College Support Programs

Golden Door Scholars


Undocumented students may incorrectly assume that they cannot legally attend college in the United States. There is no federal law that prohibits the admission of undocumented immigrants to U.S. colleges, public or private. However, there are certain obstacles that stand in the way of these students’ path to higher education


In many states, public institutions treat undocumented students as international students. What does that mean for you? You may be ineligible for state aid and in-state tuition.
Click here to see policies on in-state tuition for undocumented students by state. Scholarships for undocumented students and DACA scholarships are difficult to find, but not impossible.


Financial Aid

Undocumented students cannot legally receive any federally-funded student financial aid, including loans, grants and scholarships. However, some private scholarships for undocumented students, like Golden Door Scholars, do not require students to be U.S. citizens or residents.
The following organizations have scholarships for undocumented students and DACA scholarships:

Applications open in September of each year

Do I have to have DACA or TPS to apply?

Yes. In addition to providing college access, Golden Door Scholars supports professional experiences. Applicants must be eligible to participate in paid internships. All scholars are required to be approved for Deferred Action for Childhood Arrivals (DACA) or Temporary Protected Status (TPS) before scholarship funds are released.

Do I have to be a NC/SC resident?

No, Golden Door Scholars takes applications from all over the country. However, strong priority is given to students from states that charge out-of-state tuition to DACAmented students.

Do I have to be a current high school student to apply?

No. Recent high school graduates, currently enrolled undergrad, and transfer students are also welcome to apply.

However, we do not support funding for Graduate Schools.

Can this scholarship be applied toward graduate school?

No. Golden Door Scholarships may only be applied to undergraduate degree programs.

Are scholars expected to maintain a minimum GPA in college?

Yes, all scholars are expected to maintain at least a 3.0 GPA each semester.

Do I have to go to a partner school?

While most of our students attend Golden Door partner schools, we support students at other accredited 4-year institutions on a case-by-case basis. We are also always developing relationships at new partner schools.

What qualifications does a typical Golden Door Scholar have?

  • DACA qualified
  • Lives in a state that doesn’t allow in-state tuition for DACA students
  • High GPA
  • Taking advanced or challenging high school classes
  • Driven to excel and help others succeed too
  • Has held leadership positions or is involved in the community
  • Has applied for a variety of scholarships

When does the scholarship start?

Golden Door scholarship recipients will begin receiving support in the Fall semester.


The Simpson Promise

If you thought attending Simpson was out of reach, we’ve got great news for you!

The Simpson Promise offers you the chance to obtain the excellent educational benefits and life-changing campus experience of Simpson College at a price you can afford.

The Simpson Promise covers the full cost of tuition (inclusive of Simpson, federal and state gift assistance) for qualified students from Iowa families with a 2016 family adjusted gross income at or below $60,000.

A lot of people talk about making college affordable. Simpson is doing something about it with this bold new initiative.

Don’t qualify for The Simpson Promise? We have something else for you! click here

To be eligible for The Simpson Promise, you must:

  • Be an Iowa resident – 2018 graduate of an Iowa high school
  • Submit the Free Application for Federal Student Aid (FAFSA) no later than July 1, 2018, and be eligible for federal aid
  • Reside on campus
  • Have a 2016 family adjusted gross income at or below $60,000
  • Be a full-time, accepted, incoming first-year student

Simpson is committed to providing the grant/scholarship amount awarded to the student in their first year, for all four years at Simpson, provided they are in good academic standing and complete the FAFSA. Students are responsible for the costs of room, board, and fees.

The Simpson Promise
represents our dedication to the success of our students. It is, in fact, the heart of our mission, and it has been that way since we were founded 157 years ago.


Summer Programs at George Mason

Youth Leadership Conferences

Mason is excited to partner with the following student leadership conferences to offer outstanding high school and university scholars the opportunity to participate in the following experiences for elective college credit.

  • Envision Career & Leadership Programs
  • Hugh O’Brian Youth Leadership Program (HOBY)
  • Washington Journalism and Media Conference
  • Washington Youth Summit on the Environment

These programs have been approved by our faculty, and students who qualify can receive college credit for “Special Topics in Leadership.” Scholars enrolled in 4- to 8-day programs earn one (1) college credit, while programs that run 9 days or longer are eligible for two (2) college credits. This is elective Mason credit and generally transfers to other four-year colleges and universities, but we recommend that students and parents check with the college/university they are applying to or attending if they are interested in how the credit would apply.

General Information

How are students selected?

Students are selected to represent their school and state through our academic partnerships. Nominations may be made by high school educators or students are identified by George Mason University through information we receive about students interests and/or academic ability through college entrance exams, or through data from NRCCUA (National Research Center for College and University Administrators), which conduct high school interest/career surveys. Educators are invited to fill out a nomination form for any of our student leadership opportunities and students will be contacted to confirm their nomination.

How are students evaluated?

The course, Special Topics in Leadership is a “Pass/Fail” course and students are evaluated based on their experiential learning opportunities throughout the week. Conference faculty will monitor their active participation in simulations, contributions to discussions and demonstration of leadership and critical thinking skills in group and individual settings. Students will receive feedback on their progress throughout the conference.

How do I enroll in Mason college credit?

Scholars must “opt in” and apply for the elective credit by contacting the conference Office of Admissions and completing the online enrollment application, as well as answering the required questions on the Student Information Form. This must be done no later than the end of the second day of the program session. Students enrolling for credit must be capable of doing college-level work and have completed the 9th grade at the time of the program. Students are asked to provide a self-reported GPA and complete the required questions and student leadership essay prior to conference participation. Tuition is $100.00 for one (1) credit and $200.00 for two (2) credits. Payment will be made to the specific conference. Students who do not meet the requirements for college credit will be refunded the credit tuition amount


HBCU Bridge Scholarship

What is the HBCU Bridge Scholarship?

  • It is a merit-based scholarship for exceptional students from select HBCUs* who have completed their BA or BS degree. Selected students are invited to study at the University of Chicago for one academic year (three quarters).
  • The Graham School intends to award up to 10 HBCU Bridge Scholarships for the 2016-17 academic year.
  • Students may select from two study tracks: Autumn, Winter, and Spring Quarters, or Winter, Spring, and Summer Quarters.
  • Students will be awarded full tuition scholarships for a maximum of six courses, enrolling in up to two per quarter.
  • Students may take either undergraduate or graduate courses in the following divisions and schools: Biological Sciences, Physical Sciences, Social Sciences, Divinity, Public Policy, Social Service Administration, Law, and Booth School of Business.
  • Students may not enroll in courses through the Pritzker School of Medicine.
  • Students who successfully complete the HBCU Scholarship Program will receive a University of Chicago transcript. Why are we offering this scholarship?
  • The goal is to provide exemplary HBCU alumni with an opportunity to explore new fields of study or delve deeper into academic areas of interest. The scholarships will provide substantive academic experience towards eventual applications to graduate or professional schools.
  • By inviting these exemplary HBCU alumni to engage in courses on our campus, we aim to support the University of Chicago’s mission to foster a culture of diversity and innovation.
  • Introduced in Autumn 2015, seven inaugural HBCU Bridge scholars are currently studying Business, Law, Human Rights, Public Policy, Psychology and Gender Studies. What are the scholarship qualifications?
  • Applicants must have a BA or BS degree at time of matriculation.
  • Applicants must have a minimum GPA of 3.0 to be considered. What are the academic requirements while in the program?
  • Applicants must complete at least one course per quarter at the “B” grade level or above to remain in the program.
  • Applicants experiencing extenuating circumstances and requiring a Leave of Absence for one quarter or more must continue to work closely with the Program Director and the Dean of Students if they wish to continue in the program.

Wells Fargo Opportunities for Future Leaders


Investment Banking / Sales & Trading

You’re invited to apply to the Wells Fargo Securities Freshman Finance Forum — an event for top freshman undergraduate students in any major who are interested in exploring a career in business and learning about the variety of opportunities within the financial services industry.

What to expect:

  • Learn about Wells Fargo Securities (WFS), the financial services industry, and careers in investment banking and sales & trading
  • Meet with senior management and WFS professionals
  • Participate in information sessions, panels, and networking events

Conference Dates and Location:

Charlotte, NC: March 10-11, 2016

All travel and meal expenses will be paid by Wells Fargo.


The program is open to all freshman inclusive of minorities, females, protected veterans, people with disabilities and LGBT (Lesbian, Gay, Bisexual, and Transgender) pursuing a bachelor’s degree in any major with an expected graduation by December 2018, or May/June 2019

College Sophomores and Juniors

When you start your career with a Wells Fargo undergraduate program, you’ll start laying the foundation for your future success while developing professional skills you can’t learn in the classroom.

Each program is designed to support your development. That’s why they all include exclusive training and networking opportunities, exposure to Wells Fargo’s top leaders, mentoring, and coaching, and more. You’ll work alongside experienced team members and experience first-hand what Wells Fargo offers our clients, and our team members.

Explore your future and contact us if you’d like to learn more.

College Seniors

When you start your career with a Wells Fargo undergraduate program, you’ll develop your professional skills faster than you might with a typical job out of college.

Each program is designed to support your development, and help set you up for success in your transition from academic life to the business world. That’s why each program includes exclusive training and networking opportunities, exposure to Wells Fargo’s top leaders, mentoring, and coaching, and more. You’ll work alongside experienced team members to see what Wells Fargo offers our clients, and our team members.

Explore your future, and let us know if you’d like to learn more.



Harvey Mudd College Fall Fast Program

Future Achievers in Science and Technology (FAST)

September and November

The Future Achievers in Science and Technology (FAST) programs offer high school seniors from populations that are traditionally underrepresented in the STEM fields (science, technology, engineering and mathematics) an opportunity to experience Harvey Mudd College.

Participants of FAST will stay overnight in one of our residence halls, take a campus tour, sit in on classes, complete an interview with the Office of Admission, participate in a hands-on computer science workshop and much more. There will also be discussions on admission policies, financial aid opportunities, campus resources and the benefits of pursuing a technical degree at a liberal arts college.

The FAST Program is free to all participants and includes lodging, meals and travel accommodations (if applicable). Participants will also receive a fee waiver for a Harvey Mudd College freshman application. If you have questions about the program, you can contact Assistant Director of Admission Maureen Ruiz-Sundstrom at


ACT College Readiness 2012: African Americans

Why focus on demographically identifiable subgroups?

One of the challenges in my work with schools, faith-based organizations, and community agencies is to get them to take a holistic view of student achievement within the context of demographically identifiable subgroups. By this, I mean raising the question, “How are students from our ‘demographic group’ faring in their journey from kindergarten through college?” The question itself provides a much more salient focus than does national high school graduation rates, college enrollment rates, student loan rates, and student performance. As Ministry Leaders for the Education Ministry at the Turner Chapel AME Churchin Marietta, Georgia, my wife and I must concern ourselves with how students like the students who attend our church are doing in their journey from kindergarten into college and careers. To do anything else would cloud our judgment and shift our focus from the challenges that are unique to their demographic group.

From the ACT report, “African American Students, The Condition of College & Career Readiness: Class of 2012” we learn that among 2012 high school graduates who took the ACT college entrance examination, the following reflected the percentage of all students who met the ACT college readiness benchmarks in the four subject-areas tested:

  • 67 percent of all students met the benchmark in English
  • 52 percent of all students met the benchmark in Reading
  • 46 percent of all students met the benchmark in Mathematics
  • 31 percent of all students met the benchmark in Science

While the percentage of all students meeting the college-readiness benchmarks may be disappointing, the percentage of African American meeting the benchmarks is tragic. Of the 222,237 African American high school seniors taking the ACT, there was as much as a three-fold gap in their performance and that of students from other demographic groups with only 5 percent of African American students meeting the college-readiness benchmarks in all four subject areas. As evidenced by the illustration below, it is critically important for students, parents, teachers, institutions, and organizations to take demographic subgroup performance data into consideration when determining the scope of what must be done (whether as an individual student choosing to participate in a study group, a parent choosing to enroll their child in tutoring, or an organization choosing to initiate a college/career readiness program).

What it Means and What We Must Do

Demographic subgroup data should:

  • Sensitize students to how students from their demographic subgroup are performing in comparison to other students
  • Provide a catalyst for conversations between teachers and parents concerned with intervention
  • Guide organizations concerned with subgroup performance (i.e., faith-based institutions, sororities, fraternities, and community-based organizations) in developing initiatives and focusing their outreach efforts

A Working Model

National and local subgroup performance data (i.e., SAT/ACT scores, high school graduation rates, college enrollment rates, AP course enrollment, performance on state testing and end-of-course exams, and student loan debt) have been the driving force behind our work in the Turner Chapel AME Church’s Education Ministry. The types of initiatives we have implemented in response to such demographic subgroup data provides a model for other institutions and organizations concerned with the plight of the students and families they serve.

Information Workshops

The workshops that we provide sensitize students and parents to the tragically low K-12 student performance of African American students. Through the plethora of published research, we are able to paint a clear picture of performance outcomes for African American students during their P-16 journey from elementary school through college graduation. While the data is tragic for the entire group, only 10 percent of African American males are proficient in reading by 8th grade.

Beyond the raw data are research studies pertaining to the “anti-intellectual” peer culture many African American students find themselves confronted with where it is not cool to be black and smart. However, with over 60 percent of African American ACT-test takers enrolling into a postsecondary institution following their high school graduation, there is a very important context to frame all of this data in discussions with parents and their children,

“Only 5 percent of African American students are college-ready,
while 60 percent of African American students are pursuing college!
Subsequently, rather than languishing over the 95 percent
who are not college-ready at the end of 12th grade,
let’s focus on what we must do for the 60 percent
who are going to enter college! Placing the data into
such a context can lead to some very remarkable initiatives.”

Training Workshops

While the information workshops serve as a catalyst for parents and students to accept a proactive role in closing the gap between African American students and other subgroups, the training workshops provide the necessary guidance in closing the gap and expanding students’ college options. By drawing on the immense college knowledge and professional capacity of our church members, we offer workshops in essay writing, résumé development, interviewing, course planning, leadership, community service, choosing right summer camps, marketing students to top colleges, college and scholarship research, and college application packaging.

Academic Celebrations

In much the way as other communities make a big deal about athletic competitions, we make a big deal about academic achievement. We publicly acknowledge students in grades K – 12 who earn a 3.0 GPA or higher through 2 bi-annual academic celebrations. Students earn an academic achievement medal, their names are printed in the church bulletin, they are publicly acknowledged via a PowerPoint presentation, their names are publicly called before the entire congregation, and they are publicly celebrated in a reception held in their honor.


To ensure that students who are inspired to do better can, and students who are doing well have the opportunity to pursue even more rigorous course work, we offer tutoring in math and reading.


To ensure that students in grades 3 – 8 are able to perform successfully on Georgia’s Criterion Referenced Content Tests, we offer two months of test prep sessions in reading and math.

The Next Episode

In response to well publicized research pertaining to the “college knowledge gap,” which indicates that many African American students and families lack sufficient information pertaining to college planning, college readiness, and college access, we work monthly with high school juniors and seniors guiding them through the college planning and financial aid processes. Through these efforts we have students who have been recognized as Gates Millennium Scholars, Posse Foundation Scholars, and have received full need-based and merit-based scholarships to some of America’s best colleges and universities.

College Fair

To ensure that students are exposed to the full spectrum of colleges and universities, we host an annual college fair where some 50 colleges and universities from local technical schools to some of the country’s most highly selective colleges and universities are represented. Over 2500 students and parents annually have the opportunity to expand their understanding of what it takes to be admitted and what level of student performance is required to be college ready.

College Panel Discussion

We host an annual college discussion panel of current college students from a broad range of public, private, technical schools, military service academies, selective, and highly selective colleges and universities who provide candid insight into how they got admitted, what they have to do to be successful, how much support their institution provide, the differences between PWIs and HBCUs, and what they wish they had done differently while attending high school.

College Tour

Beyond the college fair where students see brochures and listen to recruiters, we ensure that students are able to visit campuses and speak to admission officers face-to-face to further assist students in understanding what is required to be college ready and to be competitive in the college admissions process.

11th and 12th Grade College and Financial Aid Planning Cohorts

Our newest initiative is to work hands-on with 11th and 12th grade students and their parents to ensure that students are college ready, understand the many financial aid options and opportunities, and guided toward the right college choices based on each student’s unique need, gifts, talents, and circumstances.

High School Graduation Celebration

The annual high school graduation celebration provides a formal and very public opportunity to highlight where students have been accepted into college, how much money students have received in scholarships and institutional grants, and how successful students have been in their K-12 performance to ensure they are college ready.

All of these initiatives are in response to demographic subgroup data. Each initiative is led by a parent, educator, counselor, minister, or student who has accepted a role in increasing student outcomes. While anyone can look at student performance data and point the blame at schools, teachers, students, or families—it takes very special people to accept a personal role in changing outcomes. I believe that such special people exist within each church, fraternity, sorority, school, and community. Please contact us if you would like us to show you how to get started.

Contact us at:

Visit our Facebook Page: Turner Chapel AME Education Ministry

Choosing a College for Students with Learning Challenges

Choosing a College for Students with Learning Challenges

College is accessible to students with learning challenges, however, students and parents must carefully research colleges and universities as the level of support widely varies among institutions. In the article, Stepping Up to the Challenge,” New York Times reporter Tara Parker-Pope writes about the transition from high school to college for students with ADHD. She notes that not only must students balance the physical and medical demands of making the transition, students must carefully choose the college or university they will attend based on the support services offered. The National Alliance on Mental Illness website provides information for obtaining accommodations in college, understanding your rights, and preparing for college. The U.S. News and World Reports article by Kim Clark, 8 Steps for Learning Disabled Students Who Want to Go to College,” provides other helpful tips for parents and students.

You may find the following websites helpful in identifying colleges with the best support programs for students with Learning Disabilities.

Refer toThe K&W Guide to Colleges for Students with Learning Disabilities or Attention Deficit Disorderfor additional assistance in identifying colleges. The following listing includes colleges known for providing a broad range of support programs:

Organizations providing information, support, and clinical expertise:

Additional resources and links:

Special Needs Scholarships

Identifying special needs scholarships simply requires performing an Internet search on the type of need, for example, “scholarships for students with autism” yields 1,130,000 results on Google. “Scholarships for students with adhd” yields 323,000 results.

It is critically important for parents and students to get an early start in their college planning efforts. Students will need to visit the colleges and parents should carefully assess the support programs and associated costs.

InLikeMe is dedicated to helping high school students (and their parents) define, pursue and realize their college admissions goals.

The mission of is to help students and parents navigate the road to affordable, high-quality, post-secondary education. To accomplish this, provides information, strategies and resources on a wide range of college-bound areas including: curriculum, entrance exams, finding the right schools, summer programs, community service, enrichment, student aid, scholarships, developing your “hook”, athletes, international students, and more.

The Founder and Publisher of InLikeMe is Lynn Radlauer Lubell, a graduate of MIT who also earned an MBA from Harvard Business School. She is an independent college consultant and the Founder of Admission By Design.  She is a professional member of  IECA, a member of HECA, and a featured speaker.

Lynn believes that every student should have the opportunity to pursue the higher education that is right for them.  She is pleased to share her passion for education, along with the knowledge, insight and resources she has developed as a college consultant, admissions interviewer, and information geek through

As a Guide to the College Guides, InLikeMe is centered at the intersection of college planning, selection, admissions testing and financial aid with a focus on helping you find your “right fit” schools and develop a strategy to get admitted. Specifically, InLikeMe is a hub for the college-bound, a site packed full of information, commentary and advice along with direct links to hundreds of resources and tools.

InLikeMe was founded to overcome frustration with the fragmented nature of the college planning and application process. There are numerous resources, advisory services and commercial web sites with varying levels of quality and relevance.  But, until InLikeMe was launched in 2008 none tied it all together in one practical, easy-to-use site.

Does InLikeMe provide links to for-profit sites?   Yes, because some candidates really do require or would benefit from access to certain types of guidance, testing or assistance that are just not available from school or community resources.   But we go much further in terms of identifying cost-free resources, explaining how they can be useful and how they can fit into a sensible and reasonable plan.

The college application process is rife with confusion, anxiety and misinformation. This extends from evaluating colleges, to finding financial aid, to thinking about where a student would find a strong “fit”.  InLikeMe can be invaluable in helping to sort through these impediments, managing all the information, constructing action plans for each year of high school, and in thinking about how a college candidate can position him or herself to get all that they can out of the college experience.


Education Quest Foundation

Headquartered in Lincoln, EducationQuest Foundation is a nonprofit organization with a mission to improve access to higher education in Nebraska – and proud sponsor of theKnowHow2GONebraska campaign.

We fulfill our mission through free college planning services, outreach services, need-based scholarship programs, and college access grants.

EducationQuest has locations in LincolnKearney, andOmaha, Nebraska.