College Planning for Gifted and Talented Youth (continued)

Parents can support an effective guidance program by participating in school career centers and providing students with opportunities for enrichment.

Learning About Colleges

Learning about colleges is a two-step process. Step 1 involves collecting general information by reading, talking with people (asking questions), and visiting colleges. By the end of 11th grade, the student should be able to develop a list of 10 to 20 colleges based on personal criteria. Step 2 involves analyzing and evaluating information. Students should be attuned to their needs and be creative researchers. By the middle of 12th grade, the student should be able to narrow his or her list to five or six colleges, taking into consideration (a) personal values, interests, and needs; (b) the variety and range of available college opportunities; (c) realistic constraints such as cost and distance; and (d) the method used by the colleges to select a freshman class (selectivity factor). The final list should include a safety school (one that will definitely accept the student), a long shot (admissions criteria are slightly beyond the student's credentials), and three or four colleges having admissions criteria that match the student's credentials.

Some gifted students are drawn to the most selective colleges and universities, schools that receive more than 10 applications for every freshman vacancy. A student who aspires to a highly selective college can expect a highly competitive application review. Students should understand that the way they address the application process may be the critical factor determining acceptance or rejection.

The application requires the following two kinds of information:

   1. Objective information including biographical data, information on academic performance, standardized test scores such as SATs or ACTs, Achievement Test scores, advanced placement (AP) examination grades, and additional numerical information.

   2. Subjective information including extracurricular activities, recommendations, essay and/or personal statement, and a personal interview.

What Colleges Look For

• Academic performance: Grade point average and class rank.
• Academic rigor: Evidence of superior ability in the form of honors, GT, or AP courses. (Some colleges ignore honors or GT classes because they are of unknown quality.)
• Depth of study in areas such as foreign languages and mathematics.
• Quality: Four or five academic subjects each year (English, mathematics, science, history, language).
• Balance: Evidence that the student took a broad curriculum (mathematics and science, history, and English courses)
• Trends: Evidence as to whether the student's grades are gradually improving each year. Recent performance is the most important indicator of the student's current level of ability and motivation.
• Consistency: The parts of the application should fit together to provide a common theme and make the student "come alive" on paper. Recommendations should support and be consistent with both the academic record and what the student says about himself or herself. A quirk in the transcript (e.g., a low grade in an academic course during 11th or 12th grade) should be accompanied by an explanation. High SAT scores combined with a relatively low GPA provide an inconsistent picture of an applicant (e.g., high ability/low motivation). The student should address these situations in an essay or personal statement.
• Standardized tests: PSATs, SATs, ACTs, and Achievement Tests are the only objective way a college can compare students from all parts of the country. Some large universities screen a vast number of applicants by combining each student's SAT or ACT score with GPA and class rank. Students who are not good test takers should avoid such colleges or make sure that their scores are not so low that they can be eliminated from consideration. Selective schools may emphasize achievement test scores. If students wait until senior year, only three tests may be taken.
• Extracurricular activities and other supporting material: When highly selective colleges decide between two students who are academically equal, the creative presentation of extracurricular activities, the quality of recommendations, the essay or personal statement, the interview, and other supporting material make a difference.
• Community service: Admissions officers know that an altruistic student, one who contributes to community life without regard for compensation, is likely to contribute to college life, be academically successful, and form a long-term attachment to the college or university.
• Recommendations: Counselor and teacher recommendations should present a positive picture of the applicant, distinguish between the applicant and others who are equally qualified, and be consistent with the rest of the student's application.
• The application essay: The essay can reassure the admissions committee that the student is capable of college-level work. Many gifted students have a difficult time with open-ended questions. Some create beautiful prose that, on the surface, is convincing. A closer look may reveal that none of the ideas are documented, grounded in fact, or based on any genuine information.

A counselor's role as student advocate and resource does not end when letters of acceptance arrive. Some students have difficulty breaking away. These students spend years in academic and social activities that nurture close friendships, and they sense that their lives are about to change. Although this is true for adolescents in general, gifted students may especially need guidance activities that ease the transition from high school to college.