T h e s t a f f m emb e r s a r e :
E l i z a b e t h M . D o l a n
D i r e c t o r
e d o l a n@ e x e t e r . e d u
P am e l a R . A p p l e t o n
A s s o c i a t e D i r e c t o r
p a p p l e t o n@ e x e t e r . e d u
G r e t c h e n B e r g i l l
A s s o c i a t e D i r e c t o r
g b e r g i l l @ e x e t e r . e d u
A n y a P. B r u n n i c k
A s s o c i a t e D i r e c t o r
a b r u n n i c k@ e x e t e r . e d u
K a r e n C l a g e t t
A s s o c i a t e D i r e c t o r
k c l a g e t t @ e x e t e r . e d u
R . C a r y E i n h a u s
A s s o c i a t e D i r e c t o r
c e i n h a u s@ e x e t e r . e d u
S . Tr u e D ow
S t a f f A s s i s t a n t
s d ow@ e x e t e r . e d u
S a r a h A . H e r r i c k
Mana g e r o f C o l l e g e C o u n s e l i n g O f f i c e P r o g r am s
s h e r r i c k@ e x e t e r . e d u
C o r i A . K i n g s l e y
O f f i c e A s s i s t a n t
c a k i n g s l e y@ e x e t e r . e d u ,
L y n n M . S e i d e n b e r g
Adm i n i s t r a t i v e Man a g e r
l s e i d e n b e r g@ e x e t e r . e d u
PH ILL IPS EXETER ACADEMY
COLLEGE COUNSEL ING OFF ICE
FREDER ICK R . MAYER CENTER - 6 0 3 - 7 7 7 - 3 4 1 5
CCOFF ICE@EXETER .EDU
Just as teachers at the Harkness table create a student-centered learning environment, PEA counselors foster active and
open-minded collaboration with students. In this supportive environment, students learn to identify their goals and inter-
ests, to manage a complex and stressful process, and to make healthy and confident decisions about higher education.
Fundamentally, we believe that each student should control the self-evaluation, research, and application writing that is
essential to good college selection.
INTRODUCT ION
THE COLLEGE COUNSELOR/STUDENT/PARENT PARTNERSHIP AGREEMENT .......2
CHAPTER I WINTER & SPR ING OF UPPER YEAR
WHAT DO YOU WANT: CONSIDERATIONS FOR YOUR COLLEGE SEARCH.... . . . . . . . .5
Type of Institution..............................................................................................................................5
Student Body and Gender ...............................................................................................................6
College Setting....................................................................................................................................6
Enrollment Size...................................................................................................................................7
Geographic Search.............................................................................................................................7
Major Fields of Study ........................................................................................................................9
Campus Life.........................................................................................................................................9
Housing ............................................................................................................................10
Extracurriculars ...............................................................................................................10
Campus Employment......................................................................................................10
Support Services ..............................................................................................................10
Athletics ...............................................................................................................................................11
Advanced Placement .........................................................................................................................12
Financial Aid/Scholarships.................................................................................................................12
Admissions Selectivity - Category I, II, III, and IV .......................................................................13
STANDARDIZED TESTING .....................................................................................................14
Types of Standardized Tests .............................................................................................................14
PSAT/NMSQT - Preliminary SAT/National Merit Qualifying Test..............................14
SAT I - Reasoning Test.....................................................................................................15
SAT II-Subject Tests.........................................................................................................15
ACT - American College Testing Program.....................................................................15
AP - Advanced Placement...............................................................................................16
TOEFL - Test of English as a Foreign Language............................................................16
Test Preparation Resources.............................................................................................................16
Sending Test Scores............................................................................................................................17
COLLEGE COUNSELING WEBSITE
...................................................................................................18
CHAPTER I I SUMMER
THE COLLEGE VISIT ....................................................................................................................21
Preparing for Your Trip......................................................................................................................21
Overview of Visit Options ...............................................................................................................21
Tours.................................................................................................................................21
Group Information Sessions...........................................................................................21
Interviews.........................................................................................................................21
Class Visits........................................................................................................................22
Overnights........................................................................................................................22
Meetings with Coaches, Music Teachers, Learning Specialists .....................................22
HOW TO INTERVIEW ....................................................................................................................22
Types of Interviews............................................................................................................................22
Personal Interviews..........................................................................................................22
TABLE OF CONTENTS
Alumni/ae Interviews ......................................................................................................22
Interviews at PEA ............................................................................................................22
Tips for Success..................................................................................................................................23
Impact on the Decision Making Process ......................................................................................23
FINANCING YOUR COLLEGE EDUCATION .......................................................................24
CHAPTER I I I FALL
OPTIONS FOR ADMISSION ....................................................................................................27
Early Decision and Early Action – Is applying early right for you?.........................................27
Early Evaluation and Early Notification.........................................................................................27
Rolling Admission ...............................................................................................................................27
COLLEGE APPLICATIONS ......................................................................................................27
Types of Applications.........................................................................................................................28
State Applications ............................................................................................................28
British Universities ..........................................................................................................28
The Common Application ..............................................................................................28
Institutional Applications................................................................................................28
A Step-By-Step Guide to Filling Out Applications .....................................................................29
Part I of the Application - Personal Information ..........................................................29
DECISION PLAN....................................................................................................29
NAME .......................................................................................................................29
ADDRESS .................................................................................................................29
PARENT AND SIBLING INFORMATION.............................................................29
PHILLIPS EXETER ACADEMY INFORMATION..................................................29
FEE/FEE WAIVER ....................................................................................................29
Part II of the Application- Everything Else....................................................................29
LISTING SENIOR COURSES..................................................................................29
INFLUENCES ON YOUR DECISION TO APPLY..................................................29
QUESTIONS ABOUTWHERE ELSE YOU ARE APPLYING ................................29
LANGUAGE, IF OTHER THAN ENGLISH............................................................30
INTENDED MAJOR ................................................................................................30
Reporting Standardized Tests..........................................................................................30
Presenting Your Extracurricular Interests and Activities ..............................................30
COMMITMENT TO ACTIVITIES..........................................................................30
LEADERSHIP ...........................................................................................................30
VOLUNTEER WORK/COMMUNITY SERVICE ...................................................30
HOBBIES/OUTSIDE INTERESTS ..........................................................................30
ACADEMIC HONORS OR AWARDS.....................................................................31
Recommendations ...........................................................................................................31
SECONDARY SCHOOL REPORT (SSR)................................................................31
CLASS RANK ...........................................................................................................31
MIDYEAR SCHOOL REPORT FORMS..................................................................31
ACADEMIC RECOMMENDATIONS FROM TEACHERS....................................31
THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974 .............31
ADDITIONAL RECOMMENDATIONS .................................................................31
Additional Credentials.....................................................................................................32
WRITING YOUR COLLEGE ESSAY ......................................................................................32
Getting Started ...................................................................................................................................32
Writing the Essay ...............................................................................................................................32
COLLEGE OFFICE POLICIES .................................................................................................33
The E Book..........................................................................................................................................33
College Days .......................................................................................................................................33
Disciplinary Issues..............................................................................................................................33
Medical, Personal and Dean’s Leaves .............................................................................................34
Transcripts and Recommendations................................................................................................35
Access to Student Records .............................................................................................................35
Depositing............................................................................................................................................36
Student Rights and Privileges ..........................................................................................................36
CHAPTER IV WINTER
REPORTING WINTER TERM GRADES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
FINANCIAL AID FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
LOOKING FOR SCHOLARSHIPS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
MISSING CREDENTIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
SUPPLEMENTAL APPLICATION FORMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
CHAPTER V SPRING
DECISIONS, DECISIONS .........................................................................................................39
SENIORITIS ...............................................................................................................................39
WAITLISTS ................................................................................................................................40
UNDERSTANDING YOUR OFFER OF FINANCIAL AID ....................................................42
CHAPTER VI ADMISSIONS DECISIONS
ADMISSIONS DECISIONS: HOW THEY ARE MADE ...................................................45
Academic Credentials......................................................................................................................45
Personal Profile...................................................................................................................................45
Other Considerations.......................................................................................................................46
CHAPTER VI I SPEC IF IC APPL ICANTS
STUDENT ATHLETES ..............................................................................................................47
Recruitment.........................................................................................................................................47
Your Recruitment Calendar ............................................................................................................48
Spring of Upper Year .......................................................................................................48
Summer Between Upper Year and Senior Year ..............................................................48
Fall of Senior Year............................................................................................................48
Winter of Senior Year ......................................................................................................49
June of Senior Year ..........................................................................................................49
NCAA - Initial Eligibility Clearinghouse ............................................................................49
Eligibility Requirements ..................................................................................................49
Special Considerations for Eligibility .............................................................................50
Meeting NCAA Eligibility With A Learning Disability .................................................50
PERFORMING AND VISUAL ARTS ......................................................................................51
INTERNATIONAL STUDENTS
..............................................................................................51
Defining “International” ....................................................................................................................51
Permanent Resident ..........................................................................................................................52
Testing ...................................................................................................................................................52
Financial Aid for International Students........................................................................................52
Declaration of Funds.........................................................................................................................52
LEARNING DISABILITIES ....................................................................................................52
Reporting your Disability .................................................................................................................53
Testing ...................................................................................................................................................53
SERVICE ACADEMIES ............................................................................................................53
Points to Consider ............................................................................................................53
Application Process...................................................................................................................53
Academic Programs ..................................................................................................................53
Lifestyle Change ........................................................................................................................53
Postgraduate Obligations .........................................................................................................53
The Application Process ....................................................................................................54
Starting the Application Process.............................................................................................54
Nomination Process...................................................................................................................54
Complete Service Academy Application..............................................................................54
Complete Fitness Exam............................................................................................................54
ROTC SCHOLARSHIPS ............................................................................................................54
THE COLLEGE TRANSFER APPLICANT .............................................................................54
APPENDIX GLOSSARY OF TERMS
1
Welcome to the college process. Since you
have already gone through a selective
admissions process when you applied to
Phillips Exeter, you have a sense of all that
is involved. You have taken appropriate
testing, filled out applications, asked teach-
ers to recommend you, and interviewed in
order to gain admission to Exeter.
This time, the task may appear more
daunting. There are more than 2,500 col-
leges and universities in the United States
not to mention universities in Canada and
overseas from which to develop a list of
appropriate matches. You have also heard
about today’s competitive admission pic-
ture at the most selective colleges and the
increasing tuition costs at these schools.
You are maybe left wondering, “Which
schools will admit me, and can I afford to
attend?”
The staff of Exeter’s College Counseling
Office stands ready to guide you through
the college admissions maze, ready to talk
with you about your choices and concerns
as we work together in the months ahead.
In addition, we offer you this guide.
The College Counseling Guidebook offers
vital information all in one convenient
place. The information is
organized
chronologically, according to the seasons.
Winter and spring of your upper year is the
time when you and your counselor get to
know each other and begin to form college
lists. In summer and fall of your senior year
campus visits, research, and college lists are
finalized. By early winter, the applications
are completed. Finally, in the winter and
spring, admissions officers make their deci-
sions, and you finally make your choice.
Additional chapters cover candidates with
special considerations and discuss how
decisions are made.
This guidebook is written directly for you
the student, although it is intended to be
shared with your parents and others who
may be interested in its contents.
The college process is one of self-discovery,
when students take stock of their ambi-
tions, strengths, and challenges as they
begin to build a list of college choices.
Students are responsible for contacting col-
leges for interview appointments, signing
up for appropriate tests by the deadlines,
and putting the necessary energy into all
aspects of the application process. Just as
you were responsible for attending to your
academic commitments and personal
needs at the Academy, you must invest fully
in researching and applying to colleges. At
all times, you should be at the center of your
college admissions process, learning to take
charge of it and eventually owning it.
In this endeavor, your parents and college
counselor will support and encourage
you. As stewards, the college counselors
will offer you important guidance along
the way. Your college counselor is a coun-
selor, not a placement officer, who sup-
ports you in your choices and offers a real-
istic assessment of your chances of admis-
sion to colleges. Your parents will offer
you moral support and encouragement
along the way. The process requires close
communication and cooperation among
the important players—student, parents,
and counselor. Success is most often
achieved when we all approach our vari-
ous roles with an open mind, humor, and
commitment.
INTRODUCTION
The College Counseling
Office is open Monday,
Tuesday, Thursday and
Friday from 8 a.m. until
5 p.m., Wednesdays from
8 a.m. until 12:30, and
Saturdays, from 9 a.m. until
11:30 a.m., when classes
are held. Please schedule
an appointment; parents
are encouraged to do the
same. Our office telephone
number is (603)777-3415,
and our email address is
ccoffice@exeter.edu.
The office fax number is
(603)777-4326.
The College Counseling Office believes that
the college admissions process involves a
partnership between you and your coun-
selor. The success of this partnership
depends upon students, parents, and coun-
selors fulfilling their obligations and main-
taining open communication throughout
the admissions process. We have detailed
below the expectations and responsibilities
of each partner.
STUDENT
Prior to your first individual meeting
with your college counselor:

Complete the Self-Assessment Form
found on the College Counseling
Office website. It is imperative that
you answer all of the questions on
the Self-Assessment thoughtfully
and thoroughly. The information
from the assessment helps guide
counselors in their discussions with
you and aids them in writing the
recommendation they send to your
list of schools.

Discuss college costs with your
family.
At your first one-on-one counseling
meeting, you and your counselor
should:

Talk openly about what you are
looking for in a college.

Discuss future course work and
appropriate AP’s and SAT II subject
tests.

Complete the college search home-
work assignment which will be
given to you. This exercise helps you
understand what criteria are critical
to you and the colleges in the
admissions process.

Research Category I, II, III and IV
college choices from your college
search homework,
using
the
resources available in the College
Counseling Office and attending
the spring college fair.
Before the beginning of summer
break:

Establish a tentative list of college
choices with the guidance of your
college counselor and your parents.
You must include colleges across
the spectrum of admissions selec-
tivity (Category I, II, III and IV
schools), and colleges that will
address your financial aid concerns.

Take both the SAT I and the SAT II
Subject Tests once during the spring
term. Students considering an Early
Decision or Early Action applica-
tion should have taken three SAT IIs
by the end of spring term.
During the summer:

Try to visit colleges from each
of your Category I, II, III and IV
categories. Take a formal campus
tour, attend an information ses-
sion, and schedule an on-campus
interview, where
appropriate.
Schedule visits well in advance.

Continue to talk with your family
about the admissions process and
begin narrowing your choices
while maintaining a balanced list.
Talk to your family about the pos-
sible need for financial aid.
2
THE COLLEGE COUNSELOR/STUDENT/PARENT PARTNERSHIP
AT PHILLIPS EXETER ACADEMY
Your “To Do” List
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
During the fall of yoursenioryear,students
are expected to do the following:

Meet at least twice individually
with your counselor.

Finalize and narrow your list of col-
lege choices.

Complete your standardized test-
ing and have your scores forwarded
to all your colleges.

Complete your applications and
supplemental forms. Be sure to
make copies before mailing.

Regularly check your Academy
email, voicemail, and post office
box for important updates.
COUNSELOR
Your college counselor will support you
first as you develop a balanced college list
matched to your particular interests and
abilities, and then through the application
process. Important information about
events and college visitors will appear on
Blackboard, through email bulletins, as
well as in periodical mailings, so you must
check these regularly.
In addition, the college counselors cultivate
relationships with colleges and universities
and with returning students both to explain
the unique features of the Exeter program,
and
to
understand
the
ad
missions procedures at particular institutions.
Yourcounselorwill beyour resourceandyour
guide, but remember that you do the work,
and the collegemakes the choice.
PARENT
Throughout students' college search, par-
ents can support their children by listening
to students'
ideas and concerns, by
empowering them tomake their own deci-
sions, by helping them manage important
details and deadlines, and by encouraging
students’ well-being during what for some
adolescents can be a very stressful process.
At all times, parents are welcome to con-
tact college counselors to talk with them
about their child’s process.
During uppers’ winter and spring
terms, parents should:

Complete the Parent Questionnaire,
mailed to parents in early January, to
help your child’s counselor under-
stand him/her better and to aid the
counselor in writing the composite
recommendation letter for colleges.

Help students to identify and articu-
late their personal criteria for their
college search by listening and by
offering realistic feedback.

Discuss college costs with your child
and your family’s need for merit- or
need-based financial aid.

If possible, schedule a handful of
“Goldilocks” colleges visits during
Exeter’s springbreak (askyour student
to define a“Goldilocks”college tour).
During the summer:

Help students plan to visit colleges
from each of their Category I, II,
III, and IV categories, by facilitat-
ing travel arrangements during
your family’s summer vacation.

Continue to listen to your child's
evolving college criteria as students
begin narrowing down their prelim-
inary college list while maintaining
several colleges that offer a range of
selectivity.
3
Remember,
colleges,
not college
counselors,
make the decision
to admit
or deny
a student
to their institutions.
THE COLLEGE COUNSELOR/STUDENT/PARENT PARTNERSHIP
AT PHILLIPS EXETER ACADEMY
3
At all times during the college process,
parents should:

Empower your child to make his or
her own decisions; do not send the
message that your child cannot
handle the process.

Promote integrity and model good
behavior; children still learn from
their parents’ example.

Pay attention to verbal and physical
cues that show your child’s stress,
to encourage their physical and
emotional well-being.

Be a refuge by remaining calm and
confident in the face of the process'
ups and downs, to help your child
follow your example.
4
Your “To Do” List
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CHAPTER I
WINTER & SPRING
OF UPPER YEAR
WHAT DO YOU WANT:
CONSIDERATIONS FOR
YOUR COLLEGE SEARCH
The age-old adage is true: the process is
as important as the end result. Nowhere
is that notion more appropriately applied
than to the college search process. As you
begin your college exploration, approach
your search with a commitment to work
hard and be candid about yourself and
your past achievement.
The
experience
of
the
College
Counseling Office has shown that, too
frequently, students and families begin
the college search focusing on the well-
known handful of highly-selective col-
leges that are familiar household names.
We encourage you as you begin your
search process to forget about college
names, and concentrate on establishing
and identifying your own personal,
unique criteria for selecting a college
before carefully researching a wide range
of the schools that meet your needs. In
your search, focus on your personal crite-
ria – the list of schools will follow.
We’ve grouped together general categories
below to help frame your thoughts about
your college search. Each category offers
several questions to ask yourself about
your interests, goals, needs, and wishes
for your potential colleges.
TYPE OF INSTITUTION
Public, Private, Secular, Non-Denominational,
Religious Affil iation
As you consider the type of institutions in
which you may be interested, ask yourself
these “self-evaluation” questions:
• Am I receiving any financial assis-
tance from Phillips Exeter? How
important is financial aid to my
college studies?
• Do I have a religious affiliation
which may influence my college
choice? Is it important for me to
attend college with others who
share my beliefs and values?
Like high schools, institutions of higher
education can be either public or private.
Many of the nationally ranked colleges
in the United States are state-supported
institutions.Often these schools can offer an
exceptional, top-tier education at a fraction
of the price of private schools for in-state
residents, and even a substantially
reduced tuition for out-of-state students.
At this early stage of your investigation,
we would strongly encourage you to con-
sider both private and public universities. If
financial aid has been a consideration in
attending Phillips Exeter, and/or could be
for college, we urge you to include in your
college list at least one public school in
your home state.
While private colleges frequently cost more
than public ones, they often possess the
financial means, in the form of endowment
and alumni giving, to offer generous need-
based or scholarship-based financial aid
that might make private education as inex-
pensive as attending your state school.Most
Exonians consider both public and private
schools in their college search.
A large number of competitive private
universities and colleges have a religious
affiliation. The extent of spiritual influ-
ence varies. But at the beginning of your
CHAPTER I WINTER & SPR ING OF UPPER YEAR
Focus on your
personal criteria
– the list of schools
will follow.
5
college search we strongly encourage you
to consider all private colleges, regardless
of religious affiliation.
STUDENT BODY AND GENDER
Coed, Single Sex, Historically Black Colleges
Ask yourself
these “self-evaluation”
questions:
• Would
I consider
single-sex
education?
• How important is it for me to
attend college with others who
share my ethnic heritage?
The consideration of single-sex educa-
tion is predominantly one for women,
although there is a very small handful of
outstanding all-male colleges (such as
Wabash and Morehouse). Similarly, stu-
dents might consider one of the small
number of colleges enrolling predomi-
nantly
African-American
students.
National studies have shown that stu-
dents at these institutions are more acad-
emically involved in classroom participa-
tion, have greater academic self-esteem,
and are more likely to pursue advanced
degrees.
COLLEGE SETTING
Size and Location
Think about the kind of place in which
you could be comfortable for the next four
years of your academic life.
Some questions:
• How have I felt about living in the
town of Exeter (with approxi-
mately 14,000 residents)?
• What do I like or dislike about the
Academy’s location?
• What extracurricular activities do I
generally enjoy?
• Will my family allow me access to a
car in college?
The location of your academic home for
the next four years will determine your
quality of life and should reflect your per-
sonal values and lifestyle. Colleges and uni-
versities can be located right in the hearts
of major cities, in the suburbs, or in more
rural settings. Each setting has its own dis-
tinct advantages and disadvantages.
Attending college in a major metropolitan
setting offers extensive opportunities for
cultural events, internships and part-time
jobs, and research. Most students do not
need or use a car and have the opportuni-
ty to build an extensive social life outside
of the campus. Yet college life in a city also
embodies big city problems. Suburban
areas afford more limited cultural and
resume-building opportunities, but also
possess fewer of the social problems of
major cities.
More traditional college towns may not
have all of the amenities of city life but can
often have a more relaxed, friendly feeling.
College faculty tend to live in their small col-
lege towns, creating amore residential com-
munity feeling on campus. You may need a
car for transportation to the big city a few
hours away, but you can also easily drive to
nearby outdoor activities. Generally, small
towns have a lower cost of living than bigger
cities. Also, colleges in more rural settings
work hard to bring concerts and speakers to
their campuses to supplement social life.
Consider what you appreciate or dislike
about the town of Exeter and living and
6
There is no
one college
that is the
“perfect fit”
for anyone.
CHAPTER I WINTER & SPR ING OF UPPER YEAR
learning here. Do you live for “out-of-
towns” to Boston? Or do you relish the inti-
mate feeling of living and learning along-
side your teachers?
ENROLLMENT SIZE
Size of Academic Community
Think about the following “self-evalua-
tion” questions:
• How have I felt learning in a com-
munity the size of Phillips Exeter?
• What do I like or dislike about the
Academy’s classroom size?
• How important is faculty accessi-
bility?
• To what extent do I desire academ-
ic and social recognition for
achievement?
Colleges can vary dramatically in size:
think carefully about which size is best for
you both academically and socially. Use
the following generalizations to reflect on
your experience both in and out of class
here at Exeter.
Over 80 percent of American private col-
leges— and almost a quarter of public col-
leges — have enrollments under 2,500.
Smaller colleges generally place a greater
emphasis on teaching as opposed to
research. Similar to the opportunities avail-
able through the Academy’s Harkness
Table seminar pedagogy, lecture and dis-
cussion classes at smaller colleges can
afford a high level of interaction with fac-
ulty and opportunities to contribute in
class. There can be a wonderful comfort in
being a bigger fish in a small pond.
Larger colleges and universities can offer a
greater breadth and depth of course selec-
tion than smaller schools, allowing oppor-
tunities to explore a wider range of poten-
tial majors for students who are undecided
about their field of study. Faculty at larger
institutions may balance teaching with
research. This research keeps them up-to-
date on current developments in their
fields and enhances
their classroom
instruction, but it may also decrease their
available time for informal interaction out-
side of class. Class size tends to vary great-
ly. While courses requiring greater faculty
interaction (such as foreign language or
English composition) may be smaller,
many introductory courses are taught in a
large lecture format using graduate teach-
ing assistants. Larger colleges and universi-
ties usually have a more diverse student
body and a broader selection of extracur-
ricular opportunities to explore. Finally,
many students prefer the greater anonymi-
ty intrinsic to a larger academic setting.
While we encourage you to gain a better
feel for the size environment most appro-
priate for you, we would also encourage
you to investigate colleges of a wide variety
of sizes in your search.
GEOGRAPHIC SEARCH
Location in the United States or Overseas
When considering the possible locations of
your future colleges, ask yourself these
“self-evaluation” questions:
• How do I feel attending Exeter in
relation to its proximity to my
home and family?
• How important is it to me and my
family for me to attend college close
to home?
• Howmuch do I value attending col-
Consider your
experience at Exeter.
Do you relish
the intimate,
small town feeling?
Or do you live
for “out-of-towns”
to Boston?
7
CHAPTER I WINTER & SPR ING OF UPPER YEAR
lege with students of different geo-
graphic backgrounds?
• How frequently do I anticipate going
home during the academic year?
• How extensively does the weather
affect my studies or quality of life?
A truly national and international com-
munity, Phillips Exeter attracts a broad-
ranging geographic diversity. Such
diversity includes day students living
down the road, students only a few
hours away from home, and others from
across the country or across the world.
Your personal Exeter experience bene-
fits from this geographic mix of cultures
and backgrounds.
While you are not planning where you will
vacation for the next four years, weather
and climate can have an influence in the
geographical range of potential college
choices for some individuals.
Students who live within a short distance
of Exeter enjoy the ease of going home for
long weekends. Yet many students are
perfectly content to go home only for
major vacation periods. While some col-
leges include travel expenditures within
their financial aid packages, transporta-
tion is often a hidden, but costly, academ-
ic expense.
Reflect on your experience here at the
Academy with regard to Exeter’s location,
climate, and proximity to home. Consider
whether, at college, you would prefer a
geographically diverse student body such
as Exeter’s, or a regional community of
students from more homogeneous back-
grounds. Think about climate and how it
affects your quality of life. Perhaps most
importantly, take into account your expe-
rience with your family while attending
boarding school, how frequently you cur-
rently go home, and the cost of round-trip
transportation between your home and
potential college. We strongly encourage
you to talk with your family about their
possible geographic preferences for you at
the beginning of your college search.
Avoid regional parochialism! While the
East Coast offers an extensive number of
outstanding colleges and universities, we
strongly encourage students to include as
wide a geographic range as possible in
their initial college search. Don’t over-
look Midwestern or Southern schools –
many of these institutions are hidden gems
of truly national reputation. Recognize,
too, that you might have an advantage as
an Exeter applicant applying to exceptional
colleges outside of New England that
receive fewer applicants from the Academy.
Depending on your personal search crite-
ria, you may also consider
investigating
colleges outside of the United States. These
can include Canadian universities and col-
leges (McGill, Queens, University of
Toronto, etc.), American colleges overseas
(the American Colleges of Paris, London,
or Switzerland, for example), and a select
number of European national universities
which
have
historically
welcomed
American students (such as St. Andrew’s
University in Scotland or the University of
London). While transportation and living
costs may affect the total cost of education,
tuition at these institutions can be signifi-
cantly less expensive than tuition at com-
parable U.S. universities. Some of these col-
8
Avoid regional
parochialism!
CHAPTER I WINTER & SPR ING OF UPPER YEAR
leges, particularly the American colleges
overseas, may offer their own need-based
financial assistance; others may allow
select U.S. federal financial assistance, such
as Stafford loans, to be used to meet
tuition expenses.
Finally, if financial assistance may be a con-
sideration in your college search, the College
Counseling Office emphatically recom-
mends that you include a financial aid“safe-
ty” school on your college list. To qualify as
a financial aid “safety,” a college must both
be affordable and a Category I school – that
is, one where you have the greatest percent-
age chance of admission. Formost Exonians
a state university in the student’s home state
is an appropriate choice.
MAJOR FIELDS OF STUDY
As you consider potential collegemajors, ask
yourself these “self-evaluation” questions:
• What are the courses I enjoy most
here at the Academy? Enjoy least?
• Do I have specific or general career
goals?
Uncertain of your intended major in col-
lege? Don’t panic! While a few students
begin their college careers with a very spe-
cific academic major, most students have
only a broad idea of potential fields of study.
Liberal arts is the term most generally used
to describe the most common form of
undergraduate education in the United
States. Pre-professional training in such
fields as business, engineering, and educa-
tion prepares students for careers immedi-
ately after receiving their undergraduate
degrees. While offering solid preparation
for post-college careers, the liberal arts can
often serve as an outstanding springboard
for further graduate-level study, such as
law, business, or medical school. A handful
of exceptionally qualified Exonians who are
confident of their intention to pursuemed-
icine may consider joint degree programs
offering early admission to medical school.
Remember that many liberal arts colleges
may not offer either majors or extensive
coursework in certain professional fields,
such as engineering, business, or physical
therapy. If you are certain of a specific field
be sure that the colleges you are considering
offer that major.
CAMPUS LIFE
Extracurricular Activities, Housing, Student-
Employment Opportunities, Support Services
Consider the following self-evaluation
questions:
• How important is it for me to attend
a primarily residential college?
• What extracurricular activities am I
currently pursuing here at Exeter
that will be critical to the quality of
my college life?
• Do I plan on working part time
while in college?
• Do I require any support services
for physical or learning differ-
ences/disabilities?
Much of the success of your college career
comes from liking the experience of living
on a college campus. Alumni frequently
reflect that they learned as much from their
interaction with
their
college peers
through study groups, extracurricular
activities, and just hanging out in the
dorm as they did through classroom
9
CHAPTER I WINTER & SPR ING OF UPPER YEAR
instruction. Campus residential and social
life plays a significant role in effecting stu-
dent satisfaction with their alma mater.
Housing
Living on-campus for the first few years of
their college experience is a primary consid-
eration for most Exonians. Dormitories can
become a focus of college campus life and
the easiest way to meet new friends. Thus
finding a college campus that has a primar-
ily residential feel, rather than the feeling of
a “commuter” school, can be important.
Consider the percentage of students who
live either in campus housing or within a
close radius of the college campus. If it is an
important consideration for you, remember
to ask about availability of on-campus
housing for all four years. Some colleges
only have enough housing for underclass-
men, and a fewmay even require students to
move off-campus for a year to help alleviate
their own on-campus housing shortage.
Extracurriculars
College is about working hard and
studying … but there is plenty of time
to have fun, too. Thoughtfully consider
which of your current campus activi-
ties will be critical to your collegiate
experience. Also consider those activi-
ties you’ve never explored but would
now like to pursue in college.
Campus Employment
As a means of providing personal spend-
ing money, gaining valuable professional
experience, or augmenting their need-
based financial assistance, many students
will hold a part-time job on or off cam-
pus while enrolled full time in college.
These jobs can be work-study positions
sponsored by the college as part of the
student’s financial aid package, volunteer
or paid internships, or more traditional
part-time jobs in service industries. The
college’s location can play a determining
factor in the availability of off-campus
employment. Universities in or near
major metropolitan areas offer extensive
opportunities for part-time jobs, includ-
ing positions in a student’s field of inter-
est; colleges in more rural settings may
offer fewer options.
Most colleges and universities provide
some assistance for finding part-time
jobs, either through a career center or
work-study office. In addition, most
institutions of higher learning offer
career counseling and placement assis-
tance for graduating seniors who will not
be pursuing graduate school immediate-
ly after their undergraduate degree.
Support Services
Federal law now requires colleges and
universities to offer extensive support
services to students with physical or edu-
cational differences. These services can
include physical accommodations, such
as ramp access to buildings and handi-
capped restrooms. For some Academy
students, finding colleges offering exten-
sive support services for students with
learning disabilities may be an important
factor in their college search.
ATHLETICS
As you think about your interest in colle-
giate athletics, ask yourself these “self-
evaluation” questions:
• What sports am I currently partic-
ipating in at the Academy that I
might continue in college?
10
CHAPTER I WINTER & SPR ING OF UPPER YEAR
• Will my athletic participation be
at the intercollegiate, club, or
intramural level?
• Will I be a recruited athlete in any
of my Exeter sports?
• Have I spoken with any Exeter
coaches to gain a better sense of my
potential for intercollegiate athletics?
Many Exonians who currently engage in
athletics may want to continue such partic-
ipation in college. College students partici-
pate at three levels: intramural, club, and
intercollegiate. Intramural play is most
common. Intramurals allow students to
compete at a variety of different levels of
competition with a primary emphasis on
enjoying the sport for personal fitness,
relaxation, and fun. Club sports are usually
jointly sponsored by students and the col-
lege, and can compete against other
schools’ club sports as well as varsity inter-
collegiate programs.
Intercollegiate athletics is the university
equivalent of varsity-level sports. These
programs are categorized by theNCAA into
three divisions of varying degrees of com-
petition: Division I, Division II, and
Division III. There are some very general
rules of thumb concerning athletic divi-
sions. Most small liberal arts colleges and
smaller universities will have a majority of
Division II or Division III athletic pro-
grams, with perhaps one or two high-pro-
file sports competing at a higher division
level. Most Exeter alumni participating in
intercollegiate athletics will compete at this
level. By definition Division III colleges do
not offer athletic scholarships, while
Division II programs offer partial scholar-
ships. Most larger colleges and universities
field predominantly Division I programs,
with some of their underdeveloped pro-
grams occasionally competing at a lower
division level. Division I athletic programs
are generally the college sports which
receive the most extensive media coverage,
including such athletic conferences as the
Ivy League, the Big Ten, and the Big East. A
handful of truly exceptional Academy
alumni will compete at the Division I level.
Almost all Division I programs offer athlet-
ic scholarships with the noteworthy excep-
tion of the eight members of the Ivy League
conference (Brown, Columbia, Cornell,
Dartmouth, Harvard, Princeton, University
of Pennsylvania, and Yale).
The College Counseling Office strongly
believes that student-athletes should dis-
cuss their collegiate potential with their
Academy coach and other club coaches
early in the college search process.
Coaches offer a supportive, seasoned per-
spective that can prove invaluable in stu-
dents’ own self-assessment of their ath-
letic ability. Take advantage of your
coach’s wisdom.
ADVANCED PLACEMENT
Consider the following “self-evaluation”
questions:
• Do I plan on taking any AP exami-
nations prior to graduating from
Exeter?
• How important is finishing my
college study in less than four years?
• Are there any financial benefits to
completing my college degree
more quickly?
Take advantage
of your coach’s
wisdom in assessing
your potential
as a recruited
collegiate athlete.
11
CHAPTER I WINTER & SPR ING OF UPPER YEAR
Many selective colleges and universities
can award college credit on the basis of
AP test scores. Students can fulfill general
curriculum or graduation requirements
earlier, advancing to higher level courses
even in their freshman year. Advanced
standing can allow students to double
major or minor more easily, or to take a
reduced load one semester in order to
concentrate on especially challenging
coursework or extracurricular activities.
Because of the financial benefits gained
by earning AP credit, some students will
accelerate earning their college degree
through AP credit, graduating a semester
or even a year early.
While the awarding of advanced academ-
ic standing on the basis of AP credit is
commonplace, please note that several of
the most highly selective colleges and uni-
versities may at best use AP examinations
for placement and do not award any aca-
demic credit for even the highest scores.
FINANCIAL AID/SCHOLARSHIPS
Discuss with your family and consider the
following “self-evaluation” questions:
• How important is financial assist .
ance to my education here at
Exeter?
• Will I require need- or merit-
based assistance to attend college?
While we believe that the cost of attend-
ing a college should not be the principal
factor in creating your college list, the
high price tag for today’s college educa-
tion has become a serious factor in the
final decision for many students and
families. Even if you are not receiving
any
current
assistance
from the
Academy, college financial aid may be
important. We strongly encourage you
to begin discussing these issues with
your family at the beginning of your
college search.
There are many forms of financial
assistance available. The most basic
financial assistance offered at all col-
leges is need-based. Need-based finan-
cial assistance is given to families who
demonstrate financial eligibility using
nationally standardized needs-analysis
forms, such as the Free Application for
Federal Student Assistance (FAFSA)
and the College Scholarship Service
(CSS) Profile. Demonstration of finan-
cial eligibility is determined through
detailed review of a family’s net assets,
salary, investment income, liabilities,
home equity, and other factors.
Some colleges also offer merit-based assis-
tance. Such financial assistance comes in
the form of scholarships for students who
have achieved superior levels of academic
excellence or offer some special talent in
the performing arts or athletics. Please
note that while all of themost-highly com-
petitive colleges and universities offer
need-based assistance, only a handful offer
any merit-based aid.
ADMISSIONS SELECTIVITY
Category I, II, III and IV
As you think about admissions selectiv-
ity, ask yourself these “self-evaluation”
questions:
• What percentage of applicants is
offered admission?
12
While cost should not
be the principal factor in
creating your college list,
today’s high price tag
for college may become
a serious factor
in your final decision.
CHAPTER I WINTER & SPR ING OF UPPER YEAR
• How does my academic achieve-
ment compare with other appli-
cants?
The most important factor to consider in
building your college list and conducting a
college search is finding institutions for
which you have a good chance of being
offered admission. While the review of
your application will take into considera-
tion numerous subjective factors, such as
your essay, teacher letters of recommenda-
tion, and perhaps major field of study, you
must focus your search on the more con-
crete factors involving your academic
performance and standardized testing.
One tool to help narrow down your
prospective colleges is the percentage of
students admitted. This ‘admit rate’
provides a general guidepost for admis-
sions selectivity. Approximately six per-
cent of colleges and universities nation-
wide admit fewer than fifty percent of
applicants to their freshman class. For
many Exonians, the institutions in this
category would most likely be classified
as Category III or IV schools for admis-
sion selectivity. Colleges admitting more
than fifty percent are generally Category
I or II schools for many Exeter appli-
cants. Note that the admission rate may
not always provide the most accurate
sense of selectivity. For example, many
nationally ranked state universities (such
as UC-Berkeley and the University of
Virginia) may have higher than a 50 per-
cent admission rate for in-state stu-
dents, yet select a mere handful of out-
of-state applicants.
Standardized testing plays a critical role
in admissions. Most colleges and univer-
sities require the SAT I and many require
three sets of SAT II subject examinations.
Other colleges will accept the ACT exam.
When reviewing potential colleges and
universities, keep in mind their ‘middle
50 percent’ range of testing.While a quar-
ter of admitted students have scores
either above or below this test range, such
a median range will give a general indica-
tion of the strength of the applicant pool.
Including colleges with a broad range of
admissions selectivity is important to a
successful start to your college search. Be
honest with yourself, making a realistic
assessment of your chances for admission.
The more truthful you are with yourself at
the start of your college search, the better
your chances of having a good number of
choices in the spring of your senior year.
Your academic performance in a challeng-
ing, rigorous program of study is the most
important factor in determining your
admissibility to highly selective colleges.
Admission committees value a consistent
level of achievement over four years, but
they also give strong weight to students
who demonstrate significant improve-
ment over the course of their academic
career. While your grades are the most
obvious indication of potential future
success, colleges also want to see that you
have challenged yourself in a competi-
tive, demanding academic program
throughout your high school career.
In conclusion, as you begin to consider
your personal criteria in selecting the
college that is right for you, the College
13
CHAPTER I WINTER & SPR ING OF UPPER YEAR
Counseling Office strongly encourages
you to think about three critical points.
First, take plenty of time to do this step in
the process. The more conscientious
effort you put into thoughtfully reviewing
the characteristics of the colleges that will
meet your needs, the more satisfied you
will be with the choices available to you.
Second, resist the pull of the “names.”
From our experience in the College
Counseling Office, too many Exonians
focus on the names of colleges rather than
the characteristics of the schools behind
those names. A college isn’t “good” only if
you have heard of its name. Remember
that there are over 4,000 private and pub-
lic colleges and universities in the United
States, Canada, and overseas to consider.
Don’t think about names. Focus on char-
acteristics, and the names will follow.
Finally, your college criteria will be dis-
tinctive from your best friend’s, your
roommate’s, and perhaps from every
other
student
in your dormitory.
Frequently, Exonians forget this simple
fact when they begin to compare college
lists. Recognize –and celebrate– the fact
that you are unique.
STANDARDIZED TESTING
Every Academy student will take a series
of standardized tests as part of the col-
lege
application
process.
The
acronyms—including PSAT, SAT-I, SAT-
II, ACT, AP and TOEFL—can be intimi-
dating, and the purposes of the various
tests can be confusing. Read this section
for help in sorting through the various
testing options appropriate for you.
TYPES OF STANDARDIZED TESTS
PSAT/NMSQT—Prel iminary SAT/Nat ional
Meri t Qual i fy ing Test
The PSAT is administered in October
to high school 10th and 11th graders
nationwide. Similar in format to the
SATs, the PSAT/NMSQT measures the
critical reading, math problem-solving,
and writing skills that students have
developed through the first half of their
high school career. The PSAT/NMSQT
will also give students first hand prac-
tice for the SAT I. The PSAT scores are
reported as two-digit numbers ranging
from 20 to 80, and score reports also
show an estimated score range of your
projected scores for the SAT I test
Critical Reading, Mathematics, and
Writing scores.
The National Merit
Scholarship
Program uses the PSAT to screen those
students of exceptional test-taking abili-
ty who may qualify for one of its schol-
arships. If your score is above a certain
cut-off, which varies each year, you will
be notified in September of your senior
year that you are a semi finalist, and will
receive an application for the final round
of competition.
Although only the PSAT score from your
upper year counts in the National Merit
competition, we strongly encourage low-
ers to take the PSAT. Taking the test in
the lower year is good practice for your
“official” PSAT as an upper as well as
your SATs. Also, you can look at your
mistakes on the PSAT, practice on those
areas, and potentially raise your scores.
14
Remember
that no one college
or university is perfect
for every single student.
Resist the urge
to “follow the crowd”. . .
CHAPTER I WINTER & SPR ING OF UPPER YEAR
SAT I—Reasoning Test
The SAT I is the most general standardized
test offered by the College Board, and the
exam that almost every member of
Exeter’s Class of 2010 will take for college
admission. With three sections that mea-
sure critical reading, mathematical reason-
ing, and writing skills, the SAT is a long
test, at three hours and 45 minutes. The
Critical Reading section emphasizes
reading skills and tests vocabulary in the
context of short and long reading passages
and sentence completion questions. The
Writing section includes both multiple
choice questions and a student-written
essay, and tests a student’s skill with
grammar, word usage, and word choice.
The Math section includes topics from
advanced algebra and precalculus, and
emphasizes data interpretation and applied
math questions. Although it is possible to
complete the Math section without one,
students should use a four-function, sci-
entific, or graphing calculator for the
exam. Student scores will include Critical
Reading (CR 200-800), Mathematics (M
200-800), and Writing (WR 200-800),
with two Writing subscores for multiple
choice and the essay. The SAT tests are
usually offered seven times a year: January,
March or April, May, June, October,
November, and December. Most competi-
tive colleges require the SAT I.
Most Exeter students will take the SAT I
once in the second half of their upper
year, and once or twice in the fall of their
senior year. The Academy believes that
Exeter students are best prepared for the
SAT I following this recommended
schedule, because
research by
the
College Board has shown not only that
students see very insignificant score
improvements upon taking the SAT I
exams more than twice, but also that
long term preparation for the SAT pro-
duces better scores than cramming for a
few weeks.
Because Harkness pedagogy requires
that all students attend class daily, the
Academy builds the school calendar to
promote a minimum disruption of class
attendance because of standardized test-
ing; by following the CCO's guidelines,
students will not miss class and will be
able to take standardized testing follow-
ing an schedule.
Recently the College Board has imple-
mented a ‘Score Choice’ option, which
will allow students to choose by test date
which SAT I or SAT II score that they
want to send to colleges. While this new
policy might tempt parents to encourage
their students to take the SATs multiple
times, many highly-selective colleges
have already stated that they will require
students to waive the ‘Score Choice’
option and to submit their entire testing
history.
Given this trend among the most selec-
tive universities and the importance of
class attendance, the College Counseling
Office believes that Exeter students
should be judicious in when they sched-
ule their SAT I and II exams, and follow
our recommended dates guidelines for
testing,
which
are
available
at
“Documents and Forms” under “For
Uppers, Lowers, and Preps and Parents”
on the College Counseling section of the
Academy’s main webpage.
15
CHAPTER I WINTER & SPR ING OF UPPER YEAR
SAT II—Subject Tests
Many colleges to which Academy stu-
dents apply require two or three Subject
Tests: Math level I or II, and one or two
other tests of the student’s choice.
Carefully check the testing requirements
of the schools and particular programs
in which you are interested. The Subject
Tests are each one-hour long and you
may take as many as three different tests
on any one test date. Like the SAT I, the
scores range from 200 to 800.
In selecting which Subject Tests to take,
focus on your strongest areas of study and
plan to take the corresponding test on the
dates you will be best prepared, usually
when you complete a certain course. If
you have any questions about the appro-
priateness of a particular test and the tim-
ing of your taking it, please consult your
teacher and your college counselor.
ACT-Amer ican Co l lege Tes t ing Program
For some Exonians, the ACT may be a
testing option to consider. The ACT can
be used at many colleges as a substitute for
the SAT I, and sometimes even for certain
SAT II Subject Tests. You should review
the testing requirements of the colleges
you are interested in and discuss the ACT
option with your college counselor. Please
note that the ACT is not offered at a test-
ing site in Exeter, New Hampshire.
The ACT consists of four 35-50 minute
subtests in the areas of English, mathemat-
ics, reading, and science reasoning.Youwill
receive four separate scores in addition to a
composite score that averages the tests.
Scores range from 1(low) to 36 (high).
AP—Advanced Placement
Given once a year in May, the APs are
three-hour long examinations based on
full-year college level courses offered in
high school. APs are scored from 1 to 5,
with 5 being the highest score. Many
selective colleges require a score of at
least
4 before they will award credit
and/or course acceleration. Be certain to
check the requirements of colleges you
are interested in to find out their policies
regarding placement and/or credit for
these examinations.
While APs were not originally intended
to be used in the evaluation of college
candidates, many admissions officers pay
attention to the AP scores in a candi-
date’s folder. If you have taken APs and
done well, it is in your best interest to
report the scores to the colleges; the task
of reporting lies with you.
TOEFL—Test of English as a Foreign Language
Required by many colleges, the TOEFL is
used to evaluate the English proficiency
of applicants whose native language is
not English. The test is offered on the
Exeter campus in the fall. In addition, the
TOEFL is now administered in the United
States by computer at Sylvan Learning
Centers and other sites. Please consult
your college counselor about the appro-
priateness of the test and the timing and
location of its administration.
TEST PREPARATION RESOURCES
Although we may decry the role that SATs
have assumed in relation to a student’s aca-
demic record, standardized tests are more
important than ever in selective college
admission. As for any event of such signifi-
16
CHAPTER I WINTER & SPR ING OF UPPER YEAR
TEST TAKING TIPS
• Use the same name on
all forms.
• Use your Social Security
number when registering
for tests.
• Use your home address as
your permanent address.
• Exeter CEEB code
number is 300185.
• Exeter High School’s Test
Center number is 30-145.
cance, we believe that preparation before-
hand can not only provide students with
specific, effective test-taking strategies that
will help their performance on the test, but
also can build confidence and teach useful
skills that extend far beyond the SATs.
Because standardized tests measure abili-
ties and skills acquired over many years of
education, the best preparation for the
SATs is for a student to study hard in a
challenging academic program and to read
extensively outside the classroom. Yet
some familiarity with the exam and prepa-
ration before the test can help students
improve their scores, on occasion with
dramatic results. We strongly believe that
you should first familiarize yourself with
the test by reviewing your PSAT results.
When reviewing their PSAT scores, many
students do not look beyond their estimat-
ed SAT I score range; however, reviewing
the detailed report showing how you per-
formed on each question, as well as the
PSAT test booklet, can help identify areas
to which you need to pay attention. The
sample SAT I and II questions in the free
publications “Taking the SAT I” and
“Taking the SAT II Subject Tests” (both
available on the table outside the College
Counseling Office), and in other test-tak-
ing guides such the College Board’s 10 Real
SATs, are also great preparation tools. You
may also consider the College Board’s
“Question Answer Service” which, for a
nominal fee, provides comprehensive
details about your SAT I test results.
Some students benefit through more tar-
geted preparation. More than half of
Academy students currently use an outside
tutor or a
test-preparation course,
although such services are generally very
expensive. If you decide to use an outside
tutor or service, you should do so when
you have ample time.Many Exeter students
are too busy during the academic year to
take on the additional responsibility of an
outside prep course; summer may be a bet-
ter time for such extended preparation.
Members of the class of 2010 will have an
introduction to the SAT during the win-
ter term of their upper year. This oppor-
tunity is unique to the Academy in that it
balances Exeter student’s needs for test
preparation with an understanding of the
demands already placed on them.
Featuring this curricular supplement will
teach effective test strategies, fit comfort-
ably into students’ busy schedules, and be
accessible to all Exeter uppers.
SENDING TEST SCORES TO COLLEGES
It is the student’s responsibility to send
standardized test scores to colleges. The
following offers details on how to send
your SAT scores.
Sending SAT Scores by Phone:
1. Before calling the College Board’s
Educational Testing Service(ETS),
gather the following information:
*Score reports for each test
*College CEEB codes
*Credit Card
2. Call 1 (866) 756-7346.
3. ETS will ask for your name, registra-
tion number (on the bottom of the
score report) for each test or your
Social Security number, date of test,
17
CHAPTER I WINTER & SPR ING OF UPPER YEAR
TEST TAKING TIPS
• You cannot take both the
SAT I and SAT Subject Tests
on the same date.
• Not all SAT subject tests are
offered on every test date.
• You are responsible for
sending your SAT scores
to colleges.
18
name of test and score of test.
4. Give ETS the CEEB codes of the col-
leges you wish to receive the scores.
5. Your SAT I scores will automatically
be sent with your SAT II subject
scores.
Sending SAT Scores electronical ly
Follow the directions online at
www.collegeboard.org.
Sending SAT Scores by Mai l :
Follow the directions in the SAT
Registration Bulletin, or use an
Additional Score Report Request Form,
found online at www.collegeboard.org
Sending ACT Test Scores:
Follow the directions in the ACT
Registration Bulletin.
Sending TOEFL Test Scores:
Follow the directions on their
website: www.toefl.org.
COLLEGE COUNSELING
WEBSITE
USING THE INTERNET IN YOUR
SEARCH
Exeter’s College Counseling website pro-
vides a foundation tool for you as you nav-
igate the college selection process. As a
public “browsable” site, it offers lots of
information about the process, with a cal-
endar of events, pages on scholarships and
financial aid, a library of links to our
Guidebook, and much more. It is also a
private “registered” site for you to manage
most aspects of your college search. With
your password, you will take advantage of
the rich interactivity of your personalized
Student Profile Page and the Academy’s
unique College Profile Pages. You will use
these features to create and modify your
college list, plan your college selection
schedule by saving events and dates from
the College Counseling Office calendar,
and bookmarking “hot” links to relevant
content from College Counseling Office
publications, college and university web-
sites and external sites.
You will also complete the important
Upper Questionnaire on the site, and have
access to it through your personal Profile
Page. This will enable you to update your
personal and extracurricular information
as necessary, thus keeping your counselor
fully informed and giving yourself a well-
organized database for filling out your col-
lege applications.
There are many more helpful aspects of
the college counseling Office website,
which you will discover as you use it.
The college counselors will give you a
training session on the site at the all-
upper class College Counseling “kickoff”
meeting in January. The more you use it,
however, the more you will take advantage
of its many features.
CHAPTER I WINTER & SPR ING OF UPPER YEAR
CHAPTER I I SUMMER
Summer may seem to offer a break in your
college search process, but in fact the oppo-
site is true. The summer between your
upper and senior years is ideal for commit-
ting a significant amount of time to
researching and visiting the colleges on
your preliminary list, interviewing, and
writing drafts of essays. Use this summer to
rest, clear your mind, and think about your
college criteria without the distractions
and commitments of the Exeter school
year. The steps you take now during the
“downtime” of this summer can benefit
your college search later on.
THE COLLEGE VISIT
For the majority of seniors, the campus
visit will be a decisive factor in where you
will apply and enroll. The campus visit is
your chance to size up a school and to
gauge how it fits with your interests. Do
some research before you go — read the
catalogue and look at the website — so the
visit will bemoremeaningful in the context
of what you have already learned. If you are
planning an extended trip, consider visiting
no more than two schools a day and keep
notes of your impressions. Do your cam-
pus visits during the academic year breaks
or during the summer after your upper
year. Seniors are allowed two college visit
days during the academic year. Visit forms
are available in the College Counseling
Office and your college counselor’s signa-
ture is required. See the E Book for further
information on the college visit policy.
PREPARING FOR YOUR TRIP
Always call to find out what type of campus
visit arrangements are available well in
advance, at least three weeks, of your
intended visit. By calling ahead you can set
up a schedule that ideally suits your travel
needs and makes the best use of your lim-
ited time. Avoid the drive through and
drop in approach.
OVERVIEW OF VISIT OPTIONS
Tours
Campus tours generally last about an hour
and range in group size from as small as
your family and a student guide to as large
as 50 prospectives and a tour leader. The
campus tour format usually includes a
brief background on the college’s history,
an overview on the academic and student
life programs offered, and a view of the
resources available. If there is a part of the
campus (the sports center, music facilities,
particular dorms) you want to see, be sure
to ask.While it may not be part of the gen-
eral tour, your guide may be able to point it
out, and you can always go back on your
own. Be sure to wear comfortable walking
shoes.
Group Information Sessions
This is a popular and efficient forumwhere
a school provides general information and
offers a large gathering of students and
their families the chance to learn more
about the college or university.
Interviews
A personal interview with an admissions
officer is an evaluative, information-shar-
ing exchange with a member of the
admissions office. Generally the interview
will last about 30 minutes. When a stu-
dent cannot interview on campus, an
interview with an alumnus/a usually can
be arranged in a student’s home area. The
interviewer generally writes a summary
21
CHAPTER I I SUMMER
VISITING TIPS
• Call ahead for tour and
group information times.
• Register your visit with
the admissions office to
formally demonstrate
your interest.
• Get directions to the
admissions office.
• Schedule your interview
after a tour or information
session and wear appro-
priate clothing.
report that is placed in the student’s file.
Neat, comfortable attire is appropriate.
More information is outlined in the
“How to Interview” section of this
chapter.
Class Visits
During the academic year, a prospective
studentmay attend a class or two of his/her
choice. The student generally stays the
entire class period and can approach the
instructor afterwards with any questions.
Overnights
Some colleges have designated students
who serve as overnight hosts or offer com-
mon rooms to visiting students. Generally
overnights are not offered on weekends
and might be limited to one night only.
Meetings with Coaches, Music Teachers,
Learning Specialists
Plan to arrange these meetings on your
own. While the admission office can give
you the name and phone number of the
person to contact, they will generally ask
you to call directly to arrange a conve-
nient time.
HOW TO INTERVIEW
The interview serves two purposes. It rein-
forces your interest in a particular institu-
tion and it is an opportunity for the admis-
sion staff to clarify thematch between their
school’s offerings and your interests and
abilities. Every school treats interviews dif-
ferently, so it is important to read their lit-
erature closely and determine where and
when to interview. Your college counselor
will guide you.
TYPES OF INTERVIEWS
Personal Interviews
These usually take place on the college
campus and are held with a representative
of the admission office. The conversation
usually lasts about 30 minutes. Parents are
generally not included in the initial con-
versation but will be approached after-
wards to see if they have any questions.
Alumni/ae Interviews
When students are not able to travel to
campus for an interview, the universitymay
offer students the chance to interview with
an alumnus/a in the student’s home area.
The local alumni/ae chapter of the universi-
ty works with the admission office to
arrange the interviews. Some universities
may ask students to put their request in
writing, and other universities will auto-
matically contact you once you have sent in
your application.Be sure to check the appli-
cation materials or call admission offices
directly to see about arranging alumni/ae
interviews. Alumni/ae interviews are
given the same weight as on-campus
interviews in the admission process.
Interviews at PEA
Every fall over 120 university representa-
tives visit the Exeter campus either at our
mini college fairs, or at an evening presen-
tation. When the universities’ staffing and
schedules permit, representatives will
spend an additional day or evening on
campus interviewing interested students.
Interview sign-up sheets are posted in the
College Counseling Office and all seniors
are notified of upcoming interviewing
opportunities through Blackboard and the
Daily Bulletin. Also, students who have a
specific university on their college list on
22
CHAPTER I I SUMMER
VISITING TIPS
To customize your campus
visit arrange an appoint-
ment to:
• Attend a class
• Stay overnight
• Meet with a faculty
member
• Meet with a coach
• Have lunch with an
Exeter alumnus/a who is
a current student
their Student Profile Page will receive a
sign-up notice by email stating when the
interviews will take place. Interview slots
fill quickly. Seniors are encouraged to check
Blackboard and the Daily Bulletin and to
check their post office boxes and e-mail
early each day.
TIPS FOR SUCCESS
Take interviews seriously. It is important to
come across as interested and engaged in
both the learning process and the institu-
tion you are visiting.
Be prepared to talk about yourself. Sounds
easy, but you have just 30 minutes to talk
about all your classes, your activities and
summer plans. Prioritize your thoughts:
what have been your favorite classes, teach-
ers, assignments?What extracurriculars are
most important to you and why? Think
ahead.What do you want to try in college?
Where do you see yourself in 10 years?
Relate your interests and questions back to
the college you are visiting. “I am interest-
ed in Russian and I saw you have a study
abroad program. I’d love to go abroad.” It is
imperative that you prepare and are famil-
iar with the offerings of the school.
Check out your interview style. Do you
appear poised, confident, articulate? Work
at containing any nervous habits and try to
keep your thoughts focused on what you
are saying. If you are shy, reticent, or a non-
native speaker, we strongly encourage you
to do some practice interviews before going
to your Category III and IV schools. You
will naturally become more comfortable
with the interview format once you have
done a couple and know what to expect.
Keep
the
conversation
focused on
strengths.While it may be important for an
admission officer to have a sense of family
transition or teacher conflicts, the overrid-
ing tone of the conversation should be
upbeat, geared toward the last two years in
school, and show a fit with an institution.
Be sure to intersperse the genuine chal-
lenges with the success stories of your life.
During the busiest times of the year, staff
members may be doing numerous inter-
views in one day. Or you may have an
alumnus/a who seems a bit out of touch
with the university. Don’t let the interview-
ing style faze you. Politely guide the con-
versation when you want to mention
something, or at the very end be sure to
add that you have onemore thing you want
to emphasize. At the conclusion leave a
résumé with the person so that he or she
has a record of your activities and interests.
The résumé will be a useful reference and
may help jog your interviewer’s memory
about specific topics you have mentioned.
The résumé should not be used as an inter-
viewing prop.
IMPACT ON THE DECISION
MAKING PROCESS
As most admission officers will tell you, the
interview is just one piece in the student’s
application file, and no one credential
alone gets a student admitted or denied.
Rather, all information is examined, and
typically the interview evaluation rein-
forces or clarifies other aspects of the file.
Occasionally, an interview may not be in
the student’s best interest, or could adverse-
ly affect the student’s application. Discuss
with your college counselor whether inter-
viewing is appropriate for you.
23
CHAPTER I I SUMMER
FINANCING YOUR
COLLEGE EDUCATION
Beginning the Search for Need
and Merit-Based Assistance
As increasing college costs put more stress
on family resources, the topic of financial
aid can be a decisive factor in the college
search for many families. The College
Counseling Office strongly encourages you
to honestly and openly discuss with your
family the role of financial assistance in
your college selection. While we believe
that the total cost of college should not be
the primary factor which shapes your col-
lege search, availability of financial aid fre-
quently plays a critical role in the final deci-
sion about which college to attend.
There are two basic types of financial aid:
merit-based and need-based. Merit-based
aid is offered to a student based on acade-
mic, artistic, athletic, or other criteria; the
college or scholarship-sponsoring group
makes the determination of the merit
award on their own criteria. The most
common merit awards are college-spon-
sored scholarships, corporate or non-prof-
it scholarships, government-sponsored
scholarships (such as service academies
and state scholarships), athletic scholar-
ships for highly-talented Division I and II
athletes, and multicultural scholarships.
The timetable for somemerit scholarships
can be as early as the summer between
your upper and senior years. During this
time, students who are interested inmerit-
based aid should begin their research
by looking at two websites devoted to
scholarships: www.fastweb.com and
www.ed.gov/students/prep/col lege
In addition to the “scholarship” file of
printed material located in the College
Counseling Office, we also provide
detailed information about scholarships in
the “Financial Aid” and “Library” sections
of the College Counseling webpage.
Need-based aid is the most common
form of financial assistance. Since private
colleges cost more than Exeter, most col-
leges have an even higher percentage of
students on need-based aid; the Academy
provides need-based aid to almost half of
our students.
Need-based aid requires a family to submit
financial documentation which establishes
their eligibility. All colleges and universities
require a student to submit the federal gov-
ernment’s Free Application for Federal
Student Assistance (FAFSA). Some col-
leges and universities will also require their
own institutional form. In addition, over
600 private and public colleges also require
the Profile form, which is customized by
each college to provide the specific addi-
tional financial information each college
needs to assess a student’s eligibility for aid.
Two external parties - the federal govern-
ment’s Central Processing Agency, which
reviews the FAFSA, and the College Board’s
College Scholarship Service (CSS), which
processes the Profile form - serve as impar-
tial agents in assessing eligibility.
It is vitally important that students and
families not wait until senior year to find
a way to finance their education. To
assist families, almost all colleges and
universities provide printed and website
material which gives guidelines about
their individual policies and timetables.
24
Filing for
financial aid?
Make sure
you have completed
the FAFSA
and CSS Profile.
CHAPTER I I SUMMER
In addition, we suggest using some of
the most
helpful
and
commonly
used financial aid website resources:
www.fafsa.ed.gov, www.finaid.org,
and /or www.collegeboard.com.
Every family contemplating applying for
need-based aid should try at the beginning
of the college search process to determine
what their approximate eligibility will be.
By completing the College Board’s ‘Finding
Scholarships and Financial Aid’ calculator
or the ‘Need Analysis Financial Aid
Estimation Form’ on the finaid.org website,
families can be provided with an approxi-
mate Expected Family Contribution (EFC).
In addition, some colleges will have their
ownworksheet which can calculate the EFC
as determined by their own unique policies.
It is important to remember that this EFC
figure is only an estimate; some colleges and
universities will expect a family to paymore
or less than the EFC, depending on the col-
lege’s admission and financial aid policies
and the availability of institutional funding.
However, by knowing your estimated EFC,
you can begin to look more knowledgably
at grant and loan options for paying for col-
lege costs.
In addition, keep in mind these points
about financial aid:
• Aid is offered in packages consist-
ing of grants, work-study, and a siz-
able amount of loans. Carefully
consider whether you are willing to
assume a heavy loan burden.
• Most highly-selective institutions
offer few, if any, merit-based schol-
arships.
• Our experience has shown that
Exeter often awards much more
generous financial aid than colleges.
• Although many colleges are “need-
blind,” some schools may consider a
student’s financial eligibility as they
make admissions decisions. Because
of this, students should apply to sev-
eral colleges where their credentials
will place them among the strongest
candidates in the applicant pool.
•
It is possible for colleges to admit
you but deny financial aid, or to pro-
vide you with an aid package that
does not meet your calculated need.
This is known as “gapping.”
• On your summer college visits, ask
questions about each school’s finan-
cial aid policies: Is the college need-
blind/need-aware? Any merit-based
scholarships?
• If receiving financial assistance is
critical to your ability to attend col-
lege, you must include a financial
aid “safety” school on your college
list. This financial “safety” school
must both be affordable and fall in
the Category I group for admis-
sions. Often a state university in the
student’s home state is an appropri-
ate choice.
• Deadlines are important, and
many come early; a handful of
scholarship applications are due as
early as the summer prior to the
senior year. Although the federal
government’s FAFSA form cannot
be filed until January of the senior
year, we recommend that the
25
College Board College Scholarship
Service (CSS) Profile registration
form (Part 1) should be submitted
shortly after a student’s return to
campus in September.
• Students can register on-line with
Profile by checking the website
http://profileonline.collegeboard.co
m. If you are applying under an
Early Decision or Early Action plan,
you should register with the Profile
as early as possible. Worksheets to
help families complete on-line the
Free Application for Federal
Student Assistance (FAFSA), the aid
form required by all colleges, are
available at the ‘Library’ section of
the CCO website.
The College Counseling Office encour-
ages parents and guardians to discuss
financing higher education with their
children in order to assure that college
planning will reflect family circum-
stances and will promote the search for
any and all means of supporting our stu-
dents’ aspirations.
Please feel free to
speak with your college counselor if you
have any questions regarding financing
your college education.
26
CHAPTER I I I FALL
27
The College
Counseling Office
assumes that a student
accepted under
an early admission plan,
either Early Decision or
Early Action,
has completed
the application process
and will file no further
applications.
OPTIONS FOR ADMISSION
EARLY DECISION AND EARLY ACTION
Is applying early right for you?
Most colleges and universities offer an
early application plan that allows a senior
to apply by November 1 or 15 and receive
a decision by approximately December 15.
Some schools offer Early Decision, a bind-
ing plan that states that a student agrees to
matriculate if offered admission. Students
can only apply Early Decision to one
school. Some schools offer an Early
Decision II plan which is still binding but
has an application deadline later than
November 1. Typically Early Decision
candidates, if accepted, are required to
make a deposit at the university to secure
their place in the class.
Early Action, also an early admission plan,
is not binding. Students,
if accepted, do
not have to deposit until May 1. Some
schools offering Early Action plans
include: Boston College, Georgetown and
MIT. However, the College Counseling
Office assumes that a student accepted
under an early admission plan, either Early
Decision or Early Action, has been admit-
ted to their first choice school and therefore
has completed the application process and
will file no further applications. This phi-
losophy parallels
the
spirit of
the
Academy’s motto of “Non sibi,” and allows
the greatest number of Exonians to be
favorably considered at the most selective
colleges.
EARLY EVALUATION AND EARLY
NOTIFICATION
With Early Evaluation and Early
Notification plans, universities send a
preliminary letter indicating the likeli-
hood of acceptance in late February with
the official decision being mailed in early
April. On occasion, these plans may
advantage a student
in the review
process. Students should discuss this
option with their college counselor.
ROLLING ADMISSION
Many state universities render decisions
as
applications
become
complete.
Therefore, we encourage students to
apply to state universities with rolling
admission plans (for example, University
of Michigan or University of Wisconsin)
by late September of the fall term.
COLLEGE APPLICATIONS
The time has come. You have made your
college list, checked it twice, and are ready
to put pen to paper and start filling out your
college applications. Before you begin the
process, keep a few things in mind.
First, college admission officers expect hon-
est and complete answers to the questions
asked. Take time to read each part of the
application fully and,when possible, use the
space that has been provided. Whenever
possible, type your application.
Second, many application booklets provide
a checklist for keeping track of required cre-
dentials and important dates. Keep a copy
of this along with a copy of your completed
application for each school.
Last,work on your college applications a lit-
tle bit at a time. Read through the applica-
tion once fully, and then spend some time
thinking about how you want to organize
your academic and extracurricular record.
Jot down some essay ideas. Revisit the whole
process again and again. By working at it a
little bit at a time, you will havemore time to
prepare a full and attractive application.
CHAPTER I I I FALL
TYPES OF APPLICATIONS
State Applications
State university applications require tran-
script and testing information but may not
ask for teacher recommendations or an
essay. Some university systems, such as the
University of California, require the com-
pletion of a standardized self-reporting
form. Generally, students submit one
application to the university system and
indicate which campuses
they prefer.
Because many state universities admit on a
rolling basis, the College Counseling Office
strongly encourages all seniors to submit
state applications by
late September.
Students applying to the University of
California system need to complete the
application by November 30.
British Universities
The British university system, including
Cambridge and Oxford, uses a standardized
application form. Applications to British uni-
versities are processed through theUniversities
and Colleges Admissions Services (UCAS),
and are submitted online at www.ucas.co.uk.
Most British universities require an applica-
tion to be submitted prior to January 15. Both
Cambridge and Oxford have significantly ear-
lier deadlines, however, and students interest-
ed in either school must submit both the
UCAS application and an Oxford or
Cambridge application by mid-September, in
order to be eligible for overseas interviews in
the United States. Students should ask an
Academy teacher to be their referee before
mid-August, so that the referee’s recommen-
dation can be submitted to UCAS prior to
early September. The Oxford and Cambridge
applicationsmust bemailed to the U.K. by the
second week of September, so that the docu-
ments can arrive in the U.K. prior to the
October 1 postmark deadline; the online
UCAS application deadline for both universi-
ties is also earlier. Students may not apply to
Cambridge and Oxford in the same year, and
most successful candidates will have several
Advanced Placement test scores of ‘5’s prior to
their senior year. Additional information
about applying to British universities and the
application timetable are available from the
College Counseling Office.
The Common Application
Over 350 private colleges and universities com-
prise the Common Application member insti-
tutions which agree to give equal treatment to
the information provided in the Common
Application form. In fact, many more
schools have begun to accept the Common
Application as the standard. The advantage
of the Common Application is that stu-
dents can complete, thoughtfully and care-
fully, one version of the application and
send photocopies to participating institu-
tions. The disadvantage is that students are
often required to complete a supplemen-
tary application once the university has
received their Common Application.
Sometimes, students hastily complete or
don’t return this additional information
and thus jeopardize their applications.
If you use the Common Application you
must follow through fully on these subse-
quent forms. Each school has particular
application fees and deadlines, and you may
need to submit a letter stating the decision
plan or particular college within the uni-
versity for which you wish to be considered
if it is not clearly stated in the application.
Common Applications are available in the
College Counseling Office or can be found
online at www.commonapp.org.
28
CHAPTER I I I FALL
29
Institutional Applications
Most schools still offer some version of an
admission application. While similar in
appearance to the Common Application,
institutional applications may include
questions about legacy, visit information,
and different essay questions.
A STEP-BY-STEP GUIDE TO FILLING
OUT APPLICATIONS
Read the directions thoroughly and follow
the instructions.
If you are uncertain where to start, make a
copy of the application and write out a
draft to see how the information appears.
Remember that writing assignments often
take longer than you think they will. A
short-answer essay questionmay take you a
long time since you are trying to find just
the right four lines.
Also, technology can be both a blessing
and a curse. Be sure to allow time to work
out the unforeseen kinks.
Part I of the Application
Personal Information
The receipt of your Part I will often convert
you in the university’s system from a
prospective student to an official applicant.
Some of the typical questions asked in Part
I of the application are:
DecisionPlan: Standard options include Early
Decision, Early Action, or Regular Decision.
Name: Be consistent. Use the same name
that is on your Exeter transcript and SAT
tests.
Address: The permanent address is where
your family resides and themailing address is
where all correspondence, including the
decision, will be mailed.
Parent and Sibling Information: Check
and verify college attendance and gradua-
tion dates. If your parents did not attend
college, it is important for your colleges to
know that. You may be identified as a first
generation college student.
Phillips Exeter Academy Information:
Our CEEB number is 300185. The College
Counseling Office address is Phillips Exeter
Academy, 20 Main Street, Exeter, NH
03833. The phone number is (603)777-
3415. The fax number is (603)777-4326.
Fee/Fee Waiver: Personal checks, money
orders, or credit cards are acceptable. If you
receive substantial financial support from
the Academy, application fee waivers are
available through the College Counseling
Office Be sure to speak with your counselor
early in the fall. An application may be
processed and read without a fee or fee
waiver but the university might withhold
notification of the final decision.
Part II of the Application
Everything Else
Part II of an application takes a little more
time and thought to complete and must be
submitted by the application deadline. Part
II questions include:
Listing Senior Courses: Admission officers
want to see your full senior schedule. If the
space provided is divided into semesters,
draw a line down through the second
semester and separate out winter and
spring term. Be sure to denote intensive-
level or college-level courses.
Influences On Your Decision To Apply:
This question is less about the admission
process andmore aboutwhich of theirmar-
keting efforts are effective in getting stu-
CHAPTER I I I FALL
Students are
responsible for
contacting the Educational
Testing Service directly
and requesting
that their SAT scores
be sent to their schools.