In the News…
Compare ACT – SAT Scores
July 15, 2013
Is a college degree worth the cost?
July 10, 2013
With the increases in college tuition and trillion dollars in student loan debt students are accumulating to earn their college degrees, there is a lot of debate as to whether a college degree is worth the time, money, stress, and commitment. Although the research is clear regarding the many intellectual, income, career mobility, and societal opportunities that accompany a college degree, there is other research that might guide a different conversation. The PayScale company publishes a ROI or Return On Investment ranking of colleges based on the cost to obtain a degree and the earning potential offered. They rank over 1,000 U.S. colleges and universities to determine the potential financial return of attending each institution given the cost of tuition and the payoff in median lifetime earnings associated with each school.
Some of the schools atop the listing are not surprising, i.e., CalTech, MIT, Stanford, and Harvard. However, other schools may be more surprising, i.e., Harvey Mudd (#1), Polytechnic Institute of New York (#3), and Colorado School of Mines. They profile the ROI by gender, major, and school type. It should also be noted that engineering schools are at the top of the list and schools where graduates pursue such careers as education and social work are at the bottom of the list. However, since it will cost a student and his or her family well over $100,000 to pay for the opportunity to obtain a college degree (whether a student actually graduates or not), knowing the potential return on your family’s investment should be considered in guiding your college choice and your choice of college majors.
Top Engineering Schools
Top Ivy League Schools
Top Liberal Arts Schools
Top State Schools
Needless to say, there are many well-known colleges and universities in the listing of schools with the greatest return on investment. However, there are also many lesser known schools that students and parents may want to take a closer look at when deciding where students will spend the four years of their life after high school and tens of thousands of dollars in the pursuit of a degree and career.
ACT College Readiness 2012: African Americans
July 9, 2013
Why focus on demographically identifiable subgroups?
One of the challenges in my work with schools, faith-based organizations, and community agencies is to get them to take a holistic view of student achievement within the context of demographically identifiable subgroups. By this, I mean raising the question, “How are students from our ‘demographic group’ faring in their journey from kindergarten through college?” The question itself provides a much more salient focus than does national high school graduation rates, college enrollment rates, student loan rates, and student performance. As Ministry Leaders for the Education Ministry at the Turner Chapel AME Churchin Marietta, Georgia, my wife and I must concern ourselves with how students like the students who attend our church are doing in their journey from kindergarten into college and careers. To do anything else would cloud our judgment and shift our focus from the challenges that are unique to their demographic group.
From the ACT report, “African American Students, The Condition of College & Career Readiness: Class of 2012” we learn that among 2012 high school graduates who took the ACT college entrance examination, the following reflected the percentage of all students who met the ACT college readiness benchmarks in the four subject-areas tested:
- 67 percent of all students met the benchmark in English
- 52 percent of all students met the benchmark in Reading
- 46 percent of all students met the benchmark in Mathematics
- 31 percent of all students met the benchmark in Science
While the percentage of all students meeting the college-readiness benchmarks may be disappointing, the percentage of African American meeting the benchmarks is tragic. Of the 222,237 African American high school seniors taking the ACT, there was as much as a three-fold gap in their performance and that of students from other demographic groups with only 5 percent of African American students meeting the college-readiness benchmarks in all four subject areas. As evidenced by the illustration below, it is critically important for students, parents, teachers, institutions, and organizations to take demographic subgroup performance data into consideration when determining the scope of what must be done (whether as an individual student choosing to participate in a study group, a parent choosing to enroll their child in tutoring, or an organization choosing to initiate a college/career readiness program).
What it Means and What We Must Do
Demographic subgroup data should:
- Sensitize students to how students from their demographic subgroup are performing in comparison to other students
- Provide a catalyst for conversations between teachers and parents concerned with intervention
- Guide organizations concerned with subgroup performance (i.e., faith-based institutions, sororities, fraternities, and community-based organizations) in developing initiatives and focusing their outreach efforts
A Working Model
National and local subgroup performance data (i.e., SAT/ACT scores, high school graduation rates, college enrollment rates, AP course enrollment, performance on state testing and end-of-course exams, and student loan debt) have been the driving force behind our work in the Turner Chapel AME Church’s Education Ministry. The types of initiatives we have implemented in response to such demographic subgroup data provides a model for other institutions and organizations concerned with the plight of the students and families they serve.
Information Workshops
The workshops that we provide sensitize students and parents to the tragically low K-12 student performance of African American students. Through the plethora of published research, we are able to paint a clear picture of performance outcomes for African American students during their P-16 journey from elementary school through college graduation. While the data is tragic for the entire group, only 10 percent of African American males are proficient in reading by 8th grade.
Beyond the raw data are research studies pertaining to the “anti-intellectual” peer culture many African American students find themselves confronted with where it is not cool to be black and smart. However, with over 60 percent of African American ACT-test takers enrolling into a postsecondary institution following their high school graduation, there is a very important context to frame all of this data in discussions with parents and their children,
“Only 5 percent of African American students are college-ready,
while 60 percent of African American students are pursuing college!
Subsequently, rather than languishing over the 95 percent
who are not college-ready at the end of 12th grade,
let’s focus on what we must do for the 60 percent
who are going to enter college! Placing the data into
such a context can lead to some very remarkable initiatives.”
Training Workshops
While the information workshops serve as a catalyst for parents and students to accept a proactive role in closing the gap between African American students and other subgroups, the training workshops provide the necessary guidance in closing the gap and expanding students’ college options. By drawing on the immense college knowledge and professional capacity of our church members, we offer workshops in essay writing, résumé development, interviewing, course planning, leadership, community service, choosing right summer camps, marketing students to top colleges, college and scholarship research, and college application packaging.
Academic Celebrations
In much the way as other communities make a big deal about athletic competitions, we make a big deal about academic achievement. We publicly acknowledge students in
grades K – 12 who earn a 3.0 GPA or higher through 2 bi-annual academic celebrations. Students earn an academic achievement medal, their names are printed in the church bulletin, they are publicly acknowledged via a PowerPoint presentation, their names are publicly called before the entire congregation, and they are publicly celebrated in a reception held in their honor.
Tutoring
To ensure that students who are inspired to do better can, and students who are doing well have the opportunity to pursue even more rigorous course work, we offer tutoring in math and reading.
CRCT Prep
To ensure that students in grades 3 – 8 are able to perform successfully on Georgia’s Criterion Referenced Content Tests, we offer two months of test prep sessions in reading and math.
The Next Episode
In response to well publicized research pertaining to the “college knowledge gap,” which
indicates that many African American students and families lack sufficient information pertaining to college planning, college readiness, and college access, we work monthly with high school juniors and seniors guiding them through the college planning and financial aid processes. Through these efforts we have students who have been recognized as Gates Millennium Scholars, Posse Foundation Scholars, and have received full need-based and merit-based scholarships to some of America’s best colleges and universities.
College Fair
To ensure that students are exposed to the full spectrum of colleges and universities, we host an annual college fair where some 50 colleges and universities from local technical schools to some of the country’s most highly selective colleges and universities are represented. Over 2500 students and parents annually have the opportunity to expand their understanding of what it takes to be admitted and what level of student performance is required to be college ready.
College Panel Discussion
We host an annual college discussion panel of current college students from a broad
range of public, private, technical schools, military service academies, selective, and highly selective colleges and universities who provide candid insight into how they got admitted, what they have to do to be successful, how much support their institution provide, the differences between PWIs and HBCUs, and what they wish they had done differently while attending high school.
College Tour
Beyond the college fair where students see brochures and listen to recruiters, we ensure that students are able to visit campuses and speak to admission officers face-to-face to further assist students in understanding what is required to be college ready and to be competitive in the college admissions process.
11th and 12th Grade College and Financial Aid Planning Cohorts
Our newest initiative is to work hands-on with 11th and 12th grade students and their parents to ensure that students are college ready, understand the many financial aid options and opportunities, and guided toward the right college choices based on each student’s unique need, gifts, talents, and circumstances.
High School Graduation Celebration
The annual high school graduation celebration provides a formal and very public opportunity to highlight where students have been accepted into college, how much money students have received in scholarships and institutional grants, and how successful students have been in their K-12 performance to ensure they are college ready.
All of these initiatives are in response to demographic subgroup data. Each initiative is led by a parent, educator, counselor, minister, or student who has accepted a role in increasing student outcomes. While anyone can look at student performance data and point the blame at schools, teachers, students, or families—it takes very special people to accept a personal role in changing outcomes. I believe that such special people exist within each church, fraternity, sorority, school, and community. Please contact us if you would like us to show you how to get started.
Contact us at: tcceducationministry@accessandequity.org
Visit our Facebook Page: Turner Chapel AME Education Ministry
Grinnell College Diversity Weekend
July 7, 2013
The Grinnell Diversity Preview Program offers you the chance to apply for a FREE trip to campus so you can discover your place at one the nation’s top liberal arts colleges. The 2013 Diversity Preview Program will be held from October 6-8.
Download the Diversity Preview Program Application 2013 orsubmit an application online, but please note the application requirements listed below!
Program participants will:
- Stay overnight with a current student host
- Go on a tour of the Grinnell campus
- Attend classes
- Have an admission interview
- Attend an information session on admission and financial aid
- Meet campus leaders
- Have lunch with professors and admission staff
Application requirements:
- Applicants must be high school seniors
- Student of color (African American, Latino, Asian, Native American) OR first in family to attend college
- Interest in liberal arts education (arts and humanities, mathematics and sciences, social sciences)
- Submit the Diversity Preview Program Application 2013OR submit an application online.
- High school transcript with SAT/ACT
- Activities resumé
Applications are due by September 6, 2013. The program is scheduled from October 6-8. If you have questions, please call the Office of Admission at 800-247-0113 between 8 a.m. and 5 p.m. (central). Please note that the Diversity Preview Program cannot accept applications from international students or transfer applicants.
Miami University Diversity Weekend
July 7, 2013
Bridges
Miami University is proud to present the Bridges program. This experience is designed for high-achieving diverse high school seniors from all over the nation who are interested in learning more about the educational opportunities at Miami. This is an all-expense paid (meals, lodging, entertainment, etc.) overnight program on Miami’s beautiful campus in Oxford, Ohio.
Transportation is provided for each session from the locations specified below:
| Session I October 27–28 | Session II November 3–4 | Session III November 10–11 | Session IV November 17–18 |
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Students who successfully complete the program, are accepted for Fall 2014 admission, and enroll at Miami University’s Oxford campus will receive a $10,000 scholarship awarded only to Bridges students.
- Students from underrepresented populations
- High school students graduating in 2014
- Minimum of 3.0 grade point average on a 4.0 scale or top 25% of graduating class
- College prep curriculum
- Demonstrated leadership/co-curricular involvement
The application for Bridges will be available August 1. Please check back for more information.
Ashley Lomax
Admission Counselor
513-529-8592
outreach@MiamiOH.edu
Middlebury College Diversity Weekend
July 7, 2013
Middlebury College invites you to visit our campus during our annual multicultural open house, Discover Middlebury, to be held in October. We are looking for students who are intellectually motivated and would like to explore the pursuit of higher education at a small liberal arts and sciences college.
The visit is open to seniors from traditionally under-represented groups: African American, Hispanic/Latino, Asian American, and American Indian students; students (regardless of ethnicity) with demonstrated financial hardship; and students who are first in their families to pursue a four-year college education. Unfortunately, international students or those living outside of the country cannot participate in this program.
Because Discover Middlebury is a popular program, we unfortunately cannot accommodate all applicants. There is a selective application process to fill the approximately 75 spaces available, with priority given to strong students who might not otherwise have a chance to visit campus. Meals and lodging will be provided free of charge by Middlebury College for all participants, and transportation will also be provided for students who will be financial aid applicants. Modes of transportation will vary depending on where a student is traveling from and may be by plane, train or bus.
Please apply via our online Discover Middlebury Application. (Coming in July) Students are responsible for completing the application which can be accessed via the link on the right, including unofficial copies of your high school transcript, your standardized test scores, and a brief statement to the Admissions Office.
We look forward to meeting you and assisting in your college selection process. If you have any questions, please e-mail the Middlebury College Admissions Office (admissions@middlebury.edu) or give us a call at 802.443.3000.
Oberlin College Diversity Weekend
July 7, 2013
Who is Eligible?
To apply, you must be a high school senior of color (African American, Asian/Pacific American, Latino/a, Native American). You must also be interested in a liberal arts education (Arts & Humanities, Math & Sciences, Social & Behavioral Sciences). Lastly, the program is only open to US Citizens and Permanent Residents.
Application Outline
The application consists of multiple parts outlined below. We must receive all parts by the applicable deadline:
- Application Form with short answer question. This section may be completed using the online application*, or you may mail or fax us the paper application. *There is a short answer required for the application. Be prepared to answer the following in 500 words or less: Since 1835 Oberlin has been a leader in diversity, becoming the first school in the nation to admit African Americans and adopting a policy to admit students regardless of race or gender. Knowing this, what do you feel you can contribute to Oberlin’s community and commitment to diversity?
- Completed and signed Counselor Form
- High School Transcript (unofficial copies are acceptable)
- SAT or ACT Scores
- Statement of Financial Responsibility
Review of applications will be holistic and decisions will be made up to two weeks prior to the program date. Acceptance to a program is very competitive as there are a limited number of spots available for each weekend.
Deadlines
| Program Date | Application Due |
| October | September |
| November | October |
| December | November |
Carleton College Diversity Weekend
July 7, 2013
Carleton College invites under-represented students to sample one of the best liberal arts colleges in the nation. Visit a class, meet current students, explore our campus, meet with faculty members, and stay overnight with a student host. You’ll also meet other high school seniors excited about getting a taste of Carleton.
What happens at the Taste of Carleton?
Thursday
- Arrive at Minneapolis/St. Paul Airport by 5 p.m. and take a shuttle to Northfield.
- Attend a welcome reception and meet your student host.
Friday
- Attend a class that suits your interests: anything from Principles of Psychology, to Genes and Evolution, toLatinas in Hollywood.
- Explore campus, tour the 880 acre Arboretum, chat with students in the Sayles-Hill student center, or attend our weekly convocation.
- Have an interview with a member of the admissions staff.
- Get your student life questions answered by current students at a Q&A session.
- Sample Carleton’s night life.
Saturday
- Savor a final morning at Carleton before the shuttles depart for the airport.
Sound mouthwatering?
We’re still working on the 2013 details, including the dates and the applications, so hang tight — and make sure you’re on our mailing list so that we can keep in touch about TOC and other updates. If you’re wondering what the application looks like, check out last year’s form:
- Out-of-State Application from last year (non-Minnesota residents)
- Minnesota Application from last year (Minnesota residents)
Each applicant must return the completed application form and a high school transcript (with senior schedule) to be considered.
Application deadlines :
For Out-of-State Applicants: mid-September 2013
For Minnesotan Applicants: early October 2013
‘Explore Bowdoin’ College Diversity Weekend
July 7, 2013
The Explore Bowdoin program offers high-achieving students from diverse backgrounds the opportunity to visit Bowdoin’s campus. Because we understand that traveling may pose a significant financial burden for many families, the College covers the entire cost of the trip, including all transportation and meals.
There are two program dates available: September and November. For both programs, students spend Thursday to Sunday on the Bowdoin College campus. The deadlines for the the program applications are August and September respectively. Participants stay with current students in campus housing, attend classes, receive personal admissions interviews, and attend information sessions on admissions and financial aid.
To apply, complete the application at the link below. Please make sure to indicate your date preference. While we cannot guarantee each applicant her/his first choice of dates, we will make every effort to accommodate your preference. Please make sure that you do not have any scheduling conflicts for the date that you are selecting. If you have any questions about the program call or email Claudia Marroquin at (207) 725-3066, cmarroqu@bowdoin.edu or call Pat Folger at (207) 725-3878.
In addition to completing the online application, students will need to send a copy of their transcript (an unofficial copy is acceptable) for consideration. The transcript must be received by the deadline for the application to be considered complete. Applicants will be notified, via email, the week following the application deadline regarding our selections.
Bates College Diversity Weekend
July 7, 2013
Prologue: Open House Program for First-Generation-to-College Students and/or Students of Color
Three days on us to enjoy a slice of what Bates College has to offer. During the overnight program, designed by the Bates Office of Admission for first-generation-to-college and/or underrepresented high school seniors, you will:
- Attend a class of your choosing
- Stay with current Bates students
- Meet Bates faculty and staff
- Tour Bates’ beautiful, 109-acre campus
- Catch an information session
- Participate in an admission interview
- Attend academic, athletic, cultural and co-curricular events