By Mark H. Sklarow, CEO, Independent Educational Consultants Association
It has been wonderful connecting with so many of you this spring. Whether at the Chicago conference, the symposium, at affiliated conferences and outreach events, or virtually, it is always a highlight to hear from you about your successes and challenges. Now as our 2018–19 membership year comes to a close, I wanted to summarize this extraordinary year.
Recognition of IECA for Ethical Educational Consulting
Just a few hours after the admission scandal story hit the news, we were advising members, posting statements on social media, distributing news releases, and prioritizing the media requests that came pouring in. We believe IECA was mentioned in hundreds of major newspapers, websites, television, and radio stories. We worked to turn the story away from the criminal actions of a few into one focused on the value and need for an independent educational consultant, and IECA’s 43-year history of being the ‘gold standard’ in the profession. Indeed, by day four, this focus on ethical consulting was the primary story being reported. Now as some state governments look to try and legislate our industry, the need to belong to an association is essential.
There has been a 63% increase in public searches for an IECA member in 2018-19 over the previous year! The search has been enhanced by allowing members to describe their practice and include searchable keywords. We have added 7 professional videos to our website in the last year, five of which are consumer-oriented.
We launched our new online community, the Member Network (replacing the TalkList). The increase in member postings as compared to the old TalkList is dramatic. The Network gives members greater control over the discussions they receive via email (based on specialty). It allows for more robust discussion, archival searches on topics, a library to share documents, and facilitates member to member connections.
We organized 35 campus visits before and after our fall conference in Los Angeles and spring conference in Chicago. We also helped promote additional post-secondary, school, and therapeutic campus tours in both communities. Regional tours offered to members this year included the Red, White, and Blues Tour of 10 colleges in Alabama, Illinois, Mississippi, Missouri and Tennessee; the Big 10+ Tour of 8 colleges in 4 Midwest states; and the upcoming fall WOW Tour of 12 colleges in Western Oregon and Washington.
Tours around the 2019 Fall Conference will include Georgia schools, colleges, and programs; and multiple tours next spring will explore campuses in New Jersey, New York, Connecticut, and Rhode Island. In addition, IECA is working with British, Canadian, and Australian/New Zealand governments to co-sponsor international tours.
Our partnership with School Connections has helped IECA members connect one-on-one with independent schools. These pre-conference workshops at IECA conference hotels now also includes therapeutic programs.
This past year, IECA made a commitment to fund longitudinal research into the impact and effectiveness of therapeutic placements. We will continue this support for the Golden Thread project into the new year.
The Education & Training Committee is developing new ‘Education Intensives’ as a way to add a ‘deep dive’ into critical learning areas for members.
Our free monthly webinars for members ranged from sample essays to executive functioning skills to college planning for students with disabilities (there were a remarkable 2,053 webinar views last year).
Our member-organized College Symposium in Philadelphia was the largest symposium yet, with 140 attendees and included 10 colleges participating. The reviews have been overwhelmingly positive. Next year’s Symposium will take place in Ohio.
We continue to offer our signature Mentoring program to all IECA members at any time during their consultancy. Mentees receive direction and support with the goal of gaining confidence and independence.
Our more than 40 Regional groups across the country and worldwide allow members to connect and collaborate throughout the year.
The annual Professional Member Retreat provides a smaller forum for more experienced members to gather and address advanced business-related topics. The 2020 program will be held in California.
We offer 11 Affinity Groups for members to connect. These micro communities (just added to the Member Network) are led by members with similar interests in a specific topic and provide a space to network about what’s important to you.
We want to thank all of our volunteers—those who serve on committees, who have created campus tours, who present at conferences, who run regional groups, and serve in so many ways. It is the staff’s privilege to work with you as we begin to prepare for another outstanding year.
by Mark H. Sklarow, CEO, Independent Educational Consultants Association
I am pleased that in response to the recent college admission scam, many are looking for solutions that address colleges, athletic programs, the role of privilege, and the role of independent college counselors. Unfortunately, some have suggested a solution that would increase the benefits to the already privileged.
Some opinion pieces have appeared suggesting that no one should be allowed to charge for college admission advice. This attitude favors the wealthy, privileged families that are able to send their children to private schools, often costing in the tens of thousands of dollars and whose college counselors serve small numbers of just 20-30 students. Such a system provides a benefit to those privileged enough to provide such support, while leaving public school students behind. These public schoolers often face impossible ratios of 600 to 900 students per counselor—with that counselor handling crisis intervention, course selection, as well as college advising.
Independent Educational Consultants (IECs) help level the playing field by supporting working- and middle-class students who go to public school, by allowing families of more modest means to gain similar expert help and advice at an hourly rate that is affordable for most. In addition, all members of IECA commit to efforts to serve those from underserved communities.
Those that want to stop the use of all paid assistance (would they refuse paid tutors for students struggling in school, as well?) misunderstand the fundamental role of independent educational consultants. IECs help students explore college opportunities and find the right place for them to succeed academically and socially. IECs don’t get students admitted—they help students demonstrate why they deserve to be admitted at appropriately chosen schools. They help students find colleges they might not have heard of—often out of their region—and they help students put their best foot forward.
By Mandy Stangeland, MS, IECA Associate (CA)
Like most of the newer independent educational consultants (IECs) I have met, I jumped into starting my practice without any business experience. I had the knowledge coming from the college side of the admissions desk, but running a business was like speaking a foreign language to me. I took some certificate classes from UC Irvine, which was helpful, but I was still missing something, and I couldn’t quite put my finger on it.
Then I signed up for the IECA Summer Training Institute (STI) in 2018. I had read about it and it seemed like the logical next step for someone like me who had a year of experience under my belt but no real traction in my business. I quickly discovered the value in the program and realized what it was I had been missing: camaraderie.
The first thing I noticed was how I felt being on a college campus surrounded by like-minded individuals with similar goals. I thought “Wow, this is how our students must feel on their first day of college.” The IECA staff was there to greet us and was two steps ahead of anything we could possibly need (including the aspirin I required one morning for the unexpected and very unwelcomed migraine).
Our cohort was quick to bond over our experiences and our insecurities, which made everyone feel very comfortable. We were able to easily relax and soak in the abundant amount of information that was not thrown at us but spoon-fed carefully to make sure we relished every bite. There were lectures, break out sessions, special topics, and even special guests flown in from all over the world to help us achieve what so many in this industry have already mastered. I was blown away by the faculty’s willingness to share what had and had not worked for them. They even supplied us with examples of contracts, price sheets, and breakdowns of how they work with clients. What I thought would be impossible to acquire from my competition was delivered to me in a two-inch thick binder that has been worth its weight in gold.
The message was clear: there is plenty of business to go around and we want you to succeed. Our success as business owners is reliant on our success as an industry. When we support each other, we all win, especially the students.
Knowing that IECA and my fellow members have my back gives me the confidence I need to go forward. The people from my STI cohort are more than colleagues, they are friends. We share our best tips with each other, consult with each other based on our niche or expertise, and room together at conferences (often saving a bundle on travel expenses). When there is an IEC event, we often seek each other out via a group text or through our private group Facebook page so we can claim a table and settle in quickly. We have even adopted some honorary members because the goal is to never be exclusive. It’s the inclusive culture of IECA that brings so much value to this industry. And for me, that’s how I know I have chosen the right fit profession.
Mandy Stangeland, Wise Owl College Consulting LLC, can be reached at [email protected] consulting.com.
2019 Summer Training Institutes
July 9–July 13
Claremont McKenna College, Claremont, CA
July 30–August 3
Swarthmore College, Swarthmore, PA
Visit https://link.IECAonline.com/sti for more information.
By Heather Eckert, Assistant Head of School for Enrollment Management, Indian Mountain School
After sitting on the secondary school side of the admission desk for years, I admit that I was not exactly sure what awaited me when I took over the admission efforts at a boarding and day school for grades preK–9. Yes, I had worked with graduates from junior boarding schools during my time at secondary schools, and I had a strong sense of the school communities, programs, character development, and diverse classroom and elective offerings they could provide. I was used to seeing the educational outcomes at secondary schools; in my new role, I was able to witness the transformative journey that takes place at a junior boarding school.
As I begin my third year, I have seen firsthand how profound and necessary this type of educational experience is for so many adolescents. Junior boarding schools are remarkable places where middle school students can live and learn. Quite frankly, they are the best kept secret in the boarding school—and middle school—landscape.
Experts in Middle School Education
For decades, junior boarding schools have focused on and studied the transformative—and sometimes tumultuous—middle school years. They are experts on creating innovative, caring, close-knit residential communities where the faculty and administrators not only understand students in that age group, but are leaders in their craft. They truly “get” what it means to be a 10–15-year-old. With academics, electives, weekend activities, and leadership roles, the 24/7 learning environment enables students to embrace a growth mindset and develop independence by living away from home as a sixth through ninth grader. It’s a place where it is cool to be smart and to want to learn and a home for students who might otherwise be in a classroom where not all their peers are on the same page academically or where learning is a secondary focus. For those who are ready, it is an environment where students will find like-minded friends, committed and passionate teachers, and the opportunity to be challenged and stimulated daily in so many ways.
Personalized Academic Approach
By meeting students where they are, junior boarding schools can appropriately challenge and support middle schoolers in the right context and at a pace that is optimal for each individual student. With experienced academic support structures in place, schools can set a wide range of learners up for success. For high-achieving students, the transition is often seamless. From day one, students are met with passionate faculty who are ready to inspire and share their love of learning. A variety of programs and learning supports area available to help students who need more academic support, who may have a difficult time in other ways, or who may have felt like an “other” at their previous schools.
At my school, for example, I love that tutoring happens during study hall and in our library. Weaving academic support into daily life creates a culture where it’s cool to be tutored—or not to be. Because of that supportive environment, students often emerge with a new lease on their academic life, displaying renewed confidence and excitement for learning. Certain junior schools are known for specific areas of expertise or specialized offerings, so it is crucial to do a bit of research before visits. Character development is also a central part of school missions and an essential focus. Graduates should not only be ready for their next step academically but also leave with a strong moral compass and global sense of responsibility and citizenship.
Depth and Breadth of Offerings
When students arrive with distinct passions, junior boarding schools guide them to expand on those deep interests with a wide range of opportunities that are similar to what secondary schools offer. Have a student who is obsessed with coding? Basketball? Sustainability? Speech and debate? Marine biology? Wants to try squash? The list goes on. Others are looking for more variety and balance, and with so many options in one place, schools can provide access to learning opportunities in and out of the classroom that students may have never known existed (or were not possible) in their previous school settings. I had an advisee from Hawaii who could not physically get to all of her after-school activities because of transportation and logistical issues. She loved soccer, dance, engineering, and wanted to be in the rock band. She found a school that had all of that and more under one roof.
Safety and Structure Plus Independence
Striking a balance between a high level of structure (particularly compared to boarding high schools) and the chance for students to gain independence and time-management experience, junior boarding schools are caring communities that cultivate the skills necessary for students to be ready for secondary options and beyond. With around-the-clock supervision even on the weekends, they encourage students to explore, learn, grow, and, most importantly, have fun in a community where safety is key—and there may happen to be a few faculty kids, dogs, chickens, and cats to make it really feel like home away from home.
Is Junior Boarding School the Right Next Step?
This may not come as a surprise, but the best way to determine whether a junior boarding school is right for a child is to visit campuses. Admission offices often hear that students come home inspired after an amazing summer camp experience or they watch older siblings return home from a secondary boarding school and are hungry for a similar opportunity. Sometimes younger students would benefit from repeating grade 8 or 9 before high school for a variety of reasons, or students want to test out the boarding waters for one or two years before committing to a high school program. If you have not visited a junior boarding school, don’t miss out on those special school communities and add a visit to your to-do list in the weeks or months ahead.
Heather Eckert can be reached at [email protected] mountain.org.
by Mark H. Sklarow, Chief Executive Officer, Independent Educational Consultants Association
Let’s assume you were an admission director for a day. One spot remains for the class of 2019 with two folders in front of you. Candidate A is a brilliant young woman, with a 4.0 GPA which she achieved without breaking a sweat. In fact, she cruised through high school, never once experiencing a downturn personally or academically. Candidate B achieved a GPA a bit lower, let’s say a 3.6. But she did it faced with challenges: personal, familial, and academic. She wasn’t scared off by tough classes and succeeded with grit, determination, and a healthy dose of persistence.
By Mark Cruver, MEd, IECA (GA)
Deferment can be equally as troublesome for independent educational consultants (IECs) as it is for students. After spending countless hours and weeks advising, coaching, encouraging, and motivating students to apply to first-choice colleges and universities, we all wait with anticipation for the news. When the moment arrives for some, the rattled voice on the other end of the phone communicates all we need to know. And then, much like our students, we wonder what went wrong.
By Aria Carter, MSEd, Director of Admissions, The Greenwood School
I am often asked about admissions work in LD boarding schools for the frustrated learner. What is getting in the way of a student finding success in school? How do you know if what you are seeing is organic vs. situational or emotional vs. academic, and what can you do to tease it apart? Often, an honest, open dialogue between the admissions staff, parents, and the independent educational consultant can reveal the best placement for students.
By Sarah Contomichalos IECA (ME), Jack Cao, IECA (China), and Elizabeth Cashel, IECA Associate (NY)
International students are an important population for US high schools. Although admissions officers are very aware of the positives this population brings to their schools, it can be challenging to understand and correctly interpret their credentials. When working with the British, Chinese, and Russian elementary and high school national curriculums, for example, it is necessary to understand the grading systems, external exams, how to differentiate the level of the student within each system, and other cultural considerations. Independent educational consultants (IECs) are key to helping schools understand how to read international students’ qualifications.