I was on a panel discussion with Fred Hargadon, the retired former Dean of Admissions of Princeton and Stanford

Testing

ACT http://www.act.org/

Admissions Tests http://www.admissiontests.org

Kaplan http://www.kaplan.com/

Number 2 http://number2.com

Power Prep http://www.powerprep.com/

Practice Tests http://www.testprepreview.com/

SAT Optional http://fairtest.org

Test Gear http://www.testu.com/frameset.asp

The Princeton Review http://www.princetonreview.com

General

Campus Crime Stats http://www.ope.ed.gov/security/

Education Conserv http://www.educationconservancy.org/

Greek Pages http://greekpages.com/

Guidance Resources http://www.wisemantech.com/guidance/

Make College Count http://www.makingcollegecount.com/

NACAC http://www.nacacnet.org

Preparing Your Child http://www.ed.gov/pubs/Prepare/index.html

Serve.Net http://www.servenet.org/

Summer Fun http://www.summerfun.com

Summer Programs http://educationunlimited.com

Worst Essays http://world.std.com/~edit/ouch.htm

Financial Aid and Scholarships
College Fund Comp http://www.nelnet.net/

College Scholarships http://www.college-scholarships.com/

Econ Div Colleges http://economicdiversity.org

EduPrep http://www.csnamerica.com/

FA Estimator http://www.act.org/fane/

FA Letter http://financialaidletter.com

Fastweb http://fastweb.monster.com/

Fed Fin Aid Info http://studentaid.ed.gov/

Financial Aid Resources http://www.theoldschool.org/

Finaid.org http://ww.finaid.org

Grants, Etc. http://www.ssw.umich.edu/resources/browse.html

Hispanic Scholarship http://hsf.net

Hispanic Scholarships http://scholarshipsforhispanics.org

Indep 529 plans http://www.independent529plan.org

Intern Stud FA http://www.iefa.org/

Jack Kent Cooke http://jackkentcookefoundation.org

Loan Info http://www.wellsfargo.com/student/loans/undergrad/index.jhtml

Nellie Mae http://www.nelliemae.com/

NJ Finan Aid Info http://www.hesaa.org/

Salliemae http://www.salliemae.com/

Saving for College http://www.savingforcollege.com

Scholar Stuff http://www.scholarstuff.com/

Scholarship Coach http://www.scholarshipcoach.com/

Scholarship Page http://www.scholarship-page.com/

Scholarship Scams http://ftc.gov/scholarshipscams

Scholarships.com http://scholarships.com/

Student FA Guide http://studentaid..gov/

Aptitude, Interest, Career

ASVAB http://www.asvabprogram.com

Bureau of Labor Stat http://stats.bls.gov/

Campbell Career Surv http://www.usnews.com/usnews/edu/careers/ccciss.htm

Career Cruising http://www.careercruising.com

Career Mag. http://www.careermag.com/

Career Overview http://www.overview.com/colleges/

Career Schools http://www.careerschools.org/

Careers and Colleges http://www.careersandcolleges.com

Do What You Are http://www.dowhatyouare.com/bridges/

Global Quest http://www.gquest.org/

Humanetrics http://www.humanmetrics.com/cgi-win/Jtypes1.htm

Interests Assessment http://www.rci.rutgers.edu/~cswebpg/PCCPinterests.html

Learn Adven Abroad http://www.wheretherebedragons.com/

Life Colors http://www.lifecolorsonline.com/lifecolorslite.html

Mpegasus Career Info http://www.mpegasus.com/begin.html

My Majors http://www.mymajors.com/

My Road http://apps.collegeboard.com/myroad/navigator.jsp?t=351&i=homepage

Next Stop http://www.njnextstop.org

People Patterns http://www.keirsey.com/

Personality Test http://www.advisorteam.com/temperament_sorter/

Personality Type http://www.personalitytype.com

Personality Types http://typelogic.com/

Personality.com http://www.personality.com

Similar Minds http://www.similarminds.com/

Vocational Schools http://www.rwm.org/rwm/

Year Off

Americorps http://www.americorps.org/

Camphill (volunteer) http://www.camphill.org/

City Year http://www.cityyear.org/

Gap Year http://www.gapyear.com/

Interim Programs http://www.interimprograms.org/

Intern'l Voluntering http://www.iicd-volunteer.org/

Outdoor Lead. School http://www.nols.edu/

Outward Bound http://www.outwardbound.org/

Semester at Sea http://www.seamester.com/

Serv. Conserv. Assn http://www.thesca.org/

Taking Time Off http://www.takingoff.net

Athletics

Link Athletics.com http://www.linkathletics.com/

NAIA http://www.naia.org/index.html

NCAA http://www2.ncaa.org/

NCAA Clearinghous http://ncaaclearinghouse.net

Appendix XI: Trends in Higher Education

William T. Bowen has written two books on trends in education over the last couple of decades: The Shape of the River (on affirmative action) and Equity and Access in Higher Education. Below are some of the findings and conclusions of these two seminal works:

The Shape of the River

• 
  At highly selective colleges, graduation rates for under-represented minority students was not significantly lower than those of other students
  

• 
  Graduation rates were not greatly effected by entering SAT scores by either African American or White students at highly selective colleges
  

• 
  The Black-White differential in earnings substantially declines with more education.
  

• 
  The percentage of African American students from highly selective colleges attaining law and medical degrees was higher than White students.
  

• 
  Conclusions: The recruitment and admission of underrepresented minority students has had a positive impact on the students admitted.
  

• 
  Equity and Excellence in American Higher Education
  

• 
  Two biggest trends in college are the increased enrollment of women in all levels of higher education and the increased enrollment of foreign students at the doctoral level.
  

• 
  In 1950, only 6% of adults had a 4-year college degree. In 2002, that number increased to 27%
  

• 
  From 1970 to 2001, the percentage of degrees offered to women in medicine went from 9 to 43 percent. In law, 7 to 47% and in business, 4 to 41%. In 2002, 51% of all doctorates went to women.
  

• 
  Virtually all the growth in PhD.’s in the last 30 years has been to students on foreign visas. The number of doctorates to US citizens declined by 5% during that time with the steepest declines in physical sciences and engineering.
  

• 
  Since 1990, bachelor’s degrees in engineering in the US have declined by 8% and in mathematics by 20%
  

• 
  The achievement gap is not narrowing since 1990. In 2000, 74% of White students and 80% of Asian students scored at or above a basic math level. The rate for African Americans is 31% and for Hispanics, 44%.
  

• 
  There is a dramatic growth in PhD’s being earned outside the US. In 2000, 78% were earned outside the US. China went form 234 doctoral degrees in 1985 to 12,465 in 2001.
  

• 
  The role of income and family background in determining postsecondary training choices has increased over time, though there is some evidence that it is beginning to lessen in the recent past.
  

• 
  Schools attended by poor children had a very high percentage of poor children. The average school attended by a poor child in America had over 50% of the students receive free or reduced Salaries of teachers were 28% lower in schools with high poverty rates and there was a much higher faculty turnover rate.
  

• 
  Black and Hispanic students were 10 times more likely as Whites to attend elementary schools with over 75% of the student body receiving free/reduced lunch.
  

• 
  Students from the top income quartile were 6 times more likely to take and score well on the SAT’s than those in the bottom quartile.
  

• 
  33 percent of high achieving students from low income (<$20,000) applied to COFHE (a group of the most highly selective colleges) colleges. 71% of those in the highest income (>$90,000) did.
  

• 
  44% of students in the lowest income group received bachelor degrees. 78% in the highest quartile did.
  

• 
  The percentage of students entering the most selective colleges with low incomes or who are first generation is very small
  

• 
  Women’s colleges enroll a much higher percentage (15.7% to 9.3%) of low income students.
  

• 
  Recruited athletes were LESS likely than others to be in the lowest income group.
  

• 
  Students from low SES groups disperse through majors just as the rest of the population does.
  

• 
  Though students in the lower SES are more likely to be in the bottom third of the class, it is not nearly as pronounced as athletes, 2/3 to ¾ of whom are in the bottom third of the class.
  

• 
  Low SES students do not under-perform in relation to their peers
  

• 
  Eliminating race sensitive admissions at highly selective colleges would increase the admissions rate for White students by less than 2% (25 to 26.5%).
  

• 
  Applicants from low SES groups, whether defined by income or parental education, get no break in the admissions process- They fare no better or worse. Getting into the pool of credible applicants, though, is strongly affected by race, income and parental education.
  

Conclusions:

• 
  The high percentage of minority and poor students being educated in schools that have very high percentages of poor students and limited resources will limit the ability of these groups to achieve at the level or higher income students.
  

• 
  Even high achieving students from these schools did not apply to highly selective colleges nearly as likely as students with similar achievements from predominantly White or high SES (socio-economic status) schools.
  

• 
  Once lower SES or minority students enter highly selective colleges (no small task), they perform as well as their peers.
  

• 
  There greatest trends in higher education are the dramatic increase of women in all levels of higher education and the dramatic increase in the number of foreign students earning PhD’s.
  
• 
  This past year, though, was the first year in the past 50 years that there was a decrease in the number of foreign students studying in the US. This is attributable to both post 9/11 difficulties in obtaining educational visas and the growth of PhD programs outside the US.
  

Appendix XII: National Survey of Student Engagement: 20 schools that create a campus culture that fosters student success

Alverno College (Wis.)
C
alifornia State University at Monterey Bay
T
he Evergreen State College
(Wash.)
F
ayetteville State University (N.C.)
G
eorge Mason University (Va.)
G
onzaga University (Wash.)
L
ongwood University (Va.)
M
acalester College (Minn.)
M
iami University (Ohio)
S
ewanee — University of the South (Tenn.)
S
weet Briar College (Va.)
U
niversity of Kansas (Kan.)
U
niversity of Maine-Farmington
U
niversity of Michigan-Ann Arbor
U
niversity of Texas-El Paso
U
rsinus College (Pa.)
W
abash College (Ind.)
Wheaton College (Mass.)
Winston-Salem State University (N.C.)
Wofford College (S.C.)

College Check List (Make a separate sheet for each college in a loose-leaf binder)

College Name_________________________________________ Testing Requirements:
College Address_______________________________________ ______SAT I
____________________________________________________ SAT Subject Tests (number)______
Phone # ________________________________________ 1.
Web Site ________________________________________ 2.
Requested Information: Date____________________ 3.
______From Web Site ______By Mail _____At College Fair _________________
_____At High School Visit (Date______) Other______________________________________
College Visit to High School: Date________ Attended: _____Yes _____No
Name of College Representative _________________________________________
E-mail Address of Representative_________________________________________
Date of Visit to College____________________________
Impressions___________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Majors/ Programs of Interest______________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Essay Topic ___________________________________________________________________

______________________________________________________________________________

Application Parts: Date Application Sent____________ Date Scores Sent______________
Date transcript requested____________________ Date Transcript Sent____________________
Teacher Recommendations: *Thank you note

1. 
   Name____________________ Date Requested_____________ TY* Note Date_______
   
2. 
   Name____________________ Date Requested_____________ TY* Note Date________
   

Financial Aid: Date CSS Profile Filed____________ Date FAFSA filed __________________