College Planning Guide

The College Application

Some applications to colleges require only biographical information, answers to a few questions about an intended area of study, and a transcript. Most applications, however, have several components:

1. The student’s part of the application . In addition to biographical information, the student will provide information about courses taken, activities pursued in and out of school, leadership positions held, special contributions made to organizations, special talents and/or interests that have been pursued, honors and awards that have been earned, any employment experiences, and anything else that explains how the student has chosen to spend his/her time. The student will also be asked to write one, two, or several essays.
   
   
2. The transcript . The transcript is a record of courses taken and grades earned (only final grades and senior year quarter and/or semester grades appear on the transcript). Seniors are given the opportunity to review their transcripts for accuracy. The Upper School transcript is further supported by the Upper School Profile, including specifics about Waldorf philosophy and education and a junior year grade distribution.
   
   
3. A record of standardized testing . Although most colleges require standardized test results to be sent directly from the testing agency, the Upper School provides a “back-up” copy of the scores that occasionally proves useful when colleges do not receive the scores, or when they do not require the scores directly from the testing agency. For each application, the Guidance Office sends only those scores that the student directs us to send on the “blue sheet” (the cover sheet that accompanies every request for a transcript to be sent to a college or university).
   
   
4. A Secondary School Report (SSR) to be completed by the college advisor. Many colleges ask for information about the high school the student is attending—the size of the senior class, SAT averages for the class, whether the school is urban, suburban, or rural, the number of honors and Advanced Placement courses offered, the percentage of students who attend four-year colleges, etc. As a reminder, we do not rank students and this will be noted on any secondary school report form that asks for rank. Give this form to your college advisor with a completed “blue sheet” (extra copies of the blue sheet are available in the College Guidance Office).
   
   
5. Counselor Recommendation. The typical request from a college reads, “We are particularly interested in evidence about character, relative maturity, integrity, independence, values, and the things he or she is enthusiastic about, and any special talent or quality he or she possesses. (Avoid listing activities which are available elsewhere.) We are interested in specific events and unusual circumstances which will give us added insight into the strengths and weaknesses of the candidate.” The advisor’s statement is not solely the advisor’s personal assessment of the student. Because it is a statement of advocacy, information is gathered from teachers, peers, parents, and anyone else who may have submitted assessments of the student to the Upper School—community service supervisors, teachers in summer school and exchange programs, etc. Seniors have written a self-assessment, and are asked to respond to a special questionnaire provided by the college advisor. In one-on-one conversations with an advisee, the college adviser learns what each candidate being presented is most desirous of having shared with the college or university in order to enhance the advisee’s chance of a favorable admission decision.
   
   
6. Recommendations from teachers. Most colleges ask a candidate to submit one or two teacher recommendations so that they may learn something of the student’s learning style. The typical instruction to teachers reads, “What do you know of this student’s intellectual qualities? What are your impressions of the student’s academic priorities? We are especially interested in any evidence you can give concerning the nature of his or her motivation for academic work—the breadth and depth of intellectual interests—the originality, independence, and sensitivity he or she displays in course work—the quality of performance as compared to that of classmates.” Usually a student is free to choose a teacher “who knows [you] well,” but occasionally students are directed to include the current English teacher, or a teacher from a specific discipline. Please give your teachers plenty of time to complete these forms (three to four weeks). Teachers will not give you the recommendation letter, they will give it to the Guidance Office and it will be mailed with your transcript and school report. You may also want to place a post-it note with a reminder of the deadline on the form so that your teacher will know when it is due (especially the Steiner due date).
   
   
7. Financial aid forms . Student applying for need-based aid and/or merit scholarships need to be aware of each institution’s requirements for applying for financial assistance. Some require the FAFSA, some require the CSS Profile, and some require both.