THE WHITE HOUSE

Reguardless of which party is in the white house of the day,  it is always an exciting adventure to see first hand the FIRST home of our wonderful country.

My students around the US have the chance to visit the White House somewhere around their 8th grade year, however for those who are unable to see first hand the workings of Washington,  I thought I would offer this video I found inviting all youth to participate..  ENJOY!!!

tihttp://www.whitehouse.gov/about/interactive-tour

GETTING INTO COLLEGE, ACCORDING TO DAVE BARRY

Dave Barry has always made us laugh.... and getting into and going to college is no exception.  I thought I would rest some of you brain cells, and give you moment to take a break and JUST laugh. Laughter is great source of medicine, and laughter is the remedy you might try as you encounter many tough days ahead... the college admissions process is one of those times when you just have to laugh to keep your sanity.... So,  Read, Laugh,  and Enjoy!.


GETTING INTO COLLEGE, BY DAVE BARRY

THE DEFINITION OF COLLEGE
College is basically a bunch of rooms where you sit for roughly two thousand hours and try to memorize things. The two thousand hours are spread out over four years; you spend the rest of the time sleeping and trying to get dates.

Basically, you learn two kinds of things in college:
1. Things you will need to know in later life (two hours).
2. Things you will not need to know in later life (1,998 hours). These are the things you learn in classes whose names end in -ology, -osophy, -istry, -ics, and so on. The idea is, you memorize these things, then write them down in little exam books, then forget them. If you fail to forget them, you become a professor and have to stay in college for the rest of your life.

It's very difficult to forget everything. For example, when I was in college, I had to memorize --don't ask me why-- the names of three metaphysical poets other than John Donne. I have managed to forget one of them, but I still remember that the other two were named Vaughan and Crashaw. Sometimes, when I'm trying to remember something important like whether my wife told me to get tuna packed in oil or tuna packed in water, Vaughan and Crashaw just pop up in my mind, right there in the supermarket. It's a terrible waste of brain cells.

CHOOSING A MAJOR
After you've been in college for a year or so, you're supposed to choose a major, which is the subject you intend to memorize and forget the most things about. Here is a very important piece of advice: be sure to choose a major that does not involve Known Facts and Right Answers. This means you must not major in mathematics, physics, biology, or chemistry, because these subjects involve actual facts. If, for example, you major in mathematics, you're going to wander into class one day and the professor will say: "Define the cosine integer of the quadrant of a rhomboid binary axis, and extrapolate your result to five significant vertices." If you don't come up with exactly the answer the professor has in mind, you fail. The same is true of chemistry: if you write in your exam book that carbon and hydrogen combine to form oak, your professor will flunk you. He wants you to come up with the same answer he and all the other chemists have agreed on. Scientists are extremely snotty about this.

So you should major in subjects like English, philosophy, psychology, and sociology -- subjects in which nobody really understands what anybody else is talking about, and which involve virtually no actual facts. I attended classes in all these subjects, so I'll give you a quick overview of each:

ENGLISH: This involves writing papers about long books you have read little snippets of just before class. Here is a tip on how to get good grades on your English papers: Never say anything about a book that anybody with any common sense would say. For example, suppose you are studying Moby-Dick. Anybody with any common sense would say that Moby-Dick is a big white whale, since the characters in the book refer to it as a big white whale roughly eleven thousand times. So in your paper, you say Moby-Dick is actually the Republic of Ireland. Your professor, who is sick to death of reading papers and never liked Moby-Dick anyway, will think you are enormously creative. If you can regularly come up with lunatic interpretations of simple stories, you should major in English.

PHILOSOPHY: Basically, this involves sitting in a room and deciding there is no such thing as reality and then going to lunch. You should major in philosophy if you plan to take a lot of drugs.

PSYCHOLOGY: This involves talking about rats and dreams. Psychologists are obsessed with rats and dreams. I once spent an entire semester training a rat to punch little buttons in a certain sequence, then training my roommate to do the same thing. The rat learned much faster. My roommate is now a doctor. If you like rats or dreams, and above all if you dream about rats, you should major in psychology.

SOCIOLOGY: For sheer lack of intelligibility, sociology is far and away the number one subject. I sat through hundreds of hours of sociology courses, and read gobs of sociology writing, and I never once heard or read a coherent statement. This is because sociologists want to be considered scientists, so they spend most of their time translating simple, obvious observations into scientific-sounding code. If you plan to major in sociology, you'll have to learn to do the same thing. For example, suppose you have observed that children cry when they fall down. You should write: "Methodological observation of the sociometrical behavior tendencies of prematurated isolates indicates that a causal relationship exists between groundward tropism and lachrimatory, or 'crying,' behavior forms." If you can keep this up for fifty or sixty pages, you will get a large government grant.

WHO STRESSES MORE, PARENTS OR STUDENTS IN THE COLLEGE ADMISSIONS PROCESS?

It seems that every year,  no matter how hard I try to prepare parents on what to expect from the college admissions process,  it is not till the application season opens up that panic starts to hit them and their children.  It is at that time when I get the greatest number of 9-1-1 calls.

In this article I found today in USA TODAY,  one father talks about the frustrations that families face as they go through the process...  and yet it can be easily dealt with as there are ways to buffer this unbelievable amount of stress, which he chose to challenge on his own, spending hours of research time.

Consultants are becoming more important to families as students applying to colleges and universities across the country face a stronger competition for top schools or struggle because of a learning disability. Worse, it is estimated that it will take students as long as 4-6 years to graduate, sometimes longer.  In some cases they come out with more debt that they need to, so now double takes are required.

The article listed below gave me a chuckle.  It is what families face each and every year with more and more anxiety.  For the new incoming parents in 2011,  those whose children will be applying to schools in Fall 2012,  we can give you a preview from what this year's parents went through and their trials and tribulations of this past year.

If you are a parents who is worrying about next year, you will want to read this study.  We enjoyed it.. we hope you do too!  In the event you dont have all the time to assist your child in finding the schools right for them, or need assistance with the financial aid process, look us up, we are THE COLLEGE ADMISSIONS CONSULTANT.

http://yourlife.usatoday.com/parenting-family/parenting-part/story/2011/03/Dad-throws-book-at-college-admissions/45455642/1

LOOK AT THE GE-REAGAN SCHOLARSHIP

The GE-Reagan Foundation Scholarships reward up to 20 students a year with a renewable scholarship of $10,000 annually, potentially up to $40,000 per recipient.  The deadline for this year has past, but if you are a junior,  please familiar yourself with this wonderful scholarship



http://twitter.com/#!/ReaganSchlrshp   
http://www.facebook.com/GEReaganScholarships

LAUSD to introduce new teacher-student ranking system

This morning, LAUSD announced they will be changing how students and teachers are ranked.  While all efforts are welcomed,  I think the system is so large that it makes creating a system where all children can get a fair shake tough.  With Budget cuts and class sizes growing, we know that parents will have to look to outside sources to help their students.

Check out this story and comments will be welcomed

http://losangeles.cbslocal.com/2011/04/12/lausd-to-introduce-new-student-teacher-ranking-system/

UP COMING SAT AND ACT TEST DATES

All students in the 11th grade should be finishing up all of their test taking by June.  If there are not enough Students enrolled for the June sitting, the test may be cancelled by the college board.

Remember that as of 2012, the Subject Test are all OPTIONAL, including at the UCs.
  

ACT 4/9/11

 Standby Testing

SAT/Subject Test 5/7/11

SAT/Subject Test 6/4/11

THE CLASS OF 2011 HAS RECEIVED THE RESULTS!!!

This past year was a tough one! Students and their families were just plain scared, and with good reason.  California is in the middle of a financial crisis and students decided to look elsewhere.  Schools reported anywhere between a 15% -20% increase in the number of applications they recieved, and next year, several schools will once again change their methods on how they accept applications.  

USC is going to the Common Application, while the University of Oregon is going to ask for Essays from all students.

Here are the up to date numbers for those accepted this year to become the Class of 2015.

Admission Statistics for High School Class of 2011

Preliminary Results – Early Action and Early Decisions – Entering Fall 2011

Ivy League

Early Rounds	2015			2014			2013
	Admit	Applied	%	Admit	Applied	%	Admit	Applied	%
Brown ED	577	2,796	20.64	567	2,847	19.92	551	2,348	23.47
Columbia ED	632	3,229	19.57	631	2,995	21.07	594	2,945	20.17
Cornell ED	1,215	3,456	35.16	1,176	3,594	32.72	1,249	3,405	36.68
Dartmouth ED	444	1,759	25.24	461	1,594	28.92	401	1,550	25.87
Penn ED	1,195	4,557	26.22	1,200	3,842	31.23	1,156	3,666	31.53
Yale SCEA	761	5,257	14.48	730	5,235	13.94	742	5,557	13.35
Total Ivies	4,824	21,054	22.91	4,765	20,107	23.70	4,693	19,471	24.10

Brown University accepted 577 of the 2,796 applications received for the class of 2015. The 2,796 applications for early decision this year represent a slight decrease of almost 2 percent from last year’s 2,847.
Columbia University received 3,229 early applications compared to 2,995 last year, and admitted 632 students.
Cornell reported a three percent decrease in the number of early decision applicants with 3,456 applications for the Class of 2015, as opposed to the 3,594 applications that were reviewed in December 2009. In the latest early decision cycle, Cornell admitted 1,215 students, slightly more than the 1,176 granted admission last year.
Dartmouth received 1,759 Early Decision applications for the Class of 2015. This represents an increase of 12% over the 1,594 Early Decision applications for the Class of 2014. Dartmouth accepted 444 ED applications, 27 fewer than last year’s 461 students.
Penn received 4,557 early decision applications for the Class of 2015 and reported a 19 percent increase from last year’s 3,842 early decision applications. Penn admitted 1,195 students under the Early Decision program for a record low 30% admit rate.
Yale reported a total of 5,257 applications, a number that is almost to last year’s 5,235 applications for its SCEA program. The school offered admission to 761 applicants for its Class of 2015.
Harvard and Princeton no longer accept early applications.

Stanford and MIT

Early Rounds	2015			2014			2013
	Admit	Applied	%	Admit	Applied	%	Admit	Applied	%
Stanford SCEA	754	5,929	12.72	753	5,566	13.53	689	5,363	12.85
MIT EA	772	6,405	12.05	590	5,684	10.38	540	4,681	11.54
Total	1,526	12,334	12.37	1,343	11,250	11.94	1,229	10,044	12.24

The Massachusetts Institute of Technology received a record 6,405 early action applications (up 13% from the 5,684 received last year) and accepted 772 students for an acceptance rate of 12%.
Stanford reported an increase of more than 6% for the Class of 2015. Stanford accepted 12.72% percent of its SCEA pool by admitting 754 out of 5,929. Last year, Stanford admitted 753 students out of 5,566 applicants.

More Selective Schools

Early Rounds	2014			2013			2012
	Admit	Applied	%	Admit	Applied	%	Admit	Applied	%
Chicago EA	1,400	6,960	20.11	1,676	5,855	28.63	1,146	3,795	30.20
Duke ED	645	2,287	28.20	602	1,924	31.29	548	1,539	35.61
Georgetown	1,122	6,654	16.86	1,160	6,105	19.00	1,160	6,100	19.02
Northwestern	715	2,127	33.62	618	1,776	34.80	590	1,595	36.99
J. Hopkins ED	518	1,330	38.95	493	1,155	42.68	502	1,049	47.86

The University of Chicago received 6,960 early-action applications to the College, a dramatic increase from the previous year when 5,855 applications were received. Despite an estimated total class of 1,350 students, Chicago offered admission to 1,400 students under its Early Admission non-binding program.
Duke reported that 2,287 students applied under its Early Decision program, an increase over the 1,924 who applied early in the prior year. Out of the 2,287 who completed their applications, 645 were offered admission to the Class of 2015. Last year, the university accepted 602 students through Early Decision. This year’s acceptance rate is a record low for Duke, as the number dips below 30 percent.
Johns Hopkins reported that 1,330 applied for the Class of 2015. This represents an increase of 15% from last year. The acceptance rate has dropped to below 40%. 518 applicants will be the first students welcomed into the Class of 2015.
Georgetown received 6,654 applications and admitted 1,122 students for an admission ratio of 17%.
Northwestern University reported 2,127 applications and admitted 715 students to its Class of 2015.

Volume of Applications and Changes – Early and Regular Decision – Class 2015

In the past five years, applications to the eight Ivy League schools plus MIT and Stanford increased from slightly above 200,000 applications to almost 300,000 early and regular applications, for a compound increase of more than 40 percent.

Ivy League, Stanford and MIT – 5 Years Trends

Change in Volume Early + Regular Applications	2015	2014	2013	2012	2011
Brown	31,000	30,136	24,988	20,633	19,097
Columbia	34,587	26,178	25,428	22,585	21,343
Cornell	36,273	36,338	34,381	33,073	30,383
Dartmouth	21,700	18,778	18,130	16,538	14,176
Harvard	35,000	30,489	29,112	27,462	22,955
Penn	31,651	26,938	22,939	22,922	22,646
Princeton	27,115	26,247	21,964	21,369	18,942
Yale	27,230	25,869	26,003	22,817	19,323
Stanford	34,200	32,022	30,429	25,298	23,958
MIT	17,908	16,632	15,661	13,396	12,445
Total	296,664	269,627	249,035	226,093	205,268

Ivy League, Stanford and MIT – 5 Years Annual Changes

Change in Volume Early + Regular Applications	Change 14 to 15	Change 13 to 14	Change 12 to 13	Change 11 to 12	Change 11 to 15
Brown	2.87%	20.60%	21.11%	8.04%	62.33%
Columbia	32.12%	2.95%	12.59%	5.82%	62.05%
Cornell	-0.18%	5.69%	3.95%	8.85%	19.39%
Dartmouth	15.56%	3.57%	9.63%	16.66%	53.08%
Harvard	14.80%	4.73%	6.01%	19.63%	52.47%
Penn	17.50%	17.43%	0.07%	1.22%	39.76%
Princeton	3.31%	19.50%	2.78%	12.81%	43.15%
Yale	5.26%	-0.52%	13.96%	18.08%	40.92%
Stanford	6.80%	5.24%	20.28%	5.59%	42.75%
MIT	7.67%	6.20%	16.91%	7.64%	43.90%
Total	10.03%	8.27%	10.15%	10.15%	44.53%

Other Selective Schools – Total Applications Class 2015 and 2014

Universities	2015	2014	Change
Caltech	5,240	4,859	7.84%
Chicago	21,669	19,374	11.85%
CMU	16,474	15,496	6.31%
Duke	29,526	26,784	10.24%
Georgetown	19,300	18,070	6.81%
JHU	19,201	18,459	4.02%
Lehigh	11,500	10,328	11.35%
Northwestern	30,925	27,615	11.99%
NYU	42,242	38,037	11.06%
Rice	13,776	12,393	11.16%
Tufts	17,074	15,433	10.63%
UVA	23,942	22,516	6.33%
Vanderbilt	24,650	21,811	13.02%
William Mary	12,776	12,539	1.89%
WUSTL	28,800	24,939	15.48%

ATTENTION ATHLETES: UNDERSTAND THE TERM : ACADEMIC INDEX",

What is the Academic Index?  The Academic Index is a formula the many of the top tier schools use predominately for recruited athletes, and not to be confused with those who are recruited athletes.  These are athletes that are separate from those who happen to have played sports in high school.   

If you’re being recruited, you know who you are!. Most likely you have already been asked to sign a letter of intent.However, if you are not in as popular a sport and have been talking to coaches, perhaps you need familiar yourself with these standards.

The Academic index combines SAT scores, SAT Subject Tests and a student’s class rank. Even for non-recruits, it can be a helpful guideline to show students how they stack up among Ivy applicants. 

This formula may be changing as the SAT Subject Test, for even the UC schools that created the tests, will be this next year optional.

ENTER TO WIN A FREE "COMPREHENSIVE" COLLEGE ADMISSIONS COUNSELING PACKAGE

The College Admissions Consultant, LLC   is looking for ONE FAMILY in need of College Admissions Counseling/Consulting to win our Comprehensive Consulting Package that will chosen on June 15, 2011.

This offer is open to all students currently in the 11th grade only, and who will be going through the college admissions process next fall (2011). 

Students MUST reside in the Los Angeles area, and be willing to participate in this program over the summer and fall of 2011.

If you are interested in entering our contest, please go to our website at www.thecollegeadmissionsconsultant.com and enter to win on the "Contact Us" page.  Send us a 50 word or less reason for wanting this opportunity.

Or, you may simply email us at thecollegeadmissionsconsultant@yahoo.com

• your Name, 
• Parents Name, 
• Address, 
• School you Attend, 
• Grade, 
• Email, and 
• A 50 word statement as to what this opportunity will mean to you

A winner will be selected on June 15, 2011, and the name of the winner will be posted on our website.  No purchase of any kind is required.

Enter to win NOW!

CAIFORNIA STUDENTS NEED THINK OUTSIDE THE BOX

As California High School students are having their educational courses either cut or face the inability to go to other sources, such as community colleges. for enrichment,  students and their families will have to find new ways to fill the gaps.

As of last week, the state government announced that  high School students in California will not be able to go to the local community colleges and take classes for enrichment as one of the budget cuts.  That said, students will not be able to meet their curriculum with the same force and intensity as they have been able to do up to now, and they are going to have to seek out new avenues to meet their goals..

While some high schools offer a wider range of classes than others, students might need to look to the private sectors to meet their goals.   There will be solutions as the private schools look to help students.   Some of the private high schools offer fun and unique classes to students over the summer to all students....  and it can give them exposure to things that they may not see in their own school.

That said, one thing to keep in mind is that even broadest high school curriculum  have  holes in them, and  students need  to think "outside the box". One place students should look for special classes is at the  private universities who are offering high school students special classes.    It maybe that your high school will allow you to go to another local high school if your school has had cuts in  AP classes,  and arrange to take the appropriate AP courses there if arrangements can be made, or  look up special summer educational programs that join fun and creativity with learning, like the Marine Institute on Catalina Island.

Admissions officers love to see a student who has pursued learning on their own. If you haven’t already planned your summer, make sure it includes some scholarly focus. Most of the top schools offer summer programs for high school students. You can also pursue specialized studies at places like arts schools or even summer travel programs as long as there is a clear academic component. 

  

Here are some resources you might look at that offer high school students special programs. 

www.collegedegree.com/library/college-life/the_ultimate_guide_to_using_open_courseware www.usc.edu   http://aliso12.org/cimi.htm http://edcorner.stanford.edu/podcasts.html www.open.yale.edu/courses/ www.princeton.edu/WebMedia/lectures/  www.ted.com http://ocw.mit.edu/OcwWeb/web/courses/courses/index.htm http://oedb.org/library/features/236-open-courseware-collections www.academicearth.org