Careful Assessment Leads to Proper Placement for Frustrated Learners

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.

Decoding Transcripts from China, Russia, and the United Kingdom

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.

The Growing Use and Abuse of Digital Media

By Cosette Rae, MSW, LICSW; Alison Takenaka, MA; Johnny Tock, MS, LMHC; and Gail Curran, MS, MBA, IECA (AZ)

In this era of high-speed technological discovery, technology is everywhere: in our schools, in our homes, and in the hands of millions of youth worldwide. Our children’s dependence on technology now often starts before they can walk and talk.

US University Options in Europe 

By Laura O’Brien Gatzionis, MEd, IECA (Athens, Greece)

There are numerous ways for students to gain global experience and increase their transferable and marketable skills while broadening their horizons. Study abroad has become a typical college experience for many students. Gap years are another fascinating possibility. Many universities, including Tufts, Princeton, UNC-Chapel Hill, and Harvard, actively encourage entering freshman to consider a well-planned bridge or gap year. Families are interested in learning more about English-taught, bilingual or immersion bachelor programs outside of the United States, which may be ideal for independent, adventurous, curious personalities.

Social Media Audit 

By Brittany Maschal, EdD, IECA Associate (NY)

High school students today usually know what to remove from or make private on their social media accounts, but it’s far better to be safe than sorry when the time to apply to college comes around. What you don’t know can possibly hurt you, which is why I conduct a social media audit on all my students, and I often ask that parents do the same. I let students and parents know through my monthly emails, so they know it’s not targeted or personal.

Generation Z Comes of Age

By Mark Sklarow, CEO, IECA

It seems like just yesterday when admission reps and independent educational consultants rushed out to attend workshops and seminars to better understand millennials—roughly those students born from 1977 to 1995. Those students are now close to ending their college careers and are firmly established in the workplace. Their quirks, priorities, focus, and work style are something we baby boomers and gen Xers are now seeing up close: they are our coworkers and, increasingly, our bosses.

Cognitive + Character: Measuring What Matters in Admission

By Heather Hoerle, Executive Director, The Enrollment Management Association

When my daughter was applying to independent schools just a few years ago, I was keenly aware that there was more to her than her academic record. Would a file, for example, share the story of her deep empathy for others? As the executive director of the Enrollment Management Association (formerly SSATB), a nonprofit membership organization for independent schools and the governing body for the Secondary School Admission Test (SSAT), that personal experience was especially meaningful because it brought to light the need to help admission professionals go beyond the transcripts, teacher recommendations, and cognitive test scores. Traits that are hard to measure, such as teamwork, empathy, and integrity, are signs of values and character in action and part of what independent schools are looking for in children who apply for admission.

Key Considerations for Placing Transgender, Transsexual, or Gender Nonconforming Clients

By John L. Singleton, CEO Whetstone Academy

Over the past decade, the number of individuals who identify as transgender, transsexual, or gender nonconforming has increased dramatically. Independent educational consultants (IECs), both traditional and therapeutic, are now finding themselves in a dilemma when recommending an appropriate placement for these clients. In response to that increase, however, we are also seeing more discussions and support that are based on the best available research and professional consensus to assist in appropriate placement of those clients.

Why Take a Gap Year?

 By Ethan Knight, Executive Director, American Gap Association, and Sarah Persha, IECA (OR)

From all available data it is clear that gap year programs have profound impact on young people including personal growth, academic attainment, and postcollege success. The two most common reasons students cite for taking a gap year are “burnout from the pressures of getting into college” and “a desire to know more about myself.” With students increasingly reporting that the achievement bar has gone up for the most competitive colleges, forcing students into relentless performance for the sake of college acceptance, it’s no great surprise, then, that the second most common reason would represent a deeper pursuit of self alignment and personal awareness.