College Guidance

The Student’s Role: Active Participant and Self-Advocate

From the outset, students engage actively in the college planning process. Beginning in 10th grade, they receive an introduction to the college landscape, emphasizing the importance of academic performance, community involvement, and personal growth. As they progress, students participate in individualized meetings and seminars designed to help them explore their interests, research colleges, and develop application materials. This structured yet flexible approach fosters self-awareness and decision-making skills, aligning with York Prep’s commitment to educating the whole child and supporting them as they grow into lifelong learners and responsible citizens.

The Counselor’s Role: Personalized Guidance and Support

York Prep’s college counselors serve as dedicated mentors, providing tailored advice and support throughout the college application process. The counseling team offers insights into college selection, essay writing, and interview preparation and assistance with financial aid. They meet individually with students to ensure that each student’s unique needs and aspirations are addressed. In addition, students take a college guidance class during their academic day where they work on their applications under the guidance of their counselors. By emphasizing student agency and providing comprehensive support, York Prep’s college counseling program prepares students not only for college admission but also for the challenges and opportunities of college life and beyond. This holistic approach ensures that graduates are confident, capable, and ready to thrive in a rapidly evolving world.

11th Grade: Students take part in our weekly college guidance class beginning in January of 11th grade. Each student is required to attend two individual meetings in 11th grade with their college counselor.

12th Grade: In 12th grade, the college guidance class meets twice a week and continues through December as students complete and send off their applications. Although the class ends at that time, college counselors remain available to support students throughout the remainder of the application process.

11th Grade: The college guidance class meets once a week beginning in January. We help the students set up their Common Application account, complete the questions, work on their activities page, review supplemental questions, student questionnaire, research schools, answer questions, reach out to teachers for letters of recommendation, and begin working on their personal essays. Throughout the semester, students submit their work to Ms. Rooney and Dr. Leber for feedback. At the end of the school year, we email the student and their parents their latest application draft with our most recent feedback and ask that they return to school in the fall with the edits completed and along with a final essay.

Although students will have class time to work on their personal essay and plenty of opportunity for feedback from Ms. Rooney and Dr. Leber, it is unlikely that they will have a final draft by the end of the year. They should continue to work on their essay during the summer and arrive to school in September with it completed. The students are welcome to email drafts to us over the summer.

12th Grade: The college guidance class meets twice a week. We finalize the student’s list of 9 applications and add those schools to the Common Application; we answer the school-specific questions. In addition, the students complete any supplemental essays. The students sendstheir first application with one of the college guidance counselors so that we can look it over one last time before it is submitted. We ask that the students submit all of their applications by the Early Decision and Early Action deadlines. At least six applications are due before Thanksgiving vacation. All applications are due by mid-December.

Now that the student has officially applied to colleges, it is important that they check their emails from those schools. They will be asked to set up their portal with the schools, which is also where they will learn if they have been accepted. The student should now focus on demonstrating interest with the schools and work on their financial aid and scholarship applications.

There is an evening college guidance event for families each year beginning in 9th grade. During these events, we also have a financial aid expert speak to parents. Kalman A. Chany, and author of Paying for College: Everything You Need to Maximize Financial Aid and Afford College, Princeton Review.

In addition, we begin individual family Zoom meetings in November of the 11th grade. We ask that you complete our parent questionnaire before we meet.

Students ask their teachers for recommendations during the second semester of their 11th grade year. They ask for one from their 11th grade English or history teacher and another from their 11th grade math or science teacher. The student should select the teachers who know them best. The teacher writes a recommendation about the students' strengths in the classroom.

Students are welcome to request additional recommendations from outside sources (e.g. an employer, a professor from a pre-college program, a specialist teacher such as performing arts or STEAM). The counselor recommendation is written by the college counselors.

February and Spring recesses are ideal times for college visits, as most colleges are in session and students can experience campus life firsthand. Visiting schools during this time allows students to envision themselves in a college setting, which can help reduce anxiety and increase motivation to engage in the application process.

Each student receives a preliminary college list during their first one-on-one meeting with a college counselor at the start of the second semester in 11th grade. Because building a college list is a gradual and evolving process, we encourage students to visit a variety of schools—differing in size, setting, and location. This might include comparing a large, urban university with a smaller, rural liberal arts college.

The insights students gain from these visits are valuable. Their feedback helps us refine their college lists and suggest additional options. Throughout the process, college counselors work closely with each student to understand their interests and identify schools that may be a strong fit.

Demonstrated interest refers to the ways in which a student shows genuine enthusiasm for a college. This can include participating in an alumni interview, visiting the campus, attending college fairs or high school visits, joining virtual events or webinars, opening emails from the school, following them on social media, or applying through an Early Action or Early Decision program.

One of the most important aspects of demonstrated interest is following up after submitting an application. Students should send a thank-you email, ideally with their name in the subject line, to express continued interest. Colleges often track these interactions as part of their admissions review.