Academic Planning

Most colleges offer students a variety of opportunities to apply for admission. The purpose of this posting is to assist students and parents in better understanding the early admissions cycles and any advantages students might realize by choosing an early admissions cycle over another.

Early Decision I and II (ED)

Early Decision is a binding contract. Some colleges offer Early Decision I and Early Decision II with different application deadlines. Students may apply to only one college via Early Decision. If the student is accepted, the decision is binding, which means that the student must enroll in the college and should withdraw their applications from any other schools to which they have applied. However, if admitted students can convince the college that the financial aid award is inadequate, the student may be released from the commitment to attend. Student is free to apply to an unlimited number of colleges via their regular decision cycle.

Advantages: The Early Decision pool of applicants is typically much smaller than the regular admissions pool. At all but the most highly selective colleges the chances of being accepted are greater—sometimes, substantially greater. The student receives an early admissions response, typically by December 15 of the student’s senior year of high school. Admitted students who apply for financial aid will also receive their financial aid award letter.

Disadvantages: Students must apply early. Application deadlines are typically between October 15 and November 15 of the student’s senior year of high school. The decision is binding and the student must make a commitment to attend the college loses any opportunity of comparing award letters from other colleges. The student loses any application fees paid to colleges to which the student has applied.

Click here for the Wesleyan University Early Decision I and II options…

Early Action (AD)

Early Action in most respects is similar to Early Decision with one significant exception—it is nonbinding. Under the Early Action program, many colleges do not have a limit on the number of colleges to which students may apply Early Action.

Advantages: Same as Early Decision with the additional advantage of being able to apply to more than one college under their Early Action program.

Disadvantages: Same as Early Decision with the exception that the decision is nonbinding and the student may continue to compare options and award letters from other colleges.

Click here the University of Georgia Early Action policy…

Single-Choice Early Action (SCEA) [also known as Restricted Early Action]

Under the Single-Choice Early Action program, students may apply to only one college as an Early Action or Early Decision candidate. However, the policy may allow students to apply to the Early Action program at public universities. It is important to understand the restrictions of the college to which students apply under the college’s SCEA progam. As in the case with Early Action, the decision is nonbinding.

Advantages: Same as Early Decision.

Disadvantages: Same as Early Decision with the exception that the decision is nonbinding and the student may continue to compare options and award letters from other colleges.

Click here for the Stanford University policy…

Click here for the Harvard University policy…

The Early Action/Decision acceptance rate versus the acceptance rate through the regular decision process can widely vary by college. U.S. News & World Reports provides a listing comparing the acceptance rates between Eagle Action candidates and students who applied via the college’s regular admissions cycle. Click here to view the listing…

The CollegeData website provides opportunities to compare the admission rates at most colleges and universities.

Click here for an example of the Amherst College Early Decision rate at CollegeData…

Click here for the article, “Advice on Applying to Top U.S. Colleges via Early Decision or Early Action.”

“Summer Melt” is a term traditionally used by college admissions officers to describe the phenomenon that students pay a deposit to attend a particular college but do not matriculate at that college the following fall. In The Forgotten Summer: The impact of college counseling the summer after high school on whether students enroll in college, Harvard researchers, Benjamin Castleman an Lindsay Page, provide insight into the percentage of students who, after being accepted into college, fail to actually enroll in any college following high school graduation. Their research identified:

• 10-20 percent melt nationally
• 21 percent melt in Boston, MA
• 22 percent melt in Fulton County Georgia
• 33 percent melt in Providence, RI
• 44 percent melt in the Southwest district in Texas

Some of the factors contributing to the failure of students to enroll into college were:

• Difficulty interpreting award letters and tuition bills
• Unanticipated costs (e.g., health insurance)
• Difficulty completing paperwork
• Lack of access to professional guidance

While the research suggests that schools can do more to support college-bound students during the summer immediately following high school graduation, it also suggests that faith-based and community organizations, fraternities, sororities, coaches, and others who are “connected” to students can play a significant role in guiding and supporting students following high school graduation through to college enrollment. The research caused me to reevaluate our role in the Turner Chapel AME Church Education Ministry. Although we have had a full range of college readiness and financial aid planning initiatives for several years, “Summer Melt” has not been one of the issues we have thought to consider. We have a large number of students who we have guided into college who return to participate in our annual college panel, however, we do not know if there are students who slipped through the cracks during the summer immediately following high school?

We can do more and we are committed to doing more.

Academic Undermatch

With only 57 percent of students attending 4-year colleges and universities receiving their bachelor’s degree in six years, it is important for students to choose the right college. But what is the “Right College?” Is it one where students attain their degree? Is it one where students have access to the necessary financial aid to reduce student loan debt? Is it one where students are engaged academically, nurtured socially, and are connected to the institution? Is it one where students develop a marketable skill set that will enable them to pursue jobs and careers? Is it one where students develop a network of social and professional contacts within the institution and that extend into the professional workplace? Is it one that is located close to home? Is it one that effectively prepares student for graduate school? Ideally, the right college would provide an affirmative answer to such questions based on their importance to the students who are applying to college. However, finding the right college match will also have to account for each student’s interest, gifts, talents, academic abilities, personality, best/worst learning situations, needed support, and career aspirations.

The term “academic undermatch” refers to when a student’s academic credentials permit them access to a college or university that is more selective than the postsecondary alternative they actually choose (Smith, Pender, Howell, Hurwitz). Academic undermatch may occur with as many as 41 percent of all students and may be significantly higher for students from lower income families, students who live in rural areas, and students from families where the student is the first in the family to attend college. Such students are less likely to have access to effective college planning or even engage in significant conversations about the types of colleges accessible to them. Without engaging in such conversations and lacking any formal curricular or co-curricular activities to engage them in college research and financial aid planning, they are not only likely to undermatch, they have no context for increasing the chances of making a good college match or even enrolling into college at all.

The research brief, “Maximizing the College Choice Process to Increase Fit & Match for Underserved Students” provides a working definition of “Fit” and “Match.”

Fit:a broad assessment of the extent to which an institution meets a student’s social, academic and financial needs. Considerations of fit may be based on a variety of factors, including location, academic programs and majors, class sizes, graduation and employment rate and support services offered.

Match:one aspect of fit—it refers to the relationship between institutional selectivity and students’ academic ability, and is usually assessed by ACT and/or SAT scores. Students often use “match” to assess their chances of being admitted to a particular institution and to determine where they will apply (Roderick et al. 2009). Those who choose to attend an institution with academic indicators (e.g., test scores) below their own are said to “undermatch” (Bowen et al. 2009).

The brief goes on to note:

“Attending a college that is a good fit and match is the optimal outcome of the college choice process—the steps students take to: 1) explore different types of institutions, majors, and financial aid options, 2) complete the admissions and financial aid processes, and 3) determine which institution to attend. The college choice process provides a framework for understanding the journey students take to arrive at their enrollment decisions. Several key factors influence the process, including parental education, socioeconomic status, students’ perceptions of college cost and financial aid, academic preparation, career aspirations, and the availability of information about college (Cabrera and La Nasa 2000).”

Although research shows that college completion rates rise with institutional selectivity, students should raise the question, “Do students from my cultural and socioeconomic background graduate at higher rates?” The following table shows the U.S. News and World Reports top ten ranked major colleges and universities(all of which are private institutions). The second table shows the U.S. News and World Reports top ten ranked liberal arts colleges(all of which are private institutions). The third table shows the graduation rates of students at ten of the largest public universities. Each table shows the 6-year graduation rates of white students and that of African-American and Hispanic students. Graduation rate data is taken from the U.S. Department of Education College Navigator.

Top Ten Ranked Major Universities

Top Ten Ranked Liberal Arts Colleges

Graduation Rates for State Universities

While degree completion rates do not tell the full story, it is undeniable that the degree completion rates are higher for all students who attend selective colleges and universities, particularly for students of color and those from lower income families. Perhaps answers to the following questions may provide guidance as to why degree completion rates at such institutions are so significantly higher:

• What type of financial aid policies are offered by the institutions?
• What type of academic support is offered by the institution and among students themselves?
• How large are the classes and what type of learning experience occurs within typical classrooms?
• What is campus culture like?
• How large is the student population and what are the socio-cultural norms embedded within the school community?
• What type of financial aid support do students need and what is the level of support provided from the office of financial aid?
• What is the academic calendar and what is the accessibility of student enrollment into the course work required for degree completion?

Although students of color and students from lower income backgrounds are more likely to attend a state university or public college within their state, research findings also reveal a number of reasons beyond location as to why such students choose to attend public in-state institutions and who are significantly less likely to identify the necessary “fit” and identify the right “match” in their college choices:

• Low-income students are less likely to plan for college early
• Underrepresented students have less access to comprehensive information
• Underrepresented students underestimate their eligibility for financial aid and overestimate college costs
• Underrepresented students often lack tangible parental support in the college choice process
• Underrepresented students are sometimes discouraged from attending certain types of institutions based on counselor’s and teachers cultural misperceptions
• Underrepresented students limit college choices to a smaller geographical range than wealthier students

The answers to such questions, as well as consideration of the research findings, can further explain the differences in degree completion rates between institutions. However, the question may be raised, “How does all of this relate to the issue of academic undermatch?” The answer is twofold:

1. Students of color and students from lower income backgrounds who meet the admissions requirements and enroll into highly selective private colleges and universities have significantly higher rates of degree completion.
2. Since African-American and Hispanic students disproportionately live in poverty and come from households where their parents are unlikely to be college graduates, even if they meet the criteria for admissions into highly selective colleges and universities, they are less likely to apply for admissions to such colleges (Smith, Pender, Howell, Hurwitz).

Although the tables provided here only compare graduation rates between 3 racial groups, students from all racial groups who come from lower income families or who live in rural communities are at risk of under matching in their college choices. It is important for all students to seek out their school counselor and local college planning support programs to assist in their college and financial aid planning efforts if they are to find the right college “fit” and “match.”

References

Maximizing the College Choice Process to Increase Fit & Match for Underserved Students. (2011). Research to Practice Brief. College Pathways Network.

Smith, J., Pender, M., Howell, H., Hurwitz, M. (2012). A Review of the Causes and Consequences of Students’ Postsecondary Choices. Advocacy & Policy Center. The College Board. <http://blogs.edweek.org/edweek/curriculum/LiteratureBrief_Undermatch.pdf>

Smith, J., Pender, M., Howell, H., Hurwitz, M. (2012). The CollegeKeys Compact: Getting Into College: Postsecondary Academic Undermatch. Advocacy & Policy Center. The College Board. <http://advocacy.collegeboard.org/sites/default/files/12b_6264_CollegeKeys_Brief_revise_WEB_120719.pdf>

Smith, J., Pender, M., Howell, H. (2012). The Full Extent of Student-College Academic Undermatch. Advocacy & Policy Center. The College Board. <http://www.aefpweb.org/sites/default/files/webform/Extent%20of%20Undermatch.pdf>