In the News…

Air Force ROTC, Army ROTC, and Navy ROTC Scholarships

December 20, 2011

For the student committed to becoming an officer in the military and able to successfully balance college and military training, the military scholarship program can be a pathway to a college degree and career. However, opting out of the military commitment, under certain circumstances, will require that the student repay all of the money paid toward the student’s tuition.

Air Force ROTC Scholarships

In Air Force ROTC, you’ll get to experience college life like every other student while developing lasting friendships and valuable leadership skills. All while paying for school with an AFROTC scholarship. To begin your future today, fill out a scholarship application by clicking on the link below.

Benefits

Air Force ROTC can take your college experience to the next level while helping you with the rising costs of education with an array of full or partial scholarships that cover:

  • Tuition and fees
  • Books and other expenses
  • Extra spending money

With an AFROTC scholarship, you’re free to concentrate on your studies and enjoy college instead of worrying about how to pay for it.

How It Works

Several steps are required when applying for an Air Force ROTC scholarship:

  • Complete your online application by December 1
  • Submit counselor certification/signed copy of transcript (must have a 3.0 GPA at end of 11th grade. Only 9th through 11th grades are considered), extracurricular activity (bubble) sheet, physical fitness assessment and résumé
  • Take and submit your SAT or ACT scores. No test scores taken after 1 Dec will be accepted. You must also have an ACT Composite of 24 (Writing Portion not included) or an 1100 SAT Score (We do not mix and match scores and Writing Portion is not included).
  • Meet with an Air Force officer

The opportunities that await those recipients of an AFROTC scholarship are worth the time it takes to apply. But don’t wait too long. The sooner you begin, the easier it will be to fulfill the application process.

Army ROTC Scholarships

Army ROTC scholarships consist of:

  • Two-, three-, and four-year scholarship options based on the time remaining to complete your degree
  • Full-tuition scholarships
  • The option for room and board in place of tuition, if you should qualify
  • Additional allowances for books and fees

Living Expenses

Army ROTC scholarships also provide monthly living allowances for each school year. You can earn certain amounts depending on your level in the Army ROTC curriculum:

  • 1st year, $300 per month
  • 2nd year, $350 per month
  • 3rd year, $450 per month
  • 4th year, $500 per month

This allowance is also available to all non-scholarship Cadets enrolled in the Army ROTC Advanced Course (3rd and 4th years).

Navy ROTC Scholarships

Applicants should use the online scholarship application to complete and submit all the required information. Applicants are asked to pick five colleges or universities on their scholarship application. Each school must be for a different NROTC unit and one must be a state school, not necessarily in the candidate’s home state. Each applicant must also select an academic program in which he/she wishes to major. All academic programs fall into three tiers relative to the Navy’s technical needs.

Scholarships will be awarded to an NROTC unit in conjunction with the academic major and tier the applicant specified on his/her application. If offered the scholarship, the student will be expected to attend the school at which their scholarship is placed.  In order to change this placement, the student must submit in writing to the NROTC Placement Office a request to change their placement.  The student must be mindful if they choose a cross-town school that there may be cross-town commuting costs and class timing issues which will need to be resolved. The enrolled school must support the academic major or equivalent for which the scholarship was awarded. Also, the student must have applied for admission to and been accepted at any school for which he/she wishes to utilize the scholarship.

This application is extensive and may require several hours to complete. We have provided an Application Information Checklist to assist you in gathering information and to ease the process of applying for a scholarship

The Minority Serving Institution (MSI) Scholarship Program

Beyond the national scholarship program, which is highly competitive, goes before a national review board, and has more aggressive deadlines, the NROTC offers scholarships to students who attend MSI schools, which encompass Historically Black Colleges and Universities (HBCU), High Hispanic Enrollment (HHE) schools, and other Minority Serving Institutions (MI). This list of schools are:

HBCU

Allen University
Clark Atlanta University
Dillard University
Florida A&M University
Hampton University
Howard University
Huston-Tillotson College
Morehouse College
Norfolk State University
Prairie View A&M Univ.
Savannah State University
Southern University and A&M College
Spelman College
Tennessee State University
Texas Southern University
Tuskegee University
Xavier University

HHE

Central New Mexico Community College
Pima Community College
University of New Mexico

Other MI (not HHE/HBCU)

Kennedy King College

Frederick C. Branch Marine Corps Leadership Scholarship

Nominations for the Frederick C. Branch Marine Leadership Scholarship, for Fall enrollment, will be accepted from 1 October to 15 July if applying through a NROTC unit.  If applying for the Four-Year scholarship board through the local Marine Recruiter, the NROTC on-line application will be used.  The deadline for completing online applications is 31 Jan.

THE FREDERICK C. BRANCH LEADERSHIP SCHOLARSHIP Program is named in honor of the first African American Marine Corps officer who was commissioned as a second lieutenant (2ndLt) on 10 November 1945.  It is available at 17 Historically Black Colleges and Universities (HBCUs) affiliated with NROTC.  The Four-Year program is open to civilians and Marines and the three- and two-year program is open to civilians and College Program Midshipmen that are attending or have been accepted and will attend a NROTC affiliated HBCU. This program is not open to U.S. Navy Scholarship Midshipmen or Marines in an Active Reserve status. Any eligible male or female of any race or ethnic background may be awarded a Frederick C. Branch Scholarship. Eligibility is determined primarily by attendance at an HBCU.  Scholarships and benefits are the same as those of any NROTC Marine Option Scholarship student.

Affiliate HBCUs

Allen University
Clark Atlanta University
Dillard University
Florida A&M University
Hampton University
Howard University
Huston-Tillotson College
Morehouse College
Norfolk State University

Prairie View A&M University
Savannah State University
Southern University and A&M College
Spelman College
Tennessee State University
Texas Southern University
Tuskegee University
Xavier University

Important to Note

The Air Force, Army, and Navy ROTC programs, and the Frederick C. Branch Marine Corps Leadership scholarship are full tuition scholarships. Students are responsible for paying their room and board, which may amount to over $10,000 per year. A limited number of colleges provide room, board, or both to AFROTC cadets and NROTC midshipmen based on their own restrictions. The AFROTC website provides a listing of schools and the type of subsidies offered. Following is a listing of colleges, and their NROTC unit code, purported to offer assistance toward room and board. Students should contact the unit commander at each college to confirm the type, amount, and qualifications for the room and board subsidy.

  • Carnegie-Mellon University 067 (412) 268-2000 Free Room & Board (on a case by case basis)
  • College of the Holy Cross 011 800) 442-2421 Free Room & Board
  • Boston University 061 (617) 353-2000 Free Room & Board
  • Florida A&M University 009 (850) 599-3796 Free Room & Board (nomination from NROTC unit)
  • George Washington University 063 (202) 994-1000 Free Room & Board (prior active duty recipients) (tech majors eligible for a stipend of $4000 for room & board)
  • Illinois Institute of Technology 013 (312) 567-3000 Free Room & Board
  • Iowa State University 015 (515) 294-4111 $2000/year Room & Board (top 25% incoming freshmen)
  • Jacksonville University 016 (904) 744-3950 Free Room & Board
  • Louisiana State University 046 (225) 388-1175 Free Room & Board
  • Maine Maritime Academy 019 (800) 227-8465 Free Room & Board
  • Marquette University 020 (608) 262-3961 Free Room & Board
  • Morehouse College 068 (404) 681-2800 Free Room & Road
  • New York Maritime College 056 (718) 409-7220 Free Room & Board
  • Norwich University 065 (800) 468-6679 Free Room & Board
  • Prairie View A&M University 038 (409) 857-2310 Free Room & Board
  • Rensselaer Polytechnic Institute 040 (518) 276-6000 Free Room & Board
  • Savannah State University 043 (800) 788-0478 Free Room & Board
  • Southern University and A&M 046 (225) 771-2430 Free Room & Board
  • Tulane University 049 (504) 865-5000 Free Room & Board
  • University of Southern California 045 (213) 746-1879 $2500/year Room & Board
  • University of Michigan 023 (734) 764-1817 Room & Board Scholarship (eng students, case by case)
  • University of Mississippi 025 (662) 915-7211 Free Room (out of state residents)
  • University of Missouri 026 (573) 882-2456 $1000/year to Free Room & Board (varies)
  • University of Rochester 042 (716) 275-6111 Free Room & Board
  • University of San Diego 059 (619) 260-4600 75% Room & Board
  • Washington State University 012 (509) 335-3564 Free Room & Board

Pathways to the NROTC scholarship program

Students have a choice of five distinct pathways to receiving the NROTC scholarship. Students must carefully consider the commitment involved and the penalty of not fulfilling their military commitment.

High School Senior/Graduate

Selected applicants for the NROTC scholarship program are awarded scholarships through a highly competitive national selection process. The recipient will be commissioned a Naval officer upon graduation and is obligated to a minimum of 4 years active duty in the U.S. Navy. The scholarship recipient will receive full tuition and other financial benefits including an allotment for textbooks, class fees and monthly subsistence at many of the country’s leading colleges and universities. NROTC scholarships do not pay for room and board or personal items such as computers.

Students that have more than 1 year of college credit are not eligible for the 4-year scholarship and should discuss other options with the Professor of Naval Science at the university they attend.

College Freshman/Sophomore

The 2 year scholarship program covers tuition, fees, an allotment for textbooks and uniforms plus monthly subsistence for a maximum of 20 academic months for the junior and senior years of college only. For application information and deadline dates contact your nearest university NROTC unit.

College Programmer

The Navy also offers a two-year or four-year non-subsidized college program for college students who want to serve their country in leadership roles as officers in the Navy or Marine Corps. Applicants for the college program are selected from the students already attending or accepted by colleges or universities with NROTC units. Information about the NROTC college programs can be obtained from any of the NROTC units.

College Junior/Senior

The Navy offers several other opportunities to become a naval officer. If you are a college student in your junior or senior year, visit the Navy or Marine Corps website to find out about the Direct Input and Officer Candidate School opportunities.

Nursing

Four-year NROTC scholarships are available to students interested in pursuing Bachelor of Science degrees in Nursing (BSN). If selected for a scholarship, the selectee must major in a nursing degree program leading to a BSN. Upon graduation, Nurse NROTC Scholarship Program midshipmen will be commissioned as reserve officers in the Navy Nurse Corps. Nurse NROTC eligibility and selection procedures are the same as the regular four-year NROTC Scholarship Program requirements. Academic, physical and military requirements differ slightly from regular NROTC.

Breakthrough Summer Internship

December 19, 2011

Teach breakthroughs: Summer Internship Opportunity

Do you like a challenge? The Breakthrough Summer Teaching Internship is an incredible opportunity for more than 700 outstanding high school and college students each summer. Lead your own middle-school classroom. Experience first-hand what it’s like to teach, motivate, and inspire your own students. Grow as a leader and an educator. It will be the most meaningful 8 weeks of your life!

Our Teachers on the Breakthrough Experience:It’sSerious Fun!

What will I learn?

Guided by experienced, professional educators – Mentor Teachers – this incredible program gives every teacher-intern an opportunity to:

Participate in an intensive pre-summer teacher-training program

  • Plan and implement an academically rigorous curriculum
  • Develop strong student engagement practices
  • Lead a small middle school class
  • Build meaningful relationships with students as a role model
  • Design an elective course
  • Practice a variety of evaluative and assessment techniques
  • Connect with inspiring high school and college students who share your passion for education and service

Sure, the Breakthrough Teaching Experience will look impressive on your college or job application, but more importantly, Breakthrough will provide you with an opportunity to challenge yourself in a meaningful way and make a profound impacton a young person’s life.

How do I apply?

Breakthrough Collaborative’s Summer 2012 application is live! Click here to apply.

Are you a college student at one of our Campus Recruiter campuses? Click that link to find out more about that incredible program.

What’s involved?

For 8 weeks every summer hundreds of outstanding high school and college students all across the country teach with Breakthrough. Here’s what a typical day is like.

Your Facebook Page Can Keep You From Getting Accepted!

December 12, 2011

According to a Kaplan Test Prep survey of college admissions officers, Facebook and social networking sites can influence a college’s admissions decision:

  • 24 percent indicated that they have visited applicants’ Facebook or other social networking pages to learn more about the applicant, up from 10 percent just 3 years ago.
  • 20 percent indicated that they had Googled applicants
  • 12 percent indicated that what they found had a negative impact on an applicant’s chances for admission

Some of the negative information that admission officers found included essay plagiarism, vulgarities, alcohol consumption in photos, and other types of “illegal activities.” The survey also found that colleges are increasingly using online tools and social networking as a recruitment tool:

  • 85 percent of colleges use Facebook
  • 66 percent use YouTube

College admission officers surveyed also indicated some important points for applicants to consider:

  • 53 percent indicated that the biggest applicant killer was a low high school GPA
  • 19 percent indicated that the second biggest applicant killer was a low SAT or ACT score
  • 4 percent indicated that nearly half of students “overreach” in applying to college
  • 42 percent indicated that the best way for applicants to get off of the waitlist is to demonstrate that they improved their GPA during the second half of their senior year

Get an Education so That You Can Get a Job!

December 12, 2011

Do not become one of the thousands of students going off to acquire a very expensive college education only to find themselves 4-6 years later unable to find a job and thousands of dollars in student loan debt. A recent study by the Accrediting Council for Independent Colleges and Schools, “Closing the Gap between Career Education & Employer Expectations” found that:

  • Only 7 percent of employers believe that colleges do an “Excellent” job in preparing students for the workplace with 39 percent indicating that students are “Fairly” of “Poorly” prepared
  • Only 16 percent of employers believe that applicants are “Very Well Prepared” while 21 percent indicate that applicants are “Unprepared”
  • 54 percent indicated difficulty in finding applicants with the necessary skills and knowledge

Most employers believe that college students simply fail to adequately prepare themselves to enter the workplace. They do not take the necessary classes to prepare for the workplace, they barely receive passing grades in classes such as business writing, Statistics, Calculus, and business communications, they do not gain the necessary job experience while in college, and they do not take advantage of the many summer internship opportunities available to them.

When selecting colleges today, students should be focused on where the jobs will be when they receive their degrees. Students should more carefully select the type of classes they take in college and the type of internships they experienced each summer to best prepare them for the job market after graduating from college. Students should keep in mind that a college degree only has value if the person holding the degree can bring value to an employer’s organization.

I received my BS from Northeastern University, which has one of the largest cooperative education programs in the world. At graduation, I had 18 months of full-time on-the-job experience with Andersen Consulting and found myself highly recruited by such companies as Andersen Consulting (now Accenture), Price Waterhouse Coopers, Touche and Deloitte, and IBM. I eventually accepted a job offer with the IBM General Products Division in San Jose, California as a systems design engineer.

College Co-op Programs provide an excellent opportunity for students to gain a significant competitive edge upon graduation. Students may learn about cooperative education programs at the National Commission on Cooperative Education website and the NASA Co-Op Education Program website. When considering potential colleges ask about the types of employers participating in their cooperative education program, available internships, and visit the college’s recruitment office to see the type of jobs their graduates are entering into and the types of companies that they are working for.

Raising SAT Scores or Choosing the Right College?

December 12, 2011

The New York Times article, “Why Does the SAT Endure?” shares the opinions of students and educators relative to the importance of the SAT and its relevance to college admissions. I would like to examine their comments within the larger college admissions and college-planning context.

Professor David Z. Hambrick, an associate professor psychology at Michigan State University states:

“The SAT works for its intended purpose—predicting success in college…the SAT is largely a measure of general intelligence. Scores on the SAT correlate very highly with scores on standardized tests of intelligence, and like IQ scores, are stable across time and not easily increased through training, coaching or practice. SAT preparation courses appear to work, but the gains are small—on average, no more than about 20 points per section.”

I would respectfully disagree with Professor Hambrick

According to College Results Online, the University of Michigan students have median SAT scores of 625 Verbal and 690 Math. The University of Michigan’s student population is 65.3 percent White, 6.3 percent Black, 11.9 percent Asian, and 4.4 percent Latino and has a 72.7 percent four-year graduation rate.

In contrast, Spelman College students’ median SAT scores of 540 Verbal and 530 Math are 22.9 percent lower than those of students accepted at the University of Michigan. However, Spelman College, whose student population is 91.2 percent Black, boasts a higher four-year graduation rate (75.5 percent) than the University of Michigan.

Contrary to Professor’s Hambrick’s beliefs, the SAT is not a predictor of general intelligence or college success. A much greater predictor is the “college choice,” i.e., where a student enrolls in college.

Fred Oswald, associate professor psychology at Rice University states:

“Decades of research findings on more than a million students indicated that the SAT can identify promising and well prepared high school students. Admissions tests predict college and university grades as well as many other academic professional outcomes.”

The median SAT scores of the freshman class at Rice University are 700 Verbal and 725 Math. The four-year graduation rate at Rice is 82.5 percent. However, despite SAT scores that are 33.2 percent higher than students at Spelman, the four-year graduation rate is only 8.5 percent higher. Subsequently, the 33 percent difference in SAT translates to less than a 10 percent in graduation rates, or college success.

Despite research evidence that suggests that SAT scores are a predictor of college success, there is other research that suggests that the SAT is racially bias. Perhaps students and parents should carefully consider how much time and money they devote to increasing SAT scores as opposed to the time and money they devote to engaging in a good college search to identify the best college for the student to attend.

Despite research evidence that suggests that SAT scores are a predictor of college success, there is other research that suggests that the SAT is racially bias. My advice to students and parents is to carefully consider how much time and money they devote to increasing SAT scores. A much better predictor of college success is:

  • Ensure that students take high school classes that adequately prepare students for college, particularly the ability to think, write, and communicate
  • Carefully research colleges to ensure the right fit, i.e., size of the school, average class size, graduation rates, institutional concern for student success, the overall climate and culture of the college or university
  • The learning environment and institutional belief in the success of its students, i.e., “Does the college care about whether a student is successful and adequately prepared for graduate school or careers.”

Delta Sigma Theta Scholarship (Marietta-Roswell Alumnae Chapter)

December 11, 2011

This Delta Sigma Theta Sorority, Inc., scholarship program awards scholarships to young African-American women who exemplify academic excellence, strong leadership, and community involvement. Applicants must be African-American female graduating seniors who live or attend school in Cobb, Cherokee, or North Fulton County. Applicants must attend an accredited college, university, or postsecondary institution in pursuit of a degree within one year of high school graduation and must have a minimum 3.0 GPA on a 4.0 scale to apply.

Application deadline is January 14, 2012.

Email scholarship@dstmrac.com for an application and further information.

Homeland Security Internship Opportunities

December 2, 2011

The U.S. Department of Homeland Security (DHS) sponsors a 10-week summer internship program for rising juniors and seniors majoring in homeland security related science, technology, engineering and mathematics (HS-STEM) disciplines. The DHS HS-STEM Summer Internship Program provides students with the opportunity to conduct research in DHS mission-relevant research areas at federal research facilities located across the country.

The goal of this program is to engage a diverse, educated, and skilled pool of scientists and engineers in HS-STEM issues and to promote long-term relationships between student researchers, the DHS Science and Technology (S&T) Directorate, and federal research facilities to enhance the HS-STEM workforce.

DHS has partnered with Oak Ridge Institute for Science and Education (ORISE) to manage the application and review process, notification, and implementation of the program. The DHS Science and Technology Directorate reviews applications and makes the final award selections.

AWARD

  • Stipend of $500 each week ($5,000 for 10 weeks) payable every two weeks
  • Transportation expenses for one round trip between the student’s current or home address and the assigned federal research facility, with some limitations

EXPECTATIONS

Application and Selection Process:

  • Prior to submitting an application, the student reviews the list of possible federal research facility Hosting Sites and Projects to identify hosting sites and projects of interest. The student selects up to three hosting sites and lists the sites in order of preference on the application form. The student may select multiple projects for each hosting site.
  • Students submit their applications to ORISE. The applications are reviewed for completeness and eligibility by ORISE. Applications are evaluated by DHS and representatives of the hosting sites at which the students wish to intern. DHS determines which students are selected to participate in the internship program. Preferences of the students and hosting sites are taken into consideration in assigning students to projects. All assignments are subject to DHS approval.

Participation:

  • Research is conducted at the assigned hosting site between the months of May and August. It is anticipated that the research undertaken by the students will be unclassified.
  • The research experience requires a full-time commitment for ten consecutive weeks.
  • At the end of the internship, students are required to participate in a poster session or make an oral presentation to the scientific community at the hosting site, as directed by the assigned mentor. Students are also required to complete an evaluation form and to submit to their research mentors an eight to ten page paper summarizing the summer experience. After reviewing the papers, mentors submit the papers to DHS (via ORISE).

Logistics:

  • Students are responsible for moving expenses and all living expenses, including local transportation, room, board and entertainment. Students are also responsible for securing their own living space and determining their means of local transportation prior to arriving at the assigned hosting site. Some hosting sites provide assistance in locating housing and/or provide additional funds for housing. For more information, refer to Hosting Sites. Please review the information posted before contacting the hosting site internship coordinators.
  • ORISE makes travel arrangements for students and reimburses students for travel expenses, with some limitations.

Projects offered at:

National research laboratories: Argonne, Idaho, Lawrence Livermore, Los Alamos, Oak Ridge, Pacific Northwest, Sandia, Savannah River

DHS laboratories: Transportation Security Laboratory

Other research facilities, including Air Force research Laboratory, Homeland Security Studies and Analysis Institute, National Institute of Standards and Technology

Locations include: CA, CO, ID, IL, MD, NM, NJ, OH, SC, TN, WA & VA

US citizenshiprequired

Application deadline: January 5, 2012

www.orau.gov/dhsinternships

 

SAT/ACT Cheating Scandal

November 29, 2011

SAT/ACT Cheating Scandal

My son is taking the ACT for a second time on December 11 to raise his scores from the mid twenties to, hopefully, the high twenties or low thirties. He is among thousands of high school seniors working hard to raise their scores as a means of increasing their chances of being accepted into highly-competitive colleges and universities. While upper income and private school students have long enjoyed such advantages as access to more rigorous curricula, high-cost SAT/ACT Prep programs, tutors, and safe schools, apparently, even that isn’t enough for some students. CBS New York reported that as many as 35 affluent Long Island, New York students paid from $2500 to $3500 for others to take the SAT and ACT for them. As many as two public and three private schools were involved. While the $3500 price tag may appear high, these students, and possibly their parents, are aware that some colleges and universities award hefty scholarships based on a student’s SAT or ACT scores, while high SAT or ACT scores at many highly-competitive colleges and universities will tip the admissions decision in a student’s favor.

Having attending such highly performing schools as Great Neck North High School, North Shore Hebrew Academy, and St. Mary’s High School, these students had already enjoyed a huge advantage over other Long Island, New York students. Elaine Gross, President of ERASE Racism, wrote about the huge disparities between the highest and lowest performing Long Island Public Schools in a June 5, 2011 Newsday article:

“Consider that only 9 percent of the Island’s black students, and 14 percent of its Hispanic students, were enrolled in the top 25 percent of Long Island’s best schools in 2008-09, according to the U.S. Department of Education.

How can it be acceptable that in 2009, Hempstead had a four-year graduation rate of 50 percent and just down the street, Garden City’s rate was 96 percent? Or that in Suffolk, Central Islip’s rate was 52 percent, while its neighbor, West Islip, had a 95 percent rate? Hempstead and Central Islip have majorities of black and Hispanic students, while the other districts have white majorities.”

The Forbes Magazine article, “Why Rich Kids Are Cheating On The SAT,” suggests that the pressures on affluent children as reflected in the film, “Race to Nowhere” is to blame. However, I am struck by the arrogance of children from affluent communities, attending some of the country’s best high schools, who believe that it is their birthright to be admitted into America’s top colleges. If cheating will get them accepted, too bad for their classmates who had the morality not to cheat or the students who successfully fought an uphill battle for 13 years in low performing schools toward a dream of being admitted into Harvard, Yale, or Princeton. To all of the students who attended the best schools and still were not accepted into their first choice school, you were fortunate to have received a great K-12 education and will undoubtedly find yourself in a position of being able to be admitted (and succeed) in all, but a handful of colleges and universities throughout the country. And, to the students from low performing schools who have fought a good fight, worked their butts off, suffered through out of control classrooms and violent schools, and in spite of it all, find themselves accepted into the freshman class of one of America’s top colleges or universities—don’t you dare feel that you somehow do not belong in college classrooms alongside those from schools and communities seemingly so much more privileged. Consider that those who may arrogantly turn their nose up at you as though YOU do not belong, may very well be the same students who cheated their way in! In Dennis Biancuzzo’s blog entry, “The Culture of White Privilege” he notes:

“White culture perpetuates the ideology that white people are morally and intellectually superior to people of color. For example, many suburban white women and men think they get into college because they are ‘more intelligent’ than Chicanos, Native Americans or African Americans; when, in fact, they get into college because their high schools prepare them more effectively for college boards than do most high schools in urban areas.”

Once a child of poverty and now a parent, I am pleased that our older son was not only accepted into Amherst College, but after three years, is pleased both with his choice of college and the quality of education that he is receiving. Our younger son would love to be admitted to Amherst College or to enter into the NROTC program at Northwestern University. However, I am proud of his attitude, “Dad, I want to take the ACT again, because I believe that I can do much better. However, whatever my scores are, I am confident that the college that sees me as more than my ACT scores is where I want to go anyway.”

Colleges in the United States have the potential to be the educational equalizer. The place where children from affluence and high performing schools and children from poverty and low performing schools have equal access to a high quality education. Hopefully, college admissions officers are smart enough to look beyond the scores to the student, and parents will look beyond the scores to the importance of raising physically and emotionally healthy children. I am equally hopeful that affluent students will think twice before assuming that the students of color or those from high poverty communities are somehow undeserving of the opportunity to finally have equal access to a high quality education.

Read the stories…

DA: two more surrender in SAT scandal

Attorney: School should have handled SAT scandal

More students charged in cheating scandal

Source: More SAT arrests coming Tuesday

Sources: SAT suspects to surrender to DA

DA: Test scandal prove in 5 schools

Investigators expect more arrests in SAT probe