College Cash Direct
Make it Happen for You
Financial Aid Glossary
Accrued Interest: Daily interest that is
calculated on the unpaid principal
balance of a loan at the rate specified in
the promissory note.
Capitalized Interest: Daily interest that is
calculated on the unpaid principal
balance of a loan at the rate specified in
the promissory note, and then added to
the principal loan amount, to be paid at a
later time rather than being paid by the
borrower as it is incurred.
Default: When a borrower fails to meet
the loan terms as outlined in the
promissory note.
Deferment: A temporary postponement of
loan payments based on eligibility criteria
outlined in the promissory note. If the loan
is subsidized, the federal government
pays the interest during a deferment. If
unsubsidized, the borrower is
responsible for paying accrued interest.
DLP: William D. Ford Federal Direct Loan
Program.
EFC: Expected Family Contribution. It
represents the amount of money
students and their families are expected
to contribute towards their education, as
determined through a “need analysis” of
information provided on a FAFSA.
FAFSA: Free Application for Federal
Student Aid. It is the application used by
the Department of Education to determine
your EFC, and is used by most colleges
and universities to determine eligibility for
federal, state, and college-sponsored
financial aid, including grants,
educational loans and work-study
programs.
FFELP: Federal Family Education Loan
Program.
Fixed Interest: An interest rate specified
in the promissory note that does not
change during the loan term.
Grace Period: Depending on loan type, it
is typically the 6 to 9 months after a
student graduates (or leaves school)
before loan repayment begins.
Grant: Typically a need-based financial
aid award that does not have to be repaid.
Interest Rate: The fee charged by the
lender and paid by the borrower for use of
the money loaned. It is calculated as a
percentage of the principal amount
borrowed.
Principal: The original amount of money
borrowed, or the loan amount.
Accrued Interest: Daily interest that is
calculated on the unpaid principal
balance of a loan at the rate specified in
the promissory note.
Capitalized Interest: Daily interest that is
calculated on the unpaid principal
balance of a loan at the rate specified in
the promissory note, and then added to
the principal loan amount, to be paid at a
later time rather than being paid by the
borrower as it is incurred.
Default: When a borrower fails to meet
the loan terms as outlined in the
promissory note.
Deferment: A temporary postponement of
loan payments based on eligibility criteria
outlined in the promissory note. If the loan
is subsidized, the federal government
pays the interest during a deferment. If
unsubsidized, the borrower is
responsible for paying accrued interest.
DLP: William D. Ford Federal Direct Loan
Program.
EFC: Expected Family Contribution. It
represents the amount of money
students and their families are expected
to contribute towards their education, as
determined through a “need analysis” of
information provided on a FAFSA.
FAFSA: Free Application for Federal
Student Aid. It is the application used by
the Department of Education to determine
your EFC, and is used by most colleges
and universities to determine eligibility for
federal, state, and college-sponsored
financial aid, including grants,
educational loans and work-study
programs.
FFELP: Federal Family Education Loan
Program.
Fixed Interest: An interest rate specified
in the promissory note that does not
change during the loan term.
Grace Period: Depending on loan type, it
is typically the 6 to 9 months after a
student graduates (or leaves school)
before loan repayment begins.
Grant: Typically a need-based financial
aid award that does not have to be repaid.
Interest Rate: The fee charged by the
lender and paid by the borrower for use of
the money loaned. It is calculated as a
percentage of the principal amount
borrowed.
Principal: The original amount of money
borrowed, or the loan amount.
Earning a college education is one of the best
investments in your future. Today, college students
and their families face a “perfect storm” – college
tuition is climbing, the economy is weakening, and
credit is tightening. Figuring out how to pay for a
college education is more challenging than ever
before. But one thing hasn’t changed, filling out the
government’s aid form is still complicated and time
consuming.
Sadly, many students, up to 8 million in fact, don't even
apply for aid, in part because of all the red tape. We
believe most would have been eligible for assistance.
Fortunately, more than $144 billion in financial aid is
available to help pay for college. Filing your federal
financial aid application, known as the FAFSA, is the
first step in applying for more than 90% of the money
needed to "Make it Happen for You".
investments in your future. Today, college students
and their families face a “perfect storm” – college
tuition is climbing, the economy is weakening, and
credit is tightening. Figuring out how to pay for a
college education is more challenging than ever
before. But one thing hasn’t changed, filling out the
government’s aid form is still complicated and time
consuming.
Sadly, many students, up to 8 million in fact, don't even
apply for aid, in part because of all the red tape. We
believe most would have been eligible for assistance.
Fortunately, more than $144 billion in financial aid is
available to help pay for college. Filing your federal
financial aid application, known as the FAFSA, is the
first step in applying for more than 90% of the money
needed to "Make it Happen for You".
A government grant is free money that the government
is required to give away. Every year, the government
gives billions of dollars to individuals and businesses,
just like you, to buy a house, start a business, pay for
college, buy equipment, pay salaries, buy school
supplies, get out of debt, buy clothing, pay for camp, pay
for music or art lessons, paying off your medical bills,
pay for gas for your car, and anything else you can
dream of.
Do Grants have to be paid back?
No! Grants are money that the government is freely
giving you, to spend on whatever you want.
Who can get a Government Grant?
Any person who is a United States citizen or resident is
able to receive a free government grant. The
government is required by law to give away the money it
collects each year, money that came from your income
taxes and it uses grants to give the money away.
However, only about 15% of available grants are even
applied for! The process to apply takes only a few
minutes and it's free.
Don't Grant Programs usually cost $30 - $170?
Yes. To make up the time, effort, and expenses, most
companies that provide programs to find and apply for
grants usually charge $30 - $170.
is required to give away. Every year, the government
gives billions of dollars to individuals and businesses,
just like you, to buy a house, start a business, pay for
college, buy equipment, pay salaries, buy school
supplies, get out of debt, buy clothing, pay for camp, pay
for music or art lessons, paying off your medical bills,
pay for gas for your car, and anything else you can
dream of.
Do Grants have to be paid back?
No! Grants are money that the government is freely
giving you, to spend on whatever you want.
Who can get a Government Grant?
Any person who is a United States citizen or resident is
able to receive a free government grant. The
government is required by law to give away the money it
collects each year, money that came from your income
taxes and it uses grants to give the money away.
However, only about 15% of available grants are even
applied for! The process to apply takes only a few
minutes and it's free.
Don't Grant Programs usually cost $30 - $170?
Yes. To make up the time, effort, and expenses, most
companies that provide programs to find and apply for
grants usually charge $30 - $170.
Nearly every student is eligible for some form of financial aid, including low-interest Federal Stafford and/or
parent PLUS loans, regardless of income or circumstances, provided that you:
Are a U.S. citizen, a U.S. national, or an eligible non-citizen;
Have a valid Social Security Number;
Have a high school diploma or GED;
Are registered with the U.S. Selective Service (if you are a male ages 18 to 25);
Complete a FAFSA promising to use any federal aid for educational purposes;
Do not owe refunds on any federal student grants;
Are not in default on any student loans; and
Have not been found guilty of the sale or possession of illegal drugs during a period when you
received federal student aid.
parent PLUS loans, regardless of income or circumstances, provided that you:
Are a U.S. citizen, a U.S. national, or an eligible non-citizen;
Have a valid Social Security Number;
Have a high school diploma or GED;
Are registered with the U.S. Selective Service (if you are a male ages 18 to 25);
Complete a FAFSA promising to use any federal aid for educational purposes;
Do not owe refunds on any federal student grants;
Are not in default on any student loans; and
Have not been found guilty of the sale or possession of illegal drugs during a period when you
received federal student aid.
2008-2009 Federal Student Aid Handbook
The Federal Student Aid Handbook is posted each
year on the Web, and a print version is later mailed
to all schools participating in the Federal Student Aid
programs. Once the Handbook has been mailed,
additional copies may be ordered online from the
FSAPubs Web site
The Federal Student Aid Handbook is posted each
year on the Web, and a print version is later mailed
to all schools participating in the Federal Student Aid
programs. Once the Handbook has been mailed,
additional copies may be ordered online from the
FSAPubs Web site
FAFSA or Free Application for Federal Student Aid is a form that is filled out by university students and parents
to apply for federal financial aid, which includes grants, scholarships, student loans and work-study programs.
In addition to the federal government, schools, states and private financial institutions also use the information
from the FAFSA to determine a student’s eligibility for non-federal aid.
Each year, the Department of Education issues a new FAFSA for the subsequent academic year. You can
either use the online version of FAFSA or you can obtain a printed copy of the application form from your high
school counselor. If you intend to use the online version, then you would have to apply for Personal
Identification Number (PIN). For this you would have to submit your name, date of birth, social security number
and address. Once, you get your PIN, you can fill out the form and submit it online or print it and send it by mail.
While the printed version of FAFSA becomes available in the second week of October, the online version
becomes accessible on January 1. Although the last date for the submission of FAFSA is June 30, but you can
submit the form in either format as early as January 2. Most colleges and universities award financial aid on
first come, first serve basis. Hence, to improve your chances of receiving financial aid, try to submit the FAFSA
latest by March 1.
There are 102 questions in FAFSA, which are segregated into six sections. The primary aim of these questions
is to retrieve your academic, personal and financial information. You would also be required to divulge your
dependency status, colleges you want to receive your FAFSA results and your identification information. For
filling out the FAFSA properly, you would need previous two year’s copies of your income tax returns.
Once you submit the FAFSA, the government will scrutinize it thoroughly, and then send you a Student Aid
Report (SAR). The SAR typically includes a summary of your financial aid information and the EFC (Expected
Family Contribution). The colleges enlisted in your FAFSA will also receive SAR. When you apply for admission
in these colleges, you will be asked to submit additional financial information. Thereafter, your eligibility for
financial aid will be calculated, and then you will be notified about the kind of financial aid package the college
can award you.
to apply for federal financial aid, which includes grants, scholarships, student loans and work-study programs.
In addition to the federal government, schools, states and private financial institutions also use the information
from the FAFSA to determine a student’s eligibility for non-federal aid.
Each year, the Department of Education issues a new FAFSA for the subsequent academic year. You can
either use the online version of FAFSA or you can obtain a printed copy of the application form from your high
school counselor. If you intend to use the online version, then you would have to apply for Personal
Identification Number (PIN). For this you would have to submit your name, date of birth, social security number
and address. Once, you get your PIN, you can fill out the form and submit it online or print it and send it by mail.
While the printed version of FAFSA becomes available in the second week of October, the online version
becomes accessible on January 1. Although the last date for the submission of FAFSA is June 30, but you can
submit the form in either format as early as January 2. Most colleges and universities award financial aid on
first come, first serve basis. Hence, to improve your chances of receiving financial aid, try to submit the FAFSA
latest by March 1.
There are 102 questions in FAFSA, which are segregated into six sections. The primary aim of these questions
is to retrieve your academic, personal and financial information. You would also be required to divulge your
dependency status, colleges you want to receive your FAFSA results and your identification information. For
filling out the FAFSA properly, you would need previous two year’s copies of your income tax returns.
Once you submit the FAFSA, the government will scrutinize it thoroughly, and then send you a Student Aid
Report (SAR). The SAR typically includes a summary of your financial aid information and the EFC (Expected
Family Contribution). The colleges enlisted in your FAFSA will also receive SAR. When you apply for admission
in these colleges, you will be asked to submit additional financial information. Thereafter, your eligibility for
financial aid will be calculated, and then you will be notified about the kind of financial aid package the college
can award you.
U.S. Secretary of Education Arne Duncan today announced that $44 billion in stimulus funding from the
American Recovery and Reinvestment Act (ARRA) will be available to states in the next 30 to 45 days. The
first round of funding will help avert hundreds of thousands of estimated teacher layoffs in schools and
school districts while driving crucial education improvements, reforms, and results for students.
"These funds will be distributed as quickly as possible to save and create jobs and improve education,
and will be invested as transparently as possible so we can measure the impact in the classroom," said
Duncan. "Strict reporting requirements will ensure that Americans know exactly how their money is being
spent and how their schools are being improved."
Guidelines posted by Duncan today authorize the release this month of half the Title I, Part A stimulus
funds, amounting to $5 billion, and half the funds for the Individuals with Disabilities Education Act (IDEA),
$6 billion, without new applications.
By the end of March, governors will be able to apply for 67 percent of the State Fiscal Stabilization Funds
(SFSF) and discretionary SFSF, totaling $32.5 billion. These funds will be released within two weeks after
approvable applications are received.
In the next 30 days, nearly $700 million more will be available for various programs including vocational
rehabilitation state grants and impact aid construction, Duncan said. Another $17.3 billion for Pell Grants
and work-study funds is available for disbursement for the next academic year beginning July 1.
An additional $35 billion in Title 1, IDEA, and State Fiscal Stabilization Funds, as well as monies for other
programs will be distributed between July 1 and September 30.
ARRA funds must be used to improve student achievement. To receive the first round of state stabilization
funds, states must commit to meet ARRA requirements, including making progress on four key education
reforms, sharing required baseline data, and meeting record-keeping and transparency requirements. To
receive the second round of funding, they must provide evidence and plans for progress on these
assurances. All four education reforms were previously authorized under bipartisan education
legislation—including the Elementary and Secondary Education Act and the America Competes Act of
2007:
Raising standards through college- and career-ready standards and high-quality assessments that are
valid and reliable for all students, including English language learners and students with disabilities;
Increasing transparency by establishing better data systems tracking student progress over time;
Improving teacher effectiveness and ensuring an equitable supply and distribution of qualified teachers;
Supporting effective intervention strategies for lowest-performing schools.
Finally, a $5 billion fund has been established under the law for the Department of Education. This
includes a $4.35 billion "Race to the Top" fund to help states with bold plans to improve student
achievement—including these four reforms—and $650 million to assist school districts and non-profit
organizations with strong track records of improving student achievement. State grants will go out in two
rounds over the next year, beginning in October 2009. Applications will be available later in the spring.
"These investments will save and create jobs in the short term, while raising achievement in the long
term," Duncan said. "We will need a strong commitment on the front end and even stronger proof on the
back end that states are making progress."
Duncan also said that states should work hard to avoid "funding cliffs" by investing ARRA funds in ways
that minimize "the tail"—i.e., ongoing costs after the funding expires.
"These are one-time funds, and state and school officials need to find the best way to stretch every dollar
and spend the money in ways that protect and support children without carrying continuing costs," Duncan
said.
Additional details, including a category-by-category list of all ARRA funds appropriated to the Department
of Education, as well as requirements and plans for their distribution are posted at www.ed.gov/recovery.
"Our goals are to save jobs and improve education. Today's guidelines show exactly how we can do both—
balancing the need for a speedy release of funds with the need for aggressive and thoughtful school
improvements and reform to improve results for our children," Duncan said.
American Recovery and Reinvestment Act (ARRA) will be available to states in the next 30 to 45 days. The
first round of funding will help avert hundreds of thousands of estimated teacher layoffs in schools and
school districts while driving crucial education improvements, reforms, and results for students.
"These funds will be distributed as quickly as possible to save and create jobs and improve education,
and will be invested as transparently as possible so we can measure the impact in the classroom," said
Duncan. "Strict reporting requirements will ensure that Americans know exactly how their money is being
spent and how their schools are being improved."
Guidelines posted by Duncan today authorize the release this month of half the Title I, Part A stimulus
funds, amounting to $5 billion, and half the funds for the Individuals with Disabilities Education Act (IDEA),
$6 billion, without new applications.
By the end of March, governors will be able to apply for 67 percent of the State Fiscal Stabilization Funds
(SFSF) and discretionary SFSF, totaling $32.5 billion. These funds will be released within two weeks after
approvable applications are received.
In the next 30 days, nearly $700 million more will be available for various programs including vocational
rehabilitation state grants and impact aid construction, Duncan said. Another $17.3 billion for Pell Grants
and work-study funds is available for disbursement for the next academic year beginning July 1.
An additional $35 billion in Title 1, IDEA, and State Fiscal Stabilization Funds, as well as monies for other
programs will be distributed between July 1 and September 30.
ARRA funds must be used to improve student achievement. To receive the first round of state stabilization
funds, states must commit to meet ARRA requirements, including making progress on four key education
reforms, sharing required baseline data, and meeting record-keeping and transparency requirements. To
receive the second round of funding, they must provide evidence and plans for progress on these
assurances. All four education reforms were previously authorized under bipartisan education
legislation—including the Elementary and Secondary Education Act and the America Competes Act of
2007:
Raising standards through college- and career-ready standards and high-quality assessments that are
valid and reliable for all students, including English language learners and students with disabilities;
Increasing transparency by establishing better data systems tracking student progress over time;
Improving teacher effectiveness and ensuring an equitable supply and distribution of qualified teachers;
Supporting effective intervention strategies for lowest-performing schools.
Finally, a $5 billion fund has been established under the law for the Department of Education. This
includes a $4.35 billion "Race to the Top" fund to help states with bold plans to improve student
achievement—including these four reforms—and $650 million to assist school districts and non-profit
organizations with strong track records of improving student achievement. State grants will go out in two
rounds over the next year, beginning in October 2009. Applications will be available later in the spring.
"These investments will save and create jobs in the short term, while raising achievement in the long
term," Duncan said. "We will need a strong commitment on the front end and even stronger proof on the
back end that states are making progress."
Duncan also said that states should work hard to avoid "funding cliffs" by investing ARRA funds in ways
that minimize "the tail"—i.e., ongoing costs after the funding expires.
"These are one-time funds, and state and school officials need to find the best way to stretch every dollar
and spend the money in ways that protect and support children without carrying continuing costs," Duncan
said.
Additional details, including a category-by-category list of all ARRA funds appropriated to the Department
of Education, as well as requirements and plans for their distribution are posted at www.ed.gov/recovery.
"Our goals are to save jobs and improve education. Today's guidelines show exactly how we can do both—
balancing the need for a speedy release of funds with the need for aggressive and thoughtful school
improvements and reform to improve results for our children," Duncan said.
Education Department to Distribute $44 Billion in Stimulus Funds in 30 to 45 Days
$49 Billon More to Be Available within 6 months
Posted on March 7, 2009
What is FAFSA
What are Government Grants
Are you Eligible for Help
Find a large variety of Books at CollegeCashDirect/Books
A Parents Guide: "Make it Happen for You"
America’s colleges and universities no longer have enough room to accommodate all the
qualified students who apply. As a result, schools are forced to reject far more applicants than
they accept. The goal of admissions committees is to weed out the qualified masses and fill their
halls with resourceful, well-rounded acceptable students. In today’s highly competitive college
admissions process, knowing how to present a student to be acceptable not only substantially
increases the chances of being admitted, but is an essential factor for success after college.
No one knows exactly how every school goes about the acceptance and elimination process, and
no two schools follow exactly the same guidelines. However, it’s safe to assume that they go
about their arduous task something like this:
First, the admissions committee assembles around a large conference table. Everyone is
handed a huge pile of folders containing student transcripts, applications, essays, and countless
letters of recommendations. No more than 15 to 20 minutes is likely spent on any one applicant!
They then begin to eliminate unqualified students – those deficient in the numbers.
qualified students who apply. As a result, schools are forced to reject far more applicants than
they accept. The goal of admissions committees is to weed out the qualified masses and fill their
halls with resourceful, well-rounded acceptable students. In today’s highly competitive college
admissions process, knowing how to present a student to be acceptable not only substantially
increases the chances of being admitted, but is an essential factor for success after college.
No one knows exactly how every school goes about the acceptance and elimination process, and
no two schools follow exactly the same guidelines. However, it’s safe to assume that they go
about their arduous task something like this:
First, the admissions committee assembles around a large conference table. Everyone is
handed a huge pile of folders containing student transcripts, applications, essays, and countless
letters of recommendations. No more than 15 to 20 minutes is likely spent on any one applicant!
They then begin to eliminate unqualified students – those deficient in the numbers.
Next, they look for professionally prepared applications with thought provoking, interesting, and grammatically flawless essays. They are most impressed with
student resumes dating back ten years, detailing academic life, extra curricular activities including community service hours, and a cleverly written special
essay, perhaps entitled, “Why I Must Attend The University of…” Admissions committees are ever on the alert for uniquely talented students in the arts, or those
having demonstrated exceptional athletic potential. These factors all weigh heavily in the final decision.
You cannot give birth to an acceptable student, nor can you adopt one, and I’ve never seen one listed in any mail order catalogue I’ve ever read. Acceptable
students are made, not born, by families determined to see their children successful in life. To create one; to insure pre-high schoolers have every possible
advantage to succeed and go on to their college of choice, the stage must be set early in preparation for the high school years.
If the student’s home is a circus, and not conducive to studying, it’s time for some major changes. Students must have access to a comfortable place to study
with virtually no distractions. A bare minimum of 1½ to 2 hours each night should be devoted to schoolwork, and students should maintain a normal daily
routine including a healthy diet and eight hours of sleep.
student resumes dating back ten years, detailing academic life, extra curricular activities including community service hours, and a cleverly written special
essay, perhaps entitled, “Why I Must Attend The University of…” Admissions committees are ever on the alert for uniquely talented students in the arts, or those
having demonstrated exceptional athletic potential. These factors all weigh heavily in the final decision.
You cannot give birth to an acceptable student, nor can you adopt one, and I’ve never seen one listed in any mail order catalogue I’ve ever read. Acceptable
students are made, not born, by families determined to see their children successful in life. To create one; to insure pre-high schoolers have every possible
advantage to succeed and go on to their college of choice, the stage must be set early in preparation for the high school years.
If the student’s home is a circus, and not conducive to studying, it’s time for some major changes. Students must have access to a comfortable place to study
with virtually no distractions. A bare minimum of 1½ to 2 hours each night should be devoted to schoolwork, and students should maintain a normal daily
routine including a healthy diet and eight hours of sleep.
Ideally, college-bound students should not be left alone without supervision for long periods of
time, certainly no longer than 24 hours! They should not spend more than 15 hours each week on
non-academic activities, and would be ill-advised to regularly burn the midnight oil. The benefits of
a good night’s rest cannot be overstated.
All students should begin by electing to take courses with college in mind. By the time they enter
the 12th grade, they will have created the right posture to make admission committees stand up
and take notice.
Four years of the core subjects are what all colleges are most interested in, unless the student has
a special ability as an athlete, vocalist, musician, or artist. English, Math, a Foreign Language,
Science and History make up the core Grade Point Average (GPA) or CGPA. There is also the
Honors Point Average (HPA) which includes Honors and Advanced Placement (AP) classes.
Electives such as Art, Physical Education, Music and Computer Programming are of less
importance and should only be taken in conjunction with the core subjects.
time, certainly no longer than 24 hours! They should not spend more than 15 hours each week on
non-academic activities, and would be ill-advised to regularly burn the midnight oil. The benefits of
a good night’s rest cannot be overstated.
All students should begin by electing to take courses with college in mind. By the time they enter
the 12th grade, they will have created the right posture to make admission committees stand up
and take notice.
Four years of the core subjects are what all colleges are most interested in, unless the student has
a special ability as an athlete, vocalist, musician, or artist. English, Math, a Foreign Language,
Science and History make up the core Grade Point Average (GPA) or CGPA. There is also the
Honors Point Average (HPA) which includes Honors and Advanced Placement (AP) classes.
Electives such as Art, Physical Education, Music and Computer Programming are of less
importance and should only be taken in conjunction with the core subjects.
Students should take as many Honors and AP classes as possible. The risk/reward ratio comes into play here. Colleges are looking for students who take
risks and challenge themselves academically and otherwise. The bonus for earning an ‘A’ or ‘B’ or even a ‘C’ is that it adds extra points to the GPA and gives
the student that all-important edge in admissions.
Receiving an ‘A’ in a non-honors class is not as impressive as earning a ‘B’ in an Honors or AP class. It demonstrates that the student took a risk and therefore
a greater accomplishment is perceived. Admissions officers are as impressed by the challenge taken as they are with the result.
I’m certainly not suggesting that any student become stressed out by taking classes they are not capable of doing well in, or working beyond reasonable limits.
However, for families with an exceptionally bright child, it is highly recommended that they take as many advanced courses as they can comfortably handle. An
outstanding academic record has always been and is still the greatest bargaining chip and making it happen for you.
Students should also pursue extracurricular activities such as clubbing, not to be confused with staying out all night partying. Membership in the Debate Club,
Student Council, Key Club and the like is one of the absolute necessities to becoming a well-rounded, acceptable student. Even more beneficial, the student
should hold office or take on a leadership role in as many of these clubs as possible. Leadership demonstrates taking a risk and assuming responsibility.
Even students who are super athletes need some diversity, as sports alone is not enough. Students need to avoid the impression that they are one-
dimensional, and do whatever is necessary to portray themselves as multi-faceted.
risks and challenge themselves academically and otherwise. The bonus for earning an ‘A’ or ‘B’ or even a ‘C’ is that it adds extra points to the GPA and gives
the student that all-important edge in admissions.
Receiving an ‘A’ in a non-honors class is not as impressive as earning a ‘B’ in an Honors or AP class. It demonstrates that the student took a risk and therefore
a greater accomplishment is perceived. Admissions officers are as impressed by the challenge taken as they are with the result.
I’m certainly not suggesting that any student become stressed out by taking classes they are not capable of doing well in, or working beyond reasonable limits.
However, for families with an exceptionally bright child, it is highly recommended that they take as many advanced courses as they can comfortably handle. An
outstanding academic record has always been and is still the greatest bargaining chip and making it happen for you.
Students should also pursue extracurricular activities such as clubbing, not to be confused with staying out all night partying. Membership in the Debate Club,
Student Council, Key Club and the like is one of the absolute necessities to becoming a well-rounded, acceptable student. Even more beneficial, the student
should hold office or take on a leadership role in as many of these clubs as possible. Leadership demonstrates taking a risk and assuming responsibility.
Even students who are super athletes need some diversity, as sports alone is not enough. Students need to avoid the impression that they are one-
dimensional, and do whatever is necessary to portray themselves as multi-faceted.
Early on, students must also begin to accumulate community service or volunteer hours. However,
don’t confuse extracurricular activities with volunteer work. I define extracurricular activities as in-
school participation. Community service takes place outside of school, i.e. scouting, working for one’
s house of worship, working with AIDS and/or Alzheimer’s patients, seniors, hospice, involvement
with the handicapped, and environmental work such as cleaning up beaches or highways.
By participating in volunteer work with financially, emotionally and/or intellectually challenged people,
students demonstrate their compassion and empathy for others, and this will make them shine with
admissions officers. Working with those who are less fortunate also gives the student a much
broader idea of how life is outside their own environment.
Every college-bound student needs an edge in the admissions process whether they apply to
Harvard or their local state college. Competition is fierce, and the painful truth is - no one really cares
about any student’s education except the student and their family. It would be ill-advised and
unrealistic to expect any favors or kindly ‘ole educators to bend over backwards to ensure the
success of any student. Academic achievement is rarely an accident, and creating the acceptable
student is the sole responsibility of the student and their family. So why no Make it Happen for you.
don’t confuse extracurricular activities with volunteer work. I define extracurricular activities as in-
school participation. Community service takes place outside of school, i.e. scouting, working for one’
s house of worship, working with AIDS and/or Alzheimer’s patients, seniors, hospice, involvement
with the handicapped, and environmental work such as cleaning up beaches or highways.
By participating in volunteer work with financially, emotionally and/or intellectually challenged people,
students demonstrate their compassion and empathy for others, and this will make them shine with
admissions officers. Working with those who are less fortunate also gives the student a much
broader idea of how life is outside their own environment.
Every college-bound student needs an edge in the admissions process whether they apply to
Harvard or their local state college. Competition is fierce, and the painful truth is - no one really cares
about any student’s education except the student and their family. It would be ill-advised and
unrealistic to expect any favors or kindly ‘ole educators to bend over backwards to ensure the
success of any student. Academic achievement is rarely an accident, and creating the acceptable
student is the sole responsibility of the student and their family. So why no Make it Happen for you.
Make it Happen for You
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