THE COLLEGE APPLICATION HANDBOOK
A resource guide to help students plan and prepare
for the college application and admission process
El Cerrito High School
540 Ashbury Avenue
El Cerrito, CA 94530
(510) 231-1437
ECHS Website: elcerritogauchos.net
College Board CEEB School Code for ECHS is: 050815
TABLE OF CONTENTS
Introduction To The Handbook……………………………………………………………….......3
Choosing A College……………………………………………………………………………….4-7
Graduation Requirements………………………………………………………………………....8
A-G Requirements……………………………………………………………………………...….9
Understanding Higher Education in California: The Four Segments……………………………...10-12
The University of California (U.C.) System……………………………………………………….13-14
Campuses of the CSU (California State Universities)…………………………………………….15-16
Community Colleges in California………………………………………………………………...17-20
Applying to Private/Independent Colleges and Universities: The Common Application..................21-22
California Private Colleges and Universities: A Selected List……………………………………..23
Decision Plans: Breaking Down the Various Application Decision Plan Options………………...24-25
Testing: College Entrance Tests…………………………………………………………………...26-28
The Personal Statement Essay……………………………………………………………………..29-32
College Recommendations: Teacher, Counselor, Other, and Etiquette………………………….33-34
Senior Profile for the Common Application……………………………………………………….35
Resume Template: Academic and Extracurricular…………………………………………………36
Financial Aid and Scholarship Information and Resources…………………………………………37-40
Intercollegiate Sports……………………………………………………………………………….41-44
Attending College with a Learning Difference or Physical or Emotional Challenges…………...…45-46
Freshman Preparation and Checklist……………………………………………………………….47
Sophomore Preparation and Checklist……………………………………………………………..48-49
Junior Preparation and Checklist………………………………………………………………...…50-54
Senior Preparation and Checklist…………………………………………………………………..55-58
Selected Resources for Students Applying to College……………………………………………..59-61
Historically Black Colleges: A Selected List………………………………………………………...62
Colleges Offering Strong Programs in the Arts: A Selected List……………………..…………….63-64
Selected California Colleges for Dance: Tips for Applying to Dance Programs…….……………..65
Colleges With Strong Engineering Programs: A Selected List.………………………………….….66
Transcript Request Form………………………….………………………………………………...67
This handbook drew inspiration from a variety of college-application handbooks from high schools throughout California.
The 2014 El Cerrito High School handbook was developed by ECHS parent and college advising consultant, Leslie Cohen,
with invaluable support and input from a dedicated group of individuals: Principal, David Luongo, Counselors Mallory
Martin-Neuman and Celia Alaniz, College and Career Counselor Bobbi Griggs, IT Academy Teacher Melody Shah, and
numerous members of the ECHS staff.
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AN INTRODUCTION TO THE HANDBOOK
Dear Students:
Welcome to the ECHS College Application Handbook! This handbook was created in response to a
growing need from our school community for accessible information and helpful advice about the
often complex college application process. This handbook is not intended to replace the many
college guides on the market. Instead, it contains a synthesized version of the key steps, advice and
resources to help make the application and admission process more accessible to students and
families. The handbook, in its entirety, can also be viewed and downloaded on the ECHS website at
www.elcerritogauchos.net.
Approaching the college application process for the first time may seem overwhelming. The process
requires planning and research. However, if you take the necessary steps to prepare and organize
your steps, the experience will be much more manageable. Additionally, don’t feel as if you are alone
in this process. ECHS has experienced counselors, a fully resourced College and Career Center as
well as dedicated teachers, administrators and volunteers, each of whom want you to be successful in
achieving your goals. Our school is fortunate to offer junior/senior college information nights,
financial aid workshops, standardized test review sessions, afterschool tutoring, and many visits by
individual college representatives. College-related information is also posted on the ECHS website,
on the email E-tree and in flyers in the Career Center.
Another important thing to understand is that even though you do not have control over which
college or university may offer acceptance, you do have a great deal of control over the application
and admission process. You control where you will apply, what kind of high school academic path you
want to pursue, what extracurricular activities you want to be involved with, and how much effort
you put into preparing for standardized tests. And, once a school accepts you, you have control over
which college you want to attend.
The creation of this handbook was a collective effort by a dedicated group of individuals including:
Counselors, Celia Alaniz and Mallory Martin-Neuman, Career Center Director, Bobbi Griggs, IT
Academy teacher Melody Shah, and ECHS parent and college advising consultant, Leslie Cohen.
Going to college is an important step in your adult life. It not only opens up a new world of ideas and
interests but it also prepares you for our rapidly changing job market and economy. You will have the
opportunity to engage with people from all around the world, develop skills and obtain knowledge
that will enable you to broaden your experience and make your mark upon the world.
I hope this handbook helps to make your college application process an enjoyable and satisfying
experience. Go Gauchos!
David Luongo, Principal
El Cerrito High School, 2014
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CHOOSING A COLLEGE
Choosing to go to college is an important decision! It is key to think about the following criteria
while you create your college list and work towards finding schools that best fit and match your
academic, social and emotional needs.
ACADEMICS
What colleges offer the kind of education or training that interest you?
If you do not know what you want to study, does the school offer a wide range of academic choices?
Are there required “core” classes or are there more options to create your own course schedule?
How academically challenging is the school? Will you be satisfied with the level of rigor?
What is the average class size?
Do professors and/or graduate student teachers teach classes?
Are my GPA, test scores and academic profile in line with acceptance rates at these colleges?
Are undergraduates able to become involved with research opportunities? Internships?
What are the graduation rates at schools you are interested in?
SIZE
Colleges range in size from 150-80,000 students. Think about where you might feel most
comfortable.
What percentage of classes will have fewer than 50 students?
What is the student-to-faculty ratio?
Do you prefer larger lecture style classes or smaller seminar style classes?
Do you want to be at a school with only undergraduate programs or at a university with both
undergraduate and graduate offerings?
Are you the type of person that likes to be in a small, medium or large setting?
ATMOSPHERE & STUDENT BODY
Do you want to have access to a variety of clubs and activities?
How serious about academics are students at various institutions?
Do I want a single sex or co-ed college? Religious-based? An historically Black college?
What are the housing, dining, health, and athletic offerings at the school?
Are fraternities or sororities important to you?
What cultural and community options are available (concerts, museums, festivals, volunteering, etc.)?
What are the study abroad opportunities?
What career advising options are available to students?
Is work-study available?
LOCATION:
How close---or sometimes more importantly—how far away from home do you want to be?
How important is the climate and the weather?
Do I want to be in an urban, suburban or rural setting? Small town or big city?
COST
A major factor to be considered is the cost of attending college. Find out early on: How much can my
family and I afford for a college education? The total cost for a year as computed by the college financial
aid office, includes: tuition, fees, room-and-board, books, supplies, transportation, and personal
expenses. While cost is important, DO NOT limit your choice of colleges to only those you can
afford without financial assistance. MANY of the more expensive private colleges have extensive
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financial aid programs, which may cover anywhere from 20% to the full cost, depending on your need.
Often, private colleges can beat the costs of attending public universities. Do your research and look
at individual college websites’ financial aid sections. Contact individual financial aid offices at colleges
that interest you---they are eager to help you. Also, many college websites have financial aid
calculators where you can plug in financial numbers and come away with a fairly good idea of what
kind of financial award you may qualify for. Fin-Aid is a very helpful website for financial aid
information: www.finaid.org.
Do additional research on finding scholarships to help offset college costs. The Career Center and
your Counselor have a lot of information on scholarship opportunities. Also, consult the Financial Aid
and Scholarship section of this manual for further resources. Attend a WCCUSD-sponsored CashFor-College Financial Aid Information Night for assistance with FAFSA forms.
DO YOUR RESEARCH:
Creating a college list takes time and thoughtful research. The more information you have, the better
decisions you will make about what colleges are right for YOU! There are over 3,000 colleges and
universities in the United States and more than one of these is bound to have what you are looking
for. Do not focus on where your friends are applying, or which colleges have the highest ranking or buzz.
Instead, spend the time to find the right schools that match your interests, needs, and qualifications and ones
where you will be happy and thrive. Here are some tips to begin the search:
TALK to your counselor about your academic profile, your interests, and future goals and get some
feedback about what kinds of schools to look at. Go over your course selections and make sure you
are on-track for graduation and for college acceptance requirements. Consider the rigor of your
academic plan and decide if you are challenging yourself enough.
Talk to your teachers, ECHS alumni, family and friends and find out what they know about particular
colleges or what college they are attending or have attended.
Talk to your parents or guardians about finances and what your family will be able to afford and what
you may need to look for in terms of financial aid or scholarships. Do not wait until the last minute
for this discussion---it is important to know what is feasible and available to you.
CONSULT one or more of the suggested guidebooks listed in the Resource section of this
handbook. Research colleges, in books and online, that interest you and compare their offerings and
requirements with your own interests and academic profile. College websites are filled with
information about academics, student life, admissions, and financial aid. Visit the ECHS College and
Career Center and take advantage of its many helpful resources, including: college handbooks, college
brochures, scholarship materials, schedules of college visits and much more.
ATTEND a college fair during sophomore, junior and senior year. These free fairs are a great way
to find out about a wide variety of colleges in one place. See the Resource section of this manual for
local college fair information and to get on their mailing lists and look for college fair announcements
from the ECHS College and Career Center. At a college fair, you can pick up brochures, meet
admissions representatives, and get your name on college mailing lists (so they will mail you additional
information about their school).
VISIT one or more college campuses. There is no better way to find out if a college is a “good fit”
than physically being on a college campus. Try to visit a few colleges---of varying sizes, locations, and
focuses. There are many colleges within 10 minutes-to-2 hours of ECHS that can be accessed by car,
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bus or train. If you go on vacation with your family, find out if there are colleges in the area and set
up a campus tour. Visits, tours and information sessions are FREE, but often require advanced
registration (online or by phone). Go to a particular school’s website and find their “visit” section.
Find a date that works for your schedule and sign up for a campus tour and information session.
Tours are usually led by current students and are informal in nature. Tour leaders are great sources
of information about their campus so come prepared with questions. Information sessions are often
led by an Admissions Counselor and will involve an overview of the college, their admission
requirements, what they look for in an applicant. Often, there is time to ask questions at the end of
the session. Make sure to get the full name or business card of the person who leads the information
session so that you can email them with any follow-up questions.
If you cannot visit a college, make sure to visit college websites. Most colleges offer “virtual tours”
and YouTube videos on a wide range of topics such as: residential life, campus involvement, and
academic offerings. Spend time researching not only the admissions information but also the sections
on Campus Life, Financial Aid and Academics. If you have a specific academic interest, search for
course offerings and faculty information. Through the websites you can also contact admissions
counselors with questions about a particular school.
BUILDING A COLLEGE LIST
Building a list of colleges is much like building a house. You need to make sure you have a strong
foundation to support you (these are your safety or good-bet schools), and then build your walls
(these are your match or likely schools) and finally, add that roof (these are your reach or wildcard
schools). If you want to end up with a variety of options in March and April, you should be both
thoughtful and thorough in your research. To create a balanced list, you should have at least 3-4
safety/good-bet schools, perhaps 1-2 reaches/wildcards, and 3-4 match/likely schools. Applying to 610 colleges is a good number to consider (the UCs and CSUs all count as one because the application
is unified, but make sure to check off a range of options among those systems as well). Your college
list could also include at least one non-binding early admissions or rolling admissions college that is
either a good bet or likely school for you. Locking in an acceptance early in the application process
will help you relax a bit while you wait for results from other colleges in the spring. When you create
your college list, make sure that EACH school on your list is somewhere you would like to attend for four years
and which you feel would be a good fit—academically, socially, and financially.
When should I begin creating a college list?
During your sophomore and junior years, you should begin to research colleges, visit campuses
(either in-person or online), attend information sessions and college fairs, and begin to ask yourself
what you are looking for in a college experience. You should have a balanced preliminary menu of
schools by the summer after junior year. This list may change a bit, but it is good to begin your senior
year with a well thought out list of options.
How can I determine if a college is a safety (sure bet), match (likely) or reach (wild card)?
Refer to college websites and college guides to familiarize yourself with national admission data from
colleges’ current freshman. Pay particular attention to:
a) The SAT or ACT score ranges for the middle 50% of accepted freshman. This means that some
who were accepted had lower or higher scores but the middle range is what they release. How do
your scores mesh with a particular school? If your scores are “in range” then that school is a
potential match for you. However, scores are only one piece of the “fit” puzzle. Consider all aspects
of each school’s admission data before adding it to your list, including:
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b) The percentage of admitted students with your GPA (unweighted) and scores.
c) The admit rate (the percentage of applicants admitted in a given year).
d) Colleges, on their websites, often post the admissions data of the current freshman class. This is a
good gauge to refer to when considering if you will be an academic match for a particular college.
Additional Criteria:
SAFETY (Good Bet): If an applicant’s scores exceed the mid-range (50%) of scores and the GPA for
the prior year’s freshman class AND the college’s admit rates were above 50%, these colleges can be
considered a safety (good bet). This means that this school seldom rejects candidates with your
credentials and is a solid choice. You should have at least 3-4 safety or sure-bet schools on your list.
MATCH (Likely): This means that if your scores and GPA fall into “range” but the school has a
lower admit percentage (50% or lower) than your chances of acceptance into this more selective
school are considered probable or a likely match, but not as solid as a safety or good-bet option. You
may opt to have 3-4 match or likely schools on your list.
REACH (Wild Card): This is a school where your chances of being rejected are higher than your
chances of being accepted. Most of these colleges have admitted rates of less than 20%. For example,
Stanford, MIT or Harvard generally accepts 6-8% of applicants each year. No matter what your
qualifications, these schools would go in the reach or wildcard column for all applicants. You may opt
to include 1 or 2 reach or wildcard options.
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GRADUATION REQUIRMENTS:
Required Credits for High School Graduation
Required Credits
Requirement
35.00
10.00
10.00
10.00
5.00
40.00
30.00
20.00
10.00
10.00
10.00
10.00
80.00
5.00
20.00
55.00
History/Social Science
Social Science
World History
United States History
American Government
English
Math
Laboratory Science
Life Science
Physical Science
Foreign Language
Visual/Performing Arts
Other
Economics
Physical Education
Electives
a. Students must accumulate a total of at least 225 credits in the required subject areas in order to
graduate.
b. If a student fails a class, that student must make up that credit deficiency in order to graduate
on time.
c. Make sure to check subject requirements and course recommendations from each college and
college system (U.C. and CSU) that you are applying to. Some colleges want additional courses in
particular subjects, which go beyond the WCCUSD/ECHS graduation requirements.
d. Be aware that grades below a “C” may preclude you from applying to UC & CSU schools.
*If you have any questions about any of the above information, please contact your Counselor in
Student Services or email them through the school website.
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A – G REQUIREMENTS
For the University of California (U.C.) and California State University (CSU) systems:
History/ Social Science (“a”): Two years required of history/social science, including one year of
world history, cultures and historical geography, and one year of U.S. history, and one-half year of
American Government or civics.
English (“b”): Four years required of college preparatory English, that includes frequent and regular
writing, reading of classic and modern literature, and practice listening and speaking. Can include not
more than one year of ESL/ELD courses.
Mathematics (“c”): Three years required of college-preparatory mathematics (algebra I and II, and
geometry). Four years recommended.
Laboratory Science (“d”): Two years required of laboratory science providing fundamental
knowledge in at least two of the three core disciplines of biology, chemistry, and physics. Three or
four years recommended.
Language Other Than English (“e”): Two years required of the same language other than
English or equivalent to the second-level of high school instruction. Three-four years recommended.
Visual & Performing Arts (“f”): One year required, including dance, drama/theater, music or
visual arts.
College Preparatory Elective (“g”): One year chosen from the “a-f” courses beyond those
used to satisfy the requirements above, or courses that have been approved solely for use as “g”
electives.
Important Considerations:
a. In order to be a competitive candidate, use the above guidelines to plan your high school
academic plan. You should also consider taking an additional course in foreign language,
science, math and/or social sciences/history.
b. You must have a grade of “C” or above in each of your sophomore and junior A-G courses in
order to apply to U.C. and CSU campuses.
c. Meet the examination requirement by taking the SAT Reasoning Test or the ACT Plus
Writing by December of your senior year. The U.C. system does not require the SAT
Subject Tests, but certain programs on some campuses recommend them. Do your research.
d. If you are a state resident who has met the minimum requirements and are not admitted to
any U.C. campus to which you apply, you will be offered a spot at another campus if space is
available if:
-You rank in the top 9% of California high school students, according to the U.C.
admissions index (grades and ACT Plus Writing or SAT Reasoning Test scores)
OR
-You rank in the top 9% of your graduating class at a participating high school. This is
know as “Eligible in the Local Context” or ELC.
e. As the number of applicants to U.C. and CSU continue to increase, students should consider
going beyond the minimum requirements.
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UNDERSTANDING HIGHER EDUCATION IN CALIFORNIA:
THE PRIMARY DIFFERENCES AMONG THE FOUR SEGMENTS
Colleges and universities in California are organized into four different segments (excluding the forprofit colleges). Three of these segments are public----that is, they are supported by public tax
money distributed by the California Legislature. The three public segments are:
a. California Community College System
b. California State University System
c. University of California (U.C.) System
The fourth segment consists of private colleges or universities within California. These private
institutions often prefer to be called “Independent” colleges/universities because they are
independent from public funding. Each independent college establishes its own minimum admission
requirements, admission policy and application procedures.
d. Independent (or private) colleges and universities in the state.
These four segments of California higher education differ in two major ways. The
first of these is admission policy. That is, the percent of the state’s high school graduates that a
particular segment admits, as specified in the California Master Plan for Higher Education. The
University of California, for example, has admission requirements that are designed to yield the top
9% of the state’s high school graduates. The California State University System (Cal State) accepts
the top 33.3%. California community colleges have an open enrollment policy, which specifies that
anyone who is a high school graduate, who has passed the GED, or who is 18 years of age, may
attend. Independent colleges and universities do not set admission policies in the same way that the
three public segments do and they vary in their degree of selectivity. The most competitive
independent colleges---for example, Stanford, California Institute of Technology, Pomona College—
are highly selective, while many of the other independents admit a larger percentage of their
applicants.
The second major difference is cost. California community colleges have the highest degree of
Legislative financial support of the public systems and remain relatively low cost to students. The
California State University System is also strongly supported by the Legislature but not the same
degree as community colleges. The U.C. system has the lowest proportion of public funding from the
state, so its fees are approximately double those of the CSU system. The independent colleges and
universities receive no public funding. Because they depend heavily on tuition for their operating
budgets, they are much more expensive than even the most expensive segment of the public system.
Note: consult the Financial Aid and Scholarship section in the Resources Section of this handbook for
information on financing your education.
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Naming: How to Determine Which College Belongs to Which System
Figuring out the differences among these four segments is often easier than figuring out what college
belongs to which system. These naming rules will help clarify the confusion.
California Community Colleges
Most of the 112 California community colleges originally called themselves “junior colleges.” Some
years ago, “City College” or “Community College” in their official names replaced that phrase. Now,
most California community colleges use only the word “College” in their official names, for example:
College of Marin
Laney College
Santa Monica College
Diablo Valley College
There are, however, some holdovers from earlier practice:
City College of San Francisco
Glendale Community College
Modesto Junior College
Los Angeles City College
Riverside Community College
Santa Rosa Junior College
California State Universities (CSU)
In general, the names of twenty-three California State University campuses begin with “California
State University”, followed by the name of the city where the campus is located. “California State
University” is often shortened (“Cal State”) or abbreviated (“CSU”):
Cal State East Bay
Cal State Long Beach
In the case of long established and well-know campuses, the name of the city is followed by “State”
or, more properly, “State University”:
Chico State University
San Diego State University
San Francisco State University
San Jose State University
Exceptions:
California State Polytechnic University at San Luis Obispo (Cal Poly)
California State Polytechnic University at Pomona (Cal Poly Pomona)
California Maritime Academy
Humboldt State University (named for its county rather than its city).
University of California
The ten University of California campuses all begin with “University of California” in their official
names (usually abbreviated “UC”) followed by the name of the city where they are located:
UC Berkeley (or Cal)
UC Merced
UC Santa Cruz (UCSC)
UC Davis
UC Riverside
UC Irvine
UC San Diego
UC Los Angeles (UCLA)
UC Santa Barbara (UCSB)
**Note: UCSF is a graduate medical center and, in general, does not admit undergraduates.
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Independent Colleges and Universities:
Independent colleges and universities almost always say “University of XXXX”, or “XXXX
University”, or “XXXX College”” in their titles. You can also identify them by default: They do not
say “City College”, “CSU” or “UC” in their titles:
University of Redlands
University of the Pacific
University of San Francisco
Pepperdine University
Santa Clara University
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Stanford University
Loyola Marymount University
Whittier College
Pitzer College
Chapman College
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Occidental College
Mills College
Claremont McKenna College
University of San Diego
Pomona College
THE UNIVERSITY OF CALIFORNIA (U.C.) SYSTEM
Application Dates: November 1 to November 30
The Application:
The application to the U.C. system becomes available each fall, usually in early October and
applications are available online at www.universityofcalifornia.edu/admissions. Each student submits
one application to the University of California, checking off which campus or campuses for which they
wish to be considered and then pay a fee for each campus. Once you submit your application, it is
electronically sent to the campuses that you have indicated on your application. You do not need to
send separate applications to each U.C. campus. It is recommended to file your application as soon
as possible during the open filing period of November 1 to 30. The computer system often gets
overloaded during the last few days or November.
Testing:
Make sure to complete all SAT or ACT with writing and SAT Subject tests (if required by a particular
department or major) by the December test date of your senior year. It is YOUR responsibility to
have all of your test scores sent to the U.C. You can have them sent via the www.collegeboard.org
or www.act.org websites where you have your account. You can have a score report sent to one
campus and it will be shared with all the campuses to which you apply. SAT Subject Tests are not
required for admission. However, you may submit scores if you want to show proficiency in a
particular subject and/or if you plan to apply for competitive majors (check specific campuses and
majors for requirements). All testing must be completed by December of your senior year.
Transcripts:
Transcripts are not required at the time you apply to the U.C. system. If accepted and if you commit
to attend a U.C. campus, you will be asked to submit a final transcript at the end of your senior year.
Recommendations are not required for the U.C. system.
Special Programs Requirements:
Some departments have additional application requirements (art, theater, dance, etc.) so make sure
to consult the departmental requirements at each of the campuses you are applying to.
Fee Waivers:
U.C. will waive application fees for up to four campuses for qualified students. You can apply for a fee
waiver within the online application and be notified immediately whether you have qualified.
Web Addresses for the Nine Undergraduate U.C. Campuses:
UC Berkeley: www.berkeley.edu
UC Davis: www.ucdavis.edu
UC Irvine: www.uci.edu
UC Los Angeles: www.ucla.edu
UC Merced: www.ucmerced.edu
UC Riverside: www.ucr.edu
UC San Diego: www.ucsd.edu
UC Santa Barbara: www.ucsb.edu
UC Santa Cruz: www.ucsc.edu
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U.C. Resources for High School Students:
For more information about academic preparation, pathways to the U.C. system, costs, and tips
about the application process, the following link is an excellent resource:
http://www.ucop.edu/education-partnerships/programs/resources-for-preparing-for-college.html
U.C. Application Tip:
Although you cannot officially submit your application until the filing period begins, November 1-30,
you can begin to fill out the application---make sure to “save” as you go and do not attempt to submit
before the filing period begins. You can also get a head start on your U.C. Personal Statement essays.
The two prompts stay the same from year-to-year. Refer to “The Essay” section of this handbook for
more information about the prompts and tips on writing the essays.
**Note: Please refer to the A-G Requirements section of this handbook (page 9) for a detailed
breakdown of requirements needed for entrance into the U.C. system.
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CAMPUSES OF THE CSU
CALIFORNIA STATE UNIVERSITIES
The California State University system is the largest state university system in the country, containing
23 campuses and serving 426,534 students. Each campus is unique and has distinct student
populations and programs. The CSU campuses are:
Northern California:
a. Humboldt
b. Chico
c. Sonoma
d. Sacramento
e. Maritime Academy
f. San Francisco
g. East Bay
h. San Jose
i. Stanislaus
j. Monterey Bay
Central California:
a. San Luis Obispo (Cal Poly)
b. Bakersfield
c. Fresno
Southern California:
a. Northridge
b. Channel Islands
c. Los Angeles
d. Dominguez Hills
e. San Bernardino
f. Fullerton
g. Long Beach
h. Pomona (Cal Poly)
i. San Marcos
j. San Diego
CSU Resources: each campus is unique in size, location, student population, course offerings, and
majors. Use the following online resources to research CSU campuses:
www.calstate.edu
www.csumentor.edu
www.csusuccess.org
Preparation is Key! CSU Tips:
-Explore and research campuses via the web and take a virtual tour of the campuses that interest
you. Some campuses have “impacted” majors (engineering, computer science, math, etc.), which may
require higher admission standards. The CSU website at www.csumentor.edu has the most up-todate campus information and recommendations for students. Visit campus preview days in 10th and
11th grade and Fall Open Houses in 12th grade.
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-Complete the minimum 15 A-G courses with a grade of “C” or higher. Review A-G Requirements
on page 9 of this handbook. To be a more competitive candidate, it is suggested to take additional
courses than the minimum fifteen.
-The CSU uses a calculation called an eligibility index that combines your weighted high school GPA
(10th and 11th grades) with the composite score you earn on the ACT or the SAT Reasoning (Critical
Reading + Math) scores.
-Many CSU campuses utilize local admission guarantee policies for students who graduate from high
schools and community colleges that are historically served by a CSU campus in that region.
-Many CSU campuses have higher standards for particular majors or for students who live outside
the local admission area. Because of the number of students who apply, several campuses may
require supplementary admission criteria for all applicants. Do your research.
-Apply as early as Oct 1st. The application period is Oct 1-November 30. Keep in mind that it is
advised to submit prior to the final date of November 30, as the computer system can get
overloaded.
-Research ways to pay for college and attend a Cash-for-College-Workshop with your parents or
guardians during your senior year. These are usually offered in January or February at ECHS and
throughout the WCCUSD.
-Submit ACT/SAT/AP test scores to all campuses you apply to. You can indicate the CSU Mentor
Code 3594 to have your SAT/ACT scores sent to any CSU. All CSU campuses will be able to access
your scores through CSU Mentor. Be aware that many CSU campuses require that all SAT/ACT testing be
completed no later than the October test date of your senior year.
-You do NOT need a teacher recommendation for CSU
-Remember that when you are admitted it is PROVISIONAL---you must continue to do well in your
ENTIRE senior year to meet the admissions requirements! At a minimum, you must maintain at C- or
above grade point average in order to keep your admission to CSU.
Costs of Attending a CSU
2013-2014 Estimated Budgets: Keep in mind that CSU maintains one of the lowest fee structures
among comparable institutions. Nearly 3.6 billion dollars is distributed in financial aid and more than
70% of the student population receives some form of financial aid. To qualify for aid, make sure to file
a FAFSA during the priority filing period, between January 1-March 2.
!
2013,2014!Estimated!Budget!
Live!at!Home! !
Live!on!Campus!
Live!Off!!
Fees! !
!
!
!
$6,611!!
!
$6,611!!
!
$6,611!
Books/Supplies!
!
!
$1,678!!
!
$1,678!!
!
$1,678!
Room/Board! !
!
!
$4,453!!
!
$11,695!
!
$11,798!
Transportation!
!
!
$1,348!!
!
$1,184!!
!
$1,338!
TOTALS!
!
!
$15,428!
!
$22,506!
!
$22,792!
!
16!
COMMUNITY COLLEGES IN CALIFORNIA
www.cccco.edu and www.cccapply.org
Comprised of 72 districts and 112 colleges, the California Community Colleges make up the
largest higher education system in the nation—providing a gateway to higher education for
nearly 3 million students per year. Community colleges offer associate's degrees, prepare
students for transfer to four-year institutions, provide opportunities for lifelong learning, and
train the workforce that sustains California’s economy.
ADMISSION REQUIREMENTS FOR THE COMMUNITY COLLEGE SYSTEM
-You need to be a high school graduate OR
-Have passed the GED (General Educational Development) test or California High School Proficiency
Test (CAHSEE) OR
-Be at least 18 years of age.
Note: There are special requirements for certain two-year career programs. Testing and personal
interviews are the prerequisites for programs such as dental assistance, marketing management,
nursing, auto mechanics, etc.
If you meet the requirements above, you are eligible to attend any of the 112 community colleges in
California.
Community College is a Good Choice If:
a. You wish to attend, for one or two years, a college that will give you training needed to enter
a vocation.
b. You wish to begin college while remaining in your home community.
c. You are not sure of the academic field you wish to pursue and want to explore varied subject
areas.
d. A four-year college is too costly. Community colleges are much less expensive than 4-year or
CSU.
e. You plan to complete a 4-year college program; however, for financial or other reasons you
plan to live at home for the first to years.
f. You want to attend a 4-year college, but your grades and/or subjects you took in high school
do not qualify you for admission without further preparation.
Transfer Programs:
Community Colleges offer a full range of academic courses, covering the first two years of college,
that enable a student to prepare for transfer to a UC or CSU campus or to a private college.
Transfer students who plan carefully can enter a four-year college as a junior. Each community
college has Transfer Admission Agreements with specific UC and CSU campuses and private colleges.
Check with community college counseling offices or with the ECG representative at ECHS to
determine which programs have the best transfer track records. Otherwise, a community college
counselor will help you organize your program so that it will be accepted, especially by a UC or CSU
campus, and you will not lose credits when you transfer. Information about California community
college courses that do receive transfer credit is available at www.assist.org.
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Note: When applying to the UC and CSU systems, students from California community colleges have
admissions priority over all other prospective transfer students, including those from 4-year colleges. If you
plan well and stay on track, this is a great way to go!
Vocational-Technical:
An Associate of Arts (AA) degree is awarded in many two-year, vocational-technical programs. A
one-year certificate program is also available in certain fields. Students receive training in skills that
qualify them for employment in semi-professional and technical areas. Examples of vocationaltechnical programs leading to an AA degree are: accounting, automotive mechanics, banking and
finance, data processing, electronics, technology, real estate, and travel industry. Check the
community college you are interested in for availability and course offerings.
Admission Tests:
No college admission tests (SAT, SAT Subject Tests, ACT, etc.) are required. If, however, you are
considering transferring to a four-year college, it is highly recommended that you take your SAT/ACT
tests in high school. Additionally, a high enough score on your ACT or SAT can sometimes qualify
you to skip the first level English or Math requirements.
Online Information:
Learn more about the California Community College system at www.ccco.edu
Applications to Community Colleges:
Application Dates: April onwards for summer or fall entry for general courses
Applications for admission to community colleges are available online at www.cccapply.org. California
residents may attend any community college in the state. All California community colleges are open
to all students who are at least 18 or have a high school diploma or a GED. Contra Costa College
(CCC) counselors often come to ECHS to explain registration procedures. Ask in the Career
Center for dates that CCC representatives will be on campus and the date(s) when the community
college assessment test will be given at ECHS.
NOTE: If you wish to enter a special career program, there are special requirements and earlier
application dates. Make an appointment in November of your senior year to see a community college
counselor if you are interested in two-year programs such as: dental assisting, marketing
management, nursing, x-ray technology, law enforcement, and auto mechanic.
Financial aid is available at the community college level. You must complete the FAFSA (the federal
government form) and the GPA verification form available in the College and Career Center in
January. Check with the Financial Aid Office of the community college in which you are interested for
further information. Consult the Financial Aid and Resource sections in this handbook for more
information on financial aid/scholarships.
Community College Application Process:
1. Get application online at www.cccapply.org or at the specific community college website.
2. Complete and submit application online
Other Steps:
1. Take placement tests before registering for Math, English, ESL and Chemistry IA courses at
the Community College.
2. Visit the Career Center and your ECHS Guidance Counselor to make sure you are on-track
with your course requirements and graduation timetable.
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18!
California Community Colleges – Campus Locations
http://www.foundationccc.org/
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19!
California Community Colleges: Facts and Figures
Note: This information was taken from: http://www.cccco.edu/
The largest system of higher education in the country
· California Community Colleges have the highest rate of public attendance of all
community college systems in the nation.
· One-quarter of all community college students nationwide are enrolled in a California
Community College.
· Three out of every ten Californians age 18-24 are currently enrolled in a community college.
The primary gateway to higher education, serving all Californians
· Over 60 percent of community college students are people of diverse ethnic backgrounds
and over 55 percent are female.
· Community Colleges enroll the state’s lowest-income students. Full-time students have
an annual median income of $16,223, with one-fourth having incomes of less than
$5,544 per year.
· Over half of California veterans receiving GI Bill educational benefits attend a Community
College.
· Over half of community college students are age 25 or older and are already working adults.
California’s largest workforce training provider
· Serving nearly 3 million students annually, California Community Colleges offer more than 175
degree and certificate programs at 112 colleges in every area of the state.
· Community colleges train 80 percent of all California firefighters, law enforcement
officers, and emergency medical technicians. Thirty-nine colleges have police academies
and 64 colleges train firefighters.
· Seventy percent of California nurses received their education at a community college.
Nursing programs are offered at 74 colleges, which graduate 7,700 nurses a year.
· Approximately 25,000 apprentices are educated by 35 Community Colleges offering
160 apprenticeship programs.
· California Community Colleges offer 160 employee professional development
programs that increase the knowledge and skills of 25,000 working Californians each
year.
· Over 80 percent of community college students work, many attending college for retraining,
skills upgrades, and license retention and renewal.
A pathway to four-year universities
· Almost 60 percent of graduates of the California State University system and 30 percent of
the University of California system transferred from a California Community College.
· When community college students transfer, they earn grade point averages equal to or
better than students who started out as freshmen at the same four-year universities.
· Community colleges are a cost-effective alternative for students who cannot afford to
go to a four-year university all four years.
· Two-thirds of California’s first-time higher education students begin their academic careers
at a community college.
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20!
APPLYING TO PRIVATE COLLEGES AND UNIVERSITIES
The Common Application
Many private (or independent) colleges and universities, and some public universities, use the
Common Application. Over 500 schools utilize the Common Application; see www.commonapp.org
for a complete list. It is important to check each school’s website to find out if they require applying
through the Common Application, or if they use an alternate application process, such as the
Universal Application (universalcollegeapp.com). Additionally, some colleges have their own individual
applications, such as Georgetown and University of Oregon. The Common Application is a one-stop
clearinghouse for applying to many colleges. It allows students to submit and track components of
their application such as: essays, supplements, payments, school forms, and recommenders.
In order to apply to colleges using the Common Application, students will need to set up a free
online account at www.commonapp.org. Use the professional email that you want colleges to see
and which you will use throughout the college application and financial aid process. Create an email
such as: johndoe2014@gmail and not liketoparty@gmail. Once your account and password are set, you
may research colleges through the site, find out each school’s application requirements and deadlines,
add schools-of-interest to your own personal “dashboard” of schools. The dashboard is a helpful
tool as it shows you what schools you are applying to, reminds you when an application deadline is
coming up, checks off when a recommender has sent in his/her letter on your behalf, and checks off
when your application is complete.
The Common Application is also where you will fill out the general application requirements
(personal, family, educational, academic, extra-curricular, awards, etc.) and where you will be asked
to write a personal statement of up to 650 words from one of the five prompts offered. *Please refer
to the Common Application site and the Personal Statement Essay section of this handbook for essay-writing
tips and prompts. This part of the application and essay prompt is what will be sent to each of the
schools on your personal dashboard, with the same information going to each. Once the application
has been submitted to a college online, it cannot be changed for that particular school; the student
must contact the college directly if they need to correct an error or request to provide more
information.
Many schools also require supplementary application information and writing components from
students. These requirements will show up when you click on each school you have listed on your
dashboard. The supplementary portions have to be submitted electronically, only after you have
electronically submitted (and paid) for the general application portion of the Common Application.
You will be asked to pay, by credit card, for each submission and each school has its own set
application fee (they often range from $50.00-90.00 per application). Payments can be done securely
through the website and you will receive an email confirmation of payment. If you have a fee-waiver,
follow the prompts within the application for instructions on how to submit.
Students will also be able to, electronically, invite counselors and teachers to write and submit a
recommendation on their behalf. It is, however, up to you to determine how many
recommendations are required for each school and to invite your recommenders in a timely and
courteous manner. Remember, counselors and teachers are asked to write many letters of
recommendation so make sure to request and invite with plenty of advance notice. Refer to the
Recommendations Section of this handbook for tips on requesting and managing recommendations.
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COUNSELOR RECOMMENDATIONS FOR THE COMMON APPLICATION:
Counselor recommendations are part of the School Report. Counselor letters and the School Report
explain your transcript, your role in the ECHS community, as well as highlighting your involvement
with on-campus and extracurricular activities. Because each ECHS counselor oversees more than 600
students, it is important for students to take the initiative to meet with their counselors, at least several times
each year, email them with questions, drop by to “check in” with them about how things are going with their
courses and the application process. When it comes time for them to write a counselor
recommendation, students are asked to complete a Senior Profile (a template can be found in this
handbook or from their counselor). The Senior Profile asks the student to elaborate on activities
they have been involved in, give words that describe their character and personality, offer examples
of academic successes, and descriptions of obstacles they have been faced with. The more detail you
provide, the easier it will be for your counselor to compose a detailed recommendation. Counselors
are also asked to input information about your GPA and class rank, the rigor of your course
selections, any disciplinary issues, etc. If you are applying Early Action or Early Decision, it is
suggested that seniors turn in their Senior Profile by mid-September and for Regular or Rolling
Admission, by the beginning of October.
NOTE: Students must turn in their Senior Profiles and invite their counselor to submit a Counselor
Recommendation on their behalf with ample lead-time. All requests for recommendations should be
submitted well before the winter break!
Helpful Tip: Try to complete your Senior Profile the summer before senior year begins. Having the
time to think about thoughtful and thorough responses will result in a more complete and
comprehensive product for your counselor. Copies of the Senior Profile can be found in this
handbook, in the College and Career Center, from your counselor and on the ECHS website.
If you have questions as to how to use or complete the Common Application, go to the
www.commonapp.org website, where you can search the “Help” section or view one of the video
tutorials. Your counselor and the College and Career Center are also available to you for assistance
with the application process.
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CALIFORNIA PRIVATE COLLEGES & UNIVERSITIES
This is a selected list of private (or independent) California colleges and universities. Visit the websites for the
schools you are interested in and learn more about California private colleges and at www.aiccu.edu.
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American Jewish University, Los Angeles
Antioch University Los Angeles
Art Center College of Design, Pasadena
Biola University, La Mirada
California College of the Arts, Oakland
California Institute of Technology (Cal Tech), Pasadena
California Institute of the Arts (Cal Arts), Valencia
California Lutheran University, Thousand Oaks
Chapman University, Orange
Claremont McKenna College, Claremont *
Dominican University of California, San Rafael
Harvey Mudd College, Claremont*
Holy Names University, Oakland
Laguna College of Art and Design, Laguna Beach
Loma Linda University, Loma Linda
Loyola Marymount University, Los Angeles
Marymount California University, Rancho Palos Verdes
Menlo College, Atherton
Mills College, Oakland
Mount St. Mary’s College, Los Angeles
Notre Dame de Namur University, Belmont
Occidental College, Los Angeles
Otis College of Art and Design, Los Angeles
Pepperdine University, Malibu
Pitzer College, Claremont*
Pomona College, Claremont*
Saint Mary’s College of California, Moraga
San Francisco Art Institute, San Francisco
San Francisco Conservatory of Music, San Francisco
Santa Clara University, Santa Clara
Scripps College, Claremont*
Stanford University, Palo Alto
University of Redlands, Redlands
University of San Diego, San Diego
University of San Francisco, San Francisco
University of Southern California, Los Angeles
University of the Pacific, Stockton
Westmont College, Santa Barbara
Whittier College, Whittier
**Claremont McKenna, Harvey Mudd, Pitzer, Pomona and Scripps are part of the Claremont College FiveCollege Consortium in Claremont, CA.
23!
DECISION PLANS:
Breaking Down the Various Application Decision Plan Options
Students not only have to decide which colleges to which they will apply but they also have to
consider what type of decision plan they wish to pursue. There are basically five types of admission:
regular, rolling, early action, restrictive early action and early decision. Each of the plans will be
discussed below but make sure to check the specific admissions options at each of the colleges on
your list, as details often vary from year to year.
Regular Decision (RD): This is what most students think about when applying to college and most
students apply through this path. Students submit their application materials sometime in late winter
and usually hear a decision by late-March or early-April. Remember to check EACH school’s
application instructions and make note of specific due-dates. There are three possible outcomes for
RD: acceptance, denial, or waitlist. If accepted, students have until the May 1st National Candidates
Reply Date to make their decisions. If waitlisted, students should check the waitlist policy for each
school and follow their instructions. Often if a student wants to remain on the waitlist, they have to
notify the school directly.
Unless you have a compelling reason to apply under a school’s “early” plan, RD is the application path
you will follow.
Rolling Admission (RA): Colleges offering rolling admission use RA exclusively. This means there is
no set deadline to apply. As soon as the application for a particular year is available, schools using RA
begin accepting applications. Typically, they review applications as they arrive and either notify
students within a few weeks or at specifically prescribed dates. Applications continue to be accepted
until all the spaces are filled. A possible advantage to applying on the earlier side at an RA school is
there may be more options to access scholarships, financial aid, housing or special academic
programs. There are two outcomes for RA applicants: acceptance or denial. Occasionally, an RA
school may defer your decision until your mid-year grade reports become available.
Early Action (EA): Under this plan, students apply by an early deadline (often in November) and
hear a response by an early notification date (often in early winter). EA plans are nonbinding and
students may also apply to the other schools on their list. Note: double check the websites of each
school on your list to make note of any specific requirements. With EA, students have until the May
1st deadline to make their final decision. There are three possible outcomes with EA: acceptance,
denial and sometimes deferral. With acceptance, students have the benefit of having a college choice
early in the application process—this takes some of the pressure off just knowing that you have
“gotten in” to a school. With denial, you are no longer in the application pool of the school. With
deferral, your application moves to the regular application pool and you will have to wait until the
spring notification date as to your status. If deferred, you will want to send the college updated
information including first semester grades, updated test scores (if available) and any additional
achievements (academic or extra-curricular).
Some schools offer more than one round of EA—again check college websites for specifics.
Restrictive Early Action (REA): Although this is a nonbinding plan, there are restrictions in this
type of application process. As in EA, students apply early to a first-choice school, receive an early –
decision, and have until May 1st to decide. NOTE: it is very important to read the fine print of the
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24!
REA school to which you are applying. Some allow you to apply early to another school, only if it is
not a similar type (private or public) and some ask students to not apply early anywhere else.
There are three outcomes for REA: acceptance, denial and deferral. If accepted, the student has until
May 1st to decide. If deferred, the student’s application is moved to the regular decision group for
later decision. If deferred, you should make sure to send in updated transcripts (fall grades), updated
test scores (if available), and any updates in academics or extra-curricular activities. If denied, you
may not reapply for regular decision.
Early Decision (ED): This approach involves careful thought and consideration by students. ED is
a binding contract between the student applicant and the ED school to which they are applying. If
you apply ED, you are saying that a particular school is your first choice and if accepted you agree to
A) attend that school and B) withdraw all applications to all other schools which were on your list.
You must be positive that the school is where you want to enroll and which is the right fit for you.
There are three outcomes in ED: acceptance, denial or deferral. If accepted, you must agree to
enroll at that school and immediately withdraw all other applications. If deferred, your application
will roll into the regular decision pool and you will find out in early spring. If you are denied, your
application will not be reconsidered.
An ED path is a great path for students who know, without a doubt, that a particular school is their
first choice option. If accepted, you will know in the early winter, have your decision made, and you
can relax and enjoy the remainder of your senior year without any further application worries. The
problem lies with the fact that many teens do not know definitively what they may truly want in a
college, and often students change their minds several times during the course of their senior year.
For example, some who thought they wanted a big school in California change their minds mid-year
to wanting a smaller school on the east coast.
2013 Note: During the 2013 application cycle, there was a rising trend towards applying early to
colleges and many colleges accepted higher percentages of students in the ED or EA pools than in the
RD cycles. Whether that trend continues remains to be seen.
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25!
TESTING: COLLEGE ENTRANCE TESTS
Many colleges require college admission tests as part of the application process. They are often used
in financial aid and scholarship decisions. These tests are seen as helpful to the admissions committee
in demonstrating aptitude in academic areas and may give a guide as to how well a student might
succeed at a particular institution. It is important to remember that standardized tests are only one
part of your application. Your GPA, the rigor of your high school course selection, extra-curricular
activities, recommendations, and your personal statement are all extremely important in the
application process. It is advised that students check the testing requirements for each school to
which they plan to apply as changes happen regularly. Some colleges do not require any tests (see
www.fairtest.org) for a complete list, and some schools offer testing as an option. Do your research!
IMPORTANT GENERAL TEST INFORMATION:
1. The school code for El Cerrito High, also known as CEEB is: 050815. You will need this when
you register for the tests.
2. You may register online at www.collegeboard.org or www.actstudent.org. Both sites have
information about registering, setting up a free account, letting you know what to bring to the
tests, when your scores will be available online, as well as offering free test prep and tools to
succeed. These sites also offer tools to research various colleges and list schools that require
Subject Tests.
3. Remember to register with the professional email you have established for all of your collegerelated documents: testing, financial aid, and applications. Be consistent.
4. The above websites also list the dates each test is offered. ECHS is a testing site so if you
register early enough, you can opt to take the test at ECHS.
5. You cannot take the SAT and SAT Subject tests on the same day, but you may take up to
three SAT Subject Tests at one time.
6. The PSAT does not require students to register individually as it is offered for free, once per
year, at ECHS in the fall (usually in October) of sophomore and junior years.
7. You will need to bring a valid picture ID on the day of the test and make sure the name on
your ID matches exactly with the name you registered under for the test. Bring two or more
#2 pencils and you may bring a calculator for math and some science tests. No cell phones
are allowed in the testing area. Also, make sure to bring a snack and drink.
8. If you require testing accommodations, make sure to speak with your special education
teacher at least three months prior to the tests regular registration deadline!
9. If you think you qualify for a fee waiver, go to the Career Center for more information. Please
be aware that the only way to receive a fee-waiver from ECHS is to apply online at www.wccusd.net
for the free or reduced lunch program at the beginning of each new school year. Scroll down the
district website and click on “lunch application”. You cannot receive an SAT or ACT fee waiver without
FIRST applying to the lunch program---no exceptions. Once you receive your “letter of eligibility” make
sure to keep this letter in order to receive your waiver.
PSAT: Preliminary SAT/National Merit Scholarship Qualifying Test is offered to both
sophomores and juniors each October. Registration is handled by ECHS and there is no fee for
students. The PSAT gives students an opportunity to see what kinds of questions one will see on
the SAT. The scores are usually available in late winter and will give students an idea of where
their strengths and weaknesses are in testing and also what types of schools one might begin
considering. If you are unhappy with your scores, consider signing up for an SAT/ACT prep
course (both free and fee-based courses and tutors are available) and/or begin your own
preparations. See the Resource Guide at the end of this book for more information. While the PSAT
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26!
scores DO NOT count for college, those who place high enough can qualify for consideration as
a National Merit Scholar, which can lead to monetary scholarships for college.
SAT: This test measures Critical Reading, Math, and Writing Skills. You must pre-register for this
test and there is a fee. The University of California (UC), the California State Universities (CSU)
and many private and public universities use it as an entrance requirement, although check each
college website for specific recommendations. The test takes approximately 4.5-5 hours to
complete. The test is based on a total score of 2400 points, with each of the three sections worth
800 points each. When you receive your scores, you will see a total score and a score from each
of the three sections (Critical Reading, Math and Writing). It is advisable to take the SAT during
your junior year. By taking the test during your junior year, you will gauge how you do on the
test with enough time to decide if you will re-take it in the fall of senior year. Colleges have
different requirements for your scores: some allow Score Choice, whereby only your top scores
in each section are considered, and other schools want to see all of your testing scores. In order
for scores to be sent to colleges, YOU need to have them sent from the www.collegeboard.org
site.
Test dates are found online at the www.collegeboard.org site, in the ECHS College & Career
Center, and are announced on the E-tree.
SAT SUBJECT TESTS: These tests measure students’ knowledge and college readiness in a
particular subject. They are one-hour multiple-choice tests and are entrance requirements for
many (not all) colleges---make sure to check what particular schools require. The Subject Tests
are scored like the SAT tests, from 200-800. Students can sign up to take 1-3 tests at one sitting.
Students are encouraged to take these tests after they have completed relevant classes. For
instance, when you have completed AP U.S. History, Literature, Physics, Chemistry, or Algebra
2/Trig, you could plan to take one or more of these subject tests while the material is still fresh in
your mind. Many schools prefer you to take the Math 2 and another test of your choice.
However, if you are going into the sciences or math fields, they may require additional tests. Do
your research and know what schools require.
ACT (American College Test): Tests your ability in English, math, reading and science
reasoning. The ACT Writing Test is also offered as a supplement to the main test. The ACT is a
college entrance test that is an accepted alternative to the SAT for almost all colleges, including
the UC and Cal State systems. Check each college website to see if they accept the ACT and if
they also require you to take the writing portion. The test is scored on a 1-36 scale, with 36
being the highest score. Check score ranges at colleges that you are interested in to see if your
scores are in range for a particular school. It is recommended that juniors take the ACT during
the spring of junior year and, if needed, in the fall of senior year. You must preregister for this
test and there is a fee. ECHS is a testing site for the ACT. Go to www.act.org for more
information
Note: Take challenging courses throughout high school. Studies have shown that one of the top
predictors of SAT/ACT success is a rigorous high school curriculum. Take advantage of the
Honors and AP-level courses offered at ECHS.
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27!
THE BIG QUESTION: WHICH TEST SHOULD I TAKE?
While most colleges in the U.S. accept both the SAT and the ACT as a qualification for admission,
there are major differences between these two tests. It is advised to think carefully about which
test to take so that you can most effectively prepare yourself to do your best. Both the College
Board, which administers the SAT (www.collegeboard.org) and the ACT, which administers the
ACT test (www.act.org) offer full-length practice tests and practice questions so you may want to
try out each of the sample tests to gauge how you do on one or the other. You may also
purchase one of the many testing guides on the market, such as Kaplan or Princeton Review, each
of which have numerous sample tests and test-taking strategies. These guides are also available to
students in the ECHS College and Career Center. Whichever test you choose to take, make time
to study and prepare. Make sure to practice testing in a timed setting. Many students are not
used to testing within time limits, so it is important to give yourself some practice with this before
test day. Use your microwave timer, an egg timer, cell-phone alarm, whatever you need to signal
that “time is up”. And, while it is fine to take both tests, it is advised to choose one and focus
your preparation on that type of test. Below are some things to consider when deciding between
the two tests. These are suggestions for you to think about. The best way for you to decide is to
try out a sample SAT and ACT test and see how you do and which test format you feel most
comfortable with. Thank you to Dr. Raymond Barglow of U.C. Berkeley for the following tips:
The ACT may be the better test for you if:
a. You like to read and you read quickly with good comprehension. Even the science section of
the ACT relies mainly upon reading and reasoning skills, and requires little knowledge beyond
that provided by the questions themselves. So even if your science knowledge is more
limited, you can do well on the ACT science section.
b. You do well in school. The ACT is more curriculum-based, and the ACT questions tend to
be more straightforward than SAT questions.
c. You do better in your English, history and social studies classes than in your math classes.
ACT math is not as difficult as SAT math. There is some advanced math content (logarithms,
trigonometry, matrices, imaginary numbers) on the ACT, but that additional content is more
basic.
d. You prefer to write essays that deal in a common-sense way with tangible, everyday policy
issues, such as those that arise in a high school setting.
The SAT may be the better test for you if:
a. You like solving math puzzles and playing computer games. SAT math involves reasoning
tricks and requires that you go beyond the basic formulas and exercises that you have
encountered in your school classes.
b. You have a strong vocabulary and do well in school.
c. You find it easier to write essays on abstract, philosophical issues than about policy matters.
Free Practice Tests and Test Preparation Resources
--ACT Sample Tests at www.actstudent.org/sampletest/index.html
--SAT College Board Practice Tests at http://sat.collegeboard.org/practice/
--Number2: Free online test prep for ACT/SAT at www.number2.com
,,www.majortests.com
-- www.khanacademy.org
--ECHS College & Career Center: Check for free SAT prep classes, test prep books, fee waivers, etc.
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THE PERSONAL STATEMENT ESSAY
When you apply to many colleges and universities, the admissions office puts together a folder of
information about you that will be used to make an admissions decision. Much of the information
that is collected is a lot of facts: names, high school, rank, contact information, classes taken, grade
point average, test scores, lists of extra-curricular activities, etc. These factual pieces give the
admissions committee an indication as to your readiness and preparedness for college.
There is an additional piece of the application that goes beyond the numbers and lists and is the main
place where your personality, voice, and point of view can be expressed. That is the personal essay or
personal statement section of the application and it is a key element that helps the admissions officer
learn more about you as a person, how you think and write about your experiences. The essay can
offer the admissions committee a fuller picture of your experiences, what has shaped you as a person,
what is important to you, and what you could contribute to a college or university campus. This is
the section of the application that is not a descriptive list of your accomplishments (there are plenty
of places on the application to list those) but is where you will get the opportunity to paint a vivid
picture of yourself, your life, your experiences, and what makes you unique and interesting!
START EARLY: It cannot be stressed enough that students should begin thinking about and
writing drafts of their essays before the start of their senior year. The summer before senior
year is a great time to begin brainstorming, thinking about and drafting your essays. Remember,
the essay writing process is just that, a process. Your essay should go through a number of drafts
before you have reached the final product. Taking time to ponder, compose and refine will help
you to generate a stronger, more compelling essay.
Once senior year begins, it is a very busy time for students so the more you complete over the
summer, the more prepared you will be as deadlines draw near. Refer to the “Brainstorm” section below
for tips on getting started.
General Essay Tips and Advice:
a) Answer the Question! Make sure to read each question or prompt and be clear as to what
they are asking. Many applications offer a choice of prompts so read them all and choose one
you feel comfortable writing about.
b) Comply with word counts, spacing and formatting instructions before beginning. Each
application has its own requirements.
c) Do not type directly onto the application. Compose your essay in a word processing
program and copy and paste your essay onto application. Make sure to repeatedly “save” your
essays as you go!
d) Proofread your essay and have others proofread it as well. Spell-check does not catch errors
of syntax, homonyms, and other areas of grammar!
e) Have others (teachers, parents, friends) read your essay and ask them if it reflects who you
are? Ask the readers, “Does this essay sound like me?”
f) Read your essay out loud. Does it sound like you? You should write in your own voice.
g) You must write your essay! Your parents, teachers and friends can offer advice and thoughts
about your essay, but it must be your writing and your voice that comes through. The
admissions officers can tell if a student does not write an essay!
h) Don’t discount your personal experiences. You may think that caring for your younger sibling,
working at a summer job, being part of a school club, or volunteering in your community is
not a scintillating topic but your involvement with any of these experiences can offer revealing
insight into you and what is important to you. What did your involvement with your job,
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activity, and internship, or classroom experience teach you? Did you learn something about
yourself or your abilities? Has your involvement sparked an interest or passion that you might
like to pursue in college? Write about what you know.
i) Make sure you are sending the correct essay with the correct application!
j) Submit the essay and application on time!
k) Keep a copy of your essay and your entire application for your files!
Types of Application Essays:
a) The U.C. Essays- Go to www.universityofcalifornia.edu/admissions for specific details
regarding the admission process and helpful hints and suggestions about the personal
statement requirements.
Notes from the UC application for Fall 2013 admission (two essays are required):
“Your personal statement should be exactly that-personal. This is your opportunity to tell us about
yourself- your hopes, ambitions, life experiences, inspirations. We encourage you to take your time on this
assignment. Be open, Be reflective, Find your individual voice and express it honestly……present your
information and ideas in a focused, deliberate and meaningful manner. Provide specific, concrete
examples to support your point. A personal statement that is simply a list of qualities or accomplishments
usually is not persuasive.”
Directions for U.C. prompts: applicants must respond to two essay prompts. Your responses to
your two prompts must be a maximum of 1,000 words total. You may allocate the word count
as you wish. If you choose to respond to one prompt at greater length, we suggest your shorter
answer be no less than 250 words.
2013 Essay Prompts for Freshman:
“Describe the world you come from---for example, your family, community or school, and tell us how your
world has shaped your dreams and aspirations.”
2013 Prompt for All Applicants:
“Tell us about a personal quality, talent, accomplishment, contribution or experience that is important to
you. What about this quality or accomplishment makes you proud and how does it relate to the person
you are?”
b) The Common Application:
www.commonapp.org
Notes from the Common Application:
“The essay demonstrates your ability to write clearly and concisely on a selected topic and helps you
distinguish yourself in your own voice. What do you want the readers of your application to know about
you apart from courses, grades, and test scores? Choose the option that best helps you answer that
question and write an essay of no more than 650 words, using the prompt to inspire and structure your
response. Remember: 650 words is your limit, not your goal. Use the full range if you need it, but don’t
feel obligated to do so.” Note: the application won’t accept a response shorter than 250 words.”
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2014 Common Application Essay Prompts (choose one):
1. Some students have a background or story that is so central to their identity that they believe their
application would be incomplete without it. If this sounds like you, then please share your story.
2. Recount an incident or time when you experienced failure. How did it affect you, and what lessons
did you learn?
3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you
make the same decision again?
4. Describe a place or environment where you are perfectly content. What do you do or experience
there, and why is it meaningful to you?
5. Discuss an accomplishment or event, formal or informal, hat marked your transition form childhood to
adulthood within your culture, community, or family.
c) Supplements: Some private colleges and universities require applicants to complete a
school-specific supplementary essay or short answer section in addition to the required essay
on the Common Application. While some of these supplements want to know why you want
to attend their school, others are may be more creative (see the supplementary prompts
from the University of Chicago, Tufts, or Occidental College). They may ask you to write a
letter to your freshman roommate, analyze a joke, talk about your favorite word, write about
a book that you have read, talk about a person who has influenced you, etc.
Helpful Tip: Once you have set up your “dashboard” of colleges on the Common Application site,
you can gain access to the supplements. In a separate Word document, cut-and-paste each college’s
supplements. It is not only helpful to have them all in one place but you may notice that there are
overlaps. Often you can use one response or parts of one response for one or more schools.
BRAINSTORMING: Before You Begin Writing: The Brainstorming Session!
It may feel quite daunting to write about YOU. Brainstorming often helps generate ideas and
points of view. Here are some ways to get started:
a) Make a list of adjectives that describe you (for example: athletic, leader, innovator, creative,
loyal, witty, entrepreneurial, first generation, imaginative, diligent, etc.). Pick one or more of
them and spend a few minutes writing about that aspect of you. Write descriptive examples.
b) Spend several minutes writing an answer to the following sentence: “My best friend always
says that I………?
c) What do you consider one of your strengths? Write a few sentences about these strengths.
d) Write a letter to your new college roommate; include meaningful ways to describe yourself.
e) Make a list of things that are important to you.
f) What is distinctive about your life story? What special circumstances exist in your family?
g) Have you overcome any obstacles in your life? Describe. What did you learn about yourself
through the process?
h) What inspires you?
i) How have your life experiences and activities shaped who you are?
j) Come up with a list of songs, books, paintings or movie titles that characterize your life.
k) If you had a free weekend, how would you spend your time?
l) Have you had any experiences in the classroom that had an impact on your learning process,
ability to work with others, or allowed you to demonstrate a talent or skill?
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Taking the time to brainstorm, think and write about your ideas should help you to begin to
formulate your application essays.
Students should look at the Personal Statement as their personal interview with a college or university.
Keep asking yourself, “What would I want a college to know about me?” Make sure to use “I” statements
about your accomplishments, learning experiences and or personal stories. “Show” the reader, don’t just
“Tell”; you want your story and personality to jump off the page to the reader of your application. Essays
that work demonstrate growth and learning as a result of new perspectives about him/herself and the
world.
ADDITIONAL RESOURCES:
The following are excellent examples of first-person essays:
David Sedaris: Dress Your Family in Corduroy and Denim
Amy Tan: The Opposite of Fate
Annie Lamott: Bird by Bird: Instructions on Writing and Life and Operating Instructions
Julia Alvarez: Something to Declare
Calvin Trillin: Feeding a Yen and Family Man
The New York Times “Modern Love” or “Private Lives” columns. www.nytimes.com
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COLLEGE RECOMMENDATIONS
Letters of recommendation are an important component in the admissions decision. Most private
colleges and universities as well as a growing number of public universities require one or more
recommendations from teachers and counselors. Just as the personal statement allows the
admissions committee to get a clearer picture of who you are and how you think, the
recommendations help to inform admissions committees on who you are in the academic and school
setting. Teachers and counselors can share details about what kind of student you are, how you work
in the classroom, and your level of motivation, your character and intellect. These details give the
application reader a broader picture of you than simply your grades or list of activities. It is your
responsibility to find out what the recommendation requirements are for each school to which you
are applying.
IMPORTANT RECOMMENDATION TIP:
Waive your access to the recommendations! The Family Educational Rights and Privacy Act (FERPA)
is a federal law that protects access to student records. On the Common Application (and other
applications), you will be asked if you are willing to waive your right to view the recommendations
that will be written on your behalf. You should check the box that you will waive your right. You want
to do this because you want your teachers and counselor to share their feelings and observations
about you in an honest and open manner and if you do not waive access, colleges may wonder if your
teachers or counselor were being cautious or less forthcoming in their recommendation. Waiving
your right allows your recommenders to speak in confidence about you.
TEACHER RECOMMENDATIONS:
Students should approach the teachers they are going to request recommendation letters from
before the end of their junior year or at the very beginning of senior year. Teacher
recommendations can provide information about what you are like as a student, person and thinker
as well as offer details about your work habits, classroom contribution, your intellectual point of
view, as well as your attitude and motivation.
Here are some helpful tips to guide you in your selection of teachers to request a recommendation:
a. Choose teachers from core subjects (math, science, English, social science or foreign language).
Many colleges want recommendations from teachers who have taught you in two different disciplines
(not two math teachers, for example). However, some specialized majors may, in fact, require
recommenders to have taught you in specific subjects. Check the websites of the colleges on your list
for recommendation requirements.
b. Choose teachers who have taught you in the 10th, 11th or 12th grades.
c. Choose teachers who have taught you in challenging classes, in which you demonstrated a strong
effort. This does not mean you had to have gotten a top grade, but it does mean that this was a class
in which you put forth your best efforts and attitude.
d. Choose teachers who you know well and who like you.
Once you have secured the teachers who will write your recommendations, it is important to meet
with them and ask them what information, if any, they might like you to provide them to help them
write their recommendation. Some teachers may ask for a copy of your Senior Profile, or a copy of
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your transcript, some may ask you to provide a list of your extra-curricular activities or note what
your future goals might be. Others may want copies of assignments that you completed in their
classes or a brief summary of what you learned in their courses. Once you have completed their
requests, type up a list of the schools to which you are applying, along with the dates that each
application is due. Put everything in a folder along with a thank you note and give to your teachers in
a timely manner.
COUNSELOR RECOMMENDATIONS:
Counselor recommendations are part of the School Report. Counselor letters and the School Report
explain your transcript, your role in the ECHS community, as well as highlighting your involvement
with on-campus and extracurricular activities. Because each ECHS counselor oversees more than 600
students, it is important for students to take the initiative to meet with their counselors, at least
several times each year, email them with questions, drop by to “check in” with them about how
things are going with the application process. When it comes time for them to write a counselor
recommendation, students are asked to complete a Senior Profile. The Senior Profile asks the
student to elaborate on activities they have been involved in, give words that describe their character
and personality, offer examples of academic successes, and descriptions of obstacles they have been
faced with. The more detail you provide, the easier it will be for your counselor to compose a
recommendation. Counselors are also asked to input information about your GPA and class rank,
the rigor of your course selections, any disciplinary issues, etc. If you are applying Early Action or
Early Decision, it is suggested that seniors turn in their Senior Profile by mid-September and for
Regular or Rolling Admission, by the beginning of October. NOTE: Students must turn in their Senior
Profiles and invite their counselor to submit a Counselor Recommendation on their behalf with ample leadtime. All requests for recommendations should be submitted well before the winter break!
Helpful Tip: Try to complete your Senior Profile the summer before senior year begins. Having the
time to think about thoughtful responses will result in a more complete and comprehensive product
for your counselor. Note: copies of the Senior Profile can be found in this handbook, in the College
and Career Center, from your counselor and on the ECHS website.
OTHER RECOMMENDATIONS:
Some colleges allow you to send one or more additional letters of recommendation. Students should
research the policy of “additional recommendations” at each of the colleges to which they are
applying. Often, these letters are from a coach (sports or academic), a mentor, or a teacher in a noncore subject (art, drama, music, etc.). These letters should be able to shed new light or detailed
information about you that is not seen in the rest of your application.
RECOMMENDATION ETIQUETTE:
Students, it is important that you take the time to personally thank each person who writes a
recommendation letter on your behalf. Say “thank you” when……….
-A teacher or counselor agrees to write you a recommendation!
-When you drop off any requested materials, such as a transcript or senior profile!
-When you check-in with your teacher or counselor to make sure your recommendation was sent!
-When you get your notification from a college, go to your teacher and counselor and tell them the
good news!
-At the end of the application process, write a handwritten thank you note to each of your
recommenders!
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NAME ___________________________
COUNSELOR ________________________
SENIOR PROFILE For the Common Application
NOTE: This form is for students who need counselor recommendations for college admissions. They are typically
required for private/independent colleges and universities. The following questions will help your counselor prepare your
recommendation. Colleges are looking for specific information, examples, and anecdotes, so please provide as many of
these as possible. Please answer these questions on a separate page (or pages). Make a copy for yourself and hand the
original to your guidance counselor in Student Services, or email it to your counselor through the ECHS Website.
Please type.
Please return the completed Senior Profile to your counselor by the end of September for Early
Action/Decision or by early-October for Regular Decision. If you are applying Rolling Admission, ask
your counselor when they will need to receive your profile. If you are behind schedule, contact your
counselor directly. Be aware that counselors write many recommendations so be considerate and turn
in your profile as early as possible.
1. What are your test scores thus far? (SAT, SAT SUBJECT, ACT, AP, etc.)
2. Give 3 to 5 words that best describe you. Provide specific examples for each of these words.
3. Educational and career goals and dreams. It is okay to be unsure about these answers.
a. What majors and careers are you considering?
b. What academic subjects interest you most?
c. What academic and intellectual achievements are you especially proud of?
4. Describe in detail your activities and community or school service including: student government
or leadership, clubs and organizations, writing for or editing a publication (newspaper, yearbook,
etc.), participation in visual or performing arts, volunteer activities/community service, sports or
outdoor activities, research or independent study, summer programs, jobs/employment, family
responsibilities, or other interests or passions. Please describe exactly what you did, rather than
simply listing your job title or the name of the activity or club. Be sure to include:
a. Length of time you participated; how long have you been involved with this activity? How
many hours per week/month do you participate in this job, sport, service or activity?
b. Specific role or position in these activities, including any leadership positions held.
c. Accomplishments, awards and/or how you contributed.
5. Describe your family and background and how it has influenced you, your interests, and your
education. Give specific examples, anecdotes and stories.
6. What obstacles have you encountered in your life and how have you handled them? What have
you learned from dealing with these challenges or difficulties? Again, provide examples and stories.
7. What are you most proud of? What do you like best about yourself? What else would you like
colleges to know about you? Provide any additional information you feel would be useful.
8. If you would like, ask your parent or guardian to write a recommendation about you. It will help
give another view of yourself, which will help counselors know you better and write a better
recommendation for you.
9. Include a list of schools to which you are applying and include the following information:
a. Name of School(s)
b. Application deadlines
b. Make note if you are applying Early Decision or Early Action and when those dates are.
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RESUME TEMPLATE
Academic and Extracurricular
FULL NAME
Class of 201
Street Address
City, State, Zip Code
Home Telephone Number with Area Code and Cell Phone Number
Email Address (the professional one you will use for all college applications)
PERSONAL:
Your birth date and birthplace
Parent(s)/Guardian(s): Names, Telephone Numbers
Sibling(s): Name(s) and ages
EDUCATIONAL:
Name(s) of all high schools, addresses, telephone numbers, website addresses
College Codes of all high schools attended (ECHS’ code is 050815)
Name of Principal, Counselor, with direct telephone numbers, and email addresses
SCHOLASTIC:
Grade point Average (designate weighted or unweighted)
Junior Year Courses (list all)
Senior Year Courses (list all, current and planned)
Honors, AP, College courses (taken and planned)
SAT Reasoning Score: Total, Reading, Math, Writing, and SAT Subject Tests
ACT Score: Composite, English/Writing, Writing (essay)
AP Scores
Honor Roll, CSF, Other Scholastic Honors or Awards
SCHOOL ACTIVITIES (Positions, Awards, Recognitions):
Clubs, Student Government
Athletics, Dance, Drama, Art, Music, Forensics, Mock Trial, Journalism, Yearbook
School Service: Tutoring, PTSA/SAF representation
COMMUNITY ACTIVITIES AND COMMUNITY SERVICE:
Positions, Awards, Recognitions, Dates of Involvement
WORK EXPERIENCE: dates and brief description
INTERESTS: hobbies
EDUCATIONAL GOALS: (example: B.A. degree in History, J.D. in Law or B.S. in Biology)
CAREER GOALS: If known
***It is advised to keep this resume/academic profile to one page. Utilize outline format, smaller font, wider margins, etc.
***Make sure to update your information each semester.
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FINANCIAL AID AND SCHOLARSHIP RESOURCES
The high cost of a college education is a top concern for nearly every student and his/her family. It is
extremely important to begin discussing what your family can afford with regards to a college
education as soon as you begin looking at college options. Once the financial conversation has begun,
you can begin to assess what types of financial assistance are available and what types you may qualify
for. In order to best serve ECHS students, this section is a synthesis of some of the best and most
reputable financial aid and scholarship resources. Take some time with your parent(s) or guardian(s)
and find out: a) what is available to help finance your education, b) what you are eligible for, c) what
documentation you will need to gather in order to apply for aid.
Common Myths About Financial Aid:
a) Assuming you will not qualify for aid. Unless you apply, you will never know if you qualify for aid.
Filling out the FAFSA and CSS profiles or other aid applications are not difficult. Take the time
to apply.
b) All colleges have the same aid. False! Each college’s financial aid office addresses their aid
packages differently, so do not assume that what one college does applies to all the schools to
which you are applying. Contact financial aid offices at colleges and ask questions about how
they provide aid.
c) I can’t apply to private/independent colleges because they are too expensive. While it is true that
private colleges often cost much more than public universities in California, private colleges
often offer much greater aid packages and can often make the cost of attending equal or less
than attending a public, in-state college. Do your research!
Types of Financial Aid:
1. Need-Based Aid: This type of aid is based on your family’s financial resources and is calculated
through sources such as FAFSA or CSS. This type of aid includes Federal, State and CollegeFunded grants as well as student loans or work-study.
2. Merit-Based Aid: Some colleges offer financial scholarships for students who have special
academic, athletic or other skills (forensics, music, art, etc.). These types of awards can be:
college funded, state funded, or given by private organizations. Please note that these types of
awards often require additional applications and/or earlier submission deadlines.
3. Reward-Based Scholarships: these are often awarded without regard to GPA and are given for
volunteer or other special acts by the student.
Selected and Recommended Resources on Financial Aid and Scholarships:
a) www.fafsa.gov
b) The College Board (for the CSS Profile) at www.collegeboard.org
c) FinAid at www.finaid.org has financial aid calculators and helpful financial aid tips, including a
tool for comparing financial aid award letters.
d) Fastweb.com at www.fastweb.com is a terrific scholarship and aid clearinghouse.
e) The U.S. Department of Education at www.studentaid.ed.gov!
f) Middle Class Scholarship: www.csac.ca.gov
g) California Dream Act Information: www.caldreamact.org
h) Cal Grant Information: www.calgrants.org
i) For information about federal Deferred Action for Childhood Arrivals (DACA):
www.uscis.go, www.e4fc.org, or www.weownthedream.org
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j) ECHS’ College and Career Center generates a detailed list of local, regional and national
scholarship opportunities. Stop by the Career Center, pick up a flyer and find out about
scholarship opportunities for you!
k) Your counselor
l) www.edfundwest.org. Each year, the Ed Fund offers college scholarships to low-income
graduation seniors. Go to the website for more information.
m) WCCUSD sponsored “Cash For College Nights” offered in high schools throughout the
district in January and February each year will help students and families complete the FAFSA.
n) www.meritaid.com is a comprehensive website where you can search for colleges and
universities that offer merit awards. Includes community colleges as well.
BEWARE! Never ever pay a fee for aid information!!!!! There are organizations that advertise their
services and say they will guarantee aid for you. DO NOT use these organizations or websites---they
are often scams.
COLLEGE COST BREAKDOWN: Each college lists the costs of attending their school on their
website and in published materials. Anticipate an increase in costs each year. The Cost of
Attendance (COA) at a specific college is comprised of the following line items:
a.
b.
c.
d.
e.
f.
Tuition
Room and Board
Fees (student health, etc.)
Books and Supplies
Personal Expenses
Travel (to and from college) and parking (if applicable).
BEFORE YOU BEGIN FILLING OUT YOUR FINANCIAL AID APPLICATIONS
MAKE SURE THE FOLLOWING MATCH-UP:
a. The name on your school records (your transcript) should be the same as the name on your
FAFSA, CSS and Cal Grant forms.
b. The name on your transcript should be the same as the name on your Social Security Card.
c. The name to be printed on your diploma should be the same as the name you will use on
your college applications and your college correspondence.
d. The name on your school identification card, your passport and your driver’s license should all
match-up.
e. Your address must be consistent on your transcript, college applications, college
correspondence, financial aid forms, and your high school diploma. If you move, make sure to
inform the ECHS registrar. If you move after you have already applied to college, contact the
schools directly to make the necessary corrections. It is your responsibility to do this.
***If there are discrepancies in how your name is shown on any of the above, talk to your counselor
and the ECHS registrar to help you make the necessary corrections on your transcript. If your
names do not match-up on your transcript, your financial aid applications, and/or your college
applications, there can be significant delays on your applications.
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FAFSA: The Free Application for Federal Student Aid (FAFSA): The FAFSA is required for financial
aid at all public and private colleges. All students applying for financial aid should complete the FAFSA
and there is no charge to apply. You may begin filing the application January 2nd of the year you are
applying to college and many colleges require that the FAFSA be submitted by February 15 in order
to increase your chances of receiving an official financial aid offer letter in early April. The very last
date that FAFSA can be filed is March 2nd. NOTE: Do not sign, date, or mail the FAFSA before January
1st. Once you submit your FAFSA, you should receive a SAR (Student Aid Report) via email within 35 days after submitting the forms online. The SAR will provide a summary of the information you
gave on your FAFSA application and will let you know what your EFC (Expected Family Contribution)
will be. This same SAR report is also sent electronically to the schools to which you applied and the
financial aid offices at these colleges will determine an EFC and subtract that amount from the cost of
attending their particular school; the result being your financial need for that school. Be aware that if
your EFC equals or is more than the cost of attendance, you are not eligible for need-based aid and
you will have to look for alternative funding sources such as loans or merit scholarships.
To create an account and complete your FAFSA application, go to www.fafsa.gov.
Helpful Tip: When getting ready to fill out the FAFSA, it is advised to have the following
information handy:
a.
b.
c.
d.
e.
f.
g.
h.
social security number
driver’s license
student and parent W-2 forms and other records of earned income.
Student federal tax return.
Parent federal income tax return if you are a dependent.
Untaxed income records (child support, workers’ comp, veteran’s benefits, etc.)
Current bank statements.
Current investment information, mortgage records, business records, stocks/bonds/other
investment records, retirement account information.
Plan to attend a WCCUSD-sponsored “Cash-for-College” Night to get learn more about the FAFSA. El
Cerrito hosts an evening each January or February. ECHS staff and volunteers are on hand and assist
families in completing the FAFSA application.
CSS PROFILE: More than 300 private colleges require this financial aid application form to
determine eligibility for institutional aid awards. The CSS is filled out in addition to the FAFSA. The CSS,
although a financial aid application like the FAFSA, analyzes additional pieces of information including:
home ownership, cost of living in various geographic areas, K-12 private tuition, and larger medical
expenses. Your financial aid award may be quite different through the CSS than through the FAFSA.
Note: Make sure to check the due dates for the CSS at each of the colleges to which you are applying. Also,
you may begin filing your CSS application as early as October 1 of the year you are applying to
college. Go to www.collegeboard.org for help filling out the application, or email help@cssprofile.org
Cost: Unlike the FAFSA, which is free, the CSS charges a fee for filing. There is an initial $25 fee for
the application and program report and additional reports are $16 each. Fee waivers are granted
automatically based on information entered on the profile section of the application.
NOTE: Many public and private California colleges and universities require that you apply for a Cal
Grant if you are applying for any financial aid (see below for Cal Grant information). Carefully review
the requirements and due dates at each college to which you are applying.
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When getting ready to fill out the CSS, it is advised to have the following information handy:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
social security number
driver’s license
student and parent W-2 forms and other records of earned income.
Student federal income tax return
Parent federal income tax return if you are a dependent.
Untaxed income records (child support, workers’ compensation, veterans’ benefits, etc.
Current bank statements
Current investment information, mortgage records, business records, stocks/bonds/other
investment records, retirement account information.
Your parents’ housing status (own, rent, etc.)
If your parents receive TANF (Temporary Assistance for Needy Families) or SSI
(Supplemental Security Income) have that information available.
CAL GRANTS: Cal Grants are financial grants funded by the State of California and administered
by the California Student Aid Commission. Go to www.calgrants.org for detailed information and
helpful tips about the application process. Students can be awarded up to $12,192 a year to pay for
college expenses at any qualifying California college, university or career or technical school.
Depending on which Cal Grant you receive (A, B, or C), the money can be used for tuition, room
and board, even books and school supplies.
In order to apply and to be considered for a Cal Grant, you must submit the FAFSA between January
2nd and March 2nd and submit a verified Cal Grant GPA. Beginning in 2013, WCCUSD became one of the
few school districts in California to upload GPAs for all of their graduating seniors. Check with the College and
Career Center to verify that your GPA has been properly uploaded.
File the FAFSA + GPA Verification Form by the March 2nd deadline! You should receive notification
by April 30. If you do not hear by that time, call 1-888-224-7268.
**Important: To be competitive for the most Cal Grant funds, be aware that it is your GPA at the
end of your junior year which determines (should you qualify for funds) your Cal Grant award.
GPA’s below 2.0 do not qualify.
AB540 Students: The California Dream Act allows certain students to apply and receive state
financial aid at California public and private colleges and private scholarships from California public
colleges. Go to www.caldreamact.org or call 1-888-CA-GRANT for more information and
application details. See below for additional resources and websites.
For Help With the Cal Grant, Go To:
-Your counselor
-The College and Career Center
-Attend a Cash-For-College Workshop at ECHS or at another WCCUSD high school. Find
workshop locations and dates at www.calgrants.org.
-For information on the federal Deferred Action for Childhood Arrivals (DACA): www.uscis.gov,
www.e4fc.org, or www.weownthedream.org.
-Email: studentsupport@csac.ca.gov or call 1-888-224-7268
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INTERCOLLEGIATE SPORTS
For intercollegiate sports, colleges are divided into four categories: NCAA (National Collegiate
Athletic Association) Division I, Division II, Division III, and NAIA (National Association of
Intercollegiate Athletics). Division I and many Division II schools offer athletic scholarships to
recruited athletes. (Note: Ivy League Colleges do not offer athletic scholarships, but being a
recruited athlete can be a significant advantage in the admission process.) These scholarships may pay
part or all of the total cost of attending. If an NCAA Division I, II, or III college is recruiting you then
the process of becoming a college athlete is already underway. It is very important that you read
carefully the NCAA’s “Guide for the College-Bound A Student-Athlete”, which is available in the
counseling office or from the address given below) to understand the general recruiting
requirements. For example, if a prospective student-athlete receives cash, clothing, cars, gifts, or
loans to encourage him/her to sign a National Letter of Intent or attend a NCAA college, he/she
become instantly ineligible to participate in that college’s sports program. Become very familiar with all
the rules and regulations that apply to student-athletes.
All prospective and aspiring Division I and II student-athletes must be certified by the NCAA InitialEligibility Clearinghouse which determines the initial eligibility status for incoming college freshmen.
Filling out the NCAA’s “Student Release Form” is critical. Make note that Division III colleges do not
have “core course” requirements or test score requirements like those required in Division I and II
colleges, nor do they require Clearinghouse certification. There is, however, a specific set of
recruiting requirements for Division III schools, which are set out in the NCAA guide, and can be
obtained from the following addresses:
NCAA Guide for the College-Bound Student-Athlete
Initial Eligibility Clearinghouse
P.O. Box 4044
Iowa City, IA 52243-4044
Phone: 319/337-1492; Fax: 319/337-1556
NCAA’s home page: www.ncaa.org
NCAA Eligibility Information: www.eligibilitycenter.org
Official website for the National Association of Intercollegiate Athletics: www.naia.org
To be certified by the Clearinghouse, you must fill out the “Student Release Form” either online or in
paper at the end of your junior year in high school, and send it along with the required fee. The
Clearinghouse will issue a preliminary certification report after all of your materials are submitted
(freshman, sophomore, and junior transcripts, ACT or SAT I scores, the Student Release Form and
fee).
Always check with your coach about eligibility information. The following are some key
requirements from the NCAA website for eligibility for Division I or II intercollegiate athletics:
Academic Standards
The NCAA Eligibility Center verifies the academic and amateur status of all student-athletes who
wish to compete in Division I or II athletics.
College-bound student-athletes, who want to practice, compete and receive athletically related
financial aid during their first year at a Division I or II school need to meet the following
requirements:
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• Graduate from high school.
• Complete a minimum of 16 core courses for Division I or II. Check with your counselor and coach
to verify that you have taken or will take the required core courses.
• Earn a minimum required grade-point average in core courses.
• Earn a qualifying test score on either the ACT or SAT.
• Request final amateurism certification from the NCAA Eligibility Center.
For Division I student-athletes who will enroll August 1, 2016 and later, the requirements to compete
in the first year will change. In addition to the above standards, students must:
• Earn at least a 2.3 grade-point average in core courses.
• Meet an increased sliding-scale standard (for example, an SAT score of 820 requires a 2.5 high
school core course GPA)
• Successfully complete 10 of the 16 total required core courses before the start of their seventh
semester in high school. Seven of the 10 courses must be successfully completed in English,
math and science.
-Students that earn at least a 2.0 GPA but not a 2.3 GPA and meet the current sliding scale standard
(for example, an SAT score of 1,010 requires a 2.025 high school core course GPA) will be eligible
for practice in the first term and athletically related financial aid the entire year, but not competition.
Freshmen who are academically successful in the first term will earn the ability to continue to
practice for the remainder of the year.
Division III colleges and universities set their own admission standards. The NCAA does not set initial
eligibility requirements in Division III.
1. For more detail about academic requirements visit the Eligibility Center.
2. Talk to your athletic coach about student-athlete requirements and support.
3. IF you are having difficulties in any of your classes, seek help from your teacher, the James
Morehouse Project, your counselor, or coach.
4. If several schools are recruiting you, do your research on each school to see what kinds of
programs (academic, residential, social, etc.) they have to offer. Research the location of the
school and ask yourself if you would be happy living and going to school there. College
websites are great resources for all of this kind of information.
Sample Student-Athlete Timetable:
a. At the end of your sophomore year: send a letter to colleges you find interesting. Include
your stats (height, weight, GPA, test scores, high school sports stats, newspaper clippings).
Talk to your coach to find out what other contacts you should make.
b. Beginning of junior year: send your high school game schedule and/or club schedule.
c. End of junior year: send Clearinghouse information, SAT scores, a sports resume including
your accomplishments, awards, stats, highlight reel, etc. and a summer sports schedule or club
schedule.
d. Consult with your coach and guidance counselor to make sure you are on-track for
graduation and eligibility.
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NCAA Divisions I and II: Initial Eligibility Requirements
Core Courses
· NCAA Division I requires 16 core courses. NCAA Division II currently requires
14 core courses. Division II will require 16 core courses for students enrolling on or after August
1, 2013. See the charts below.
· NCAA Division I will require 10 core courses to be completed prior to the seventh
semester (seven of the 10 must be a combination of English, math or natural or physical science
that meet the distribution requirements below). These 10 courses become "locked in" at the seventh
semester and cannot be retaken for grade improvement.
o Beginning August 1, 2016, it will be possible for a Division I college-bound student-athlete to still receive
athletics aid and the ability to practice with the team if he or she fails to meet the 10 course requirement, but
would not be able to compete.
Test Scores
· Division I uses a sliding scale to match test scores and core grade-point averages (GPA). The
sliding scale for those requirements is shown on Page No. 2 of this sheet.
· Division II requires a minimum SAT score of 820 or an ACT sum score of 68.
· The SAT score used for NCAA purposes includes only the critical reading and math sections. The
writing section of the SAT is not used.
· The ACT score used for NCAA purposes is a sum of the following four sections: English,
mathematics, reading and science.
· When you register for the SAT or ACT, use the NCAA Eligibility Center code of
9999 to ensure all SAT and ACT scores are reported directly to the NCAA
Eligibility Center from the testing agency. Test scores that appear on transcripts
will not be used.
Grade-Point Average
· Be sure to consult your high school’s List of NCAA Courses on the NCAA Eligibility Center's
website (www.eligibilitycenter.org). Only courses that appear on your school's List of NCAA
Courses will be used in the calculation of the core GPA. Use the list as a guide.
· Division I students enrolling full time before August 1, 2016, should use Sliding Scale A to
determine eligibility to receive athletics aid, practice and competition during the first year.
· Division I GPA required to receive athletics aid and practice on or after August 1, 2016, is
2.000 (corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this
sheet).
· Division I GPA required to be eligible for competition on or after August 1, 2016, is 2.300
(corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet).
· The Division II core GPA requirement is a minimum of 2.000.
· Remember, the NCAA GPA is calculated using NCAA core courses only.
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DIVISION I: 16 Core Courses
4 years of English.
3 years of mathematics (Algebra I or higher).
2 years of natural/physical science (1 year of lab if offered by high school).
1 year of additional English, mathematics or natural/physical science.
2 years of social science.
4 years of additional courses (from any area above, or foreign language or comparative
religion/philosophy).
DIVISION II: 14 Core Courses
3 years of English.
2 years of mathematics (Algebra I or higher).
2 years of natural/physical science (1 year of lab if offered by high school).
2 years of additional English, mathematics or natural/physical science.
2 years of social science.
3 years of additional courses (from any area above, foreign language or comparative
religion/philosophy).
DIVISION II: 16 Core Courses (2013 and After)
3 years of English.
2 years of mathematics (Algebra I or higher).
2 years of natural/physical science (1 year of lab if offered by high school).
3 years of additional English, mathematics or natural/physical science.
2 years of social science.
4 years of additional courses (from any area above, foreign language or comparative
religion/philosophy).
NOTE: Student athletes should confirm the above requirements each year with their counselor and coach.
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ATTENDING COLLEGE WITH A LEARNING DIFFERENCE
or
PHYSICAL OR EMOTIONAL CHALLENGES
The notion of “fit” is of particular importance for students with learning differences or physical or
emotional challenges. When putting together a college list, take the time to research support
services available at each college that interests you. The Americans with Disabilities Act (ADA)
governs all schools but each school has its own policies and programs. Take a look at college
websites, particularly under “Student Services”, “Academic Services”, “Accessible Education” or
“Disability Services”. When visiting college campuses, find out what is available to students and
connect with current students to get feedback on support services. If you can visit each college, you
should try to visit the office that oversees assistance. If you cannot visit the colleges to which you are
applying, email or call the office that oversees assistance to find out what services are available to
students.
If you cannot find enough information on a college’s website, the following is a list of questions you
could ask each college about available services.
Learning Differences:
a. What kinds of services are available for students with learning differences?
b. What technologies, equipment, and support do you have available for students with learning
differences?
c. Is there a learning resource center on campus?
d. Can students with learning differences get assistance with registration and course selection?
e. What tutoring services are available? Are tutors students or professional staff?
f. Are there fees for services?
Physical Challenges:
a. How many physically challenged students attend the school?
b. What technologies, equipment, and support do you have available for physically challenged
students?
c. Are classrooms accessible for the physically challenged? How many?
d. Describe the types of living arrangements available for physically challenged students?
Emotional Health:
a. What kind of mental health staff and services are available through the student health center?
b. Is individual counseling available? Are there fees for service?
c. How easy is it to schedule appointments?
Testing Accommodations:
Both the ACT and the SAT provide accommodations for students with learning differences or
physical or emotional challenges. Go to www.act.org or www.collegeboard.org for specific
information and required documentation needed to apply for testing accommodations. Students
should follow-up with the ECHS librarian regarding your required accommodations.
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Selected Resource Guides, Books and Websites for Students with a Learning
Differences and/or Physical or Emotional Challenges:
a. K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit/Hyperactivity
Disorder by Marybeth Kravets and Imy Wax
b. The College Sourcebook for Students with Learning and Developmental Differences by Midge Lipkin
c. The College Handbook, issued by the College Board
d. Your Child’s Strengths, by Jennifer Fox M.Ed.
e. Guiding Teens with Learning Disabilities, by Arly Roffman, Ph.D.
f. Cool Colleges for the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different, by
Donald Asher
g. Association on Higher Education and Disability: www.ahead.org
h. Council for Learning Disabilities: http://www.cldinternational.org/Index.asp
i. A resource for youth and adults with LD and ADD: www.ldpride.net
j. Clearinghouse on Post-secondary Education: http://www.heath.gwu.edu/
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FRESHMAN PREPARATION
CHECKLIST: Fall and Winter:
_____ Create a professional student email account (no nicknames) that you can use throughout high
school and for college applications. Most colleges maintain contact with prospective students
via email. Plan to keep this email for all four years of high school and check it regularly.
Example: johnsmith2015@.......... Or sarahgarcia@...........
_____ Meet with your counselor to discuss A-G course requirements. Create a four-year plan that
meets both ECHS and A-G College entrance requirements.
_____ Explore and participate in extra-curricular activities. There are many options at ECHS and in
your community. Consider joining a school club, leadership, debate team, yearbook, or the
student newspaper. Try out for an athletic team. Participate in community service projects. If
you need ideas or additional information, speak with your counselor, teachers and friends.
_____ Maintain good grades. Most colleges (including UC and CSU) expect grades of “C” or higher.
Assess your academic strengths and weaknesses and consider tutoring at school or in your
community to strengthen areas where you might be struggling. Visit the JMP (James
Morehouse Project) on the 2nd floor of Building A to find out what tutoring options and
support services are available. Talk with your teachers and guidance counselor. Help is
available----just ask!
_____ Visit the College and Career Center, located on the 2nd floor of Building A. Explore what
college and career resources are available to you throughout high school.
CHECKLIST: Spring and Summer:
_____ Meet with your counselor to discuss a plan for your sophomore year. Consider challenging
yourself with honors and/or AP courses. Remember, sophomore and junior year courses and
grades are the most scrutinized in college admissions.
_____ Continue to maintain good grades. Seek help if you are struggling or in need of additional
academic support.
_____ If you have not gotten involved with extra-curricular activities, do so now. Attend a club
meeting, find out when athletic tryouts begin, or take part in community service projects.
_____ Explore summer enrichment opportunities. Look for an academic course to take at a local
community college, take an online course, apply for an internship, volunteer opportunity or
summer job. Consider those that develop leadership skills or further an academic or personal
interest. Consult with your counselor and with the College and Career Center for resources
and suggestions.
_____ Visit www.collegeboard.org to learn about the PSAT (you will take this during the fall of your
sophomore and junior years). You can try out practice questions and even begin to do a bit
of preparation. Although the PSAT is seen as the “practice SAT”, those who score in the
highest percentile can qualify for monetary National Merit College Scholarship consideration.
_____ READ!! Create a summer reading list----ask your teachers or local librarian for suggestions. It
is a known fact that students who read, do better on the SAT and ACT standardized tests.
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SOPHOMORE PREPARATION
CHECKLIST: Fall and Winter:
_____ Create a professional student email account (if you have not already). Most colleges maintain
contact with prospective students via email. Plan to keep this email for all four years of high
school and check it regularly. Example: johnsmith2015@..... or sarahgarcia@.......
_____ Meet with your counselor to make sure you are on track with your course selections and
fulfillment of college requirements.
_____ Seek help with subjects that are challenging. Consult with individual teachers for extra help
and/or take advantage of on campus tutoring. Remember, sophomore and junior year grades
count most in college admissions so try your best, maintain good grades, and seek help if needed.
_____ Begin and/or continue involvement with extra-curricular activities. Consider leadership
positions within these activities. If you have not yet become involved with extra-curricular
activities, talk to your friends, counselor, teachers, or parent/guardian to help you identify
activities that mesh with your own interests. Colleges want to see that students are engaged
and involved beyond the classroom.
_____ Take the PSAT (offered free to students at ECHS) in the fall. When your scores become
available, review the report and identify areas where improvement is needed. This will help
you target what you need to work on in order to prepare for the SAT or ACT, which you
will take in your junior and/or senior year. Visit the www.collegeboard.org and www.act.org
websites and take a free practice test or try out a few questions to see where you need more
preparation.
_____ Attend a college fair in your area. WCCUSD hosts a college fair each fall; look for
announcements. St. Mary’s College hosts a large college fair each spring; look for
announcements from the College and Career Center about specific dates. During the
summer, the Colleges That Change Lives organization (ctcl.org) hosts a terrific college fair in
the Bay Area that focuses on smaller liberal arts colleges. Note: attendance at college fairs is free
and is a great way to meet with admissions counselors, collect brochures and information about
colleges that are of interest to you, get your name on colleges’ contact lists, and they are an
opportunity for you to begin to learn about what colleges have to offer.
______ Visit one or more college campuses. There are many colleges within ten minutes-to-twohours from ECHS. Campus visits are great ways to get a feel for a college, find out what life is
like as a student, what academic offerings there are, etc. Note: campus tours and information
sessions are free but often require advance registration, which can be done online or by telephone.
Also, if you go on vacation, check to see if there is a college campus in the area you will be
travelling and try to visit that campus. The more knowledge you have, the better able you will
be to create a college list that is the right fit for you.
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CHECKLIST: Spring and Summer:
_____ Continue to do your best in your classes. If you are struggling, ask for help!
_____ Meet with your counselor to discuss junior year course selection, and consider including
AP/Honors courses.
_____ Explore summer jobs, academic enrichment, and volunteer or job opportunities. Consult with
your counselor and the College and Career Center for suggestions.
_____ Purchase a college guide and begin to familiarize yourself with colleges and entrance
requirements.
_____ Plan to begin prepping for the SAT/ACT tests that you will be taking. Take one of the free
online test prep courses, purchase a test prep book, or register for a test prep class (free test
prep classes are offered for ECHS students—contact the College and Career Center and the
JMP (James Morehouse Project) for dates and signup information). Test prep guides are also
available to students in the ECHS College and Career Center and at your local library. Refer
to the Testing section of this handbook for more tips and resources.
_____ Visit one or more college campuses to get a feel for a variety of campuses.
_____ Attend a free college fair.
____ Have a conversation with your parent(s)/guardian(s) about what your family can afford for
college. Having this conversation early on in the process will help you with planning your
college list, and the kinds of research you will have to do for financial aid/scholarship
opportunities. Have your parent or guardian check out the www.finaid.org financial aid
calculator, a great tool that gives you a sense of the financial aid package for which you might
qualify.
_____ READ!!! Ask your teachers and/or local librarian for a summer reading list. Read fiction, nonfiction, periodicals, and/or newspapers. Reading expands your mind, develops your vocabulary
and it is a known fact that students who read perform better on standardized tests.
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JUNIOR PREPARATION
One consistent piece of advice heard from college freshman is that they wish they had started the college
research and application process earlier. Junior year is an important time to become invested in the college
admissions process. Juniors do not need to have anything finalized in terms of a college list or major, but the
following tips and timelines will help you to stay on top of your path-to-college.
QUICK REFERENCE LIST:
_____ Testing: Juniors will take the PSAT (ECHS offers this test for free) in October.
While colleges will not see these scores, a strong score can translate into potential
scholarship money, since the PSAT is the National Merit Qualifying test. Since this is
considered a practice SAT, there is no need to spend a great deal of time studying for it;
however, visit the www.collegeboard.org website for practice tests and testing tips. Use the
PSAT as a benchmark. Your score will allow you to see where you need to spend time
studying and reviewing to better prepare for the SAT or ACT tests. It is a good idea to plan to
take an SAT, ACT and/or SAT Subject Test(s) in the spring of your junior year. Register at
www.collegeboard.org or www.act.org. ECHS is an official testing site but often fills up
quickly.
_____ Course Selection: Academic rigor is important to colleges. They want to see that you are
challenging yourself in your courses and performing to the best of your ability in the
classroom. Meet with your guidance counselor to determine what courses would best
demonstrate a balanced and challenging course load for you. Remember, sophomore and junior
year grades and academic course choices are the ones colleges look at very closely. Consider
Honors/AP courses.
_____ Grades: Maintain good grades. Try your best in your classes and seek help if you are
struggling in any of your subjects. Note: If you are considering applying Early Action or Early
Decision, colleges will only see your grades through the end of junior year. Make those grades and
course choices count!
_____ Foreign Language: Make sure to check the websites of a variety of colleges to see what
they recommend for foreign language requirements. Follow the advice of the colleges’
suggested requirements or recommendations and consider going beyond the two-year
minimum set forth by WCCUSD.
_____ Leadership: In school, out of school, in your community, on a job, seeking out leadership
roles looks great on a college application. Colleges are looking for students who are involved
and who will make a contribution to their campus community.
_____ Campus Visits: Visit a few college campuses this year. Try to see and evaluate colleges of
varying sizes and focuses: large/small, public/private, urban/rural. The President’s Week break
and Spring Break are great times to schedule campus visits.
_____ Create (if you have not already done so) a professional email account. You will use this for
standardized testing registration, college communications, college applications (next year),
financial aid forms, etc. Examples: johnsmith2015@....... Or Sarahgarcia@.......
_____ Your Name: Be consistent with your official name and use the same one for transcripts,
test registration, college applications (next year), scholarships, social security card, etc.
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_____ Maintain a balanced lifestyle! Make sure you set aside time to relax, be with friends and family, and
take part in activities that you enjoy. Junior year can be stressful so it is important to maintain balance
so that you can feel proud of your accomplishments and enjoy your high school experience!
JUNIOR YEAR TIMELINE
Fall and Winter Checklist
_____ Meet with your counselor to look over your course schedule and to make sure that you are
meeting graduation requirements.
____ Junior year is often the most academically challenging year. Keep organized and try your best
in your classes. If you are struggling, ask early for help! Keep in mind that junior year (and
sophomore) year grades are the ones most scrutinized by colleges. Junior year is an
opportunity to show colleges that you can improve and/or maintain your grades and that you
can handle a challenging academic schedule.
_____ If you are taking AP courses, consider purchasing an AP study guide for your particular subject
and use it as a resource for AP test preparation (AP tests are usually taken in May). Since
ECHS is on the block schedule, if you take an AP course in the fall, you will not have had the
course for a number of months. Use test prep guides to help with review of the material.
Also, plan to attend review sessions, generously provided by many of ECHS’ AP teachers.
_____ If you have not participated in activities outside of class, now is the time to get involved.
Consider school clubs, team sports, leadership, yearbook, community service, local
internships or jobs. Once you find an extra-curricular activity that you enjoy, stick with it.
Colleges like to see consistency in student involvement beyond the classroom. Don’t pad
your resume with activities you think colleges will like. Instead become involved with things
you have an interest in. If you need advice on what to do or where to look, ask your
counselor or go to the Career Center.
_____ Take the PSAT. ECHS offers the test for free in October each year. Scores become available
in December-January. Once you have received your scores, review them to learn more about
your strengths and weaknesses. Consider joining an SAT or ACT review course (free and
low-cost review programs are often offered to ECHS students—check in the Career Center
or the JMP). Free practice tests and study tips can be found at www.act.org,
www.collegeboard.org, and at www.number2.com or www.khanacademy.org.
____ Make sure you have set up your free account with the College Board or the ACT websites.
Once you have created a profile and account, you can register for upcoming tests, retrieve
your scores, take practice tests, search for college information, and have scores sent to
schools on your list.
____ Make a testing plan!!! Consider taking either the SAT or ACT (with writing) during the winter
or spring of your junior year. If you are taking the SAT, also plan to take 2 SAT Subject Tests.
It is advised to take a subject test soon after you have completed a particular course. For
example: if you are taking AP U.S. History, consider taking the Subject Test after completion
of the course while the material is still fresh in your mind. Taking the SAT/ACT for the first
time during your junior year allows you to assess your scores and decide whether you will
take the test(s) again during the fall of your senior year. Many students take the test more
than once. Fee waivers for standardized tests are available. Visit the College and Career
Center for waiver information and eligibility.
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_____ Attend a college fair and college presentations. Listen for announcements regarding college
visits at ECHS or in the area, visit the College and Career Center to pick up the monthly
“College Visit” bulletin, and visit college websites to find out if and when they will be in the
Bay Area. Attending college fairs and college presentations is free but registration is often
required. WCCUSD and the Ed Fund sponsor a college fair in the fall, St. Mary’s College in
Moraga hosts an extensive college fair in the spring, and Colleges That Change Lives hosts an
excellent fair during the summer in both Marin and San Jose (see www.ctcl.org for dates).
College fairs and presentations are great ways for students to learn more about colleges and
to have an opportunity to meet with admissions personnel. The more information you have,
the better able you will be to make informed choices about colleges that may be a good fit for
you.
____ Visit one or more college campuses. There are many campuses within ten minutes-to-twohours from ECHS. Tours and Information Sessions are free but advance registration (either
online or by phone) is often required. There is no better way to find out if a particular campus
or type of campus is right for you than physically being on a college campus. The more
campuses you visit the more you will be able to get a sense of what you want in a college:
size, location, academic focus, campus involvement, residence life, etc. Helpful tip: bring a small
notebook to write down observations about your visit, the campus, information you learned.
This information will be helpful when you create your college list. Use the February
President’s Week break and the April Spring Break to schedule college visits.
____ Research colleges. Read several college guides and visit college websites. College guides are
available in the College and Career Center, at local libraries and bookstores. Each college also
has its own website, each with extensive information about admission, academics, campus life,
financial aid, etc. Go beyond the homepage and delve into academic departments that interest
you. Do they offer courses that you would want to take? What is the faculty-student ratio?
How many professors are in particular departments? Are research or internship opportunities
available for undergraduates? Do they offer study abroad programs? What are the residential
options for students? There are often virtual tours offered on many college websites, which
can give you a sense of the campus and college offerings. Do your research and begin to make
some notes about your likes and dislikes.
If a college is of interest to you, get your name on their mailing list. You will then receive
email and mail information about these schools. Remember to use your professional email
address, the one you will ultimately use for the college application process during senior year.
_____ If you are planning on playing sports in college, make sure to talk to your guidance counselor
and coach, contact college athletic departments to get information about their programs.
Read the Intercollegiate Sports and NCAA sections of this handbook and go to
www.ncaaclearinghouse.net for eligibility information and athlete registration.
_____ If you are planning on applying to pursue the arts in college, talk with your counselor and arts
teacher to get guidance on portfolios, audition tapes and other specialized materials that may
be required for admission to arts programs. See the Resource section of this handbook for
more information.
_____ Start or continue the conversation about finances with your family! It is extremely important
to be clear what your family can contribute towards your college education and also how to
begin to research financial aid and other scholarship opportunities. Have your parent or
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guardian take an initial look at the FAFSA or CSS Profile financial aid forms, which will be filled
out during your senior year.
Spring and Summer Checklist:
_____ Continue to do your best in your courses. Get help if needed.
_____ Meet with your counselor to discuss your senior year schedule. Although it is tempting to
take the minimum amount of classes (especially if you have reached the graduation credit
requirement), make note that colleges will look at your senior schedule and assess whether
you continue to challenge yourself academically. Additionally, maintain good grades, as your
fall grades will be submitted (to private colleges) as part of the mid-year report (sent by your
guidance counselor in February or March). Also note that it is important to keep your grades
above a “C”, particularly for CSU and UC admissions. If your grades fall below, you risk having
an acceptance revoked.
_____ Take the SAT/ACT (with writing) and SAT Subject tests (if needed).
_____ Think about lining up a summer internship, academic course, job or volunteer opportunity.
Talk with your teachers, counselor and visit the College and Career Center for ideas and
resources.
_____ During the February President’s Week break and the April Spring Break, plan to visit college
campuses. If you are going on vacation, check to see if there are colleges in the area and make
a point to visit one or more. Make sure to register (online or by phone) for a free campus
tour and information session. If offered, consider signing up for an on-campus interview.
_____ If you are considering applying to private colleges, you will need two teacher
recommendations. Approach two teachers (in core subjects) who have taught you during
your junior (preferably) or sophomore years and politely ask if they would be willing to write
a recommendation on your behalf. Ask teachers who really know you and who can speak
about you as a student and contributor to the classroom environment as well as speak to
your intellectual abilities. Some teachers place a limit on the number of recommendations
they will write so ask early. Also, refer to the “Recommendation” section of this handbook for
more tips on recommendations.
_____ Request (from the ECHS Registrar/Main Office) a copy of your complete ECHS transcript.
Look it over carefully and make sure all of the information, including your name, is accurate.
If there are any mistakes, go to your counselor and have corrections made.
_____ Before the end of your Junior year ask your counselor for a copy of the Senior Profile or copy
it from this manual. Over the summer, begin to think about how you might answer the
questions. This profile is what your counselor will use to write your counselor
recommendation for colleges (private). The more specific and detailed you are in answering
the questions, the more information your counselor will have to write about you. Try to
complete a draft of the profile over the summer.
_____ Over the summer, create a preliminary list of colleges to which you will apply. Remember to
create a balanced list with schools that are “good bet” (safety), “likely” (match) and “reach”
(wild card) options. Refer to the “Choosing a College” section of the handbook, college guides,
and college websites.
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_____If you are planning on applying to UC or to private colleges, you will be required to write
application essays. Although the applications do not open for enrollment until August 1st (for
the Common Application) and October 1st (for UC), you CAN get a head start on drafting
your essays. Refer to the “Essay” section of this handbook for more detailed information on
tackling the application essay. The more you complete the summer before your senior year,
the less stressful the process will be. Begin filling out the Common Application form.
____ Get organized. Over the summer, set up a file box, with a folder for each college you plan to
apply to. Create a preliminary calendar of due dates for applications, financial aid, interviews,
etc.
_____ READ! READ! READ! Ask your teachers, parents, friends, and librarian for suggestions.
_____ Maintain a balanced lifestyle! Make sure you set aside time to relax, be with friends and family, and
take part in activities that you enjoy. Junior year can be stressful so it is important to maintain balance
so that you can feel proud of your accomplishments and enjoy your high school experience!
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12th GRADE: SENIOR PREPARATION & CHECKLIST
HELPFUL TIP: GET ORGANIZED!
Getting organized will help you manage your busy senior year. Here are some ways to help you keep
track of deadlines and details:
-Purchase a file box and create a file folder for each college to which you are applying. Keep college
information, brochures, correspondence, and, very important, copies of all your submitted applications
in labeled folders. Also, create folders for financial aid and scholarship information, senior profile,
school transcript, academic resume, test scores, etc.
-Purchase or make a large wall calendar and mark it with due-dates for applications and
scholarships/financial aid. Check each college website and note relevant due dates. Not all schools
have the same deadlines. It is up to you to keep track of these deadlines!
-As you calendar your deadlines, try to set a goal for yourself to submit applications one-to-two
weeks ahead of each deadline. Often, as deadlines draw near, application websites (UC, CSU,
Common Application) become overloaded and submission takes longer. Submitting a week or more
before a deadline will give you piece of mind and help you avoid the stress of busy submission dates.
FALL AND WINTER CHECKLIST:
_____ Finalize your list of 6-10 schools to which you will apply. Review your list with you counselor
and family members. Make sure you have selected a variety of schools that mesh with your
academic profile (grades, test scores, and extracurricular activities) It is okay to apply to
several “reach/wildcard schools” but make sure that you have a larger portion of schools
which are “sure bets” or will “likely” accept you. You want to have options come decision
time!
_____ Decide if you will be applying Early Action, Early Decision, or Rolling Admission to any of the
schools on your list. If you are, make sure to let your teachers and counselor, who are writing
your recommendations, know of these earlier due dates (refer to the “Recommendations”
section of this handbook for additional information). Also refer to the Decision Plan section of
this handbook for more information.
_____ Create folders for the teachers who are writing recommendations for you. They should
include: a list of the colleges to which you are applying, deadlines for the recommendations,
required forms, pre-addressed and stamped (two stamps for each) envelopes (if not
submitting online), a copy of your senior profile and/or resume, and any other information
that the teachers’ request. Include a handwritten note of thanks to your teachers and do not
forget to give them a sincere thank you note after they have completed and submitted the
recommendation for you. Refer to the Recommendation section of this handbook for more
information.
_____ Turn in your completed Senior Profile to your counselor (copies can be found in this manual
and in the Career Center or your counselor’s office). If you are applying early to any schools,
turn in your Profile in early September so that your counselor will have enough time to write
you the Counselor Report. If you are applying Regular Decision, complete and submit the
Profile no later than October 31st. If you need assistance with your Profile, discuss this with
your counselor. Note: If you are behind schedule with your Profile, make an appointment with
your Counselor to discuss your situation.
_____ Attend college visits in the College and Career Center. Throughout the fall, many colleges
come to ECHS, either during lunch or in the evening, to present their school and talk with
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students. This is a great opportunity for you to talk with college admissions representatives,
learn about academics, campus life and for you to ask questions. The College and Career
Center posts weekly college visit announcements on the e-tree, over the daily morning
announcements and on a printed sheet in the College and Career Center.
_____ Visit the College and Career Center each week to learn about and get assistance with:
applications, essays, financial aid, scholarships and much more!
_____ Consider scheduling interviews with some of the colleges at the top of your list. You can set
up an interview on the college’s website. Interviews are not always required or offered and
sometimes cannot be scheduled until an application has been submitted.
_____ Take the SAT/ACT. Make sure of the last possible test date accepted at the colleges you are
applying to (these are usually October, November or December but check each college
website for confirmation). Take SAT Subject tests if required by the colleges on your list.
_____ Submit your test scores for the SAT, ACT and AP tests to schools. You are responsible for
sending scores. Fee waivers are available for qualified students—check with the Career
Center for information.
_____ Finish your college essays and have a teacher, counselor, friend or family member look at
them before you send them in. Get feedback from your readers but make sure the essay
stays true to who you are and which reflects your voice! Review the “Essay” section of this
handbook for tips and guidance.
_____ Fill out your college applications: The Common Application goes live in August and
submissions can happen anytime thereafter. The UC and CSU applications are available
October 1st but cannot be submitted until November 1st. UC and CSU are due November 30!
If you apply early or regular admission, check the specific deadlines for each college!!!!
_____ Print out and save a copy of each application. Keep copies of all records, test scores, essays,
and applications.
_____ Check with your counselor to confirm that your Counselor Recommendation/Report has
been submitted. At the end of the first semester, follow-up with your counselor regarding the
submission of your Mid-Year report to private colleges. This includes your fall transcript and
any other updates or additions to your academic profile.
_____ Apply for EOP and each UC/CSU EOP office of interest to check deadlines for the EOP
application.
____ Register for CSS PROFILE in early fall if you are applying for financial aid at
www.collegeboard.org. Begin gathering (with your family) the necessary documents for the
FAFSA form that will need to be filled out in January. Go to www.fafsa.ed.gov for more
information and due dates. Make a list of due dates for the CSS Profile and FAFSA for each
college as they often vary. Apply for a Cal Grant. IMPORTANT: Make sure to use the exact
name on your transcript and social security card for your financial aid, scholarship and college
applications!! Refer to the “Financial Aid” section of this handbook for additional information
and resources.
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_____ Attend a “Cash-For-College” Financial Aid/Scholarship Night at ECHS! This informative
meeting will help you and your parent/guardian know how to complete financial aid forms and
where to look for scholarships. This event takes place in January or February of each year
and is free.
_____ Parents & Guardians: Get your taxes done early so your student can submit his/her aid forms
early! Keep copies of all forms and if you mail documents from the post office, make sure to
get a certificate of delivery for your records.
_____ Research scholarships and write for applications if needed. Refer to the Financial
Aid/Scholarship section of the handbook for additional resources and visit the College and
Career Center for weekly scholarship updates. Many scholarships become available between
February and April.
_____ Keep up your grades! Do not let “senioritis” get the best of you. Senior grades count to
colleges and acceptances are contingent on your senior grades. If you are struggling in any of
your classes, make sure to get support!
_____ IMPORTANT: If you are considering dropping a course, make sure to consider how the drop
will look to colleges to which you are applying. Colleges want to see students continually
challenging themselves. While it is tempting to opt for a lighter load, especially in the spring
semester of your senior year, you should try to maintain a challenging (yet manageable) and
full schedule of classes and activities. If you end up dropping a class after you have submitted
your applications, it is up to you to inform each college about the change in your schedule.
SPRING CHECKLIST:
_____ The FAFSA is due by March 2nd! Double check all submission dates for the CSS Profile.
_____ Apply for scholarships. Visit the Career Center and refer to the Financial Aid/Scholarship
section of this handbook for additional resources.
_____ IMPORTANT: Check your email daily for updates from the colleges you applied to.
_____ Admissions notifications usually come out in late-March and early-to-mid April for private
colleges and some UC’s. State universities usually notify between March-May or on a rolling
basis. Acceptance and denial notices continue through July.
_____ IF you are wait-listed, make sure to see what steps need to be taken. Some schools require
you to let them know if you want to remain on the wait-list. Keep in touch with the
Admissions Offices at the school(s) to which you are waitlisted to check your status and
demonstrate your interest. Important: wait-listed students may not find out if they have been
accepted from the wait-list until after the May 1st national admission deadline. Please note:
It is highly recommended that a student also submit a “Statement of Intent to Register” (SIR)
to another school where admitted, in case the wait list does not clear, as in most cases
colleges do not admit from wait lists until after the May 1st SIR deadline. If the wait-list does
clear, and you wish to change schools, you will most likely lose your original deposit from the
school to which you accepted an SIR. It is also important to ask a wait-list school if there will
be financial aid and housing available to you should you be accepted from the wait-list. Do
your homework.
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_____ If you DID NOT get accepted into any of your college choices, check with your counselor or
the Career Center for colleges and universities that have Rolling Admission or which did not
fill their freshman class for the upcoming year. Some schools have spots for students yearround, until the class is filled. Do not despair. There are many colleges that have rolling
admissions and some who have not filled their freshman classes.
_____ Financial Aid award packages and Cal Grant notifications are announced in the spring. Once
you have your award packages, sit down with your family and discuss your options. Create a
side-by-side comparison of costs and work together to figure out what you and your family
can afford. If you are deciding between a few colleges, contact them directly to see if they can
increase your award or suggest alternate financing options.
_____ Keep up your grades!
_____ Over spring break, take time to visit or re-visit schools to which you have been accepted.
Many colleges have “accepted students” days and these are a great time to refresh your
memory about a particular school. Also, spend some time creating a pro and con list for each
school to see if you can narrow your choices to find the “right fit” for you.
_____ MAY 1st is the official Statement of Intent to Register (SIR) date for most colleges. You will
most likely have to put down a financial deposit at this time.
_____ Apply for housing at your college.
_____ Request, from the Main Office, that your final transcript be sent to the college of your choice
before the end of school. This is the student’s responsibility. Fill out the “Transcript Request
Form” at the end of this handbook or fill one out in the Main Office.
_____ If you are going to attend Community College, apply in the spring, take the necessary
assessment tests, register for classes, and get ahead by taking summer school courses.
_____ Consider writing thank you notes to teachers, counselor and staff that helped and supported
you throughout high school. Make sure to let your teachers know where you were accepted
and where you will be attending college in the fall.
_____ Mark your calendars for “Senior Awards Night”. Submit required documentation to the
College and Career Center for proper recording and recognition.
_____CONGRATULATIONS! ENJOY GRADUATION! ENJOY YOUR SUMMER!
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SELECTED RESOURCES FOR STUDENTS
APPLYING TO COLLEGE
Objective Reference Guides:
College Handbook, The College Board
Four-Year Colleges, Peterson’s
Subjective Reference Guides and Websites:
Fiske Guide to Colleges, Edward B. Fiske
Colleges That Change lives: 40 Schools That Will change the Way You Think About Colleges, Loren Pope
-Consult the accompanying website www.ctcl.org for additional information on these 40
unique colleges and for dates of their free college fairs (they come to the Bay Area each year).
The Best Colleges, Princeton Review
The College Finder, by Steven Antonoff. Includes over 600 lists of colleges divided by category.
Unigo at www.unigo.com
College Prowler at www.collegeprowler.com
General Admission Information Websites:
College Board at www.collegeboard.org
The Common Application at www.commonapp.org
Advanced Placement at www.collegeboard.org
College Fairs Online at www.collegeweeklive.com
College Navigator: http://nces.ed.gov/collegenavigator
NACAC National College Fairs at www.nacacnet.org
Exploring College Options at www.exploringcollegeoptions.org
California State University Information: www.csumentor.edu
University Of California Admissions Information: www.ucop.edu/pathways
California Community College Information: www.californiacommunitycolleges.cccco.edu!
Black College Expo: www.thecollegeexpo.org
Virtual college campus tours: www.campustours.com
Testing Information:
ACT at www.ACT.org
SAT and SAT Subject Tests at www.collegeboard.org
Fair Test at www.fairtest.org provides a list of schools that do not require SAT/ACT tests
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Free Practice Tests and Test Preparation
ACT Sample Test at www.actstudent.org/sampletest/index.html
Number2 at www.number2.com!
www.majortests.com
www.khanacademy.org
SAT College Board Practice Test at sat.collegeboard.org/practice/sat-practice-test
ECHS College & Career Center: Check for free SAT prep classes, fee waivers, etc.
Materials & Websites About The Admission Process
College Admission: From Application To Acceptance, Step By Step, Robin Mamlet & Christine Vandevelde
-Consult the accompanying website www.collegeadmissionbook.com for additional
information and downloadable planning worksheets.
College Match: A Blueprint for Choosing the Best School for You, by Steven R. Antonoff, 11th edition.
-Includes helpful worksheets, self-surveys and assessments to help students find and choose
the best school for them. Worksheets are also available at www.schoolbuff.com.
The Gatekeepers, Jacques Steinberg. An inside look at the admissions process.
Crazy U: One Dad’s Crash Course in Getting His Kid Into College, by Andrew Ferguson
-A humorous account of one parent’s experiences as his son applies to college.
Harvard Schmarvard: Getting Beyond the Ivy League to the College that is Best for You, by Jay Matthews.
Less Stress, More Success: A New Approach to Guiding Your Teen Through College, by Marilee Jones and
Kenneth Ginsburg
www.blackexcel.org and www.blackhighereducation.com offer college resources for AfricanAmerican Students.
www.hacu.net offers college resources for Hispanic/Latino students.
www.womenscolleges.org by the Women’s College Coalition
Financial Aid Resources:
-FAFSA at www.fafsa.ed.gov
-CSS Financial Aid Profile: www.collegeboard.org
-Fastweb at www.fastweb.com
-College Board (for CSS Profile) at www.collegeboard.org
-FinAid at www.finaid.org
-Federal Student Aid at www.studentaid.ed.gov
-California Student Aid Commission (Cal Grant): www.calgrants.org
-I Can Afford College: www.icanaffordcollege.com. This website from the California Community Colleges offers resources to help with college affordability.
-To research colleges that offer merit aid, go to www.meritaid.com.
-ECHS College & Career Center: Visit frequently and pick-up the weekly scholarship bulletin and
schedules for financial aid workshops.
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Special Interests Resources and Websites:
Learning Differences:
K&W Guide To Colleges for Students with Learning Disabilities or ADHD, Marybeth Kravets and Imy Wax
Association on Higher Education and Disability at www.ahead.org
The College Sourcebook for Students with Learning and Developmental Differences, Midge Lipkin
Gap Year:
Before You go: The Ultimate Guide to Planning Your Gap Year, Tom Griffiths
Gap Year Guidebook, Wendy Bosberry-Scott
Americorps at www.americorps.gov
Global Volunteers at www.globalvolunteers.org
Global Citizen Year at www.globalcitizenyear.org
American Gap Association at www.americangap.org
The Arts:
College Guide for Performing Arts Majors 2009: The Real-World Admission Guide for Dance, Music, and
Theater Majors, by Carole Everett
National Portfolio Day at www.portfolioday.net
www.aicad.org
Creative Colleges: A Guide for Student Actors, Artists, Dancers, Musicians and Writers, by Elaina Loveland
Athletics:
The National Directory of College Athletics, by Collegiate Directories, Inc.
NCAA at www.ncaa.org!
The NAIA Eligibility Center at www.Playnaia.org!
www.eligibilitycenter.org
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HISTORICALLY BLACK COLLEGES
This is a selected list of historically black colleges and universities across the country. Visit each
school’s website for detailed information about academics, student life, financial aid and admission.
Also consult the following websites that provide college resources for African-American students:
www.blackexcel.org and www.blackhighereducation.com.
Note: historically black colleges admit students from all social, ethnic and economic backgrounds.
Spellman College
Morehouse College
Howard University
Fisk University
Tuskegee University
Xavier University
Claflin University
North Carolina A&T State University
Clark Atlanta University
Coppin State
Delaware State University
Florida A&M University
Dillard University
North Carolina Central University
Johnson C. Smith University
Tennessee State University
Tougaloo College
Winston-Salem State University
Elizabeth City State University
Morgan State University
Alabama Agricultural and Mechanical University (A&M)
Lincoln University
Bennett College
Oakwood University
South Carolina State University
Bowie State University
Virginia State University
University of Maryland Eastern Shore
Norfolk State University
Fayetteville State University
Jackson State University
Kentucky State University
Alcorn State University
Alabama State University
The Bay Area is host to the Black College Expo (www.thecollegeexpo.org) every January. Many
Historically Black Colleges send Admissions Officers to talk with students. Check with the College
and Career Center for dates and locations.
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Selected Colleges That Offer Strong Programs in
Fine Arts, Design, Music and/or Theater
West:
Academy of Art University (San Francisco, CA)
Arizona State University (AZ)
Art Center College of Design (Pasadena, CA)
Art Institute of Portland (Portland, OR)
Art Institute of Seattle (Seattle, WA)
Brooks Institute (Santa Barbara, CA)
California College of the Arts (Oakland, CA)
California Institute of the Arts (Valencia, CA)
Chapman University (CA)
University of Colorado, Boulder (CO)
Mills College (Oakland, CA)
Occidental College (Los Angeles, CA)
Otis College of Art and Design (Los Angeles, CA)
Pacific Northwest College of Art (Portland, OR)
Pomona College (Claremont, CA)
San Francisco Art Institute (San Francisco, CA)
San Francisco Conservatory of Music (San Francisco, CA)
Santa Clara University (CA)
Scripps College (Claremont, CA)
UC Santa Barbara (CA)
Stanford University (CA)
UCLA (Los Angeles, CA)
University of Oregon (OR)
USC (CA)
Whitman College (WA)
Willamette University (OR)
Midwest:
School of the Art Institute of Chicago (IL)
Beloit College (WI)
Case Western Reserve (OH)
Cleveland Institute of Art (Cleveland, OH)
Cleveland Institute of Music (Cleveland, OH)
Kenyon College (OH)
Lawrence University (WI)
Minneapolis College of Art and Design (Minneapolis, MN)
University of Michigan (MI)
Northwestern University (IL)
Oberlin College (OH)
Washington University (MO)
South:
University of North Carolina School of the Arts (Winston-Salem, NC)
Rice University (TX)
Savannah College of Art and Design (Savannah, GA)
Vanderbilt University (TN)
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Northeast:
Amherst College (MA)
American University (Washington D.C.)
School of Visual Arts (NY)
Bard College (NY)
Barnard College (NY)
Berklee College of Music (MA)
Boston University (Boston, MA)
Boston College (MA)
Boston Conservatory (MA)
Brown University (RI)
Brandeis University (MA)
Bryn Mawr College (PA)
Carnegie Mellon University (PA)
Columbia University (NY)
Cornell University (NY)
Cooper Union, (NY)
Emerson College (MA)
Fordham University (NY)
Goucher College (MD)
Harvard University (MA)
Julliard School (NY)
Macalester College (MN)
Middlebury College (VT)
New England Conservatory of Music (MA)
New York University (NY)
Parsons School of Design (New York)
Pratt Institute (New York)
Pennsylvania College of Art and Design (Lancaster, PA)
Rhode Island School of Design (Providence, RI)
Sarah Lawrence College (NY)
Skidmore College (NY)
Smith College (MA)
Tufts University (MA)
Vassar College (NY)
Wesleyan University (CT)
Yale University (CT)
Resources and Websites for the Arts:
--College Guide for Performing Arts Majors 2009: The Real-World Admission Guide for Dance, Music, and
Theater Majors, by Carole Everett
-- www.aicad.org
--National Portfolio Day at www.portfolioday.net
--Creative Colleges: A Guide for Student Actors, Artists, Dancers, Musicians and Writers, by Elaina Loveland
--Consult with your ECHS dance, art, theater and music teacher for additional insight and resources.
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Selected California Colleges & Universities for Dance
California Institute for the Arts (Cal Arts)
University of California, Irvine
University of California, Berkeley
University of California, Santa Cruz
University of California, Davis
San Jose State University
San Francisco State University
Cal State Fullerton
Cal State Long Beach
Cal State East Bay
Chapman University
Mills College
Pitzer College
Pomona College
Saint Mary’s College
Santa Clara University
Scripps College
University of San Francisco (USF)
University of Southern California (USC)
Local Community Colleges with UC-Aligned AA Degrees in Dance:
Laney College
College of Marin
Tips on Applying to University Dance Programs: Jessica Kronenberg, Director of ECHS’ Dance Program
provided the following guidelines for students applying to university dance programs.
-Dance students should research dance programs by browsing college websites. Email a dance
professor or department head at the schools you are interested in with specific questions; this is also
a good way for you to demonstrate interest in a particular school.
-Determine what is most important to you in a dance program: size of program, focus on specific
genres, and/or the proximity to performing arts hubs (such as New York City, Los Angeles, or
Chicago).
-Make a calendar of audition dates and deadlines for video portfolio and application submissions.
Deadlines can be earlier than regular college application dates.
-Clarify video audition requirements for each school. These requirements can be very different from
school-to-school, however in many cases a video made for one portfolio can be used for more than
one school if the requirements are similar.
-Use the ECHS Dance Program as a resource for making your video portfolio for auditions; students
enrolled in Dance can use the dance studio to rehearse and film their dance audition submissions. Be
sure to plan ahead and give yourself enough time to compile and edit your video files.
-Maintain an updated Dance Resume (separate from your Academic Resume) that includes: your
background in dance training, performances, choreography, and other activities in dance (workshops
attended, informal performances, leadership roles in dance).
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SCHOOLS WITH STRONG ENGINEERING PROGRAMS
Schools in California: A Selected List (There are many other colleges in California offering engineering)
University of California, Berkeley (UCB)
University of California Los Angeles (UCLA)
University of California, San Diego (UCSD)
University of California, Davis (UCD)
University of California, Santa Cruz (UCSC)
California Institute of Technology (Cal Tech)
Harvey Mudd College
Cal Poly Pomona
Cal Poly San Luis Obispo
Cal State Long Beach
Cal State Northridge
San Diego State University
Santa Clara University
Sonoma State University
University of Redlands
University of the Pacific (UOP)
Stanford University
University of Southern California (USC)
Schools Outside of California: A Selected List (There are many other colleges with engineering programs):
Arizona State University, AZ
University of Arizona, AZ
Brown University, Providence, RI
Case Western Reserve, Cleveland, OH
Carnegie Mellon University, Pittsburgh, PA
Colorado School of Mines, CO
Columbia University, NY
Cooper Union, NY
Cornell University, Ithaca, NY
Dartmouth College, Hanover, NH
Duke University, Durham, NC
Franklin W. Olin College of Engineering, Needham, MA
George Washington University, Washington, DC
Georgia Institute of Technology, Atlanta, GA
Gonzaga University, WA
Johns Hopkins University, Baltimore, MD
Massachusetts Institute of Technology (MIT), Cambridge, MA
University of Michigan, Ann Arbor, MA
Northwestern University, Evanston, IL
Oregon State University, OR
University of Oregon, OR
University of Pennsylvania, Philadelphia, PA
Rice University, Houston, TX
Seattle University, WA
Tufts University, MA
Washington University in St. Louis, MO
University of Washington, WA
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El Cerrito High School
TRANSCRIPT REQUEST FORM
Please write legibly!
OWES________
PAID_________
DATE_______________
Current students are entitled to two (2) FREE transcripts per school year; thereafter there is a $2.00 fee
per transcript. Former students: transcripts are $ 5.00 EACH and $ 2.00 for each additional transcript.
** SAME DAY TRANSCRIPTS COST $6.00 EACH – NO EXCEPTIONS!
**OTHERWISE 3-5 DAYS**
***TRANSCRIPTS WILL NOT BE SENT UNTIL THE TRANSCRIPT FEE HAS BEEN PAID AND ALL UNPAID
SCHOOL FINES HAVE BEEN CLEARED. ***
Name (while attending school)______________________________________________________
LAST
FIRST
Birth Date___________________________________________
Year You Will Graduate______________________________________
Complete Home Address____________________________________________________________
Phone Number___________________
How many transcripts? __________________________
Check One
Check One
______ Pick Up (In main office)
______Official (Sealed Envelope)
______ Mail/Fax Directly (Put Address Below)
______ Unofficial (Unsealed Envelope)
Destination: (Fill out ONLY if transcript is being sent somewhere!). Make sure to include
the address EXACTLY how it should appear on the envelope. Print or type legibly!
Signature:
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NOTES:
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