Five girls from the U13 Gold team were selected to play for the Region 6 PDP team in Manteca over the October 17th weekend.
Kamari Hines, Maggie Bell, Emily Curry, Jordan Holt and Kaleigh Grijalva were all selected to the team. The Region 6 PDP team is made up of the top female players born in 98-99.
The Region 6 PDP trains and plays against other Regions in Northern California.
Congratulations girls on being selected into such an elite group!
There is a paperback magazine called the 2002-03 NCAA Guide For The College Bound Student-Athlete. Theses magazines are available at the High Schools, just ask an advisor or athletic director. The magazine also contains the NCAA Clearinghouse registration form which is a requirement to be filled out in order to participate in College Athletics.
www.ncaa.org
To contact the NCAA Clearinghouse:
NCAA Clearinghouse
PO Box 4044
Iowa City, Iowa 52243-4044
319-337-1492 office
319-337-1556 fax
By Ramona Barber
Ramona Barber is the Iowa State Youth Soccer Association Education Director and a contributor to Sports Communication Publications
Very few college coaches will offer athletic scholarships to players they haven’t seen play. Also, most college coaches will not take players seriously until the completion of their sophomore year. Players who will be juniors and seniors in high school should be sure to contact coaches at colleges that interest them and arrange to have their play evaluated. Here are some tips about contacting coaches.
Good Luck!
By Ramona Barber
Ramona Barber is the Iowa State Youth Soccer Association Education Director and a contributor to Sports Communication Publications
Every year there are always a small number of athletes known as blue chippers. A blue chip player is an athlete who is considered a superstar. Penny Hastings author of How to Win a Sports Scholarship says that blue chippers “typically are national record holders, state champions and/or holders of national scoring titles.” They are individuals who can come into any high-level program and make an immediate impact. Coaches seem to have an inner radar that makes them very aware of these athletes. However, blue chippers are a scarce commodity. The vast majority of players are not blue chippers. The rosters of most college teams are filled by serious, competent athletes who do not stant out quite so much as individuals. In any given year, there are more athletes who dream of playing college sports than there are openings on college rosters. Therefore, the majority of athletes who want to participate in college athletics need to be very pro-active in searching out and pursuing all possible opportunities.
There is no magic formula that can guarantee automatic selection to a college sports program, but, there are some guidelines which can improve an athlete’s chances. After five years of traveling throughout the U.S. giving athletic workshops, visiting colleges, and interviewing coaches, I have concluded that those student-athletes who do both their academic and athletic homework have the most success in getting college coaches to give them a chance. Coaches are more inclined to select players who seem to value the academic as well as the athletic programs available at their schools. Very few coaches are even remotely interested in athletes who are just fishing around for a place to participate without looking into the total experience that their college offers.
The main reason that many good athletes never get the chance to compete in college is their own unrealistic perceptions of their personal ability. It is also sad but true that athletes are too often sabotaged my well meaning parents or club/high school coaches who foster inflated expectations. Unrealistic dreams and expectations often lead athletes to severely and unwisely limit their options by refusing to consider anything but the most highly visible, nationally ranked programs. These programs have athletes competing for a chance to play. For example, Creighton University’s nationally ranked men’s soccer team processes over a 1,000 letters a year from would-be players. This does not include e-mail inquiries. In a normal year, they will receive over 700 telephone requests for information. The competition for the few positions open on the squad is intense.
While Coach Bret Simon makes a serious effort to evaluate all potential players each year, only a very few athletes are offered chances to compete at Creighton.
When contacted by a prospective recruit, most coaches will reply with a form letter and a profile sheet. The profile sheet should be returned promptly. A player should continue to send the coaches additions to their profiles and updates on their sport schedules. There are a variety of rules governing when a coach can call a player but there is not rule against a player calling a coach. Players should be reasonable about the calls they make. It won’t help their cause to call a coach on a daily basis. If after repeated attempts, a player fails to get a response, he/she should read between the lines…the coach is not interested!
If a coach is interested, he/she usually prefers to communicate with the prospective player and not parents or others during most of the recruiting process. If a player is recruited to a college, he/she is going to have to be able to communicate with the coach. College sports are not like youth sports which foster personal interaction between coaches and parents. College coaches view students as young adults. While they are more than willing to communicate with parents about legitimate concerns regarding their children, they are very wary of the parent who makes himself a nuisance before the athlete is even offered a position. I have heard many coaches say, “I would have recruited the kid, if it weren’t for his parents.”
With the exception of those sports that feature timed or distance events, there is no universally accepted or objective standard to judge the performance of young athletes. During the recruiting process, it is the college coach’s perception of an athlete’s ability that counts. As strange as it may seem, a top recruit at one college may be considered a reject at another school. There is a fine line between communicating an athlete’s abilities and outright bragging. Coaches like self assured, confident athletes but still expect them to be respectful and humble. Coaches do not take kindly to players who give them the impression that they are doing the coach a favor by considering his school. A player is always better off if he/she remembers the old saying “show, don’t tell!” Prospective collegiate athletes should try to arrange for coaches at colleges that interest them to evaluate their performance one or more times. The more highly rated the sports program, the more times a coach will want to evaluate. Parents and club/high school coaches should remain in the background during the evaluation process. The more pressure that parents or others put on the college coach, the more likely that the coach will begin to look for fault in the player’s performance. After the evaluation period, the player should politely ask if the coach thinks that he would be able to earn a spot on the squad. Very few college coaches enjoy having to tell young athletes that they do not have a place for them. If the coach says no, his response should be accepted with good grace.
Although it might be hard and unpleasant, it is helpful if a player can ask the coach who is rejecting him/her what can be done to improve and what other college programs the coach might recommend. Some coaches will give helpful responses and some will not. But, if the player has already been rejected, he/she has nothing to lose by asking.
A player should wait until he is sure a coach has a sincere interest before he/she brings up the subject of scholarship money. It is very embarrassing for both sides if a player or parent is asking how much money is going to be available at the same time a coach is trying to diplomatically communicate that there is no opening on the team. Keep in mind that everyone coming into a program is going to be offered money. In many cases, only the blue chip players are offered significant athletic scholarships.
College coaches often communicate with each other. It is not unusual for them to discuss the new crop of hopefuls. Every year I hear stories of parents who disagree with a coach’s evaluation of their child and proceed to call the coach and tell him that he is an idiot. Publicly venting disappointment will not help any one and will give the athlete a very bad reputation. The coach has the right to have who he wants in his program.
In very high profile athletic programs, it is not uncommon for the assistant coach or coaches to be responsible for recruiting. While the head coach makes the final decisions, he often depends on his assistants to separate realistic prospects from those who have no chance. Sometimes a head coach does not get involved in talking to prospective recruits until the final stages of the recruiting process. It is a major mistake for players, parents or others to pass over the assistant coach and insist on talking with the head coach. You should realize that when there are close decisions as to who to make offers to and who to pass up, the assistant coach’s input is often the deciding factor.
Keeping in mind that “a bird in hand is worth two in the bush.” Players should seriously evaluate the programs of all the coaches who show an interest in them. If a school is definitely not a good match, they player should thank the coach for his interest and tell him the truth. On the other hand, if a player discourages coaches who are genuinely interested simply because they aren’t his/her first choice, then that player may end up with no place to play in college. This is sad because, a player doesn’t have to be a blue chipper to be a significant and valued member of a team!
By Ramona Barber
Ramona Barber is the Iowa State Youth Soccer Association Education Director and a contributor to Sports Communication Publications
“One picture is worth a thousand words!” So, how much more is a video worth? Quite a bit to some college coaches. Sooner or later, players investigating college soccer programs will probably be asked by a college coach to send a videotape. Putting together a quality video takes time and thought. It can also be needlessly expensive. Cost can be kept to a reasonable level if parents on club teams work together to collect video footage. Ideally, teams should be encouraged to begin collecting video footage when players are in their sophomore year of high school. A special effort should be made to tape games against strong opponents. It is a waste of time and money to tape games with mismatched opponents. Players should also have themselves videotaped while participating in other soccer activities like Olympic Development, high school games, international travel tournaments, three-on-three-tournaments, specialized clinic sessions, etc. Be sure to have a tape of a training session available because it is not unusual for coaches to ask for one. By the beginning of their senior year, players should have access to various kinds of footage that shows their soccer skill level and playing ability. The footage can then be adapted and personalized to meet the requirements of individual college coaches.
Never send an unrequested video to a coach. Not all coaches accept videos. Coaches of some of the more prominent college soccer programs discard hundreds of unsolicited soccer videos each year. Don’t waste time and money preparing a video that won’t be seen. The lower a school’s recruiting budget, the more likely the coach will request a video. A low recruiting budget is not necessarily a sign of a second-rate soccer program. Often, schools with lower recruiting budgets are using their money to develop their academic programs. Investigate all the colleges that interest you. When you have identified the schools that you like most, contact each coach by letter or phone and ask if he would like to receive a video. Find out exactly what type of action he prefers to see. Ask how long the tape should be. Some coaches have very definite ideas about how much time they are willing to invest in video watching. If a coach wants a game, send a video of a game. If la coach wants skill practices, send footage of skill practices. If he wants highlights, give him highlights.
If a player has collected various kinds of video footage between his sophomore and senior years, it is relatively easy and inexpensive to edit the material into two or three different video segments. Most coaches request one or more segments of three basic types – an unedited game, action highlights or a combination or action highlight and training sessions. Coaches do not expect polished, professionally edited film. It is important that the individuals who video have above-average ability to capture player movement. If the footage is of low quality, don’t include it no matter how wonderfully you played. Coaches get frustrated watching poor quality tapes. Some players can put together suitable videos in their own homes using their personal video and/or computer equipment. Players who don’t have the equipment or aren’t comfortable editing their own videos can look in the yellow pages under production services and find a competent editing service. Individual freelance photographers, the type that cover weddings and special events, are often much cheaper than corporate-oriented video services and can do a very satisfactory job. Before hiring a professional, be sure to ask about his experience filming athletic events. Ask to see some tapes that he has done. Remember that colleges often tape many of their athletic events. Check with local college athletic departments to see if they may have staff willing to hire out to do athletic filming. On very important events, like regional cup competitions, do not rely solely on a professional video service. Encourage parents to also shoot their own footage. The more angles and the more film shot, the more options players will have when they begin to edit film.
Be sure that each completed video cassette is clearly labeled with the player’s name, address and phone number. Don’t make the mistake of labeling only the box that holds the cassette. Cassettes can easily get separated from their boxes. At the beginning of each taped segment, include a verbal mention of the player’s name, address, uniform color, uniform number and position on the field. If the color or number of the uniform or the player’s position changes between segments of the video, verbally note the changes. At the beginning of each segment, also note when and where the action is taking place and the level of the competition of any game footage. No coach wants to see a blowout game. Showing play against weak opponents can even hurt your cause. Don’t worry about showing footage of games in which your team has lost. The coach is interested in your performance, not in who won the game. Make sure that all footage is clear and visible. Never give editorial comments like “This was a great game which I single-handedly won!” Coaches feel that they are smart enough to understand the video with out a play by play description. Don’t include footage from before the end of your sophomore year. Especially don’t include footage of you as an eight-year-old playing soccer for the first time. The coaches want to see what you look like now. They don’t care how cute you were in elementary school. Make sure that you have footage of your movement both on and off the ball. Most coaches want to see views of the field as opposed to isolated shots of the player. Goalkeepers especially are often asked to provide footage of training sessions. Try to start the tape with an impressive piece of footage. You have no guarantee that coaches will watch the whole video. First impressions count!
Realize that most coaches receive a large number of inquiries from players who are not seriously interested in their program. In order for a coach to take a player seriously, the player must convince the coach the he is sincerely interested in the coach’s program. After a coach indicates that he want a video, make the most of the opportunity. Remember, the key to an effective video is personalizing it for the coach. A coach will be pleased with that player who makes a special effort.
By Tim Nash
A video of your soccer prowess can get a college coach’s attention, but unless you do it right, your video will get the eject button.
Whether you’re hoping for a soccer scholarship or simply trying to give a college another reason to admit you, sending a soccer video along with you soccer resume to college coaches may be worth the effort. A video won’t automatically open doors (and it isn’t a substitute academic or soccer credentials), but it can be a great way to introduce yourself–and make an impression.
One problem: Coaches get more videos than they have time to look at. Unless your video is good, coaches won’t watch it all–even if you’re the next Tab Ramos or Mia Hamm.
“The more time someone puts into preparing the video, the more likely I am to look at it,” Ohio State head women’s coach Lori Henry says. “If its just thrown together, I don’t have time to look at it.”
Common mistakes
A well-made soccer video showcases a player in game situations. But many candidates make one of two mistakes: They produce either a collection of game snippets or a long and full game-length video.
“Players feel the need to show their best plays,” says Princeton University coach Bob Bradley. “But most coaches are looking beyond just a good play or two. I want to see how a player handles himself on the field. Coaches get wonderful highlight clips put to catchy music, but that just doesn’t mean much.”
Nor do coaches like to receive two-hour game tapes.
“We don’t have time to watch a tape where someone’s daughter touches the ball only a half-dozen times in a game,” says Lori Henry. “The tapes I like to watch are the ones where the players have gone out of their way to research all the games they have played and have picked out good environments to showcase themselves.”
What to include
Make sure your video shows more than your dribbling and scoring. Coaches are interested in your defensive play, how you handle the ball under pressure, your passing skills and other things, such as on-field communication and what you do when you don’t have the ball.
Juggle for the camera. “Kids think it’s kind of corny, but for us to see a person touch the ball 150 times within a three-minute span really gives us a good idea of what the kid is like,” says April Kater, head coach of Syracuse University’s new women’s program.
Goalkeepers should include a variety of the saves they have made. Coaches realize that almost anybody can catch a ball hit right at him. They want to see you diving low, diving high, handling crosses, stopping one-on-ones and punting.
Be sure to label your tape with your name, address, phone number, position, team’s name, and jersey number. “You don’t know how many videos we get where the players give their names, but don’t tell us who they are on the video,” says April Kater.
Don’t ask a coach to return your video. Copies are inexpensive and can be made at home if you have access to two VCRs.
Finally, send a schedule of your games and tournaments with your video. Some coaches may actually come out and watch you play.
Should you make your own video?
Making a good video takes skill, equipment and tapes of your games. If your family has a camcorder and a VCR, and you and a parent or a friend want to give it a try, take time to read the equipment manuals and visit the library to find out as much as you can about producing a video. If you don’t have the time of the inclination to do the job yourself, you could hire a video company to do it for you. Ask your coach if he knows of a company, or check the local yellow pages under “Recording Service-Sound & Video” and “Video Production Services.”
A professionally produced video can include music, a title, an introduction, and even a greeting from the player. But be forewarned: They are expensive. Most video companies charge between $50 and $60 per hour (with a half-hour minimum) to edit a video from game tapes. Rates for taping vary across the country, but it could cost as much as $200 to tape and edit a game. That’s not with in your budget? Then check out the audiovisual department at your high school. A student may be willing to tape and edit your tape for free as a school project or for a lower fee than the pros would charge. Or, several families with team members could share the cost of having game tapes shot professionally. The tapes can then be edited separately for each player.
Are videos essential?
Unlike your GPA and your high school transcript, a soccer video is not a requirement. Don’t feel that your college application will be weak in you don’t send one. Rutgers University coach Bob Reasso says he is more interested in a player’s resume and references than he is in seeing a video. Mike Noonan, head
coach at Brown University, says, “A tape gives a coach an idea of the type of player and the level he is playing at, but it’s very difficult to gauge other things such as speed, on tape. In an era of advanced technology, we sometimes forget how important it is to meet face-to-face.
November 24, 1996
Coach Rob Thompson
Field House – Maine St.
Durham, HH 03824
Dear Coach Thompson,
I am in the process of searching for a university which has the unique combination of both a top level soccer program and a high academic standard. The University of New Hamshire is one of the few universities that can claim both of these attributes.
The enclosed resume details my soccer profile and academic standing. I am currently in my junior year of high school with a GPA of 3.91 on a 4.0 scale and I am taking college preparatory classes such as honors chemistry and honors biology.
I play with two club teams, Iowa City Alliance (U-18) and Des Moines Olympiakos (U-17). The Alliance was the 1995 Iowa state champion at U-17 and is the runner-up this year at U-18. TheOlympiakos won the Iowa state championship this year at U-17 and eas last year’s state champion at U-16. I am starting striker on both squads. Both my club teams play with a 4-4-2 lineup.
I have played striker with my club teams and high school team but I also have experience playing defense. I was the starting left fullback for the U-18 Iowa ODP team. I am more than willing to play at any position in order to be as effective for the team as possible.
I believe that I have the necessary soccer skills and abilities which would contribute to the success of your program.
Thank you for any consideration you can give me as a future Wildcat. Please send me information on your program that may help me better prepare myself to attend and play at the University of New Hampshire.
Sincerely,
Name
Address
Phone number
By Ramona Barber
Ramona Barber is the Iowa State Youth Soccer Association Education Director and a contributor to Sports Communication Publications
Fall is the time for the serious high school student-athlete to plan for taking college entrance exams. Entrance exams are used as one of the admissions criteria by most college admissions offices. Many students put off thinking about these exams until May of their junior year or fall of the senior year. But, a student-athlete who wants to participate in college varsity sports programs can not afford to wait that long to begin to think about the testing process.
Student-athletes need to be aware of four tests: the SAT, the ACT, the PSAT and the PLAN. Traditionally, the ACT has been a Midwestern test accepted by most Midwestern schools while the SAT was required by the rest, especially by ivy league or other highly selective academic schools. In recent years, this distinction between the SAT and ACT has blurred. A majority of the schools now accept either SAT or ACT scores. This can work to a student’s advantage because some students consistently get better results on one test or the other. To prepare for the SAT and ACT, preliminary tests called PSAT and the PLAN should be taken during the sophomore to give students a predictive score for the actual ACT or SAT. These predictive tests are especially helpful because they give families an idea of what college academic level a student should be considering.
Its is a fact that college athletes can not play unless they are academically eligible. Most college athletic programs are governed by organizations like the NCAA of the NAIA that have established academic eligibility rules for athletes at member schools. In addition to these minimum standards, some colleges have their own, more rigorous academic requirements. Taking the PSAT or PLAN or both is a MUST for would-be college players. When the test results come back, a student will know if he/she might have a problem. It is extremely helpful to identify any testing problems early. Of all the criteria for college admissions, the college entrance exam scores are the easiest to improve. High school counselors, independent academic advisors or programs like KAPLAN Testing or the Sylvan Learning Center can help students better their test taking skills. If you have a problem, sign up to work with a local program that has shown results in helping students improve their SAT and ACT scores.
Take the PSAT or PLAN again early in your junior year to see if you have shown any improvement. Some colleges pay generous academic scholarships based on nothing more than a student’s SAT or ACT scores, so even students with relatively high scores may want to try to raise them in order to fall into the academic scholarship range. Athletic scholarships are great. But, most are given for only one year at a time and must be renewed annually. In contrast, most academic scholarships are given for four years providing a student maintains a certain grade point during college. Keep in mind that the PSAT is given twice in October and this is all. If you miss it, there will be no other chance to take it during the year. Juniors planning to try for the National Merit Scholarship should be aware that scholarship winners are selected from junior students on the basis of October PSAT results. Juniors who miss the October PSAT will not be eligible for the National Merit Scholarship program. It is not unusual for high school counselors who are unfamiliar with the athletic recruiting process to suggest that students really don’t need to take the PSAT if they aren’t on a National Merit academic level. Since many students dread the thought of taking these tests, they cheerfully accept the counselor’s advice and decide not to take the tests. This is not a good idea. Be firm and polite with schools officials but sign up for one of the test. If the tests are not being given at your school, check around and arrange to take them at another high school. Before approaching college coaches, you need to have a good idea of BOTH your academic and soccer-playing levels.
By spring of your junior year, you should be ready to begin the final steps in the testing process. Don’t wait to sing up for your exams. Get an application from your school counselor in the fall, choose your date and send in the paperwork. This should assure that you will get your choice of testing locations. THE BEST TIME FOR AN ATHLETE TO TAKE THE ACT or SAT FOR THE FIRST TIME IS IN MARCH OR APRIL OF THE JUNIOR YEAR. If you take them earlier in the year, you may not have been exposed to some of the math concepts that will be on the tests. If you wait to take the until June, you will not have your scores back in time to notify coaches before you go to summer competitions, recruiting camps, or other athletic events. It will take three to six weeks to get the scores back. Student-athletes should be contacting coaches at potential colleges during late spring and early summer before their senior year. Expect the coaches to ask for your scores. Recently, there has been a strong backlash against athletes who are at risk academically. Coaches want to recruit players with solid academic credentials. The better your grade point and college entrance exam scores are, the more likely a coach will be serious about you. If you expect problems with your scores, do everything you can to raise your grade point.
The biggest mistake student/athletes make is to wait until their senior year to take the college tests for the first time. DON’T WAIT. You can take these tests as many times as you want. Most colleges will consider all your scores. For example, if your math score was higher on the April test but your English score was higher on your October test, many colleges will combine the highest math and English scores. Unless you are positive that you will be satisfied with your score, DO NOT have your scores sent to any colleges the first time you take the test. For a fee, both the SAT and ACT testing services will send you a copy of the test you took along with the answers you marked plus the correct answers. You may find this helpful in identifying areas of weakness to work on before you take the test again. Keep in mind that the mathematics on the tests covers the first three years of school. If math is not your best subject, DO NOT wait until October of your senior year to take the SAT or Act.
After you have identified colleges that interest you, call and talk with those college coaches about your academic background. Be truthful about your abilities. Most will try to help in any way they can if they feel you are sincerely interested in their program. Some coaches can smooth the path with the college admissions office. Be blunt and ask if the coach thinks you will have any problem with the admissions process. You do not need to waste your time if there is no chance of admission. Remember, the more personal effort you put out, the greater your chance of success. Good luck!
By Kent & Ramona Barber
By Margaret Opsata
Margaret Opsata is a contributing editor at Dow Jones Investment Advisor Magazine. In the January issue of Spirit, she will look at portfolio diversification.
There are millions of dollars out there that could help provide financial aid to your children when they go to college — if you know how to play the game.
Sending children to college is one of the most expensive investments that most people ever make. It ranks up there with buying a home and saving for retirement. However, though about $37 billion of financial aid is available annually, a fair amount of it goes to folks whom no one would ever call needy, such as families with incomes of $100,000 and up. To tap into this gold mine, parents must understand the current rules of the game.
Many people think that the student’s senior year in high school is when most college decisions are made. Actually, the most crucial time from a financial standpoint is the calendar year that starts on January 1 of the youngster’s junior year. “That’s when the so-called base year begins, which is the year that the financial aid people care about,” says Peter Laurenzo, a certified financial planner who heads College Aid Planning Associates in Albany, New York, and is the author of College Financial Aid: How to Get Your Fair Share (Hudson Financial Press).
During the base year, families fill out the Free Application for Federal Student Aid, usually abbreviated as FAFSA, which the U.S. Department of Education uses to calculate how much a family can afford to pay toward college costs the following year. This amount is known as the Expected Family Contribution or EFC. The 1999 FAFSA deadline is May 3, but the form should be completed as soon after January 1 as possible to maximize your chances for aid.
FAFSA contains a number of suprising provisions. For instance, it discourages savings in the child’s name because the government assumes that thirty-five percent of the child’s assets will be spent on college, compared to only six percent of assets that are held in a parent’s name. Many families are confused because their financial advisors have encouraged them to save in the child’s name because, after youngsters reach age fourteen, their earnings are usually taxed at a lower rate than their parents’. (The 35:6 ratio was under scrutiny by Congress and may have been modified by the time this article appears.) Otherwise, parents of college-bound children will want to weight the tax advantages against the financial aid consequences.Other provisions of FAFSA
offer some creative planning opportunities. “For instance, equity in primary residence, annuities, and cash-value life insurance are not counted in the formula, so it might make sense to pay down your mortgage or buy more life insurance before your base year begins,” says Jeff Adelstone, a certified financial planner with Adelstone Financial Services in Tucson.
This might be the time for a parent to go back to college because the expected Family Contribution per student is reduced when more than one family member attends college at the same time.
Self-employed people also stand to benefit because FAFSA discounts business assets by forty to sixty percent. “This could be the year when you finally launch that business you have been dreaming of starting,” Andelstore suggests.
It might also be the time for a parent to fulfill a lifelong dream of going to college or earning an advanced degree because the EFC per student is reduced when more than one family member attends college at the same time. “If you take six semester hours, which usually means two courses, or if you are a fifty-percent-of-full-time student, you could count as an additional student in the family,” Adelstone says.
Even if a family does nothing to lower its expected contribution, the EFC is almost never as large as the actual cost of attending a four-year American college today. There usually is a financial gap that has to be filled. Parents can borrow the difference at market rates, of course, assuming that their credit is good, but the better approach is to find out how much financial aid is available from the college that has accepted the student.
To answer this question, most school ask parents to fill out a College Scholarship Services Profile that uses data from the base year to provide a snapshot of the family’s finances. The college then puts together a financial-
“If your child has straight A’s and is active in student government, while my child has a C average and no activities, most colleges will be more creative with your financial-aid package than with mine.”
aid package for the youngster, using a combination of scholarships, grants, work-study opportunities, and loans, both subsidized and unsubsidized. “The higher the percentage of scholarships and grants in the package the better, because these do not have to be repaid,” notes Richard Lewis, a chartered financial consultant who heads R.W. Lewis & Associates in St. Louis and is the author of How To Pay for a College Education Without Going Broke (Bob Adams Inc.). “Next best are work-study offers and subsidized loans that charge lower interest.”
Parents sometimes assume that two schools with similar tuition and living costs will offer similar financial-aid packages, but this is not always the case. “Some schools have a history of better endowments,” Laurenzo points out.
The size and composition of the financial-aid package also can vary according to how badly the school wants a particular student. “If your child has straight As , is active in student government, and has earned a letter in a sport, while my child has a C average and no extracurricular activities, most colleges will be more creative with your financial-aid package than with mine,” says Lewis. John Lind, vice-president for enrollment management at Southwestern University in Georgetown, Texas, tends to agree. “These days, many schools, including ours, are awarding financial aid less on the basis of need and more on the basis not merit,” he says.
As a result, students with strong academic credentials, a good record of community service, and/or interpersonal skills that colleges prize may be able to improve upon the financial aid they are first offered, even if they come from affluent families. “If you go back to the financial-aid officer and say, ‘My child would really like to attend your school, but this other school has offered us a better package,’ the college you want may readjust its numbes and come up with a more favorable offer for you,” Laurenzo says.
Note: The information in this article is intended to be general in nature. Talk with an accountant or financial advisor about the best strategies for your situation.
ALTERNATIVE SOLUTIONS
Students who meet one of six conditions are awarded financial aid without regard to their parents’ financial situation:
“When the only information that has to be submitted is about the student’s own finances, the youngster is likely to qualify for a much better aid package,” says Jeff Adelstone of Adelstone Financial Services.
No one would advocate marriage or pregnancy as a way of obtaining more financial aid, but some families may want to consider the military-service option, particularly when a child is uncertain about a career path or is not especially interested in higher education right now.
Another way to cut costs is to complete the first two years at a community college, where tuition is low and the student can save money by living at home. “No one ever asks where you started school as long as you eventually earn the degree you want,” notes Richard Lewis of R.W. Lewis & Associates.
The Internet is chock-full of ideas and information about college financing choices. Good places to begin are College Board Online and the Financial Aid Information Page.