Every level of schooling is meant to prepare and educate students for the next: elementary school for middle school, middle school for high school and for 93% of Upper Arlington High School students, high school for college. As students enter high school, the question of “Have you started thinking about college?” arises. These four years are spent joining clubs, playing sports and doing test prep with the thought of college prevalent in students’ minds. With many unanswered questions, students are lost for what to do, and how to achieve it.
A “JUMPSTART”
Eager to produce students ready to take on their next academic level, UAHS offers a variety of programs that allow students to experience college-level courses while still in high school. One of these programs is College Jumpstart, a collaboration between Upper Arlington City Schools and Columbus State Community College. This dual enrollment course enables students to earn up to 25 hours of college credit during their high school education. Junior Ryleigh Rivera explained some of the perks of taking College Jumpstart.
“Getting the double credits and getting a head start on college is great. When you actually start college, you can either graduate early or just have a lower workload,” Rivera said.
Jumpstart students leave UAHS at the beginning of second period and take a bus to the UA Hub. They are taught by Columbus State professors who travel to the Hub during that time slot.
“Our geology professor has a bunch of different degrees from different countries. Honestly, I feel like he is overqualified,” Rivera said.
The College Jumpstart program saves students and their families an estimated $13,000. Junior Sydney Hart described how this influenced her to enroll.
“I joined College Jumpstart because it can make college cheaper. These are all the required classes you have to take as a freshman, so if you get them done now, you won’t have to take them, and then you only have to pay for three years of college instead of four,” Hart said.
Jumpstart classes give students a sense of the responsibility and self-sufficiency expected in collegiate education, allowing students to prepare for their future.
“[Professors] have a higher standard; they expect you to be able to do things without giving you descriptive instructions because it is a college class. A lot of it is independent, homework and stuff you have to kind of figure out on your own,” Hart said.
Traveling to the Hub offers a change of scenery from the same school and classroom students are used to seeing daily, which Hart expressed as being restorative and encouraging strong academic performances.
“It’s something to look forward to, and it’s so refreshing. I get to go on a bus, have a mental break and be with different people I normally wouldn’t get to talk to. It’s just a nice break from your generic school day,” Hart said.
AP OR IB?
Students can further expand their education through the rigorous International Baccalaureate (IB) program and Advanced Placement (AP) courses provided at UAHS. One of the things that may confuse students the most is the difference between the two and how to determine which is best for certain students. AP and IB programs both offer academic challenges for high school students aiming to prepare them for college. Still, they differ in structure, approach and global recognition.
AP classes are college-level courses that the College Board designs to prepare students for college and the AP exam. AP exams are administered every May to students who took the AP-level classes. The exam is determined on a one-to-five scale range, and if a student receives a three or above, they may receive college credit, saving both time and money.
On the other hand, the IB diploma is a program composed of six courses of choice, including languages, sciences, mathematics and humanities, alongside core components like the Extended Essay, Theory of Knowledge and Creativity, Activity and Service (CAS). Students also must complete three high-level (HL) courses, usually two years, and three standard-level (SL) courses, typically one year.
Junior IB-diploma student Sophia Edwards explained how she manages the work flow and stress of the IB classes she is enrolled in.
“I would say I have about three hours of homework each night. I do it all after practice, and I usually come home around 7 p.m. and go to bed around 11 p.m. I manage it in a way that works for me, where I take many notes on what we do in class, which works really well for me,” Edwards said.
Edwards’ favorite class is IB Labs, Cultural Anthropology, and she enjoys IB Environmental Science, because of the content. She also gave her input on not getting burnt out in the program.
“Make sure you are going to take an HL course that you enjoy, because you’ll be miserable for two years if you don’t like that subject. Along with just making sure that you know that the classes and approaches to learning will work for you. If you know you’re a good test taker and do well with a really rigid structure, then AP courses might be better for you, to be honest,” Edwards said.
AP and IB coordinator Cynthia Ballheim explained that students receiving the IB Diploma often receive sophomore status at their university, significantly benefiting from completing the program. Students can also mix and match IB and AP classes depending on the nature of the subject and what a student’s interests are.
“Recently, I think colleges want to make sure that when they admit students, they stay with them for four years and graduate. So they look for students who have demonstrated excellence in high school through AP or IB or both, because it means there is a greater assurance that those kids will actually complete the four years. They make it work if they really want to,” Ballheim said.
Colleges highly regard both programs, but IB’s global curriculum is often seen as more formidable. It can prepare students for the demands of university-level study, especially in writing, analysis and independent research.
The preference between AP and IB should align with a student’s academic interests, college aspirations and preferred learning environment. Both programs can significantly enhance college readiness by developing strong study patterns and time management skills, preparing students for success beyond high school.
BEYOND THE CLASSROOM
While grades are important, colleges are increasingly looking for well-rounded applicants who show involvement outside the classroom. Sports, clubs and volunteering all pose benefits by providing ways for students to express themselves. While extracurriculars aren’t mandatory for college applications, they offer schools a better look into a student’s life outside of the classroom. Extracurricular activities allow students to showcase their skills and talents, whether through sports, clubs or other interests. Student involvement also helps colleges find the right paths for students. Admissions officer, a Wittenberg Representative, Heather Avery described how extracurriculars give colleges insight to your character.
“It’s giving us an idea of who you are as a person… we use that to match you up with some place,” Avery said. “For example, if you say I volunteered at an animal shelter for the past three years, I love to give back; civic engagement is important to me. Well, we have a civic engagement requirement for our students, so I already know you love to give back.”
Many types of extracurricular activities are available, and each one allows students to be themselves. Colleges do not look at clubs and sports to judge or prioritize students, as UAHS College and Career Counselor Kathy Moore stated.
“They’re not there to judge what you do. They just want to learn about you, and they want to know what you do outside of school. They will also say, Are you interested in doing this in college? Because they want to know how you are going to contribute to their campus. They’re looking at your activities,” Moore said.
Beyond showcasing interest, extracurricular activities allow students to develop crucial skills like time management, teamwork and leadership. These qualities are beneficial for college and beyond. Whether it is being a team captain, being diligent in volunteer work or running a club, the qualities gained will serve anyone well in college and any professional fields that one may want to pursue.
Extracurriculars allow students to express passions and interests beyond academic performances. While strong grades are important, and may seem like the top things colleges are looking for, they are only part of the equation colleges consider when reviewing college applications.
TEST TIME
Along with demanding academic and extracurricular schedules, students are faced with the ACT and SAT and the stress that comes with them. Many students do not always understand the differences between the two and how much they affect their college applications. So, what exactly are the key differences?
The ACT comprises four sections: 45 English questions with 35 minutes to answer, 45 math questions with 50 minutes, 36 reading questions with 40 minutes and the science and writing portions, which are both now optional. The ACT is scored on a scale of 1-36, with a perfect score being 36. The ACT composite score is calculated by averaging only the English, math and reading sections. If students take the optional science section, they will receive separate science and STEM scores.
On the other hand, the SAT is now entirely digital and comprises 98 questions, 54 of which are in the reading and writing section compared to 44 in the math section. The SAT is scored on a scale of 400 to 1600, combining scores from the Evidence-Based Reading and Writing (EBRW) and Math sections, each scored from 200 to 800. The SAT is also computer adaptive, meaning that a student’s performance on the first module of each section will decide the difficulty of the second module, which influences the final score. The College Board uses an equating process, not a typical grading curve, to guarantee that all test formats are fair and scores are proximate across different test dates and versions. Some colleges also allow their students to “superscore” their ACT and SAT on their college applications. Superscoring is the process of a student combining a score from their first test with a score from a second test to enhance their overall score.
Math tutor Ryan Durcik explained how he helps students prepare for these tests and why he recommends that they take both.
“Some students might perform better on the SAT or ACT depending on their skill set and what topics they are more familiar with, but I always recommend that every student try both. You need to look at the percentile because everyone finds it hard, and you never know until you try it,” Durcik said.
Studying for these tests can be a crucial part of receiving an excellent score, and students can prepare for them by taking practice tests, using prep books, developing test-taking strategies and most importantly, starting early.
“The latest you could ever take it is usually October of your senior year. So I would say most students take it for the first time, probably in the middle of their junior year. So if you’re shooting for a December or February test date your junior year, I would recommend studying that summer before junior year for a couple of reasons: you want to give yourself time to prepare and if you start studying just a few weeks out, that is probably not going to be enough time,” Durcik stated.
The ACT and SAT each have unique features that cater to different strengths and test-taking preferences. Neither is universally more advantageous, but both play a crucial role in preparing students for academic challenges and aiding colleges in assessing their readiness for more advanced education.
ALL ABOUT THE APPLICATIONS
As college application season begins, students have quite a few types of applications to choose from. Besides regular decision, applicants can also apply early decision and early action. Each type of application has its own rules and advantages to consider. UAHS college and career counselor Moore explained the differences.
“When applying early action, the application is submitted early and a response is received early. Early action automatically includes consideration for merit money, based on GPA and/or test scores if the school requires them. Many UAHS students are so strong that it’s a clear advantage when eligibility for scholarship money is possible,” Moore said.
Many applicants who feel ready for college early and want to get results early tend to opt for early action, while others who want more time to prepare grades and finish applications choose regular decision.
“Some applicants aren’t satisfied with their GPA and want more time to raise it, so regular decision may be the better option. It’s really an individual, strategic choice,” Moore said.
As similar as they are, the main difference between early action and early decision is that early decision is a binding contract between the applicant and the college.
“Early decision is binding. If accepted, attendance at that school is required. Only one early decision application may be submitted, though additional early action applications are permitted,” Moore said.
Applicants usually tend to apply early decision only if a particular school is the clear first choice. Though applying early decision can sometimes lead to a slightly better chance of admission, that should not be the only reason to apply.
“The reason to apply early decision should be genuine commitment. The applicant has visited, loves the school, and the cost is manageable for the family,” Moore said.
College applications represent a wide spectrum, and each applicant must find the institution that aligns best with individual goals. Within an application, GPA, test scores, and extracurricular activities appear consistently across submissions. Kathy Moore described how personal essays make an application individualistic and elevate submissions.
“Colleges learn about applicants through courses taken and activities completed. However, the essay allows insight into personality. It should bring the application to life,” Moore said.
Personal essays work together with letters of recommendation to create an authentic application that reflects who an applicant is and what they will bring to a college. Requirements for recommendation We usually encourage students to ask a junior year teacher because they’ve had you all year and you’re the closest person to college developmentally and in terms of maturity,” Moore said.
letters differ by institution. For example, The Ohio State University allows one teacher recommendation.
A college application provides an opportunity for colleges to understand who an applicant truly is. Applications should not simply report high school achievements but also represent the individual behind those accomplishments.
FINDING YOUR FIT
There are about 6,000 colleges in the United States, so how does a student know which college is right?
“I think there are going to be several schools that would be a great fit for every student,” UAHS counselor Kathy Moore said.
All colleges have their own unique features that could contribute to a student’s education. Most applicants have some idea of what kind of features would be best suited to their goals. Having a general idea of what is needed in an education can make the college search much easier.
“I think the more narrowing factors there are, the less overwhelming it feels,” Moore said.
If smaller class sizes and more one-on-one learning are priorities, then research into smaller schools that can accommodate those needs is beneficial. On the other hand, if success comes more easily in larger class sizes with a more generalized education, a larger school might be worth considering.
“A pros and cons list can help — what is wanted, what is not wanted. Is a big school preferred? Is one-on-one attention with professors a priority, or being one of 300 in the first class?” Heather Avery, a representative from Wittenberg University, said.
“Sometimes narrowing happens by major — it’s important to make sure the school offers the intended major. Or, if multiple majors are being considered, it’s important that the school offers those programs,” Moore said.
Avery also noted that trial and error is a significant part of the college search process. A student may believe one type of school is the right fit and later discover that it is not. Researching colleges, attending in-person visits, and attending college fairs can help reduce uncertainty during the search.
“Visiting the school is essential. It’s possible to believe a school is perfect and then visit and realize it’s not the right environment,” Avery said.
Every student learns differently, and it is important to find a college that meets individual academic and personal needs.
Students have many paths to assembling a college application. These can involve tests, taking AP, IB, or College Jumpstart courses or participating in extracurricular activities. No matter the path taken, students will be required to organize, research and self-reflect. Qualities that can be beneficial beyond the classroom. By understanding each step and managing time effectively, students can complete or prepare applications with clarity and confidence.
