UNC – Charlotte Pre-College Program

The University of North Carolina at Charlotte’s North Carolina Mathematics and Science Education Network (NC-MSEN) Pre-College Program is housed in the Center for Science, Technology, Engineering and Mathematics (STEM) Education. The goal of the NC-MSEN Pre-College Program is to broaden the pool of students pursuing mathematics, science, and engineering based majors and careers. The UNC Charlotte NC-MSEN Pre-College Program actively recruits and prepares students of average to above average ability in grades 6-12 from six counties surrounding the UNC Charlotte area.

The parents, students, administrative staff, and teachers continually strive to provide opportunities to enhance abilities and develop skills that will enable the students to recognize and achieve their potential.

Parents Involved for Excellence (PIE) Club is a vital component to the success of students involved in the UNC Charlotte NC-MSEN Pre-College Program. The PIE Club meets periodically at UNC Charlotte during SA activities. Attendance at these meetings affords parents opportunities to stay abreast and volunteer for events and student activities. The PIE Club helps in raising funds to support graduating Pre-College Program students.
The Center for STEM MSEN Pre-College Program consists of two programs:
  • Saturday Academy

The program consists of twelve Saturdays during the academic year. During each of the Saturday Academy (SA) sessions the students engage in various hands-on enrichment activities in math, science, communications, and test taking skills by qualified instructional staff. Other SA activities include: participation in Lego robotics, Women in Engineering, Super Math competitions, SPARCS, regional science fair, regional MSEN day, guest speakers from businesses and communities, USA Test Prep, and NC Writing Program (NCWRITE). Optional activities offered for SA students are extended online learning K-12 instruction*, SAT/ACT, and the Girls & Tech-Aspire Program. Students also participate in the MSEN day competitions between UNC pre-college MSEN sites in North Carolina. The enrollment fee for SA is $150.00 for twelve Saturdays (sibling and summer scholars discounts are available upon request).

  • Summer Scholars

The Summer Scholars Program offers students interactive experiences that refine the skills, knowledge, and attributes related to mathematical and scientific careers. The students are engaged in instructional contact in math, science research, engineering activities, and technical writing skills for 2-3 weeks during the month of June and/or July. Additional activities may include field trip to an educational site, guest speakers, local area competitions, preparatory activities for science fair and public speaking. The enrollment fee for Summer Scholars only is $125.00 for twelve instructional days (sibling discounts are available upon request)

*CSTEM Pre-College program provides remote access to students from Mecklenburg and surrounding counties (Anson, Cabarrus, Gaston, Stanley, and Union) via K-12 online learning resources for rising 6th through 12th grade students in North Carolina ($100 per course).

 

Pre-College Program for Middle School Students

SPARK is a residential science program for curious middle school students who seek to:

  • Immerse themselves in exciting science subjects
  • Gain the foundations necessary for further scientific inquiry
  • Spend two weeks on Brown University’s campus

This two-week program consists of a range of courses that students can chose (either one two-week course or two one-week courses), carefully selected scientific inquiry activities, inspiring science talks, as well as thought-provoking leadership activities. Students will study the foundations of one or two scientific disciplines, while also having the opportunity to participate in programs that help adolescents develop into responsible, globally aware citizens.

The SPARK Experience

The SPARK program is designed to inspire students who have similar interests in the sciences. Students are immersed in a discipline of their choice, get a real taste for being a scientist, and learn to explore and discover. This process allows for stimulating and meaningful learning.

The team building/leadership aspect of the SPARK program introduces students to what it means to excel in the sciences, while becoming responsible, engaged citizens capable of working well in groups. Through age-appropriate activities, talks, and discussions, students will learn how flourish in the field of science, both in and out of the classroom.

The SPARK experience is enriched further through collegiality and collaboration where students from diverse backgrounds work together in teams. Students learn from each other, are inspired by each other, and form lasting friendships. We strive to create an enjoyable, safe, and comfortable environment where each student can live up to his or her full potential. Our aim is to help students to build their self-confidence and grow as individuals. We hope that when students return home, they are transformed and energized to take charge of their learning while remaining connected to a community of students with similar passions.

View Course Details to choose your course(s) and learn more about the SPARK Program.

Eligibility

For middle school students who have completed grades 6 through 8 by the start of the program. The minimum age is 12.

Apply Now! »

Dean’s Scholarship Information

 

 

 

 

Michigan Health Sciences Pre-College Academy

 

Attention: 10th and 11th graders.

The Michigan Health Sciences Pre-College Exposure Academy (MHSPEA) is a two-week entry-level residential academic enrichment program sponsored by the University of Michigan Medical School (UMMS) Office for Health Equity & Inclusion (OHEI). The MHSPEA brings together highly motivated rising 10th and 11th grade high school students to gain exposure to the University Michigan and UMMS. Participants will take college prep courses taught by experts in the field such as: English, Chemistry, Biology, and Math, which are essential courses for a successful track to health professions.

Other courses participants will take include:  Introduction to College and ACT preparation. The MHSPEA features workshops on health disparities, health equity, introduction to research, and academic wellness.  In addition, students will take tours of the UMMS, UM Hospital and UM Central Campus.  During the two-week session, student leaders stay in the residence hall with participants and provide one-on-one and small group mentoring, academic coaching, and intellectual and social stimulation. Michigan Health Sciences Pre-College Exposure Academy participants will be exposed to fun-filled evening events highlighting cultural diversity, self-development, and the arts.

Purpose

The Office for Health Equity and Inclusion leads efforts, advises, and coordinates initiatives to enhance inclusion, increase the diversity, and promote equity within the University of Michigan Health System and UMMS. The Michigan Health Sciences Pre-College Exposure Academy seeks to expose students who are underrepresented in medicine, are from medically under-served areas or have an interest in combating health disparities to health professions. Our goal is transform medicine by developing highly qualified students to become leaders in our educational, clinical and research programs.

Eligibility

Students must be in the 9th or 10th grade at the time of submitting their application.Students must have at least a 3.0 GPA on a 4.0 scale.This program is open toall students with an interest in medicine and health disparities.  OHEI particularly encourages applications from students that are from underrepresented minority groups in medicine. Applicants from rural and socio-economically disadvantaged backgrounds are also encouraged to apply.

For more information contact:

Email:oheiprecollegeprograms@umich.edu
Telephone: (734)764-8185
Fax: (734)615-4828

Penn Summer Programs

Penn Summer High School Programs

Get your first taste of college life at an Ivy League Institution!

Penn Summer High School Programs, open to residential and commuting students, offer an outstanding academic challenge:

  • Our programs are built around courses taught by Penn faculty, scholars, and distinguished outside experts.
  • With small class sizes you can be sure to get the individualized attention you deserve.
  • Residential programs include academically based extracurricular activities such as SAT preparation workshops, a college writing series, and presentations about college admission.

Summer Academies are academically intensive, non-credit programs for high school students. Residential and commuter options available.

High school students can experience Penn undergraduate courses during the summer and receive official academic credit.

Students from the Greater Philadelphia Area are presented with unique opportunities through Penn Summer High School programs.

Other Programs:

 

Choosing the Right Summer Programs

The college-planning workshop, “Choosing the Right Summer Programs” hosted by the Turner Chapel AME Church Education Ministry is taken from the book, “A High School Plan for Students with College-Bound Dreams”:

“Your experiences, such as where you have traveled, the type of communities where you have lived, the organizations with which you have been involved with, and the programs or camps in which you have participated contribute to your intangibles (p. 101). The summer months between 8th grade and your senior year of high school should not be squandered. Take advantage of the many opportunities to explore your talents, interests, and abilities. Some of the many opportunities that you may explore, experience, or become involved in are:

  • Traveling
  • Working in a meaningful job related to an area of interest or through an internship
  • Participating in a summer learning opportunity in an academic, artistic, or community service
  • Participating in pre-college summer camps/programs
  • Participating in a AAU, USATF, or club sport
  • Participating in summer practice for a high school sport such as football, cross country, lacrosse, soccer, swimming, etc.
  • Volunteering as a counselor, life guard, coach, or art instructor at a parks and recreation, Boys & Girls Club, or community program
  • Taking some of your non-academic classes or electives in summer school to open your schedule for more honors or advanced classes during the regular school year

There are many summer enrichment, internship, and college program opportunities. The first two stops are your high school counselor’s office and the web. Research programs related to your areas of interest and utilize the opportunity to increase your academic or athletic skills. Try to concentrate first and foremost on those areas that related directly to your college interests, whether in your major field or study or in sports that you intend to pursue on the college level (pp 163-164).”

The workshop also expanded parents’ and students’ understanding of the importance of taking advantage of summer program and enrichment opportunities to enhance students’ résumés and expand students’ gifts. To begin identifying summer program opportunities, do an Internet search of your area of interest, e.g., music summer programs, sports camps, pre-college programs.

Click onto the follow images for links to some of the many summer program opportunities shared in the workshop.

 

Morehouse College Summer Programs

Morehouse College offers a broad range of summer programs:

  • Coca-Cola Pre-College Leadership Program
  • “Creating the Beloved Community: An Orientation to Ethical Leadership”
  • Pre-Freshman Bridge Summer Science Program
  • Ronald E. McNair Post Baccalaureate Achievement Program
  • NNSA-DoE Sponsored Pre-freshman
  • Summer Enrichment Program in Physics Majors and/or Engineering
  • 2012 Thomas J. Blocker Pre-Freshman & 2012 J.K. Haynes Summer Science Program for High School Students
  • 2012 Pre-Freshman Summer Program (PSP)
  • HHMI-Undergraduate Science Education Program
  • Clayton County Schools Summer Program
  • Youth Entrepreneurship Summer (YES) Camp
  • Project Identity Summer Program for Youth
  • D.R.E.A.M.S. Discovery Research Education for African-American men in STEM

Click here for more details…

Programs That Are Making A Difference

The programs listed below provide unique opportunities for students in various areas of the country, from various demographic backgrounds, and from various levels of schooling. The programs have a variety of selection criteria and deadlines.

A Better Chance

The mission of A Better Chance is to increase substantially the number of well-educated young people of color who are capable of assuming positions of responsibility and leadership in American society.  They carry out their mission through their College Preparatory Schools Program, which annually recruits, refers and supports about 500 Scholars at more than 300 Member Schools in 27 states.  They have been opening the doors to greater educational opportunities since 1963 and more than 12,000 alumni have now gone on to distinguished careers as physicians, artists, educators, lawyers, politicians and corporate executives.

Prospective applicants should get started early; late applications are not encouraged as they severely limit opportunities for placements. Further, the application process begins one year prior to enrolling. For example, if a student is currently in the 8th grade, she or he would be applying for the 9th grade.

There are three major stages to the application process, each consisting of several small steps. Please go to the “How to Apply” page and follow each of the required steps.

The application deadline for the College Preparatory Schools Program is October 1.

Arkansas Commitment

The Arkansas Commitment Program attempts to identify academically talented African-American high school students throughout central Arkansas and assist these students in acquiring the knowledge, skills and professional experience necessary for effective community leadership. African-American students, 8th grade or higher, with a minimum 3.0 grade point average or above are invited to apply. The Program is open to African-American students from all high schools and school districts in the Central Arkansas area.

If you are currently in the 8th, 9th, or 10th grade, click here. If you are currently in the 11th or 12th grade, click here.

ASPIRA

ASPIRA is a national organization working to further the interest of Hispanic youth. The ASPIRA Association, Inc. does not currently provide financial assistance, but attempts to direct Hispanic youth to organizations that might be able to help. If you an Hispanic youth and live in or near Miami, FloridaChicago, IllinoisPhiladelphia, PennsylvaniaNewark, New Jersey;Bridgeport, ConnecticutNew York, New York, or Rio Piedras, Puerto Rico; you may want to contact the local ASPIRA offices in those cities. They may be able to provide you with more specific information on scholarship and financial possibilities.

Breakthrough

The Breakthrough Collaborative is devoted to preparing high-achieving middle-school students, most of whom are of color and from low-income families, to enter and succeed in college-preparatory high school programs. Breakthrough also recruits and trains outstanding high school and college students to become Breakthrough teachers and build an interest in careers as educators.

Breakthrough students usually enter the program in the summer of their 7th grade year and continue until they graduate from high school. The student experience includes two 6-week, academically intense summer sessions, year-round support and tutoring, and ongoing-college preparation and assistance. Most Breakthrough students attend public schools.

Bright Prospect

Bright Prospect is located in Pomona, California and is focused on increasing the number of low-income students who enter and graduate from four-year universities. Their programs provide the counseling and guidance students need to gain admission to the best colleges they are qualified for with the financial aid they need, and also provide a comprehensive support system throughout students’ college years so that they graduate with a bachelor’s degree.

Center for Student Opportunity

The Center for Student Opportunity is focused on empowering underserved, first-generation college students to and through college by providing critical information, guidance, scholarships, and ongoing support.

Students wishing to become Opportunity Scholars can complete the CSO College CenterConnectNow student profile to get involved.

Opportunity Scholars can also be nominated by high school counselors and teachers, community-based organization staff, and college access professionals that work with these students.

To nominate a student, please complete the Opportunity Scholars Nomination Form.

Chicago Scholars

The Chicago Scholars Program identifies energetic and promising high school juniors like who are determined to make the most of their college experience. After students are accepted into the program during their junior year of high school, the program will begin from the college admissions stage through college graduation, laying the groundwork at length for success in the professional world or in graduate study.

Click here to become a Chicago Scholar!

College Bound

College Bound a Washington, D.C. based program that offers public and public charter school students in grades 8-12 academic enrichment and resources to prepare for and succeed in college. The organization offers tutoring, mentoring, ACT/SAT preparation, and academic and career guidance free-of-charge to assist students in the District of Columbia metropolitan area in meeting their postsecondary educational goals.

You are eligible for the program if you are:

  • A Public/Charter School student in the DC Metropolitan area
  • Enrolled in a grade between 8-11
  • Committed to going to college
  • Committed to attending weekly meetings
  • Committed to working with a partner (mentor)

College Forward

College Forward is a college access program that provides free college access services to motivated economically-disadvantaged Central Texas students.  Participating students receive one-on-one support through every aspect of the college application and financial aid process from the beginning of their junior year in high school until they earn a four-year college degree.

High School Juniors attending selected schools in the Austin area who want to earn four-year college degrees are invited to apply to the College Forward program if they are in the top 60% of their high school class and either qualify for the National School Lunch Program or would be the first in their families to graduate from college.

College Horizons

College Horizons is a pre-college program for Native American high school students open to current sophomores and juniors.  Each summer students work with college counselors and college admissions officers in a five-day “crash course.”  The individualized program helps students select colleges suitable for them to apply to, get admitted to, and receive adequate financial aid. Students research their top 10 schools; complete college essays, resumes, the Common Application, and the preliminary FAFSA; receive interviewing skills and test-taking strategies (on the ACT and SAT) and financial aid/scholarship information.

College Match

College Match identifies low-income high school sophomores with strong academic records in the Los Angeles, California area, and provides each of them (on an individualized basis) an intensive array of services comparable to what affluent students receive at elite private schools. These students and their families receive counseling and support to make them competitive in the college application process.

College Track

College Track is an after-school, college preparatory program for high school students offered in various cities throughout the United States. Their four core service areas are:

  • Academic Affairs reinforces high standards and accountability that enable our students to enter college and succeed in life.
  • Student Life provides students the opportunities, resources, and tools to explore their passions and constructively engage in their communities.
  • College Affairs guides students in all aspects related to college admissions and helps students find college scholarships.
  • College Success provides support to our college students through academic advising and help finding financial aid.

Early Academic Outreach Program

EAOP is a state-wide college preparatory program sponsored by the University of California. For over 30 years, EAOP has helped students prepare for college by creating a community of young scholars and offering college-preparatory advising and academic enrichment opportunities. EAOP at UC Berkeley currently serves approximately 3,000 students from San Francisco, Contra Costa and Alameda counties.

Students who are enrolled at an EAOP Partner School and maintain a 2.8 GPA or higher in their college preparatory coursework are eligible to apply to the program. Priority is given to students from low-income families and/or students who will be the first in their family to go to college.

In general, students are invited to apply during the spring of their 9th grade year.

Educational Talent Search

The  Educational Talent Search prepares academically qualified limited income, first generation New Hampshire youth to complete secondary school and enroll in and complete a program of postsecondary education by providing academic advising, career, college, financial literacy and financial aid information.

EOP/HEOP at Cornell University

Currently, EOP has a presence on 45 campuses across New York State with HEOP operating on 57 campuses. To be eligible for admission to EOP you must be:

  • A New York State resident for 12 months prior to enrollment;
  • Require special admissions consideration; and
  • Qualify as economically disadvantaged according to the guidelines. In selecting students for the program, priority is given to applicants from historically disadvantaged backgrounds.

EOP/HEOP at Cornell University, through the Arthur O. Eve Higher Education Opportunity Program (HEOP) and the Educational Opportunity Program (EOP) facilitates students whose financial and academic environments have not allowed their potential to come to fruition. H/EOP gives students who have the ability for academic success, but not the requirements for regular admission, the chance to attend Cornell University. The programs allow students eight to ten semesters to successfully complete a degree.

EOP serves students enrolled in one of the contract colleges at Cornell:

HEOP serves students enrolled in one of the endowed colleges at Cornell:

HEOP at State University of New York provides access, academic support and financial aid to students who show promise for succeeding in college but who may not have otherwise been offered admission. Available primarily to full-time, matriculated students, the program supports students throughout their college careers within the University.

Fiver Children’s Foundation

The Fiver Children’s Foundation takes its name from a fictional character of the Richard Adams novel Watership Down. Fiver is the name of a small rabbit who has a vision to create a better future for his community and the courage to carry on after confronting seemingly insurmountable obstacles. The Fiver Children’s Foundation is a youth development organization based out of New York City, that organizes year-long programming in addition to hosting children ages 8 to 18 at a summer camp.

Fulfillment Fund

The Fulfillment Fund is a college access organization working closely with partners in the schools and the community to provide first-generation, low-income students with the support necessary to graduate from high school and go on to college. High school seniors who are currently enrolled in a Fulfillment Fund program are eligible to apply for one of our competitive need-and-merit based college scholarships, renewable for 2-4 years of undergraduate study.

I Have A Dream Foundation

The I Have A Dream Foundation sponsors cohorts of students in under-resourced public schools or housing developments, and work with these “Dreamers” from early elementary school all the way through high school. Upon high school graduation, each Dreamer receives guaranteed tuition assistance for higher education.

While each “I Have A Dream” program is localized to meet the specific needs of its Dreamers, all programs share common elements and take two basic forms, school-based and housing-based.

Currently, more than 3,158 Dreamers are on the way to college in 17 states, Washington, D.C., and New Zealand, following some 12,000 Dreamers who came before them.

Johns Hopkins CTY Scholars

The Johns Hopkins CTY Scholars CTY Talent Searches identify, assess, and recognize students with exceptional mathematical and/or verbal reasoning abilities. Students may participate in Grades 2-6 or Grades 7-8. Participation in the CTY Talent Search comes with a wealth of benefits.

Students interested in applying should:

Let’s Get Ready

Let’s Get Ready is focused on expanding college access for motivated, low-income high school students by providing FREE SAT preparation and college admission counseling through college student volunteers who serve as “Coaches,” mentors, and role-models to provide not only SAT instruction and college admissions guidance, but the encouragement and inspiration students need to succeed.

Link Unlimited

The Link Unlimited College Readiness programs provide students with in-depth exposure to higher education and one-on-one counseling that complements the advisement that they receive at their respective high schools. During the fall of their senior year all LINK Scholars participate in one-on-one college counseling with LINK Unlimited staff.  During these hour-long sessions scholars, along with the LINK staff member, talk through the students school options and create a list of 5-7 schools for the scholar to apply to.

LINK has established partnerships with over 43 colleges and universities.  These schools give LINK scholars access to their campus, students and administrators to answer questions and give students relevant information about their school. Bowdoin College, DePauw  University, Union College, Pomona College, Colorado College, Denison University, Stanford University, Vanderbilt University, Emory University, Washington University in St. Louis, Hamilton College and Colgate University are a few of our partner schools.  We are constantly increasing our partnerships especially with smaller top-ranked schools.  These schools post high minority retention rates, offer generous financial award packages, and have high numbers of alumni who attend graduate school.

Application criteria:

  • The student must be an African American 8thgrader (students who have already started high school are not eligible to apply).
  • The student must reside in theChicagoland area and plan to attend a tuition-charging (private, parochial, or Independent) high school in the Chicagoland area.
  • The student must be highly motivated as evidenced by strong academic potential. Academic potential is determined by reviewing the student’s 7th and 8th grade report cards along with standardized test scores and teacher letters of recommendation.  Strong candidates have achieved mainly As and Bs in core subjects, have a proven track record of strong study habits, and have test scores that show strong academic ability, achievement, and aptitude. We are seeking students who have the potential to succeed in a challenging academic environment.

If you are a grammar school teacher/administrator, church, community based organization, etc., and would like to have a representative from LINK Unlimited come out to speak to a group of your students about this scholarship opportunity, please contact Tiffany McQueen, Director of Educational Programs at 312-225-5465.

Making Waves

Making Waves propels urban, low-income children to the highest levels of academic achievement and helps underserved students gain acceptance to college and graduate with a bachelor’s degree. Through Making Waves Academy in Richmond, California and the Making Waves Education Program in Richmond and San Francisco, Making Waves provides rigorous academic training, critical support services, and options to attend challenging schools to youth in fifth through twelfth grades. We also provide scholarships and counseling to our Wave-Makers throughout the college years, as well as professional mentoring and career advice to our alumni.

Minds Matter

Minds Matter serves high-achieving, low-income students in cities across the United States. Minds Matter is a meritocratic organization that rewards hard work, dedication and achievement, and does not discriminate based on race, ethnicity, gender, sexual orientation, or physical ability. To ensure that Minds Matter reaches the most dedicated, talented, and deserving students, acceptance into Minds Matter is dependent on a rigorous and highly competitive application process.

Students are accepted into the Program as sophomores and juniors in high school; the average incoming GPA is 3.4 (on a 4.0 point scale) and the average adjusted family income is approximately $25,000. Many students are the first person in their family to attend college, and virtually none of them have parents who are college graduates.

All of Minds Matter’s sophomores and juniors attend academic summer programs at colleges and prep schools like Cornell University, Harvard University, and Philips Exeter Academy, as well as abroad in countries like Morocco, South Africa, and Spain. Because Minds Matter helps students apply for financial aid awards and raises funds to supplement financial aid, the program is of no cost to the students, their families, or their schools.

National College Advising Corps

National College Advising Corps, with headquarters at the University of North Carolina at Chapel Hill, works to increase the number of low-income, first-generation college and underrepresented students who enter and complete higher education.

By hiring and training recent graduates of partner college and universities as full-time college advisers and placing them in underserved high schools, the Advising Corps serves communities across the country to provide the advising and encouragement that many students need in order to navigate the complex web of college admissions, secure financial aid and raise the college-going rates within those schools.

To date, the Advising Corps has served more than 189,000 students since its inception in 2004.  In school year 2011-2012, 321 advisers representing 18 institutions of higher education in 14 states will reach over 110,000 students in 368 high schools.

Next General Venture Fund

Next General Venture Fund invests in academically talented young people by offering financial help and academic resources to qualified eighth-grade students, and continues to provide such services through their remaining pre-college years.

NGVF is a joint venture of:

Students who score at or above the 95th percentile on standardized tests normally taken in school are invited to participate in CTY’s Talent Search, during which they take an additional set of above-grade-level tests used to measure mathematical and verbal reasoning. Qualifying students may choose to enroll in CTY programs including summer residential programsonline courses, and one-day conferences. CTY also publishes Imagine, an award-winning periodical that is full of opportunities and resources for gifted students.

Academically eligible students are invited to participate in one of Duke TIP’s two annual Talent Searches which allow students to take above-level standardized tests to learn more about their intellectual abilities. Qualifying students may participate in Duke TIP Residential Summer Programs or e-Studies Programs which offer gifted students challenging courses suited to their advanced intellectual capacity and motivation. Duke TIP also offers Learn on your Own workbooks (grades 4-12) and CD-ROM Enrichment courses (grades 7-12) for self-paced, challenging independent study. In addition, participants receive a variety of academic resources including the Duke Gifted Letter , a newsletter for parents of the gifted, and the Educational Opportunity Guide , a directory of over 400 educational programs for gifted students.

Northwestern University’s Center for Talent Development (CTD) provides a variety of rigorous programs for academically talented youth in grades PreK to 12: summer residential and commuter programs, distance-learning options through Gifted LearningLinks, enrichment and credit-bearing courses at three Chicago-area sites through its Saturday Enrichment Program, and a citizenship and service-learning program, Civic Leadership Institute, located in Chicago.

Students qualify for programs and parents and educators get a more accurate understanding of students’ potential though CTD’s Midwest Academic Talent Search (MATS), an above-grade-level testing program for academically talented students. Every year nearly 31,000 students use MATS to help them understand their abilities and plan for their futures.

The Center for Bright Kids is the Regional Talent Center for the Rocky Mountain area. This seven-state region includes Colorado, Utah, Nevada, Idaho, New Mexico, Montana, and Wyoming. CBK offers K-12 enrichment and acceleration programming for high interest and high ability kids. Our focus is not only on how kids think and learn, but how they discover ways to navigate the world while thinking and learning differently. CBK is focused on providing safe spaces for kids to laugh and play while being intellectually challenged with intensive academic experiences and actively engaged in meaningful, authentic learning experiences.

NFTE

NFTE teaches entrepreneurship to young people from low-income communities to enhance their economic productivity by improving their business, academic, and life skills.  Since 1987, NFTE has reached over 140,000 youth and trained more than 3,700 Certified Entrepreneurship Teachers.  Currently NFTE has active programs in 31 states and 13 countries.

Oliver Scholars

Oliver Scholars selects highly motivated 7th-grade students of African-American and Latino descent and offers them the support and guidance they need to gain admission to some of the Northeast’s best independent schools and continues to support them through the college admissions process. Oliver Scholars attend two Summer Immersion Programs: one between 7th and 8th grade and one between 8th and 9th grade. These programs are designed to develop the academic, social, and leadership skills the Scholars will need to succeed in independent schools.

Philadelphia Futures

Philadelphia Futures prepares students from low-income families to enter and succeed in college by providing mentoring, academic enrichment, college guidance, and financial incentives. The Sponsor-A-Scholar (SAS) provides students from Philadelphia’s neighborhood high schools with the support and resources they need to achieve their dream of a college education. Beyond the SAS Program, Philadelphia Futures publishes the annual Step Up to College Guide – an invaluable resource for thousands of students across Philadelphia.

The POSSE Foundation

The POSSE Foundation identifies, recruits and trains public high school students with extraordinary academic and leadership potential to become Posse Scholars. These students—many of whom might have been overlooked by traditional college selection processes—receive four-year, full-tuition leadership scholarships from Posse’s partner institutions of higher education. Most important, Posse Scholars graduate at a rate of 90 percent and make a visible difference on campus and throughout their professional careers.

If you are a high school or a community-based organization that works with high school juniors/seniors in Atlanta, Boston, Chicago, Los Angeles, Miami, New Orleans, New York or Washington, D.C., and you are officially registered with your local Posse office, then you can nominate your students as early as their second semester junior year, in high school. Note that for each Posse location/city, the nomination process may begin in the spring. Please make sure you contact your local Posse office for details at the beginning of every year.

Each fall, students are nominated by high schools and community-based organizations for their leadership and academic potential. Posse partner colleges and universities award merit-based leadership scholarships to multicultural teams of 10 students each. These teams (Posses) attend college together.

Learn About the Nomination Process

Prep for Prep

Prep for Prep develops leaders through access to superior education and life-changing opportunities by identifying New York City’s most promising students of color and preparing them for placement at independent schools in the city and boarding schools throughout the Northeast. Once placed, Prep offers support and opportunities to ensure the academic accomplishment and personal growth of each one of our students.

Prep for Prep provides every student with an array of leadership development opportunities. These opportunities broaden students’ aspirations and awareness of life’s possibilities, while building each young person’s sense of self and personal potential.

Project Grad

Project Grad is a national nonprofit education reform model serving more than 134,000 economically disadvantaged youth in 213 schools across the nation. GRAD’s mission is to ensure a quality public education for economically disadvantaged students so that high school graduation and college entrance rates increase dramatically. GRAD follows a preK–16 comprehensive model of reform, bringing together technical, curricular, and professional development support to its partner school districts. GRAD provides a guaranteed college scholarship for all graduates of GRAD high schools who meet the following criteria:

  • Graduating in four years,
  • Maintaining a cumulative GPA of 2.5 or above, and
  • Successfully completing two Project GRAD-sponsored Summer Institutes with partner colleges and universities.

For more information on Project GRAD USA, please visit www.projectgrad.org.

Project Seed

Project Seed works in partnership with school districts, universities and corporations using mathematics to increase the educational options of urban youth, the program is still on the cutting edge. Project SEED employs highly trained mathematicians and master teachers who use a unique Socratic method of instruction to teach higher mathematics to entire classes of low-achieving students. Simultaneously, they provide teachers with state-of the-art professional development based on modeling and coaching.

Questbridge

Questbridge connects bright, motivated low-income students with educational and scholarship opportunities at some of the nation’s best colleges and universities. The QuestBridge college application process is the national expansion of an eight-year QuestLeadership Program which helps students gain admissions to top colleges as well as helping them through college and into their first jobs, graduate schools, and professional experiences.

QuestBridge is the provider of the College Prep Scholarship, the National College Match, and the Quest for Excellence Awards programs. Please read below for more information. QuestBridge’s goal is to reach every high-achieving, low-income student in America. Often, exceptional students remain separated from opportunity by a simple lack of information. QuestBridge, with your help, can find these students and connect them with opportunities that will enhance their futures.

Click here to refer a student.  Application deadline for students is in September of each year.

Rainer Scholars

Rainer Scholars invites 60 promising students of color each year to embark on an 11-year, life-changing journey. Each November, fifth grade students of color in the Seattle Public School District who passed the reading portion of their fourth-grade WASL exam receive a special letter—one inviting them to a meeting where they can learn about being a Rainier Scholar.

The Rainer Scholar program recruits students who have the greatest number of barriers to a college education. More than 80% of scholars qualify as low income. More than 85% come from households where they will be the first generation to attend college.

In addition to students who are invited to apply, students nominated by an adult may also apply. Students primarily live within the boundaries of the Seattle Public School District, but students who live outside the district may apply as well, provided that their families can provide them with transportation to Rainier Scholars classes, meetings, and events.

For more information, please contact Bob Hurlbut, Director of Recruitment at bobhurlbut@rainierscholars.org.

Schuler Scholars

Schuler Scholars accepts applications from students in the spring of their 8th grade year in school. Selected scholars receive an additional year of programming while in high school. A Schuler Outreach Coordinator serves as a liaison between the college scholars, Alumni and staff and provides guidance to the scholars as they navigate life in a place far from home.

SEO Scholars

SEO Scholars is a year-round, out-of-school, academically rigorous program that prepares motivated urban public high school students to earn admission and succeed at competitive colleges and universities. The Scholars Program adds the equivalent of 60 school days to the NYC public school calendar for its students each year.  Scholars dedicate 80% of their time at SEO to academics, with the remaining 20% spent on enrichment and leadership activities.

Please click here to view a video about the Scholars Program.

Student Search Service (SSS)

The CollegeBoard’s Student Search Service (SSS) helps introduce students to higher education and opportunities by offering them the ability to provide personal and preferential information to colleges and scholarship programs that are looking for students like them — all at no cost to the student.

When students take a College Board exam, they can choose to participate by actively opting in to SSS during the registration process. The vast majority of exam-takers opt in to SSS to receive information about admissions, financial aid and other postsecondary opportunities without being solicited by commercial entities.

College Board exams with SSS opt in options:

  • PSAT/NMSQT®
  • SAT®
  • AP® (Advanced Placement)
  • SAT Subject Tests™
  • PSSS (Preliminary SAT Scoring Service)

More than 1,100 colleges, universities and scholarship programs use SSS every year to find the right students for their programs, scholarships and special activities.

Summer Search

Summer Search identifies resilient low-income high school students and provides year-round mentoring by full-time trained staff builds students’ resilience, helping them learn to cultivate relationships, become self-reflective, and navigate the challenges in their lives. Provides full scholarships to summer experiential education programs like Outward Bound and the National Outdoor Leadership School strengthen students’ follow-through, leadership, and problem solving, all of which translates to success in high school and college.

The Teak Fellowship

The Teak Fellowship accepts 6th grade applicants who participate in a comprehensive six-month process, where applicants participate in several rounds of screening that include a financial assessment, diagnostic tests, a written application, and interviews. TEAK Fellowships are awarded based on both academic merit and financial need.

Eligibility criteria includes:

  • Be enrolled in sixth grade at the time of their application
  • Attend a public or parochial school in one of the five boroughs of NYC and be a NYC resident
  • Earn a scaled score of 690 or above on the 5th-grade NYS ELA exam and a scaled score of a 700 or above on the 5th-grade NYS math exam and/or scored in the 90th percentile on other standardized tests
  • Earn 90% or above in all classes

Each spring, TEAK accepts a 6th grade class into the Fellowship. They begin programming in the summer after sixth grade and attend intensive after-school and Saturday classes during their seventh grade year, participate in the Summer Institute following their seventh and eighth grade school years, and begin the High School Placement process by attending after-school and Saturday activities during their eighth grade school year. Fellows enter the Post-Placement program during high school and continue their Fellowship until they go to college.

If your child is currently in the 6th grade, and you would like additional information on how to apply to TEAK, please call the TEAK Admissions Inquiry line at (212) 288-6678 x290 or fill out the Admissions Info Request Form.

Venture Scholars

Venture Scholars is a national membership program designed to help underrepresented and first-generation college-bound students interested in pursuing math- and science-based careers link to information, resources, and opportunities that will help them successfully pursue their career goals.

The Program collaborates with colleges, universities, professional associations, and organizations nationwide (VSP Partners) and offers a variety of tools to link students to the partners’ information, resources, and opportunities. The Program also invites parents/guardians and guidance counselors to receive these resources, too!

White-Williams Scholars

White-Williams Scholars participate in the College Connection program offered to Scholars who wish to devote more time to exploring as well as strengthening their future pursuits. The program’s purpose is to engage these bright, motivated students during the pivotal and transitional year of ninth grade, and to keep them on track for graduation from high school and preparation for college.

Newsletter: March 1, 2024

College Cohort News…

March 1, 2024

Mychal Wynn

This month we are presenting College Cohort Scholar Awards based on students’ first semester academic performance. Scholarship is the first of our program’s 3 pillars: Scholarship, Leadership, and Service. Academic scholarship is a precursor to successful PSAT, SAT, or ACT exam performance with exam performance providing a direct link to merit- and need-based scholarship opportunities.

A core question for our students is, “What has become clearer to you?” Our own response to this question drives the continuing evolution of our program. Through published materials we have been writers and publishers. Through teacher and counselor training we have been staff developers. Through parent and student presentations we have been informational and motivational speakers. Now, by providing personalized guidance for students and parents, we are serving as coaches. Not just college planning coaches, but learning coaches, which is the context in which we are now approaching ACT Learning and Study Strategies—not as prep for the ACT, but as learning through the ACT. This month’s newsletter recognizes academic achievement and provides test prep guidance.

Congratulations Cohort Scholars

Following are the recognition levels for our College Cohort Scholar Awards, based on academic GPA:

3.0 – 3.49 – Scholar

3.5 – 3.99 – Scholar with Honor

4.0+ – Scholar with Highest Honor

Join us in celebrating the following students who embody our pillar of scholarship. We believe that the intentionality with which they are pursuing learning in their middle school and high school classes will expand their postsecondary opportunities whatever their educational or career pathway.

College Cohort Scholar

Elijah, E., 9th Grade, Eagle’s Landing Christian Academy (GA)
Kalyn C., 11th Grade, Panther Creek High School (NC)
London M., 6th Grade, Safety Harbor Middle School (FL)
Zaire H., 11th Grade, Marietta High School (GA)

College Cohort Scholar with Honor

Anna N., 11th Grade, St. Petersburg High School IB Program (FL)
Cameron S., 11th Grade, Landmark Christian School (GA)
Erin N., 11th Grade, Kennesaw Mountain High School Magnet Program (GA)
Isaiah E., 9th Grade, Eagle’s Landing Christian Academy (GA)
Ja’Nae C., 11th Grade, Lake City Early College High School (SC)
Joshua J., 8th Grade, Creekland Middle School (GA)
Kennedi S., 11th Grade, Pope High School (GA)
Layla T., 9th Grade, Northside Christian School (FL)
V’mari C-K., 7th Grade, Fitzgerald Middle School (FL)
Weldon “TJ” M., 11th Grade, Druid Hills High School (GA)
Zachariah T., 10th Grade, Marietta High School IB Program (GA)
Maya H., 9th Grade, Woodward Academy (GA)
Nate H., 11th Grade, Woodward Academy (GA)

College Cohort Scholar with Highest Honor

Arshia A., 11th Grade, Palm Harbor University IB Program (FL)
Bryan N., 9th Grade, Mt. Paran Christian School (GA)
Charles P., 10th Grade, Marietta High School (GA)
Ezekiel C., II, 11th Grade, Rivers Academy (GA)
Griffin S., 10th Grade, Lakewood high School CAT Program (FL)
Jocelyne L., 11th Grade, St. Petersburg High School IB Program (FL)
Josiah W., 11th Grade, Boca Ciega High School (FL)
Kevin N., 9th Grade, Northeast High School (FL)
Latanya M., 11th Grade, J Paul Truluck Creative Arts & Science Magnet School (SC)
Nishan W., 11th Grade, Hiram High School Academy of Computer Science (GA)
Madison L., 10th Grade, J Paul Truluck Creative Arts & Science Magnet School (SC)
Vaughn T., 9th Grade, North Cobb High School Magnet Program (GA)

Why the ACT?

As we noted in our November newsletter when we introduced our ACT Project, we believe that students should commit to either the SAT or the ACT. Since colleges will accept either exam, we have chosen to commit our efforts to assisting students in increasing ACT scores—not by focusing on the test, but focusing on learning. To support learning, we believe:

  • The ACT has sufficient support tools and materials
  • The ACT is aligned with the high school curriculum
  • By focusing on learning, students will deepen their content knowledge in each of the ACT subject-areas, thereby increasing both grades and test scores

A focused study approach to increasing content knowledge in each of the ACT subject-areas (math, science, English, and reading—as well as writing) will correlate with higher performance in a student’s corresponding high school classes.

More Than Test Prep

If the focus is wrong, then the approach to learning will be wrong as ell. This means that if a student’s focus is on prepping for the ACT but not on developing the underlining knowledge that is being tested on the ACT, then the focus is wrong. Consider why Duke University, which admits the most academically accomplished students from throughout the world, coaches students through The Study Cycle:

“The study cycle is a guide to help you distribute your studies so you aren’t doing it all at once at the last minute, and to reinforce your learning from one step to the next.”

While thousands of students admitted to Duke will have spent many thousands of dollars on test prep, Duke recognizes that even the most academically accomplished students oftentimes enter college lacking the underlying learning strategies and study skills to be successful college students.

Higher Scores – Better Students

Congratulations to our ACT Project contributors who earned scholarship qualifying scores on the February ACT exam. While our students acknowledge the value of test taking strategies, they note that their scores reflect their level of content knowledge and critical thinking. Both of which are skills that they use each day in school and upon which they will rely after entering college. However, their commitment to leadership and service by helping other students to become better students and earn higher test scores will be recognized by both colleges and scholarship providers.

Our contributors have established themselves as extraordinary role models for our students in grades 6 – 11, as they bring value to our program and to their respective high schools.

The ACT Math section is the most difficult for the majority of test takers. Only 30% of students achieved an ACT college readiness score of 22. However, as indicated in the illustration to the left, if you have taken the ACT, or plan to take the exam this month, your score report will provide insight into your learning gaps.

Rather than “prepping” for the next test, you would be better served by closing your “learning gaps.” Closing learning gaps is a result of pursuing learning strategies that results in your encoding, retaining, and retrieving the “how” and “why” required for solving complex mathematical problems and equations.

The ACT Science section is the second most difficult for the majority of test takers. Only 31% of students achieved an ACT college readiness score of 23. However, the ACT Science section does not require extensive knowledge of science, but relies on critical thinking skills, reading skills, and the interpretation of data—all of which are skills that you can learn, but more importantly, are skills that you should be applying daily in your life in and outside of school.

The ACT Reading section is the third most difficult for the majority of test takers. Only 40% of students achieved an ACT college readiness score of 22. Reading is an essential skill with value far beyond taking the ACT. While test prep strategies will be helpful, developing foundational skills in reading is relied upon in virtually every high school classroom and in every future college classroom.

The ACT English section is where most test takers earn their highest scores. 51% of students achieved an ACT college readiness score of 18. Developing a foundational understanding of English, language usage, and writing are skills that students have been neglecting with their reliance on social media and text messaging (both of which are filled with slang, improper grammar, and nonstandard English language usage). Consequently, doing well on the ACT Reading, English, and Writing sections requires reading and writing more, and reading and writing well.

What Are We Learning?

Through our ACT Project, we are dispelling such myths as, “I am just not a good test taker.” Any student, from any school, is capable of developing deep levels of content knowledge when presented with the content accompanied by strategies for learning and retaining the content.

Our ACT contributors are not only good students, they are great leaders. Our project leader scored a “33” on her first testing. Instead of approaching her own test prep with the attitude, “I need to focus on my own test prep,” her approach has been, let’s share the learning strategies and study skills that each of us is using so that all of us can achieve deeper levels of learning and higher test scores.

What Should You Do?

If you have aspirations of getting into top colleges or qualifying for full scholarships, you must become an intentional learner:

  1. Identify your learning style.
  2. Take ownership of the Study Cycle.
  3. Identify your time-of-day energy levels and develop the appropriate time and location for studying.
  4. Identify the learning strategies and study skills that work best for your learning style, temperament, mindset, and grit.

The final step is to deepen your content knowledge in each of the ACT subject-areas and incorporate what you are expected to know into your daily study routines and classwork. This approach will make you a better learner and result in higher ACT scores.

These are not “suggestions,” these are proven strategies that will require realigning your priorities and committing more time to activities that matter in college admissions and scholarship consideration.

Why Become a Better Learner?

Learning Is Important

You must align your efforts in school with your aspirations for the future. What type of engineer would you become if you are not willing to develop a deep understanding of mathematics? What type of doctor would you become if you are not willing to develop a deep understanding of biology and human anatomy? What type of teacher would you become if you are not willing to become a thoughtful and pensively reflective learner?

ACT Scores Are Important

If your high school requires that you take the SAT or ACT, it should be viewed as an opportunity and not a burden. PSAT, SAT, or ACT exam scores can expand access to colleges, pre-college programs, internships, fly-in programs, and scholarships. We prefer the ACT because there should be alignment between your ACT scores and what you have learned in your K – 11 schooling. High test scores are the result of deep levels of content knowledge. This means that the quality of schools and teachers matter. However, so too does the quality of how you approach learning and studying. We have worked with private school students who have test scores that are no better than public school students attending low-performing schools.

Students who attend the best schools and who have the best teachers can still have low levels of learning and retention of learning if they are not vested in their own learning. In contrast, students attending the lowest-performing schools can achieve high levels of learning if they are vested in their own learning. Each year, there are thousands of students who earn top scores on AP exams without having taken the corresponding AP class. How do they do it? They read the book, teach themselves, and supplement their efforts with tutors.

What We Are Planning…

ACT Intensive Summer Sessions

We are planning 4-5 day ACT Intensive Sessions this summer, with each session focused on a specific ACT Section. Each session will address the following 5 components:

  • What you expected to know on the ACT
  • Learning and study strategies consistent with your learning style
  • Developing a Study Cycle consistent with your grit, mindset, and temperament
  • Daily pre- and post-testing

March Discussion Groups

10th and 11th Grade: We will continue our combined 10th/11th grade discussion group. Students should be prepared to discuss their summer plans and how they factor into their overall college planning strategy.

9th Grade: I (Mr. Wynn) will continue to facilitate the conversation with our 9th graders regarding building their résumé and branding. Students should be prepared to discuss their email signatures.

Emerging Middle School Leaders: All participating students should attend this meeting and be prepared to discuss the progress of their leadership/community service project. Congratulations to Peyton Wilson, the Emerging Middle School Leaders College Adviser, who has been admitted the The University of Chicago graduate school.

ACT Prep and Learning Strategies Plan: This month’s meeting will focus on each student’s contribution to the project.

Mark Your Calendar:

  • March 9, 2024
  • April 13, 2024
  • May 11, 2024

Monthly meetings are restricted to students registered in our program and their parents.

 

Newsletter: March 1, 2020

March 1, 2020
Mychal Wynn (Northeastern ’79)


Researching Colleges and Scholarships 

During March and April, many students will have the opportunity to visit colleges during Spring Break. However, beyond programs, distance from home, dormitories, and the cafeteria, students must concern themselves with the cost of each school and how they plan to pay that cost. The failure of students and parents to thoroughly research the costs of attending college continues to fuel the disastrous student debt crisis. Each year, far too many high school seniors concern themselves with paying for college, AFTER, they have been offered admission and received financial aid award letters, lamenting, “I need to find scholarships.” In 2020, 7 out of 10 students left college owing an average of nearly $30,000 in student loans. (Student Loan Statistics for 2020) However, the cost of attendance at in-state public universities averaging $25,000 per year and 4-year graduation rates averaging less than 50 percent, explains why over 2.5 million students have amassed over $100,000 in student loan debt. Buying a Porsche Carrera GT ($98,000) with a 7-year loan might be less painful than the lifetime of student loan debt students and parents will carry as a result of making uninformed college decisions. 

During our February Atlanta-area cohort meeting, we presented an overview of how significantly the financial aid policies of colleges will impact college costs and potential student loan debt. We examined the financial aid awards of 3 students offered admission to Williams College. After completing the FAFSA and CSS Profile, their expected family contributions ranged from $29,200 to only $2,075 per year. Over 4 years, the out of pocket costs would range from $116,800 to $8,300. Clearly, searching for $8,300 in scholarships would be far easier than amassing $116,800 in scholarships. Consequently, attending Williams College could be great for one student and disastrous for another—this is why identifying the ‘right’ colleges goes far beyond dormitories, cafeteria food, and a student’s major when considering that a third of students change their major within 3 years of attending college.

College Majors
While Williams College is an excellent example of a school that meets the full financial need of families, as determined by the FAFSA and CSS Profile, the difference in costs between a student from a lower income family with a ‘0’ EFC may be the same as a student from an upper income family with a ‘$20,000’ EFC at a public university like the University of Georgia, North Carolina State, or the University of South Carolina. Such schools typically provide little financial support beyond state scholarship and grants (other than for recruited athletes).

Students from lower and middle income families must match to the ‘right’ colleges or qualify for the ‘right’ scholarships. Like Williams College, Rice University’s Rice Investment, provides another example of matching to the right college:

Determining the right school comes down to several factors—often, the biggest one is affordability. At Rice, we believe that talent deserves opportunity. For domestic students we offer need-blind admission, which means we do not consider your finances when we review your application. Additionally, Rice is a need-based institution, which means we offer financial aid based on a family’s financial needs. Students receiving aid under The Rice Investment will have all demonstrated need met without any loans.

The following table outlines Rice’s financial aid commitment

 

A student with a family income under $65,000 would in essence receive a $63,252 institutional scholarship to Rice (valued at $253,008 over 4 years).This is why our program focuses more attention on getting into the right colleges than on applying for scholarships. The Coca Cola Scholarship awards $5,000 per year, the Ron Brown Scholarship awards $10,000 per year, and the competition for being awarded such scholarships is fierce. Whereas, for the student who commits to earning top grades and test scores, engaging in meaningful activities and leadership, and thoughtfully working through the activities in our program, they will have a pathway to hundreds of thousands of dollars in institutional scholarships as a high school senior. As you set academic goals for each school year, it is important to understand that to benefit from Rice’s generous financial aid policy, you must meet the admission standards where median SAT scores are 1490-1560 and ACT scores are 32-35. As the college research units guide you into the right schools, you must set goals for becoming the type of student to benefit from such opportunities.

Congratulations

A core tenet of our program is encouraging students to “Own the Process.” Rather than becoming involved in activities to pad résumés, we want to inspire students to pursue academic achievement, leadership, and service with passion. Top academic achievers, leaders who are making a difference in their clubs and activities, and engaging in meaningful community service will make an impact on students’ local communities and expand their college and scholarship opportunities. Illustrated here are the goals of one of our Pinellas County Schools 7th graders. Developing such goals as a 7th grader, places this student onto a trajectory toward full scholarship opportunities at such schools as Williams, Amherst, Rice, University of Chicago, Duke, Princeton, and Vanderbilt.

In a similar manner, Ian F., attended our Judson ISD College Planning Boot Camp as a rising high school sophomore. Now, a high school junior, Ian has greatly expanded his college and scholarship opportunities by attaining a #1 class rank in his high school; scoring 1500 on the PSAT; and assuming such leadership roles as Captain of the UIL Computer Science Club; President of the Business Professionals of America; and Concertmaster for the Varsity Orchestra. Ian is developing an outstanding résumé as he makes himself a competitive candidate for his top choice college—MIT.

College Students

Former cohort students are now owning their college experience by becoming campus leaders, serving their communities, and pursuing summa, magna, and cum laude honors. North Carolina A&T Honors College Ambassador and 2nd-year student, Akilah Williams (TCC Cohort), graciously shared her time and insight with Florence County School District 3 Cohort high school senior, Kimani R., who left campus with North Carolina A&T rising to her top choice college. Congratulations to Cathryn Ackerman  (FCSD3 Cohort) who made the Dean’s List at Francis Marion University and Rhea Thompson (Atlanta-area Cohort), who made the Dean’s List at Xavier University of Louisiana. We appreciate Mikayla Hanna (Florence County School District 3 Cohort), 2015 Gates Millennium Scholar, UMBC Meyerhoff Scholar, and graduate of UMBC with a BS in Biology, taking the time, together with her grandmother, to visit the Lake City Early College High School College Cohort to speak to our current high school juniors. 

High School Seniors

Congratulations to Joshua W., (Guilford County Schools Cohort), who has received 3 full scholarship offers. Joshua, the Class Valedictorian and a member of the varsity baseball and basketball teams at his high school, has been offered the Chancellor’s Scholarship by Appalachian State University (full scholarship); the Lewis and Elizabeth Dowdy Scholarship by the North Carolina A & T State University Honors College (full scholarship); and the Alice Carson Tisdale Honors College Scholarship by Claflin University (full scholarship). We have been working with Joshua since he was a high school junior. He is an exceptional young man who is actively engage in community service, a recognized leader, and mentor of young men in elementary and middle school. Joshua will have a busy Spring Break visiting each of the schools to determine the right fit and where he will have the opportunity to make the greatest contribution. Former cohort students who are NC A&T Dowdy Scholars and on full scholarship at the Claflin University Honors College are eager to meet Joshua and share the experiences of their respective programs.

It should be noted that less than 2 percent of all college students are attending college on full scholarship, which makes the fact that so many of our cohort students being offered full, or near full scholarships, is such an awesome achievement:

  • Bre’an M., (Atlanta-area Cohort), has received a full scholarship to Carleton College.
  • (Top Photo) Clint C., (Florence County School District 3 Cohort), has signed a commitment letter and has been awarded a generous academic scholarship to continue playing football at Presbyterian College in Clinton, South Carolina.
  • (Middle Photo) Darryl “Keith” Q., Jr., (Guilford County Schools Cohort), has signed a National Letter of Intent and will receive a full scholarship to continue playing football at the University of North Carolina – Pembroke in Pembroke, North Carolina.
  • Jayla, S., (Guilford County Schools Cohort), has been offered the Presidential Scholarship to Xavier University of Louisiana and the Lewis and Elizabeth Dowdy Scholarship (full scholarship) to the North Carolina A&T Honors College.
  • Joshua W., (Guilford County Schools), has been offered 3 full scholarships (Appalachian State; North Carolina A&T; Claflin University).
  • Mel S., (Florence County School District 3 Cohort), has been offered a full scholarship to Benedict College.
  • Sydney B., (Guilford County Schools Cohort), has been offered the Presidential Scholarship to Tuskegee University (full scholarship) and the Cheatham-White Scholarship to North Carolina Central (full scholarship).
  • Sydney S., (Pinellas County Schools Cohort) has received a full scholarship to the University of Chicago.
  • Sydney S., (Guilford County Schools Cohort), has been offered a full tuition scholarship to the UNC-Chapel Hill Honors College. 
  • Sydney S., and Sydney P., (Guilford County Schools Cohort), have been offered full tuition scholarships (+books) to the North Carolina A&T Honors College. 
  • (Bottom Photo) Zoe P., (Guilford County Schools Cohort), has signed a commitment letter to continue playing soccer at Concord University in Athens, West Virginia and has been awarded a generous academic scholarship.

Honors Colleges

Congratulations to our Guilford County Schools Cohort students who have been offered admission to honors colleges: Angelina, M.; Jayla S.; Joshua, W.; Kennedy J.; Sydney B.; Sydney P.; and Sydney S. Colleges include: Claflin University Honors College; North Carolina A&T Honors College; UMBC Honors College; UNC-Chapel Hill Honors College; UNC-Charlotte Honors College; UNC-Greensboro Honors College; and the UNC-Wilmington Honors College.

Meyerhoff Scholars Selection Weekend

Congratulations to Angelina M., and Kennedy J., (Guilford County Schools Cohort) who have been invited to the Meyerhoff Scholars Selection Weekend at the University of Maryland – Baltimore County. The Meyerhoff Scholars Program is at the forefront of efforts to increase diversity among future leaders in science, technology, engineering and related fields. The UMBC Meyerhoff family is now more than 1300 strong, with over 1100 alumni across the nation and 281 students enrolled at UMBC. Over 300 graduates are currently pursuing graduate and professional degrees in STEM fields. Mikayla Hanna, the first Meyerhoff Scholar in the history of South Carolina, from our Florence County School District 3 Cohort (SC) recently received her BS in Biology from UMBC and Samuel Patterson, from our Turner Chapel AME Church Cohort is a current Meyerhoff Scholar pursuing a BS/PhD in economics.

Disney Dreamer’s Academy

Congratulations to one of our newest Atlanta-area Cohort members, Adonna M., who has been selected as 1 of only 15 students from the State of Georgia invited to attend the Disney Dreamer’s Academy.

High School Juniors

The February Module: Researching Colleges and Scholarships guided students through researching the vast array of college and financial aid options. For many students, this is a much more exhausting process than anticipated. Students in Georgia began the process thinking about either the Ivy League, UGA, or Georgia Tech. Students in North Carolina began focused on UNC – Charlotte, UNC – Greensboro, or East Carolina. Students in South Carolina began focused on USC – Columbia, Clemson, or Francis Marion, while students in Florida began focused on the University of Tampa, University of Central Florida, or Florida State. However, most students began their research with little understanding of liberal arts colleges, research universities, cooperative education programs, honors colleges, test optional colleges, dual degree programs or the wide array of financial aid and scholarship opportunities.

We had a great Atlanta-area Cohort meeting. Students who were unable to complete the monthly activities were encouraged to bring their laptop computers and work with volunteers. Students who completed the activities had the opportunity to participate in round table discussions with other students through which they shared their narratives and engaged in a deeper analysis of what they learned through the activities and the direction in which their college-bound strategies were developing.

The March Module: Net Price Calculator guides students through answering the single guiding question, “What are the best college opportunities for students with my interests, academic achievement level, career aspirations, and financial need?” The unit guides students in developing a comprehensive college list and in identifying scholarship opportunities to which students are well matched.

Fly-in Opportunities

Academically accomplished students who will be pursuing the hyper competitive admission to selective colleges and universities may gain a competitive advantage by being invited to a Fly-in Program. These all-expenses paid programs not only provide opportunities to visit campuses, speak with current students, and meet professors and admissions officers, but build relationships with schools. Cohort students invited to Fly-in Programs have gone on to be offered admission to such schools as Amherst, Bates, Bowdoin, Carleton, Case Western Reserve, Bryn Mawr, Swarthmore, University of Richmond, Washington and Lee, and Williams.

Registration for the following programs is now open:

Grades 9 – 10

The March Module: Researching Colleges and Scholarships (Part II) guides students in continuing their college research and exploring the wide range of college opportunities, from HBCUs, first generation friendly college, military service academies, and unique opportunities for athletes. The single guiding question is, “What are the best college opportunities for students with my interests, academic achievement level, and career aspirations?”

We encourage parents and cohort facilitators to engage students in conversations about their research to ensure that students are expanding their understanding of the array of postsecondary college and scholarship opportunities.

Did You Know?

A survey of college admissions officers, determined the following elements in their admission decisions to be considered as of “Considerable Importance:”

  • Grades in All Courses: 75.4%
  • Grades in College Prep Courses: 73.2%
  • Strength of Curriculum: 62.1%
  • Admission Test Scores (SAT, ACT): 45.7%
  • Positive Character Attributes: 25.9%
  • Essay or Writing Sample: 23.2%

March Meeting Dates/Times

Sunday, March 1, 2020: United Ghana Christian Church Cohort (10:00 am – 12:30 pm).

Sunday, March 1, 2020: Rockdale County College Planning Cohort Presentation (4:30 pm – 6:00 pm).

Sunday, March 8, 2020: The Next Episode: Teen Bible Student/College Planning Session for high school juniors and seniors. Turner Chapel AME Church • Marietta, GA Boardroom (9:30 am – 11:30 am).

Sunday, March 8, 2020: Atlanta-area Cohort: Turner Chapel AME Church • Marietta, GA (11:30 am – 12:45 pm). Bring your laptop computers. Note: In recognition of Easter Sunday, the April meeting will be moved from the second Sunday to the third Sunday (April 19).

Sunday, March 8, 2020: Crossroads for Teens Cohort grades 9 – 12. Johnson Ferry Baptist Church • Marietta, GA (3:00 pm – 4:30 pm).

Saturday, March 14, 2020: ASA Guide Right Mentoring Workshop

Friday, March 20, 2020: Lake City Early College High School Juniors Cohort (9:00 am – 2:30 pm). Students will be excused from class to the College Corner. Seniors will be seen by appointment.

Saturday, March 21, 2020: Guilford County Schools Cohort: Seniors (9:00 am – Noon); Juniors (Noon – 3:00 pm). Location: GTCC Greensboro Campus.

Saturday, March 28, 2020: Pinellas County Schools High School Cohort grades 9 – 12. Lakewood High School Media Center • 1400 54th Ave, S • St. Petersburg, FL (9:00 pm – 2:00 pm). 

Saturday, March 28, 2020: ASA Guide Right Cohort Fortis College (9:00 am).

College Planning Boot Camps: Register Now

June 1 – 4: Rising 9th Graders. Judson ISD (Converse, TX).
June 8 – 11: Rising 10th Graders. Judson ISD (Converse, TX).
June 16 – 18: Rising 11th Graders. Guilford County Schools (Greensboro, NC).
June 22 – 25: High School Students. Pinellas County Schools (St. Petersburg, FL).
July 6 – 9: Middle School Students. Pinellas County Schools (St. Petersburg, FL).
July 27 – 30: Rising Seniors. Florence County School District 3 (Lake City, SC).

Registration for our 2020/21 Cohorts opens on July 1. 

Why rising high school seniors must attend a boot camp:

  • Ensure that you have packaged correctly for each of your colleges
  • Ensure that your essays reflect non-cognitive variables and speak to the institutional mission of your colleges
  • Ensure that your essays tells the story that college admission officers need to hear
  • Ensure that you are applying to the ‘right’ colleges, to the ‘right’ admission cycle, and for the ‘right’ scholarships
  • Ensure that you do not begin your senior year of high school behind and overwhelmed 

Atlanta Area College Planning Boot Camp for Rising High School Seniors

We are tentatively planning 2 4-day boot camps for the Atlanta area (July 13-15 and July 20-24). Each session will be hosted at the Turner Chapel AME Church. Current registration fees are:

  • $595 in advance and $795 at the door for non-cohort members
  • $195 for cohort students registered for the 2020/21 academic year
  • $195 for Turner Chapel AME Church members

The primary focus of the boot camp will be on finalizing college applications and essays. Attendance is limited, and registration fees are subjected change, so RSVP to reserve your seat. Click here to register…

We encourage our new students to review past newsletters posted to our blog.

Click here to learn more about our cohorts and other programs…

 

Newsletter: February 1, 2020

February 1, 2020
Mychal Wynn (Northeastern ’79)

Should I Register for the Cohort? 

The registration fee for students who are not participating in cohorts through school district or community partners is $499.95 per year. While this is far less than the $10,000+ charged by private college consultants, it still represents a significant investment for many families. However, each year, we receive hundreds of inquiries from high school seniors and their parents asking about scholarships to pay for college. The reason that only 2% of all college students receive full scholarships is that the vast majority of high school students do not fully understand the concept of “College Planning” or how why they must approach the college planning process strategically, thus, the focus of this month’s newsletter, “Strategic Thinking.” 

Black History Month

February is Black History Month. Today, African American students can attend any college or university in the United States. However, the first African Americans in the United States to receive college degrees were awarded degrees by Middlebury (1804), Amherst (1826), Dartmouth (1828), Bowdoin (1826), Oberlin (1833), and Newark College (1836). The first HBCU (Cheyney University of Pennsylvania) was founded in 1837. It was not until 126 years later on June 11, 1963 that two black students, Vivian Malone and James Hood, stood face to face with Alabama Governor George Wallace, demanding to be allowed to enter class. It required the full weight of the federal government and President Kennedy’s nationalization of the Alabama National Guard to forcibly integrate the University of Alabama.

Historically Black Colleges and Universities were created as a strategy to provide African Americans with opportunities to pursue postsecondary education. While neither of our two full scholarship recipients (Bre’an and Sydney) profiled in this month’s newsletter will be attending HBCUs, attending an HBCU is the best strategy for many of our high school seniors who have been offered generous scholarships to such HBCUs as Xavier University of Louisiana, Hampton, Fisk, Benedict, and Claflin. Several of our high school seniors have been invited to interview for full scholarships offered by the North Carolina A&T Honors College. Our HBCU unit dispels myths about HBCUs not being as academically challenging as non-HBCUs. To the contrary, HBCUs continue to be among the top institutions awarding African Americans PhDs; graduating the majority of African American dentists and doctors; sending more African Americans to medical school; and graduating the majority of African American judges and half of all African American engineers, lawyers, and teachers. Since two of the primary goals of our College Planning Cohort Program are to earn scholarships and reduce student loan debt, we have many students who have, or will graduate debt free from such HBCUs as Xavier, Howard, Hampton, FAMU, Benedict, Tennessee State, Claflin, and Dillard. In large numbers, academically accomplished African American high school seniors continue to choose HBCUs as their first choice colleges (Read: Why Black Students are Enrolling in HBCUs). 

College Planning Requires Strategic Thinking

The January Module: Self-assessment and Setting Goals engaged students in a self-assessment of the strength of their Common Application, based on current grades, course taking, test scores, leadership, activities, and community service. There were many disappointed faces among our Guilford County Schools, Florence County School District 3, and Pinellas County Schools high school juniors who realized that if they were completing the Common Application today, they would be weak applicants for being offered admission to their top choice colleges and unlikely to qualify for enough scholarship money to attend the schools for which they are qualified. However, students who are disheartened by their current weaknesses have time to “Own the Process,” by setting academic goals, pursuing leadership, and engaging in community service. This is especially true for high school juniors who will be finalizing their Common Application or Coalition Application in the fall.

In our January 1 Newsletter, we profiled full scholarship recipients, Bre’an (GA) and Sydney (FL), both of whom approached their college planning strategically. Bre’an joined the Atlanta-area Cohort in September of her senior year of high school. While this was late in the college planning process, Bre’an was academically accomplished (3.8 GPA; ACT 31), but still engaged in an honest self-assessment of her overall competitiveness as a candidate for being offered admission to the ‘right’ colleges. Bre’an spent long hours completing her application to the QuestBridge Program by the September 26, 2020 deadline. To increase her chances of being offered admission, she applied for, and was invited to the all-expenses paid Taste of Carleton Fly-in Program at Carleton College. After being selected as a QuestBridge College Match Finalist, Bre’an took an ‘all in’ strategy by making Carleton College her top QuestBridge Match school and applying Early Decision. The strategy paid off with a full scholarship and her becoming 1 of 524 students offered admission from an applicant pool of over 7,000 students.

Sydney, a senior in the IB Programme at St. Petersburg High School (FL) entered our program as a high school junior. This time last year, she engaged in a realistic self-assessment of her chances of becoming 1 of the 2,137 applicants to be offered admission to the University of Chicago from an applicant pool of over 34,000 students! As a high school junior, Sydney had time to think strategically. She used her résumé to set goals. She identified leadership and community service opportunities. She researched a summer program at the University of Chicago and developed a step-by-step plan to become the most competitive candidate possible and to candidly tell her story through her essays so that The University of Chicago admission officers would know her beyond what was reflected in her Common Application. Sydney’s embrace of her self-assessment was instrumental in developing a strategic plan to showcase her gifts, talents, passions, leadership, and service.

To further increase her chances of being offered admission, Sydney explored opportunities of attending a summer program at the University of Chicago and applying to their Fly-in Program. Sydney’s summer programs research, and attention to creating a high quality application to the UChicago Summer Immersion Program resulted in her receiving a full scholarship (valued at $7,100) to the UChicago Summer Immersion Program during the summer prior to entering into her senior year of high school. Sydney was able to weave her summer program experiences into her ‘Why UChicago’ essay as part of an overall strategy to demonstrate that she was the perfect fit (which she explicitly stated in her essay).

During the summer following my junior year of high school, I attended the Medical Ethics Summer Immersion Program at UChicago. While I immediately experienced a feeling of belonging as I stepped onto the UChicago campus. Stepping on the Campus North Residential Commons I stopped to savor the moment, one enthralled with both excitement and fear. 3 weeks later, I felt that the time had passed as quickly as that first moment, however, I was not leaving the UChicago campus—I was leaving home…

…I believe I am a perfect fit for UChicago. Not only can I see myself sitting in the red chairs outside of the John Crerar Library, but I can feel myself walking in the main quad struggling to find Pick Hall because nature has beautifully consumed the plaque with any identification of the building. While I believe that I have demonstrated leadership in both my school and community, I believe there is so much more for me to learn about leadership, advocacy, and making an impact in my community—albeit my home in St. Petersburg, Florida or across the globe. In this regard, as a historic producer of leaders, I believe UChicago is a place where I can hone my leadership skills as I make an impact on the UChicago community and draw from its many enriching opportunities.

While Sydney’s story is the latest example of a student, with a strong strategic plan, to be offered admission to a top college, she is not the only student in our program to have been blessed with an offer of admission, together with a full scholarship. We have other students, like Sydney, who work hard, go deeply into the activities, and create opportunities for themselves. Review UChicago’s Class Profile to see just how competitive it is to be offered admission into the #6 ranked college in America.

Congratulations

A core tenet of our program is encouraging students to “Own the Process.” Rather than becoming involved in activities to pad résumés, we want to inspire students to pursue academic achievement, leadership, and service with passion. Top academic achievers, leaders who are making a difference in their clubs and activities, and engaging in meaningful community service will make an impact on students’ local communities and expand their college and scholarship opportunities. Cohort students are now owning their college experience by becoming campus leaders, serving their communities, and pursuing summa, magna, and cum laude honors.

College Students 

  • Alana Fulmore (FCSD3 Cohort) made the Dean’s List at Lander University
  • Avery Johnson (TCC Cohort) made the Dean’s List at Georgia State University
  • Brenna Kaplan (Guilford County Schools Cohort) earned straight A’s at Amherst College
  • Camryn Brown (FCSD3 Cohort) made the Dean’s List at Clemson University
  • Corey Wilson, Dawanya Burgess, Hali Shaw, LaTajah Alford, and Zaria Cameron (FCSD3 Cohort) made the Dean’s List in the Claflin University Honors College
  • Frances Singletary (FCSD3 Cohort) made the Dean’s List at Francis Marion University
  • Jordan Bolds (Pinellas County Schools Cohort) made the Dean’s List at the University of Central Florida
  • Kristen Starks (Guilford County Schools Cohort) made the Dean’s List at the University of Richmond
  • Nadya Riley (Pinellas County Schools Cohort) made the Dean’s List at Florida State University
  • Malathi Reddy (Crossroads for Teens Cohort) made the Dean’s List at the Northeastern University Honors College
  • Sam Patterson (Crossroads for Teens) made the Dean’s List at the University of Maryland – Baltimore County (Meyerhoff Scholar)
  • Summer Ford (TCC Cohort) made the Dean’s List at the University of Georgia
  • Thuong Do (Guilford County Schools Cohort) made the Dean’s List at Elon University

High School Seniors

As our high school seniors continue to receive college acceptances and generous scholarship offers, we want to recognize students who have been offered full scholarships:

  • Angelina M., Jayla S., Joshua W., and Sydney S., (Guilford County Schools Cohort), have been offered admission to the NC A&T Honors Program and invited to interview for the Dowdy Scholars Program
  • Bre’an M., (Atlanta-area Cohort) has been offered a full scholarship to Carleton College
  • Clint C., (FCSD3) has been offered a full scholarship to Presbyterian College
  • Joshua W., (Guilford County Schools Cohort) has been offered the Chancellor’s Scholarship (full ride) to Appalachian State
  • Sydney S., (Pinellas County Schools Cohort) has been offered a full scholarship to The University of Chicago

Our Program Components

It is important for all of our students, parents, and community partners to understand the connections between each of the core components or our program(including our monthly newsletters) and how each component is designed to expand college knowledge and deepen student learning. 

Component 1: Our curriculum. The online component of our curriculum is presented through monthly modules, each focused on core components of the college planning process: whether engaging in self-assessment, researching colleges and scholarships, exploring careers, developing an academic résumé, or identifying summer program opportunities. Completing each of these components engages students in critical thinking, analysis, and synthesizing data. Developing these skills provides the foundation for the overall strategic plan revealed through each student’s college application and essays. Each module or unit in which a student fails to complete, or to fully understand, results in a weaker and disconnected college plan. The online component of our curriculum is supplemented by the printed texts, “A High School Plan for Students with College-Bound Dreams,” and “Show Me the Money: A Comprehensive Guide to Scholarships, Financial Aid, and Making the Right College Choice.”

Component 2: Guiding Questions. The Guiding Questions presented at the beginning of each monthly module are designed to guide student learning and strengthen narrative and expository writing skills. Consequently, when a student puts forth the effort to complete each of the modules, what they learned will be revealed in their responses to the Guiding Questions. Through their narrative responses, students should be developing stronger writing skills and exhibiting critical thinking in their college planning. In so doing, students will be developing the skills required to write high quality college and scholarship essays and narrative responses.

Component 3: Conversational Community. Our Atlanta-area Cohort (pictured above) is our most unique cohort. Unlike other cohorts, where students complete the work in the room, students in our Atlanta-area Cohort make a commitment to complete the monthly activities between meetings. Consequently, time during the monthly meeting is focused on engaging in round table discussions (as in a college class) through which they share what they have learned, defend their strategies, and engage in deep levels of thinking about their plans and future goals. Cultivating conversational communities is a central goal of most selective colleges and universities. Amherst College prides itself on being a, “Conversational Community” where the exchange of ideas occur everywhere—on the lawn, in classrooms, dormitories, and in the cafeteria. While every cohort may not have the opportunity of engaging students in conversations with other students, students must be engaging in conversations with parents, mentors, or school counselors about they are learning and the college-bound plans that are being formulated.

Component 4: Monthly Newsletters. Through our monthly newsletters, we provide important content, profile current and former students, introduce the guiding questions, and provide important announcements. All parents and students should be reading the monthly newsletters. To encourage more students to read the monthly newsletter, a Newsletter Quiz is introduced into the monthly module on the first of each month. 

Collectively, these four components are at the heart of our program, whether students are participating in a cohort operated by one of our community or school district partners, or working independently.

High School Juniors

The February Module: Researching Colleges and Scholarships guides students through answering the single guiding question, “What are the best college opportunities for students with my interests, academic achievement level, career aspirations, and financial need?” The unit will guide students in developing a comprehensive college list and in identifying scholarship opportunities to which students are well matched.

Attention Parents: Please complete Module 2 (2nd Semester): Unit 3 (FAFSA4caster) with your student. Knowing your financial need as students begin finalizing their college list is critically important in reducing the time and money of applying to the wrong schools.

High school juniors who are entering our program for the first time and who were unable to complete the December Module on summer planning, should explore the following opportunities to expose themselves to top colleges and to foster a relationship with schools.

Beware of Unsolicited Summer Program Opportunities

As students take the PSAT, SAT, ACT, and AP exams, their contact information will make its way onto a variety of mailing lists that will generate unsolicited emails and letters from summer programs and colleges. As outlined in our Summer Programs Module, students must carefully review and consider such solicitations. Many students will receive solicitations from such programs as the National Society of High School Scholars and National Youth Leadership Forum in impressive envelopes.

To determine if such programs are right for you, and will provide a good return on your investment of time and money, begin by researching the top summer programs and determine if the program that sent you and email or letter is on any of the lists:

Prior to considering any program, be a good steward of your money and search for reviews of the program: 

Grades 9 – 10

The February Module: Researching Colleges and Scholarships (Part I) guides students in beginning their college research and exploring the wide range of college opportunities, from dual degree to cooperative education programs, liberal arts colleges to research universities, and honors programs to test optional colleges. We encourage parents and cohort facilitators to engage students in conversations about their research to ensure that students are expanding their understanding of the array of postsecondary college and scholarship opportunities.

February Discussion Topics

Having entered the second semester of the school year, students should have the skills to provide more than single sentence narrative responses. Students should be able to easily formulate two paragraphs, which fully explain why they are, or are not, interested in pursuing certain college options. So doing provides evidence that students have an awareness of their options and why options do, or do not, align with their educational and career aspirations.

Following are the guiding questions from the first lesson:

  • Writing Prompt #1:  Summarize your thoughts regarding liberal arts colleges. Explain why you believe a liberal arts college would or would not be a good fit. (minimum of one paragraph)
  • Writing Prompt #2: If you are planning to apply to liberal arts colleges, list each liberal arts college to which you are planning to apply and why.
  • Writing Prompt #3:  Summarize your thoughts regarding research universities? Explain why you believe a research university would or would not be a good fit. (minimum of one paragraph)
  • Writing Prompt #4:  If you are planning to apply to research universities, list each research university to which you are planning to apply and why.

In The News…

Middle School Students

Each summer, we conduct College Planning Boot Camps for middle school students in Judson Independent School District (TX), Pinellas County Schools (FL), and at the Paragon Charter Academy (MI). Pictured above is Jocelyn, a participant in our Pinellas County Schools College Planning Boot Camp. We are overjoyed to learn that Jocelyn, and many of our Florida, Texas, and Michigan middle schoolers exceeded the goals set during our summer boot camps across academics, leadership, and service.

Jocelyn, together with other middle school students, participated in our mid-year session at Lakewood High School to celebrate their first semester success, plan their second semester goals; and consider their high school choice within the context of their overall strategic plan. Jocelyne and other students engaged in self-reflection pertaining to their first semester performance, set second semester goals, and researched the best colleges for continuing to develop their gifts and talents across such areas as academics, theatre and performing arts, and athletics.

Each time that we check-in with our Judson ISD College Planning Boot Camp participants, who are now well into their high school career, we are amazed at the passion in which they are pursuing their academic achievement. We interviewed, then middle school student, Ronald, who developed his 4-year high school schedule with a goal of being a straight ‘A’ student throughout each of his four years of high school. Now, as a high school sophomore, Ronald is still a straight ‘A’ student, and is joined by boot camp participants Juilana, Lauren, Alejandro, Dominque, and Temiyemi, who are all at the top of their class in their respective high schools. During our interview with Ian, the only 9th grade participant in our boot camp, he noted that the most impactful activity was the résumé assessment activity, through which he developed a set of academic, leadership, and community service goals. Now, as a high school junior, Ian is also a straight ‘A’ student and achieving his goals in across each of the areas of academics, leadership, and service.

Our first Paragon Charter Academy College Planning Boot Camp 8th graders are now high school sophomores. Most of this amazing group of students are achieving every goal set during the boot camp. Pictured here are students who are performing at the top of their class academically, and contributing to the harmonious sound of the Northwest High School Marching Band (pictured, left to right: Mallory B.; Quinatzin M.; Briston A.; and Adriana C.).

Atlanta-area Cohort Youth Leadership Board: The following outstanding students have become part of the Atlanta-area Cohort Youth Leadership Board: Faith K., (11th Grade – Marietta High School); Gabrielle Q., (11th Grade – Campbell High School); Jada F., (11th Grade – South Cobb High School); Kailer B., (11th Grade – Mt. Paran); Nia S., (11th Grade – Lithia Springs High School); Omar D., Jr., (9th Grade – Paulding County High School); Rachel T., (10th Grade – Marietta High School); Tristyn B., (11th Grade – Mt. Paran); Tyra G., (11th Grade – Collins Hill High School); and Sydnee B., (11th Grade – Mt. Paran).

Guilford County Schools Youth Leadership Board: The following students have volunteered to serve on our Guilford County Schools Youth Leadership Board: Kobra A., (11th Grade – High Point Central High School); Sarah S., (11th Grade – Northern Guilford High School); and Stephanie E., (11th Grade – Ragsdale High School). 

New High School Junior Cohorts: As a result of an enthusiastic and informative presentation by high school counselor, Mrs. Cathy Heatly, over 65 Lakewood High School juniors signed up for our Pinellas County Schools Cohort. Students were welcomed by PCS Cohort student, Sydney S., who encouraged students to take the work seriously and to make a commitment to “Own the Process.” She talked about what it meant to have applied Early Decision and received the UChicago acceptance and financial aid award letters in December and knowing where she will be going to college and that college will be fully paid for, while most of her friends are still waiting to hear from colleges. We have also welcomed a cohort of high school juniors at Lake City Early College High School in Florence County School District 3.

February Meeting Dates/Times

Sunday, February 2, 2020: United Ghana Christian Church Cohort (10:00 am – 12:30 pm).

Sunday, February 9, 2020: The Next Episode: Teen Bible Student/College Planning Session for high school juniors and seniors. Turner Chapel AME Church • Marietta, GA Boardroom (9:30 am – 11:30 am).

Sunday, February 9, 2020: Atlanta-area Cohort: Turner Chapel AME Church • Marietta, GA (11:30 am – 12:45 pm).

Sunday, February 9, 2020: Crossroads for Teens Cohort grades 9 – 12. Johnson Ferry Baptist Church • Marietta, GA (3:00 pm – 4:30 pm).

Saturday, February 15, 2020: Pinellas County Schools High School Cohort grades 9 – 12. Lakewood High School Media Center • 1400 54th Ave, S • St. Petersburg, FL (9:00 pm – 1:00 pm). 

Friday, February 21, 2020: Lake City Early College High School Juniors Cohort (9:00 am – 2:30 pm). Students will be excused from class to the College Corner. Seniors will be seen by appointment.

Saturday, February 22, 2020: Guilford County Schools Cohort: Seniors (9:00 am – Noon); Juniors (Noon – 3:00 pm). Location: GTCC Greensboro Campus.

Saturday, February 22, 2020: ASA Guide Right Cohort Fortis College (9:00 am).

Saturday, March 14, 2020: ASA Guide Right Mentoring Workshop

Mark of Your Calendar for Our Summer College Planning Boot Camps: Register Now

June 1 – 4: Rising 9th Graders. Judson ISD (Converse, TX).
June 8 – 11: Rising 10th Graders. Judson ISD (Converse, TX).
June 16 – 18: Rising 11th Graders. Guilford County Schools (Greensboro, NC).
June 22 – 25: Rising 9th Graders. Pinellas County Schools (St. Petersburg, FL).
July 27 – 30: Rising Seniors. Florence County School District 3 (Lake City, SC).

 

Registration for our 2020/21 Cohorts opens on July 1. 

We encourage our new students to review past newsletters posted to our blog.

Click here to learn more about our cohorts and other programs…