about
are:
1) Field of study: undecided, liberal arts, or pre-professional?
2) College vs. University?
3) Social feel?
4) Geography?
5) Affordability?
There are no “right answers,” but you need to find schools that are good “fits” across a
range of viability.
Sample Surveys Questions:
Self-Reflection
1. What are the first three adjectives you would use to describe yourself?
2. What would you do if you had a free day?
3. What are your favorite three books?
4. How would you describe yourself?
5. How would your parents describe you?
6. What would you do if you won the lottery?
7. What is your dream career?
8. Describe your family. What is your role?
Activities/Work
1. What are your favorite/most meaningful extracurricular/arts/athletic activities? Why?
2. What are your hobbies and other interests?
3. What are some activities you do with your family?
4. What (if any) jobs have you had during high school (please describe)?
5. What (if any) research positions have you had during high school (please describe)?
6. What (if any) awards or recognitions have you won during high school?
7. What have you done during the summer months during high school (please describe)?
Academics
1. How was your transition to high school academically?
2. What are your favorite classes so far in high school?
3. Describe what sort of post-secondary work are you planning, include potential majors,
pre-med/law, liberal arts, engineering etc.
4. Do your grades reflect your effort?
5. Describe your ideal classroom experience.
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6. Is there anything you would want to change about your BUA experience? If so please
describe.
7. What academic achievement are you most proud of and why?
8. Are there any outside intellectual interests you have pursued during high school? If so
please describe.
College
1. Why do you want to go to college?
2. How did you come up with this list?
3. What are the top three things you are looking for in a college?
4. Is prestige an important factor in what colleges you wish to apply?
5. Do you feel ready to go to college?
6. What are you looking forward to in the college process? What do you fear most about
the process?
7. Please describe the social atmosphere at your ideal college?
8. Please describe the academic atmosphere at your ideal college?
9. Would you consider going out of the country for college? If so, where?
10. What geographic regions would you consider in attending college?
11. What size student body would you consider when looking at college?
12. What type of environment, rural, suburban, urban (small city), urban (large city)?
The Campus Visit
The campus visit can be one of the most helpful aspects of the college research
process. In recent years, colleges and universities have greatly enhanced the virtual
tools available for college exploration on their websites and there are a wide range of
guides that provide helpful insight into college and university options. But many
students find that actually stepping foot onto a specific campus is the best way to truly
understand the atmosphere, spirit and culture of an institution. Although you may not be
able to visit prior to being admitted, the College Counseling Office strongly recommends
visiting schools during the spring of your junior year and the summer before senior year.
There may be some select open house programs and interviews to attend in the fall of
senior year, but the BUA curriculum does not lend itself well to missing school during
senior year. Fall visits should be reserved for second trips, or long-distance trips that
could only be planned at a specific time.
A secondary purpose to a visit, outside of understanding the particular campus, is called
“demonstrated interest.” For many colleges, gauging an applicant’s interest in attending
becomes a part of the discussion for the admissions committee. One of the best ways to
let a school know you want to attend is to participate in the tour and information session.
Be sure to register in advance online, since this will be reflected in their online system.
Interviewing is also a way to show interest in a school and learn more about its culture
and programs. Note that virtual engagement – participating in a Zoom information
session and tour or a virtual interview– is another way to demonstrate interest.
It is important to plan ahead of time to schedule visits. Follow instructions on each
university’s website for reserving a spot on a tour or to participate in a particular
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program. Some schools welcome “walk-ins,” some only have tours during particular
times of day, some only offer information sessions during certain times of year, and
some schools have different calendars and may not be holding classes when you think
they might be. It is critical to do research ahead of time to maximize the effectiveness of
your visits. If, because of time, you are stuck with a choice between an information
session and tour, always choose the tour. It is a better way to see more of the campus
in a short amount of time. Keep an open mind on any campus tour; your guide is just
one student of many attending that institution. If you are interested in classics and your
tour guide is a physics major who doesn’t know much about the classics department,
don’t get too discouraged; continue to get a sense of the school as you walk around, not
just the personality of one tour guide.
In the Appendix, you will find a list of schools in “clusters” that can help as you plan
visits to schools in close proximity to each other. We recommend that you not attempt to
visit more than two schools a day, and it is wise to wear proper attire for walking and
inclement weather (not all schools provide umbrellas, but they will keep you outside in
the rain or snow during a tour).
If you are visiting colleges with your family, it is important to come up with a game plan
and communicate this to each other prior to making the visit. Parents should note that it
is important for students to make appointments on their own, sign in at the reception
area on their own and take the opportunity to ask their own questions on the tour and
info session. Students have different methods of determining if the school is a good fit
for them. It is important for parents and students to give each other room to explore the
campus from their own vantage point. Parents may ask embarrassing questions, and
students may avoid asking questions they don’t see as important. We suggest that each
visitor (family member and student) keep a journal and after each visit write down their
impressions BEFORE talking with each other about their perspectives. For example,
consciously or not, a student might decide she didn’t like a particular school only
because her mother stated she was ready to move in on the tour. By having time to
reflect on her own, the student may be able to really articulate why she enjoyed or
disliked her visit. Parents are then able to read as well as listen to their children.
During your visit, do the official visit activities, but also plan to spend additional time on
each stop. On certain campuses, you may want to schedule an appointment with a
particular department, sit in on a class (if possible), sit in the dining hall or student union
and talk to current students, or visit other areas of interest not shown on the tour
(additional residence halls, art facilities, science labs, athletic fields, radio stations, etc.).
The College Counseling Office can also put you in touch with BUA alumni attending
various colleges, who might be willing to host you or take you to a class.
Missing University classes requires a lot of planning. Talk to your professors well ahead
of time about potential college visits that might require missed class time. Some courses
have a limited number of excused absences. College visits may or may not be
considered an excused absence, depending on the instructor.
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Finally, have fun! This is a great opportunity to see different parts of the country, spend
time with your family before leaving for four years, and a chance to really see places
where you could end up living and studying. Make sure to take time in the evening to
see local sites, eat in area restaurants, relax and enjoy. There is no prize for most
colleges seen.
High School Visits
Every fall, many colleges and universities visit BUA to meet with our students. Each
college has a different approach and style to these sessions, but overall this is a
tremendous opportunity to connect with a person who might very well read and evaluate
your application. This is also an opportunity to demonstrate interest in a particular
college. Because BUA is so small, representatives often take advantage of these
meetings as a time to get to know students as individuals. It is common for them to
remember a student’s questions during these meetings when reviewing an application
later in the winter. Students are not allowed to miss an academic commitment to meet
with visiting college representatives, rather students should check in with the college
counselors a few days before a visit to make known any conflicts. The college
counselors will advise on appropriate steps.
The College Counseling Office will share the schedule of college visits in Naviance and
will remind students of the visit schedule each week.
Utilizing the BUA Alumni Network
The BUA Alumni Relations Office maintains a list of former BUA students interested in
serving as a resource for current BUA students. If you are interested in connecting with
a BUA alum who attends/attended a college that you’re interested in, reach out to the
college counselors and they’ll provide you with their contact information.
The Final List
By the end of junior year, you should have a working list of about 15-25 schools.
Nothing is set in stone, and your list can be completely different as you do research and
visit colleges over the summer. In the fall, we will do our best to help you narrow the list
to approximately 10 schools, with appropriate balance; in April of senior year, we want
you to have options to consider that align well with your interests and goals. Where you
are in September might be completely different than when you have decisions in hand
in April. Having a balanced and diverse list of schools you are enthusiastic about will
help avoid disappointment in the end. For most students, we encourage an application
to Boston University because of our special relationship, especially if you meet the
criteria for the Admission Agreement (see page 11).
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The Application Process
Once you come up with your final list of schools, you will complete and submit
applications. Application instructions can be found on a college’s website. While nearly
all colleges and universities in the U.S. use the Common Application, some require
students to utilize a school-specific application. Schools who accept the Common
Application require supplemental information, often including additional essays; this will
be noted on the Common Application Member Section. Please proofread carefully and
be sure to have the college counselors review your work before you submit any
applications!
Many college admission offices break down application review by geographic region.
Admission officers are assigned to certain territories, and are responsible for visiting
high schools, interviewing, and serving as the primary reader for applicants from that
area. The officer also is responsible for getting to know which high schools have
unusual grading systems, curricular components or offerings. They can then present
this relevant information if a committee is reviewing applications. At some institutions,
the officer may be the key individual making the decision about a candidate’s
application, thus why it is so important to attend the high school visit at BUA; it is an
opportunity to let the person reading your application put your face (and engaging
personality) with your name.
Most applications have five primary components: the transcript (always the most
important); standardized testing (if considered); one or more essays, extracurricular
involvement, and recommendation letters. Admissions officers read all parts of the
application carefully and do their best to understand each student’s individual context.
The strongest and most successful applications are those that authentically reflect the
student’s strengths, goals, and values; as you prepare your application, consider how
you are utilizing each component of the application to tell your story.
Academic Transcript
The first thing colleges look at when reviewing an application is the transcript.
Admissions officers consider both your level of achievement and the rigor of the courses
you have taken. They will carefully review the BUA school profile along with your
transcript to understand our context and the ways you have taken advantage of the
opportunities available to you. Please review the section on “The Academic Experience”
for more information on how this area of the application is evaluated in detail. In
summary, you should strive to do your best work in courses that both appropriately
challenge you and align with your interests and goals.
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Personal Statement
The personal statement offers students the opportunity to share their voice and to give
admissions committees a glimpse into what makes them who they are. The essay may
help admissions committees distinguish between many academically qualified
candidates, but no one aspect of the application will make or break your outcomes.
Take the opportunity to expand on something already highlighted in your application, a
particular activity or interest, or to share something that is not already apparent in the
application. This is not an academic paper, so there is no required style or formula, but
you should put your best foot forward. We encourage you to start the process early
when you have the leisure to try different topics and find your voice. It goes without
saying that the essay should be your own voice – while you may seek advice from your
college counselor or from others who know you well, be wary of muddling your message
with input from too many outside sources.
Prior to the start of senior year, we ask that you share a draft of your personal
statement with your college counselor. Current essay prompts for the Common
Application can be found at www.commonapp.org.
The essay prompts are typically reviewed each year and sometimes revised. Most
students struggle with how to begin. Take a moment to brainstorm what you want the
admissions office to know about you outside of the other application materials. Once
you come up with those qualities, are there any experiences or moments in your life that
illustrate them? Some of the best essays are about quiet moments in life where a simple
connection is made or a small idea that “explodes” into something that gives insight into
the author’s inner workings. You don’t have to try to be profound, but you do want to
leave the reader with the feeling that they have learned something about you.
Here are a few tips regarding the essay that we believe can help you craft a strong
personal statement.
1. Tell a story
This is a different challenge than the analytical essays that you may write for an
English or history class. Invite the admissions officer into your life by sharing a
story that offers insight into your background, experience, interests, or values.
Having a narrative component to your essay is often an effective way to grab the
reader’s attention. Show, don’t tell.
2. Choose a narrow topic.
You only have 650 words; you do not need to write an essay that tells your entire
life story. Choose a moment, an experience, an example that is representative of
who you are. The more focused you are able to be with your story, the more
likely it will resonate with admissions officers.
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3. Be authentic and have fun
Don’t approach the personal statement by thinking you have to write what
admissions officers want to read. If you had two minutes with the admissions
committee, what would you tell them? Choose a topic that brings you joy to write
about – if you are having fun and taking pride in what you produce, your essay
will be the strongest it can be.
Supplemental Essays
In addition to the Common Application, many schools will ask you to respond to
supplemental or Common Application ‘member’ questions. Typically these questions fall
into three categories:
1. The most common supplemental question is “why do you want to attend?” When
answering, be very specific, and show you have done your research on that
school. Avoid regurgitating the university’s homepage or the admissions office’s
information session. Dig deeper, and think about your interests and what skills,
talents, or interests you have to contribute that make you a strong match for that
particular institution.
2. Colleges frequently ask you to discuss your academic interests and goals. Be
specific about your coursework and extracurricular engagement that has helped
shape your interests. Convey your enthusiasm for the area of study and the
kinds of questions you hope to explore at the university level.
3. Colleges also often ask more personal supplemental questions that help them
gauge whether you understand and connect with their particular values and
identity. They may ask you to speak to your contributions to or identity within
your community, your impact in the extracurricular realm, or how you navigate
challenging conversations or engage difficult issues.
To see examples of supplemental essay prompts students might be asked to respond
to, click here.
Extracurricular Involvement
Please review the section “Life Beyond the Classroom” for a more detailed look at how
colleges view extracurricular involvement and developing your resume. In summary,
admissions officers look to learn more about who you are through what you do with your
free time; they consider your talent level, your leadership, and your commitment to
activities in which you engage. Ultimately, your activity list is only as valuable as your
ability to reflect on why you do what you do, how you impact those around you through
your roles, and how this might shape your ability to contribute to your college
community.
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Letters of Recommendations
College applications typically require three letters of recommendation: a counselor
recommendation and two teacher recommendations. The counselor recommendation is
written by your college counselor and offers a summary of your overall experience in
high school. The goal is to create a comprehensive picture of who the applicant is in the
context of BUA and as a human being, highlighting personal qualities, anecdotes, and
other information. To help your college counselor in this process, it is important to
complete the questionnaires and other class meeting assignments completely and
honestly, in addition to meeting with your college counselor regularly.
Students will work with their college counselor to select two BUA teachers by the
end of their junior year to write their letters of recommendation. Teacher
recommendations address primarily your performance in the classroom. Teachers are
asked to evaluate your written and oral communication skills, motivation level, and
contributions to classroom discussion. While the recommendation focuses on your
achievements in the classroom, it adds a nice layer if you choose a teacher who has
also supervised you in an activity or one with whom you frequently spend time. You
need not ask the teacher in whose class you earned the highest grade; sometimes a
teacher who has witnessed your willingness to put in extra effort and ask for help can
better speak to your strengths as a student. Your college counselor will help you identify
which two teachers may be your strongest advocates.
Additional Letters of Recommendation
Generally, we discourage additional letters of recommendation because many colleges
discourage them. With significant jumps in the size of application pools, and little to no
increase in staffing, admission offices are at full reading capacity, and extra letters of
recommendation may be ignored. There are exceptional circumstances though that
might warrant an extra recommendation; please see your college counselor to discuss
whether your situation merits such a letter.
Interviews
Some universities require interviews, others recommend them, and others don’t offer
the opportunity at all. Most likely you will have to do at least one college interview during
the process. Each institution is different in how they perform interviews and how they
utilize them in the evaluation of candidates. Some schools rely on their network of
alumni to do the bulk of the interviews; others employ current seniors to engage with
applicants. Regardless of how and why they use the interview, it is important to take
some time to prepare.
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The College Counseling Office is happy to help you prepare for your interview; we offer
‘mock’ interviews each year for juniors and seniors as part of our program and are
happy to offer them to any student upon request. For many, this could be the first time
since your BUA interview that you have done a formal interview. The goal of the
interview should be two-fold for the applicant: 1) to show the university who you are as a
person (i.e. put a face and personality to the application they may receive), and 2) to
learn more about the institution from someone intimately acquainted with the place. This
means that in preparation, you need to not only think about what an interviewer might
ask you, but also to prepare questions which show you have truly done some research
on the college.
Overall, the best advice we can give you is to showcase your authentic self and treat
this as the two-way conversation it is intended to be. Remember, the university is trying
to see if you are a good match intellectually and socially for their community.
Frequently Asked Questions:
How should I sign up for the interview?
Visit the college’s website – there you will find information about how to set up an
on-campus or off-campus interview. For on-campus interviews, you may need to call the
office, or select a certain “interview spot” on a given day at a given time. For off-campus
interviews (usually conducted by alumni), you may need to fill out an online form.
How should I prepare for an interview?
Practice! Mock interviews will help you get used to talking about yourself in this setting.
Schedule one with one of the college counselors or if a local college offers interviews
during the summer – sign up! You might not apply to that particular college, but you
could get in some good practice. Be sure to reflect on your experiences during high
school and think about how you might want to talk about these things without rambling.
Finally, read the college website and other publications and highlight the information
that is of interest to you.
What should I wear?
Most interviewers appreciate when students look like they care about their appearance.
Be comfortable, but presentable. A tie, suit, pantsuit or dress is not necessary. You do
not need to change your personal style for an interview, but you certainly should look
like you care about your appearance and the fact that you are interviewing.
Do I need to write a thank-you note?
You do not have to, but we would encourage it in most cases. Sending a thoughtful
email or hand-written card can make a nice follow-up impression on an interviewer.
Write something that indicates you were paying attention during your visit and interview.
Some sample questions that might be asked at a college interview:
● Tell me about yourself.
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● Why are you interested in our institution?
● How have you contributed to your community?
● What do you think of our campus?
● Tell me more about the curriculum at your school?
● What have you enjoyed about your time at your high school?
● Is there a particular academic area that you find to be more interesting than
others? Why?
● What was your favorite course in high school?
● Was there a particular paper or project you enjoyed during high school?
● What do you do with your free time?
● In what sorts of extracurricular activities do you participate? Why have you
chosen to continue with them?
● How would your teachers describe you as a student?
● How would your friends describe you?
● What did you do over the summer?
● What have you read lately?
● Are there particular social issues about which you feel passionate?
Demonstrating Interest
Some colleges and universities want to admit the strongest students possible as well as
students who are most likely to accept the offer of admission. In some cases, when you
attend a recruitment event, or visit campus, admissions offices track these contacts. In
general, this does not apply to most highly selective universities or to large public
institutions who don’t have the bandwidth for this kind of tracking. Be sure to take
advantage of every opportunity – local receptions, representative visits to BUA,
on-campus events when possible, interviews, college fairs – and remember that such
contacts will also help you as an applicant to learn more about the college and
determine whether or not the institution is the right place for you. Bear in mind that
often the best way to demonstrate interest is by submitting a strong application and
utilizing the supplemental essays to show why you are a strong match for the institution.
Early Application Programs
It is best to make the decision about whether or not to apply early action or early
decision on an individual basis; please consult with your college counselor to see if this
is the right process for you depending on the schools you are considering, and your
particular strengths/interests. There can be differences in admissions rate particularly
between Early Decision and other applications plans; if you are considering Early
Decision (a binding commitment), you should be certain that you have carefully
researched the school to know that it is the very best fit for you academically, socially,
and financially.
Please refer to the terminology section for definitions and details on Early Decision
(ED), Early Action (EA), Restrictive (or Single Choice) EA, Regular Decision, Rolling
Admission and Waitlist (WL).
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Generally, we are strong advocates of students applying Early Action (non-binding)
whenever possible, as long as the student feels confident in their end-of-junior-year
grades, has completed their testing, and can thoughtfully complete the application
ahead of an early deadline. Depending on the school, Early Action can provide some
advantage in the admission process, because students are demonstrating interest and
are putting their best foot forward when all admissions places remain available. It can
also be tremendously helpful to receive good news early in the process, which can help
in finalizing your list.
Colleges use Early Decision in their process because they are able to admit students
they are certain will attend due to the binding nature of the program, which allows them
to more precisely manage their enrollment. As a result, the admit rate in the Early
Decision round can be significantly higher, and there is a logistical benefit to presenting
your application when admissions officers have more time to review a smaller applicant
pool. However, just because the admit rate is higher, the bar for admission is not
necessarily lower than in the Regular Decision pool – you should still target an Early
Decision option where your academic credentials align with the profile of the admitted
class. We encourage you to discuss any potential Early Decision options with your
college counselor to determine where a binding application could be most impactful.
While we understand there are strategic considerations when it comes to Early
Decision, in the end we only want you to make a binding commitment to a school where
you are sure you will thrive and be happy.
A Note about Independent College Consultants
The BUA College Counseling team is your student’s primary and best-resourced
advocate in the college process. We pride ourselves on providing honest, professional
and thorough support to BUA students and families. The independent college
counseling profession came into existence as a result of inadequate counseling
resources at public high schools. Some BUA families wonder if they should hire an
independent counselor, but given the breadth and depth of resources our office can
provide, we do not feel this is a necessary use of your energy and resources. Time
spent with an independent counselor can lead to conflicting and sometimes inaccurate
advice, putting the student in a stressful and even detrimental position. The more time
and effort a student puts into the process with us, the more significant an impact we can
have on their journey. It is also important to keep in mind that we are the primary
advocates for students in the process and have the opportunity to engage directly with
admissions officers to ask questions and understand context.
In the case that you determine your child will benefit from the services of an
independent counselor, we would ask that you share their contact information so that
we can work collaboratively to support your child. It is also critical that students remain
fully engaged with BUA’s thoughtful and deliberate college counseling process.
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Financial Aid and Scholarships
Forms
Two forms that families applying for financial assistance should be aware of are the
FAFSA (Free Application for Federal Student Aid) and the College Board’s CSS
(College Scholarship Service) Profile. The FAFSA is required by all US colleges and
universities, and is usually available online by October 1. Not all schools require the
CSS Profile; a list of the institutions that utilize it can be accessed here.
Both forms are available only online:
FAFSA – https://fafsa.ed.gov
CSS Profile – https://student.collegeboard.org/css-financial-aid-profile
Sources and Purposes of Student Financial Aid
There are two primary sources of financial aid:
1) Need-based aid, which constitutes the major portion of assistance available
for post- secondary education. Eligibility for need-based aid is based upon the
difference between the cost-of-attendance and the family’s calculated Student
Aid Index, and
2) Merit-based aid, which is generally given to students in recognition of special
skills, talent and/or academic ability.
Within the category of need-based assistance, there are two types of aid:
1) Grant aid which, as the name implies, does not have to be repaid and does
not require a service commitment, and
2) Self-help assistance which consists of loans (which require repayment) and
employment (part-time jobs, often within the institution).
These types of assistance, grant aid and self-help aid, are derived primarily from four
sources – institutional, private, state, and federal. Institutional sources of aid are
provided and controlled by the institution, while private sources of aid are derived from
community organizations, foundations, professional associations, corporations and
commercial lending institutions. To learn more about these opportunities, you may refer
to www.fastweb.com.
State sources of aid are usually administered through a state agency and include grants
and scholarships. The federal government is the largest single source of student
financial aid funds. The programs include Federal Pell Grants, Federal Supplemental
Educational Opportunity Grants, , and Federal Work-Study – as well as Federal Stafford
Student Loans and Federal PLUS Loans. Funds for these programs are appropriated
annually by congress and a brief description of each program follows:
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1. Federal Pell Grant – Pell Grants, for many students, provide a “foundation” of
financial aid, to which aid from other federal and non-federal sources may be
added. Unlike loans, grants don’t have to be paid back. To apply for a Pell Grant,
you simply file a FAFSA. By filing a FAFSA you will automatically be considered
for the Pell Grant Program and the institutions that you list in the space provided
on the form.
To determine if you are eligible, the Department of Education uses a standard
formula, revised and approved every year by congress, to evaluate the
information you report when you apply for a Pell Grant. The formula produces a
Student Aid Index number. Your Student Aid Report (SAR) contains this number
and will tell you whether you are eligible for a Pell Grant. Pell awards will
continue to be limited with a ceiling which may vary each year.
2. Federal Supplemental Educational Opportunity Grants– A Supplemental
Educational Opportunity Grant is for undergraduate students having the greatest
financial need (with priority given to Pell Grant recipients), and it does not have to
be paid back.
The Department of Education guarantees that each participating school will
receive enough money to pay the Pell Grants of its students. An SEOG is
different. Each school receives a set amount of money for SEOGs, and when
that money is gone, there are no more SEOGs for that year. Therefore, it is
imperative to meet the school’s financial aid application deadlines.
3. Federal Work Study Program – The Federal Work Study Program provides jobs
for undergraduate students who need financial aid. Your pay will be at least the
current federal minimum wage, but it may also be related to the type of work you
do and its difficulty. Your total FWS award depends on your financial need, the
amount of money your school has for this program, and the amount of aid you
get from other programs. The financial aid office at the college you plan to attend
is responsible for determining your eligibility and will offer you the opportunity to
apply for certain on-campus or off-campus FWS jobs.
4. Federal Stafford Loans - Stafford Loans are low-interest loans that are made to
students. The idea is to provide loan options for students who might otherwise
not be able to take out a loan with a private lender because of an insufficient
credit history. There are two kinds of Stafford Loans - subsidized and
unsubsidized. With a subsidized loan, the interest doesn't start adding up until
after you leave school - the federal government pays the interest while you're in
school. With an unsubsidized loan, you are responsible for the interest that
accrues during your time in college. Unsubsidized loans are open to anyone,
regardless of need, but subsidized loans are only offered to students who
demonstrate financial need. Many students combine subsidized and
unsubsidized loans to reach the maximum amount permitted each year.
31
5. Federal PLUS Loans - PLUS enables parents to borrow money for each
dependent undergraduate student enrolled in school at least half time. Parents
may finance up to the full cost of each student's education each academic year,
minus grants and other financial aid received. Parents do not have to prove
financial need; however, a credit check is required. Parents who do not pass the
PLUS credit checks may still be eligible, if they have a credit-worthy, endorser.
These loans have the highest interest rate of the federal loan programs.
Most institutions award financial aid as a “package,” which means that you receive a
combination of scholarship or grant, loan and campus job. You can choose to accept
none, some or all forms of assistance. Feel free to bring in your financial aid awards to
the college counseling office if you’d like some assistance evaluating offers.
Net Price Calculators
All colleges are federally required to post a Net Price Calculator on their website. The
NPC is intended to help families gain a sense of what a financial aid package might look
like from individual colleges and can usually be found on the college’s financial aid
page.
Not all NPCs are the same, though. Some NPCs ask very few questions and return less
reliable results. Others ask many very specific questions and return clearer results.
Some NPCs offer insight into how merit scholarships might impact a need-based
financial aid decision, others don’t. In all cases, the resulting data is only as good as
the data going in – so if you are estimating family income, asset values, etc., then the
net price the calculator returns will be less reliable.
In the case of divorced parents, please know that common practice is to ask both
parents to contribute to the cost of a student’s education. NPCs are not generally set up
to calculate costs for divorced families – therefore each parent should expect to fill out
the NPC separately, then adding together the two results to determine the total Student
Aid Index.
Please print out a copy of all NPC results, and file those away for comparison against
actual financial aid packages – your copies may provide some leverage if a college
offers your family less financial assistance than the NPC suggested.
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College Planning Calendar
JUNIORS
______________________________________________________________________
SEPTEMBER
___ Check College Counseling Office communications or Naviance for colleges
visiting BUA.
___ Get a strong start on junior year classes.
___ Get involved! Genuine investment in 1-2 activities is better than token
participation in many.
___ Register through BUA for the PSAT.
___ Fall weekly junior class meetings begin with the college counselors.
______________________________________________________________________
OCTOBER
___ Take the PSAT. Read the PSAT/NMSQT Student Bulletin and take the sample
test in advance.
___ Attend college representative visits at BUA; attend local receptions hosted by
colleges.
___ Register for AP exams, if recommended.
______________________________________________________________________
NOVEMBER
___ Take advantage of Revolution Prep’s free Mock ACT for an unofficial early
indication of ACT performance.
___ Parents are invited to attend Junior Parent Night in mid-November.
___ Continue to put forth your best academic efforts in these last two years.
______________________________________________________________________
DECEMBER
___ Finish the fall semester strong in your BUA and BU courses.
33
___ Take advantage of the December break to relax and recharge.
______________________________________________________________________
JANUARY
___ Complete the first junior questionnaire.
___ Attend First Junior Meeting with your college counselor.
___ Continue college exploration and research.
___ Junior Parent Night in mid-to-late January.
______________________________________________________________________
FEBRUARY
___ Take advantage of Revolution Prep’s free Mock SAT for an unofficial early
indication of SAT performance.
___ Register for March SAT Test, if recommended.
___ Attend Second Junior Meeting with your college counselor to develop a
preliminary college research list that matches your interests and goals.
___ Parents are encouraged to complete their Parent Narrative.
___ Schedule spring break college visits.
_____________________________________________________________________
MARCH
___ Submit course request form for senior year classes.
___ Register for April ACT, if recommended.
___ Take SAT, if recommended.
___ Register for SAT in May and/or June, if recommended.
___ Use spring break as an opportunity to visit colleges; continue to research
colleges on your preliminary college research list.
___ Plan for summer job, volunteer experience, or research/internship opportunity.
Check out resources in the College Counseling Office for summer opportunities.
______________________________________________________________________
34
APRIL
___ Register for May SAT, if recommended.
___ Visit and research colleges. Attend BISCCA Fair in the Boston area.
___ Work with your college counselor to identify two BUA teacher recommenders.
___ Take ACT, if registered.
_____________________________________________________________________
MAY
___ Register for June ACT or SAT Test, if recommended.
___ Take SAT Test, if registered.
___ Utilize Naviance and other tools to research colleges of interest, note application
types and deadlines.
______________________________________________________________________
JUNE
___ Take SAT Test, if registered.
___ Continue to research colleges and plan summer visits, if possible.
___ Attend the BUA college essay writing workshop.
___ Register for July ACT, if recommended.
______________________________________________________________________
JULY
___ Register for August SAT, if recommended.
___ Take ACT exam, if registered.
___ Visit college campuses, participate in college interviews, work on college essay
draft(s).
___ Have a conversation with your parent(s) about whether you will plan to apply for
financial aid.
35
SENIORS
AUGUST
___ Register for September ACT, if recommended.
___ Visit college campuses, participate in college interviews, work on college essay
draft(s).
______________________________________________________________________
SEPTEMBER
___ Share your personal statement/college essay with your college counselor.
___ Register for the October or November SAT, if recommended.
___ Register for the October ACT, if recommended.
___ Attend weekly “Senior Class Meeting” with BUA college counselors.
___ Encourage parents to attend Senior Parent Night in early September.
___ Attend meetings with college representatives visiting BUA.
___ Attend September Senior Meeting with your college counselor.
___ Edit and polish personal statement and begin working on school-specific essays.
___ If applying to schools in the United Kingdom, complete the UCAS application.
___ Reduce list of colleges to fifteen or fewer.
___ Take the ACT exam, if registered.
______________________________________________________________________
OCTOBER
___ Attend Common App Review Meeting with your college counselor.
___ Review your transcript and submit your Transcript Authorization Form.
___ Register and review for November SAT, if recommended.
36
___ Take SAT Test and/or ACT, if registered.
___ Attend college representative meetings.
___ Check financial aid requirements for schools to which you plan to apply EA or
ED; begin FAFSA and/or CSS Profile, as needed.
___ Continue to work on college-specific essays.
______________________________________________________________________
NOVEMBER
___ Take the SAT Test, if registered.
___ Submit your Final College List to your college counselor.
___ Complete and submit University of California system application (open November
1-30), if interested.
___ Register for December ACT and/or SAT Tests, if needed.
___ Request interviews at colleges of interest, continue working on supplemental
essays.
______________________________________________________________________
DECEMBER
___ Take ACT and/or SAT Tests, if registered.
___ Be aware of all application and financial aid deadlines.
___ Complete FAFSA and CSS Profile, if necessary.
___ Finish the fall semester strong in your BUA and BU courses.
___ Plan to submit all regular decision applications by late December.
______________________________________________________________________
JANUARY
___ Complete the Free Application for Federal Student Aid (FAFSA) as needed for
Regular Decision schools.
___ Attend college interviews by invitation.
______________________________________________________________________
37
FEBRUARY
___ Monitor application portals for application status. Let the College Counseling
Office know immediately if any credentials are missing from your admission files.
______________________________________________________________________
MARCH
___ Regular Decision results are posted/mailed in mid-late March. Prepare for their
arrival.
______________________________________________________________________
APRIL
___ Review your acceptances and financial aid offers with your college counselor.
___ Visit the colleges of your choice before making the final decision.
___ Notify the college of your choice. Send enrollment deposit to be received by May
1
st
(or by the college’s enrollment deadline).
___ Make decisions about any waitlist offers you may have received.
______________________________________________________________________
MAY
___ Notify schools you have decided not to attend.
___ Ensure your Naviance is updated with all of your college admission decisions.
___ Send an official BU transcript from the BU registrar to your college destination
once final grades are posted if you are interested in seeing if that will impact your
placement in classes.
38
Helpful Websites and References
Naviance – Web-based college research and application program (BUA students provide
with logon information in fall of junior year; parents are provided logon information in January
of child’s junior year)
Massachusetts Educational Financing Authority (MEFA) – resource for students/families
from Massachusetts applying for financial aid
OSFA (Office of Student Financial Assistance) – resource for students/families from
Massachusetts applying for financial aid
Fastweb – personalized scholarship search tool
College Board – SAT, Subject Tests, CSS Profile, test registration, tools and tips
ACT – ACT registration, tools and tips
National Association for College Admission Counseling – web resources and national
college fair information for students
National Collegiate Athletic Association - Information for the student athlete
NCAA Eligibility Center – Registration site for recruited athletes
FAFSA – Free Application for Federal Student Aid
FAFSA FSA ID – ID required for FAFSA application, submission
CSS Profile – Financial Aid form required by some private colleges
FinAid – personalized scholarship search tool
FinAid calculator tool – Loan, estimated family contribution calculations
Common Application – Home of the application, the list of schools accepting the application,
additional requirements by each school
Peterson’s Guide – Searchable database of college profiles, scholarships, etc.
Cappex – Search engine for scholarships
Going Merry – Scholarship search and application platform
39
Appendix 1: Terminology
There are some terms and concepts with meanings specific to the college search and
application process, including financial aid. Here are some we think are particularly
helpful, originally edited from the Peterson’s College Planner.
Accelerated study — This program allows you to graduate in less time than is usually
required. For instance, by taking summer terms and extra courses during the academic
year, you could finish a bachelor’s degree in three years instead of four.
Admissions decisions:
● Admit — You’re in! You are being offered admissions to the college to which you
applied.
● Deny — You are not in. The decision is made by the college or university
admissions committee and is forwarded to you and your high school.
● Waitlist — You are not in yet but have been placed on a waiting list in case an
opening becomes available. Schools do not typically rank a waitlist; instead, they
wait to see what “holes” they have in their freshman class before determining
who to admit from the waitlist (IF space is available). Sometimes a school might
admit students from the waiting list who can erase a gender imbalance, or who
have a particular academic or extracurricular interest. And oftentimes, schools
are not able to offer (m)any students who are placed on the waiting list a spot in
their class because they meet their enrollment targets through their initial offers
of admission.
● Defer – You applied Early Decision or Early Action, but a final decision on your
file is being postponed until the spring. Usually, this means a college wants to
see your first semester grades from senior year, and/or they want an opportunity
to reassess your candidacy in the context of their entire applicant pool.
American College Testing (ACT) Program Assessment — An alternative to the SAT, this
test has gained wide acceptance by a broad range of institutions in recent years and is
given during the school year at test centers. The ACT tests English, mathematics,
reading, science reasoning, and writing and offers an optional essay. The composite
score is the average of all four tests; the maximum score on each major section is 36;
the maximum score for the essay is 12.
Award package — This is the way colleges and universities deliver their news about
student eligibility for financial aid or grants. The most common packages include Pell
Grants, Stafford Loans, and Work Study.
Bachelor’s or baccalaureate degree — The degree received after the satisfactory
completion of a full-time program of study or its part-time equivalent at a college or
university. The Bachelor of Arts (B.A) and the Bachelor of Science (B.S.) are the most
common baccalaureates.
40
Candidates Reply Date Agreement (CRDA) — If admitted to a college (not in Early
Decision), a student does not have to enroll until May 1. This allows time for a student to
hear from all the colleges to which the student applied before having to make a
commitment to any of them. This is especially important because financial aid packages
vary from one school to another, and the CRDA allows time to compare packages
before deciding. May 1 is a US reply date; students who have applied to schools outside
of the US may be expected to make a final decision before that date.
College Scholarship Service (CSS) — When the federal government edited the FAFSA
form many years ago, the College Board created this program to assist postsecondary
institutions, state scholarship programs, and other organizations in measuring a family’s
financial strength and analyzing its ability to contribute to college costs. CSS processes
the PROFILE financial form that students may use to apply for non-federal aid. This
form is required by many private colleges and universities along with the FAFSA when
seeking financial aid from these institutions. Participating colleges and universities
indicate whether they require this form.
Common Application — The primary tool students use to apply to college. The
Common Application is presently accepted by over 900 independent colleges. Students
complete the information on the standardized form and then submit it to any of the
schools listed as accepting it. Some schools also require an additional supplementary
application – consisting of school-specific questions and essays.
Cooperative education (co-op) — A college program that alternates between periods of
full-time study and full-time employment in a related field. Students are paid for their
work and gain practical experience in their major, which helps them apply for positions
after graduation. It can take five years to obtain a baccalaureate degree through a co-op
program.
Credit hours — The number of hours per week that courses meet are counted as
equivalent credits for financial aid and used to determine your status as a full- or
part-time student.
Cross-registration — The practice, through agreements between colleges, of permitting
students enrolled at one college or university to enroll in courses at another institution
without formally applying for admission to the second institution. This can be an
advantage for students in a smaller college who might like to expand options or
experience another learning environment.
Defer — the admissions decision is being moved to a later date.
Early Action (EA) — A non-binding application program through which a student applies
to a college in the fall of senior year (typically by November), and receives a decision
“early” (typically by mid-December). If accepted, the student is not obligated to attend
that institution but can bank this admission and still apply to other colleges during the
regular admission cycle.
41
Early Decision (ED) — A program through which a student applies to a college in the
fall of senior year (typically by November), and receives a BINDING decision “early”
(typically by mid-December). The student, a parent/guardian, and guidance counselor
all must sign a contract with the school at the time of application that indicates that if
accepted, the student is obligated to attend that institution. Some colleges offer two
rounds of Early Decision with staggered deadlines. In some cases, applying ED I or ED
II might offer a higher chance of admission than Regular Decision.
Federal Pell Grant Program — This is a federally sponsored and administered program
that provides grants based on need to undergraduate students. Congress sets the
appropriation each year, with maximum awards currently in the mid-$6,000 range. This
is “free” money because it does not need to be repaid.
Federal Stafford Loan — A federal program based on need that allows a student to
borrow money for educational expenses directly from banks and other lending
institutions (sometimes from the colleges themselves). These loans may be either
subsidized or unsubsidized. Repayment begins six months after a student’s course load
drops to less than halftime.
Federal Work-Study Program — A federally financed program that arranges for students
to combine employment and college study; the employment may be an integral part of
the academic program (as in cooperative education or internships) or simply a means of
paying for college.
Free Application for Federal Student Aid (FAFSA) — This is the federal government’s
instrument for calculating need-based aid. It is available online at www.studentaid.gov.
The form is available in October; students should pay close attention to each school’s
financial aid deadline to ensure they are given consideration for any aid for which they
are eligible.
Financial aid gapping — The difference between the amount of a financial aid package
and the cost of attending a college or university. The student and their family are
expected to fill the gap through personal funds, loans, outside scholarship, etc.
Grants — These are financial awards that are usually dispensed by the financial aid
offices of colleges and universities. The awards may be need- or merit-based. Most are
need-based. Merit-based awards may be awarded on the basis of excellence in
academics, leadership, volunteerism, athletic ability, or special talent, and are only
available at certain colleges.
Greek life — This phrase refers to sororities and fraternities. These organizations can
have great impact on the campus social life of a college or university.
Honors program — Honors programs offer an enriched, top-quality educational
experience that often includes small class size, custom-designed courses, mentoring,
enriched individualized learning, hands-on research, and publishing opportunities. A
42
handpicked faculty guides students through the program. Honors programs are a great
way to attend a large school that offers enhanced social and recreational opportunities
while receiving an Ivy League-like education at a reduced cost.
Independent study — This option allows students to complete some of their credit
requirements by studying on their own. A student and his or her faculty adviser agree in
advance on the topic and approach of the study program and meet periodically to
discuss the student’s progress. A final report is handed in for a grade at the end of the
term.
Interdisciplinary — Faculty members from several disciplines contribute to the
development of the course of study and may co-teach the course.
Internship — This is an experience-based opportunity, most often scheduled during
breaks in the academic calendar, whereby a student receives credit for a supervised
work experience related to his or her major.
Major/Concentration — The concentration of a number of credit hours in a specific
subject. Colleges and universities often specify the number of credits needed to receive
a major, the sequence of courses, and the level of course necessary to complete the
requirements.
Merit awards, merit-based scholarships — More “free” money, these awards are based
on excellence in academics, leadership, volunteerism, athletic ability, and other areas
determined by the granting organization, which can be a college or university, an
organization, or an individual. They are not based on financial need.
Need-blind — Admissions decisions made without reference to a student’s financial aid
request, that is, an applicant’s financial need is not known to the committee at the time
of decision.
Open admissions — A policy of admission that does not subject applicants to a review
of their academic qualifications. Many public junior/community colleges admit students
under this guideline, that is, any student with a high school diploma or its equivalent is
admitted.
PSAT/National Merit Scholarship Qualifying Test — This test, given in October,
duplicates the kinds of questions asked on the SAT but is shorter. Usually taken in the
junior year, the test also acts as a qualifying instrument for the National Merit
Scholarship Awards Program.
Reserve Officers’ Training Corps (ROTC) — Each branch of the military sponsors an
ROTC program. In exchange for a certain number of years on active duty, students can
have their college education paid for up to a certain amount by the armed forces.
43
Residency requirement — The term has more than one meaning. It can refer to the fact
that a college may require a specific number of courses to be taken on campus to
receive a degree from the school, or the phrase can mean the time, by law, that is
required for a person to reside in the state to be considered eligible for in-state tuition at
one of its public colleges or universities.
Restrictive (or Single Choice) Early Action — A type of Early Action, non-binding
application which limits additional EA and ED applications an applicant can submit.
Retention rate — The number and percentage of students returning for the sophomore
year.
Rolling admissions — Though there may be a deadline for application submission, a
college’s freshman class is filled as applications are read and as admission decisions
are read. This concept is used most often by state universities. Responses are received
within three to four weeks. If admitted, a student is not required to confirm, in most
cases, until May 1. Out-of-state residents applying to state universities should apply as
early as possible.
SAT Reasoning Test — Also known as “board scores” because the test was developed
by the College Board. The SAT consists of two major categories (‘Evidence-Based
Reading & Writing’ and ‘Math’). It is given throughout the academic year at test centers.
The maximum combined score is 1600.
Single Choice Early Action — See ‘Restrictive’ Early Action entry above.
Student Aid Index — Previously known as the Expected Family Contribution (EFC), this
is the amount of financial support a family is expected to contribute toward a child’s
college education. This amount is part of the formula used by the federal government to
determine financial aid eligibility using the FAFSA form.
Waiver to view recommendations — Students sign a form electronically for the Common
Application to waive their right to see a recommendation letter during the application
process. This is in line with BUA’s policy of not sharing recommendation letters with
students.
Yield — The percentage of accepted students who will enter a college or university in
the freshman class; these students have received formal acceptance notices and must
respond by May 1 with their intention to enroll. The more competitive the school, the
higher the yield percentage.
44
Appendix 2: Campus Visit Clusters
Boston Area
Boston University
Northeastern University
Harvard University
Boston College
Brandeis University
Tufts University
MIT
Babson College
Bentley College
Emerson College
Wellesley College
Olin College
Simmons College
Wentworth Institute of Technology
Wheaton College
Western Massachusetts Area
UMass Amherst
Smith College
Mount Holyoke
Amherst College
Williams College
Hampshire College
Upstate New York
Skidmore College
Union College
RPI
Syracuse University
Colgate College
Hamilton College
Cornell University
Ithaca College
University of Rochester (and
Eastman/Music)
Rochester Institute of Technology
Clarkson University
Hobart and William Smith Colleges
Connecticut/Rhode Island
University of Connecticut – Storrs
Campus
Connecticut College
Wesleyan University
Fairfield University
Trinity College
Yale University
Brown University
Providence College
Roger Williams University
University of Rhode Island
Rhode Island School of Design
Worcester Area
Clark University
College of the Holy Cross
Assumption College
Worcester Polytechnic Institute
Vermont/New Hampshire/Maine
Middlebury College
University of Vermont
Bennington College
Champlain College
University of New Hampshire
Dartmouth College
College of the Atlantic
Bates College
Bowdoin College
Colby College
St. Michael’s College
New York City
Barnard College
45
Columbia University
Cooper Union
The New School
Fordham University
New York University
Pace University
Hofstra University (Long Island)
Stevens Institute of Technology (NJ)
Fairleigh Dickinson University (NJ)
Rutgers University (NJ)
Drew University (NJ)
Philadelphia and Suburbs
University of Delaware
Drexel University
University of Pennsylvania
Temple University
Princeton University
Lehigh University
Lafayette College
Villanova University
Bryn Mawr College
Haverford College
Swarthmore College
Dickinson College
Gettysburg College
Franklin & Marshall College
Muhlenberg College
Ursinus College
St. Joseph’s University
Washington DC/Baltimore Area
The George Washington University
Georgetown University
American University
Howard University
The Catholic University of America
University of Maryland – College Park
George Mason University (NoVA)
Johns Hopkins University
St Johns College
Goucher College
Loyola College of Maryland
Virginia/North Carolina
University North Carolina – Chapel Hill
University of Virginia
Duke University
Elon University
Hampton University
Wake Forest University
College of William & Mary
University of Richmond
Washington & Lee University
Davidson College
Guilford College
Ohio/Pittsburgh
Case Western Reserve University
Carnegie Mellon University
Allegheny College
University of Pittsburgh
Denison University
Miami University of Ohio
Ohio Wesleyan University
Kenyon College
Oberlin College
The Ohio State University
College of Wooster
Ohio University
Chicago/Southern Wisconsin
DePaul University
University of Chicago
Northwestern University
University of Wisconsin – Madison
Marquette University
Lake Forest College
Beloit College
Lawrence University
Ripon College
Kalamazoo College
Minnesota/ Iowa/Colorado
Carleton College
46
Macalester College
St. Olaf College
University of Minnesota – Minneapolis
Grinnell College
Cornell College
University of Iowa
Colorado College
University of Colorado – Boulder
University of Denver
Air Force Academy
Northern California
Stanford University
University of California – Berkeley
University of California – Davis
University of California – Santa Cruz
Santa Clara University
Pacific Northwest
Lewis and Clark College
Reed College
University of Oregon
Willamette University
Evergreen State College
University of Puget Sound
Whitman College
University of Washington – Seattle
University of British Columbia
Atlanta Metro
Emory University
Agnes Scott College
University of Georgia
Georgia Tech
Morehouse College
Clark Atlanta University
Spelman College
Oglethorpe University
Savannah College of Art and Design
Mercer University
Southern California
University of Southern California
University of California – Los Angeles
University of California – San Diego
University of California – Santa Barbara
Loyola Marymount University
University of San Diego
Chapman University
Claremont Colleges (Claremont
McKenna, Harvey Mudd, Pitzer,
Pomona, & Scripps)
Occidental College
Pepperdine University
California Institute of Technology
(CalTech)
Whittier College
University of Redlands
47
