|Naviance Family Connection|
Juniors, in their second semester, are given a username and password to "Family Connection" during a Naviance training session. "Family Connection" is a tool within Naviance that can help in every phase of your college search, application, and selection process. "Family Connection" is linked with "Counselor’s Office", a service that we use in our office to track and analyze data about college plans, so it provides up-to-date information that’s specific to Hopkins. In "Family Connection", you can keep track of deadlines, search for colleges by criteria of your choosing, view upcoming college visits, and even see how past Hopkins graduates have fared at different institutions.
Much of the data reported in Naviance refers to standardized tests and GPA. At Hopkins, students' cumulative averages are not calculated until late into the senior year for the specific purpose of determining eligibility for Cum Laude. These averages are NEVER communicated to colleges. With a little help, students can estimate where they might stand in comparison to former graduates from Hopkins. Also, remember that these graphs represent just numbers; there are many more factors that are considered for admission. Graphs do not tell the whole story, but can be useful to see trends.
Our specific "Family Connection" is a web-based resource that is only used by members of the Hopkins community. Colleges do not have access to any of the information contained in Naviance.
To access "Family Connection", visit the following website: www.connection.naviance.com/hopkinsschool
|Standardized Test Prep|
Names, Numbers and Emails for Tutors and Classes:
Canny Cahn: Reading SAT and Literature Subject Test: contact 203-407-0022 or email@example.com
Brad Czepiel: Reading SAT and Literature Subject Test. Contact: 203-407-1234 or firstname.lastname@example.org
Donna Fasano: Math and Reading SAT tutoring: Contact: 203-248-3450 or email@example.com
Josh Gleason: SAT tutoring plus Spanish Subject Test: contact 404-307-1966 or firstname.lastname@example.org
Renee Harlow: Reading SAT and Literature Subject Test. Contact: 203-772-3442 or email@example.com
Ben Taylor: Physics Subject Test. Contact: 203-481-8306 or firstname.lastname@example.org
Eric Ward: Reading SAT and Literature Subject Test; email@example.com
Sally Woolston; Full-time tutor – Math and Verbal areas; Hopkins parent, in Guilford: (203) 458-1788
Bill Allen (Hamden, New Haven area); Verbal SAT and the Literature Subject Test; (860) 843-2674
Mark Anestis et al, The Learning Edge: Hamden and Westport locations, thelearningedge.net, (203) 230-2741
SAT PREP PROGRAMS
College Planning Partnerships (Clinton-Madison-Essex areas) Sam Rosensohn; 248 E. Main St., Clinton, CT 06413; 860-664-9857. Phone: 860-664-9873; email: College.firstname.lastname@example.org
Carnegie/Pollack (Fairfield County areas) Lynn Carnegie, 130 Old Stone Bridge Rd., Cos Cob, CT 06807. Phone: 203-352-3500; Bud Pollack: 15 Hillandale Manor, Norwalk, CT 06857
First Choice College Placement 50 Cherry St., Suite L, Milford, CT, 06460. Phone: (203)-878-7998. Email address: email@example.com.
Princeton Review Phone: 203-226-2662, in Westport
The Learning Consultants Group www.learningconsultantsgroup.com; 860.510.0410. Preparation for all standardized tests and study skills. Call Hopkins alum Gabriel Sessions - 203.215.5480.
There are other individuals and companies, but these are the main ones in our area, and the individuals most closely associated with Hopkins. If you come across any others whom you feel we should include, please let us know.
When it comes to applying for financial aid, the first rule to remember is: Time is money
. The earlier you apply, the better your chances of receiving the most aid from the most sources. FAFSA Tips: Now is the Time to Apply
The Free Application for Federal Student Aid (FAFSA) is the primary form you will need in order to apply for federal financial aid, including grants, work-study, and loans. The FAFSA is not as complicated as it may appear, and there are many free resources -- online and offline -- to help you and your parents navigate the application process.
How to Tackle the PROFILE
- Prepare tax returns as soon as possible -- income and asset figures from your tax returns are needed to complete the FAFSA.
- Complete the FAFSA online at FAFSA on the Web. Applying online speeds the processing of your application. FAFSA on the Web will also validate your answers, so there is less chance of entering incomplete or contradictory information.
- Apply now. The FAFSA can be submitted any time after January 1.
CSS/Financial Aid PROFILE® is the financial aid application service of the College Board. Many colleges use information collected on the PROFILE to award nonfederal aid, such as institutional grants. If a college to which you are applying requires PROFILE, here are some suggestions to keep in mind:
• File the PROFILE online. This speeds processing time, alerts you to errors in your application before you submit it, and provides you with extensive online help including a live chat service with customer service representatives.
• Submit PROFILE before priority filing dates. You can find the priority filing date for each of your colleges at PROFILE Online.
• Give yourself time. You can complete the PROFILE in multiple sessions. College Counseling recommends starting at least a week before you intend to complete the application.
RELATED LINKSCSS/Financial Aid PROFILEwww.fafsa.ed.govCommon App
About the PSAT, SAT I, SAT Subject Tests, AP, and ACT Tests
Preliminary Scholastic Assessment Test (PSAT)
SAT I: Reasoning Tests (SAT I)
SAT Subject Tests
Advanced Placement Tests (AP)
American College Tests (ACT)
With so many different high schools and school grading systems, colleges have a difficult time comparing one student’s level of work in one school with the work of another student in a different school. Having students of similar educational levels take the same kinds of tests helps to provide a national standard of comparison about which colleges can make judgments on a broader basis than just between students in a local setting.
Students and families, therefore, should regard testing as an opportunity for the student to demonstrate his or her abilities. No two students have exactly the same combination of interests and strengths, so planning needs to be done carefully when choosing which tests to take and when. Beyond that statement, there is no easy or universal recommendation regarding standardized testing for college, except to say that higher scores are better than lower scores, and more good scores on different kinds of tests are better than fewer good scores on fewer kinds of tests.
Hopkins students submit routinely to colleges each year such standardized test results as the SAT I, SAT Subject Tests, and Advanced Placement tests. Increasingly over the past few years, students have also decided to take the ACT, a Mid-West-based but nationally recognized competitor of the SAT.
Hopkins Facts and Figures
|Q. ||Just what is a wait list decision?|
|A. ||April is the cruelest month, T.S. Eliot writes. He was not writing about the college process, but he could have been! Certainly April is a month fraught with college news, good and bad. But what about college news that appears to be neither good nor bad? What about this in-between decision that neither “is” nor “isn’t”; such letters seem especially cruel, at least at first light because you don’t know where you stand. And by April, we should know where we stand. You would think. Students and parents have come to expect acceptance and rejection letters in or by April. Getting a letter that notifies students of a wait list decision is another matter and often brings confusion. “Wait a minute! Are they telling me I have a chance? Or are they really telling me politely that I'm not getting in, and they just don't want to say so in so many words? I know what accept and reject means, but what really is a wait list?" The wait list decision means that a college would have liked to admit a student, but because of space limitations, or an upward trend in grades that the college wants to see validated with just a little more time, or because of a question about the student’s interest in the college, other students came just a little ahead of the wait listed student. But the wait listed student’s merits were clearly more apparent than a decision to deny, outright, would have implied. |
|Q. ||Why do colleges even have a wait list?|
The wait list can be a valuable tool for colleges, allowing them to fill in the gaps that the returns on their first run through the applicants might have left: for instance, gender balance, "friends" of alumni or trustees, athletic needs, academic departmental needs, or even balancing decisions from a particular high school, are just a few issues that colleges can address through the use of a wait list.
Remember: the wait list is full of students that the college would like to take, and there is often little qualitative difference between those students who have been admitted and those wait listed.
If a class, let's say, of admitted students comes in at 500, instead of the 525 that the college planned to enroll, there is no problem in going to the wait list to admit 25 or 30 more students. Having that kind of flexibility, or being able to admit a few more students in recognition of some institutional need or needs can make a lot of people happy with the admissions office and can make a number of friends for the college.
|Q. ||Who gets offered a place on the wait list, and how many are offered such a place?|
|A. ||Students who applied to a full range of selectivity in their college list should, in fact, expect to see one or more wait list letters among their admissions results. As noted above, colleges will use wait lists to identify and hold those students whose applications they like very much, and would like to admit. Colleges will initially send out hundreds of wait list offers. Anywhere from 500 to 1,000 wait list offers from a given college is not an unusual number to hear. Colleges know that many, or most, of the students will respond that they do not want to remain on the wait list because they have already been admitted to the school they wanted to attend, so hundreds of students will say “No!” to the initial offer of being on the wait list. Then, too, after two or three weeks of weighing their offers of actual admission, and feeling that heavy tug of someone liking you and admitting you and wanting you more than a college that wait lists you, even more students will “fall off" the wait list by the end of April. The size of the wait list might, therefore, shrink from a daunting sounding 500 or 1000 or so wait list offers down to 150 to 200 or so, without the college ever having even begun to use the list.|
|Q. ||It's the college’s turn to fret: who is actually going to come…and how many?|
No matter how college admissions officers try to dress up their work in admissions with hard numbers and scientific research, making a decision on just how many students they should admit is never much more than an educated guessing game. The month of April in college admissions is the "shake-out month.” During the month of April, the college process shifts to the students’ favor; instead of colleges choosing students, now students are choosing colleges. (OK, keep down the applause, please!) Colleges must now wait and see how many students will actually enroll. Will their class be filled? Probably not. As you'll read later on, most colleges like to use their wait list, for at least 15 to 30 students, anyway.
|Q. ||What is the May 1st deadline and do I need to be concerned about it if I am hoping to be admitted from a college's wait list?|
Students who have been admitted to a college or colleges have until May 1st to notify a college by deposit or, in some cases, a written letter, that the student accepts the college’s offer of admission. Here is the warning: any student who fails to notify a college of his acceptance of a colleges's offer of admission by the May 1 deadline, will, in all likelihood, forfeit his acceptance. So even if you are hoping and trying to get an in from the wait list at a particular college, you must choose one colleges's offer of admission by May 1. The “kicker,” here, is that you need to put down a deposit at a college before you will hear from any wait lists regarding whether or not you are or will be admitted. And let us emphasize by reiterating that if you fail to put a deposit down on a college, even if your deposit is postmarked before May 1 but arrives in the college's admissions office after May 1, you will probably forfeit your offer of admission. Over the years, colleges have only become more and more strict about this policy.
|Q. ||What are my chances, ultimately, of getting in from the wait list?|
The chances of being admitted from a wait list vary greatly from year to year and college to college, but we typically expect a percentage of wait list offers to those students who are on a wait list to range anywhere from 0% to perhaps 25 or 30%, at most. Some colleges have admitted as many as 100-plus students from their wait list, or as few as one or two, or even none. Again, colleges will not know how many students they will be offering admission to from their wait list until usually several days after May 1, or until they have a relatively clear picture of what the class looks like from the admissions office's initial acceptances.
|Q. ||What should I do if I am wait listed?|
First, you should ask yourself if you are truly interested in the wait list offer from that particular college. It may be that you are perfectly happy with your other offers of admission, and you might have little or no interest in those colleges that have wait listed you. In that case you would simply notify the wait listing colleges that you are not interested in being kept on their wait lists. And actually, it would help a college to know what school you have chosen to attend instead of remaining on their wait list; colleges like to know just who their competition is, and it gives you a little chance to exercise some bragging rights.
The first thing to do is to decide if you want to remain on the wait list if you have any such offer or offers. If you choose to remain on the wait list or more than one wait list, the most important thing you can do is to complete and return the postcard which is usually enclosed with a wait list letter that asks you if you would like to remain on the wait list. The postcard usually comes pre-stamped and addressed, and asks for your signature. The sooner you decide that you want to remain on the wait list, and the sooner you mail that postcard to the college if you do choose to remain on its wait list, the better it is for you. Some colleges have taken to conducting this process online. The same principles apply for a web-based notification.
|Q. ||Is there an overall strategy that I can follow?|
There is, indeed, a strategy to consider which has helped many students in the past. The strategy is simple and it is this: keep your name in front of the admissions office regularly over the next month or so; not every day, but, perhaps, at least once every week or two. Completing and returning the enclosed postcard or online form, indicating that you would like to remain active on a college's wait list would be the first step.
The second, and perhaps most important step that a wait listed student could take, is to write a thoughtful, one-page letter or email, expressing disappointment that you were not admitted initially, but also expressing enthusiasm and energy that you are, nonetheless, extremely happy to still have the opportunity to become a member of the colleges's community. Included in the letter should be an expression - two or three reasons - of why you are so interested in the college, what it is about the college that has drawn you to it. You could focus on a particular academic program within the college curricular offerings; you could mention specific extracurricular opportunities, special features of the school, or aspects of the college's character, and why the college seems to be such a good personal fit. Simply saying that you really like the college location in or near a city and that you will take advantage of the city and that the college has a strong academic reputation, just won't “cut it.” In your description of why you are so interested in a college, you must be specific. Conclude this first letter by stating that you will update the college over the next month with all new and relevant information that comes your way, especially new grades - spring mid-term grades/progress reports, for example. Also within the first week of receiving a wait list letter, you should come into the college office to see Ms. Edwards about making sure that we know where to send your mid-term progress grades. We will also want to know specifically where you have been wait listed and which college or colleges you wish to remain active on the waiting list.
Once you know your grades are slated to be sent to the wait listing college(s) of your choice, follow that up with a short, perhaps quarter to half-page letter or email talking about your midterm progress grades. Something like: "I'm really happy with my English grade. It reflects what I feel was the best paper I have written yet in school... while my math grade was lower than I wanted, I worked really hard preparing for the last big test, and I feel that I have given that class my all. I am enclosing an excerpt from my math teacher's comments to help you understand how enthusiastic I am even in classes which aren't my favorite or best classes. I want you to know that I am just as focused on your college now as I was when I got the wait list decision, keeping alive the opportunity for me to be reconsidered for admission. I am very interested in attending X-school."
Accompanying your midterm progress grades will be a note written by your college counselor that will go with your grades. The college counselor’s letter will praise the continued growth in your classes - where that is evident - and we will quote as generously as possible excerpts from your teacher comments. Generally it is not wise for students to send his or her full teacher comments, unless you are sending brief excerpts of those comments. While we are, on the one hand, keeping your name in front of the admissions office as much as seems appropriate, we should try to keep things at this point short and sweet for the admissions office. If a student is pursuing a senior project, or completing an independent study course, that student may want to share some pertinent information on those activities. That might be a letter aimed for the third week of April or so. Finally around the first of May, you should write a very brief note stating that you understand the admissions committee will be meeting soon to begin to make some decisions about the wait list, and you just wanted to be sure that the admissions office knew that you remain extremely interested in X-college, and that you look forward to hearing from the admissions office soon. You can add anything new that has come along in your school and personal life at this point. You can close by thanking them for their attention to your application for their thoughtfulness. You hope to see them next year on campus!
Again, the rule is to keep your name visible, to make your strong interest known - you don't have to promise that you will enroll if admitted - but the college needs to feel your interest is genuine and high. It could well be that the wait list decision was made on the basis of the college not being sure of your interest in their initial evaluation of applications. You don't want to leave the college ambivalent on your interest at this point.
If this all sounds like "the squeaky wheel" policy, it is to some extent - but only in terms of providing useful, helpful information on a regular, but not obnoxious, interval. You want to be noticed, and there is a difference between making yourself noticed and coming across like the sound of chalk dragging across a blackboard. You don't want to aggravate but you do want to be known. Although backhanded, perhaps, the wait list is in some ways a compliment; although chances of being admitted from any given wait list for any given individual case may be slim, sometimes the wait list is just the right opportunity. To be sure, it has some wrinkles of which students and families need to be aware. Being admitted from the wait list is nothing that any of us can count on, but there are ways to take advantage of the wait list and to maximize one's chances of ultimate admission. Knowledge about the wait list - what it is, why it is, and how it works - helps.
This is the best description of SAT services & functions, including test registration, test changes, and test cancellations.
|Myth vs. Fact|
Here is a very balanced article that came out in Princeton Review’s newsletter, one that we feel is worthwhile digesting…
The PSAT is the Preliminary SAT Test; it is a two-hour-and-ten minute practice test for the SAT Reasoing Test. It is a test whose score, after the junior year administration only, is used by the National Merit organization to determine Commended, Semi-Finalist and Finalist standings for recognition or even scholarships of up to about $2500. The PSAT is administered in October of the sophomore year, to give our students a “real test” experience with the PSAT, and then, again, in the junior year as the official PSAT.
|The SAT Reasoning Test and SAT Subject Tests|
The SAT Reasoning Test is a three-hour and forty-five-minute test of verbal and mathematical reasoning skills learned over time. The SAT Subject Test is a subject-specific test of one-hour in length which measures how much a student has learned in a particular subject (Latin, US History, English).
Students who graduate from Hopkins will have taken the SAT Reasoning Test and most likely at least two or three Subject Tests. Most students take the SAT Reasoning Test twice, and, in a few instances, three times.
The SAT Reasoning Tests and Subject tests are given on the same dates, at the same time and place, in every instance but March, when only the SAT Reasoning Test is administered. The SAT and Subject Tests are offered in May, June, October, November, December and January.
Special arrangements can be made with College Board to take an SAT on Sunday if religious observances make a Saturday administration unworkable. The student would need to submit a letter from the appropriate cleric and a completed SAT registration form by the deadline for that test. Other questions regarding “non-standard” testing issues can be raised with the College Counseling Office.
|Advice on SAT Reasoning and SAT Subject Tests|
When to Take Which Exams
Hopkins' advice regarding the SAT Reasoning Test:
Hopkins policy has long been that students take the SAT Reasoning Test in May of the junior year. Some students opt to take it as early as January or March. The test is timed for the spring of junior year, and there is ample opportunity to retake the test in the fall of senior year when the added schooling, maturation, and test-taking experience a student has will help. Our experience has taught us that the two PSATs, and the later options for taking the SAT in the senior year, offer ample opportunity to be prepared to take the SATs, and at a time when students can expect to do better because they are in a position to have simply learned more. The older a student, and the more education the student has, the better the SAT score should be.
Hopkins' advice regarding SAT II Subject Tests:
Students usually will have taken at least two or three SAT Subject Tests by the time they finish applying to colleges, with the first Subject Tests coming in June of their junior year. Please note that for some students, a more appropriate plan is to take fewer than two or three Subject Tests, which may be perfectly appropriate, while for many others, taking four or five, or even more Subject Tests is the right course.
There is no one right way to college; there is only the best and most appropriate way to college for each student.
Students take Subject Tests when they are most prepared in a particular subject, usually at the end of a course, in June, when studying for the final exam also offers students excellent preparation (e.g. US History), or in the fall of the senior year when a student has gained as much experience with a subject (e.g. Literature) as possible. The subjects tested include two levels of mathematics, sciences, foreign languages, history and English Literature (the old Writing SAT Subject Test has recently been “rolled” into the SAT Reasoning Test, so there is no more Writing Subject Test). For a complete description, you can go on line to www.collegeboard.com/parent, click on SAT Information and then click on Subject Tests in the left-hand column.
Although quite rare, some students may be ready to take a Subject Test as early as ninth grade. Usually, at Hopkins, the first Subject Test that students are ready to take is Chemistry at the end of the 10th grade (with many students finishing Chemistry 110 that year). Students are not usually prepared enough in other subjects that early in their career to start taking Subject Tests. On the June test date, after the junior year at Hopkins, students might well be ready to take US History, Physics, Latin (we find best taken after Latin III), and Math. The sequence of testing would be worked out between college counselor and student.
A “typical” (using that word advisedly) pattern of SAT I and Subject Tests for a Hopkins student might look like the following:
A “Typical” Pattern of SAT Reasoning and SAT Subject Tests for a Student at Hopkins
JUNE: Subject Test in Chemistry
MAY: SAT I
JUNE: Subject Test in Physics, US History (having finished US History, Physics), and Math 1C (having just finished Math 5 or Math 15), or Math 2C (having just finished Math25, or higher).
OCTOBER: SAT I
NOVEMBER: Math, either 1C or 2C, if not taken earlier, or move up to 2C, if warranted, or retake the math test of last June, if appropriate. Foreign Language Listening version, if the student has a good familiarity, even fluency, with the language.
DECEMBER: Foreign Language (if the student is in a third year accelerated, fourth year, or fifth year foreign language; we find that usually the more years of foreign language study, the better the score).
You will note that this Hopkins student, as described above, has had the opportunity to take several different Subject Tests, well more than the more common three or so, and has taken the SAT Reasoning Test two times.
Note that the student had the chance to re-take Math (as well as other subjects in the fall); generally, as with the SAT Reasoning Test, colleges will pay more attention to your higher score in situations where you have taken a test more than one time. Also, the student could have chosen to hold off on Math until the fall if he/she was finishing up Physics and US History the previous June, making June the best time to take those tests.
This student could have opted for a third SAT in December had he or she wanted that test more than the Subject Test in foreign language, or the student could have been done with standardized testing altogether after November, or the student could have taken the SAT Reasoning Test in November and the SAT Subject tests in October.
As you see, there are many, many combinations of timing and testing from which students must choose; that’s where we come in as college counselors. Each student will presents a particular blend of interests, strengths and feelings. It does take some thought and experience to get the testing arrangement that makes the most sense for you.
|The SAT Subject Tests and Who Should Take Them|
Usually taken in the fall of senior year by students who are interested literature and have done well (generally B+ and better); recommended is waiting until fall in order to benefit from the most exposure possible to literature, but strong literature students (A-/A average students) may wish to take this test in June of junior year.
Taken at the conclusion of year-long U. S. History course, regular or AP. Interest in history and grades of B+/A- or better are recommended.
Usually taken at the conclusion of Math 5 (Functions, Statistics, and Trigonometry), but may also be taken after or during Math 15 (Precalculus). Math I may also be taken during the semester of Math 6, Applied Math and Modeling.
Usually taken after Precalculus Accelerated or during a student’s course in calculus.
Taken after year-long Accelerated Chemistry course. Grade of B+ or better is recommended. Students coming out of Chemistry are not recommended to take this test.
Taken after full year Accelerated Physics course. Grade of B+ or better is recommended, and students coming out of Physics are not recommended to take this test.
Foreign Language (Reading) French, Spanish, Latin, Italian, German*, Modern Hebrew*
A strong academic background, such as completion of at least a third-year accelerated course, or more, is recommended. Our experience in the College Counseling Office is that the more years of study in a foreign language, the better the scores.
Foreign Language (Listening) French, Spanish, German*, Chinese, Japanese*, Korean*, Eng. Language Proficiency* (for foreign citizens)
A strong background in the spoken language is needed for these tests, such as a background in which the student has perhaps lived with native speakers or been immersed in an Spanish intensive conversational setting.
*not usually taken by Hopkins students
|Reporting Scores to Colleges|
How to Notify Colleges of SAT Reasoning and SAT Subject Test Scores
All SAT scores are recorded on forms called Score Reports in Princeton, New Jersey at ETS (Educational Testing Service), which develops, administers and scores the SAT tests for the College Board. For each student tested, three Score Reports are generated: one for the student, one for the high school and one for colleges.
SAT Reasoning Test and Subject Test Scores:
While most colleges use the highest Reading, Math and Writing subsections of the SAT Reasoning Test for their consideration of applicants, students should check each school's policy regarding Score Choice. Some colleges allow students to pick and choose which scores to submit with their applications; others do not. Please see www.collegeboard.org for an up-to-date list of each school's practice.
It will not cost more to send one, multiple or all test scores. College Board hopes that this will help "lessen the anxiety associated with testing, and allow student to put their best foot forward on test day."
When a student’s testing is complete, or at an earlier time if necessary due to an early application deadline, the student must request that the College Board send his or her scores on an Official Score Report to the appropriate colleges. To do so, the easiest way for students to send their scores is to go to www.collegeboard.org; the student just needs to click on Send Scores and follow the directions from there.
|Advanced Placement Tests|
For students at Hopkins who are almost exclusively 11th and 12th graders, and who have demonstrated especially strong ability or interest in a given subject, the three-hour subject-specific Advanced Placement exam, often combining essays with multiple choice questions, offers a real challenge and a respected, standardized measure of a student’s ability in a particular field. It is such a respected test that credit toward college graduation, or advanced standing in a particular discipline at college, is usually given for most strong scores (4’s and 5’s). Teachers of A.P. courses at Hopkins will often offer special A.P. review sessions.
The A. P. was designed originally, and only, as a means for students to get college-level credit for advanced work done in high school. Now it is used as much by college admission officers, for whom these tests were never intended, as a way to separate the very good students in a subject area from the excellent students. Advanced upper school students, are now taking A.P. tests whenever they can do so. Students with top grades (B+/A- and up) in a course marked A.P. or in junior or senior year English courses should ask their teachers in those subjects if they would recommend their taking the A.P. test in that discipline.
A.P. tests are always given in May on specific weekdays (not weekends) and at specific hours. There are many different subjects in which a student may take an A. P. exam, ranging from Art History and Music to Physics C and Calculus BC.
A. P. exams are graded by a panel of “readers” in Princeton, New Jersey, at ETS. The scores range from 1 (low) to 5 (highest). Usually grades of 4 and 5 are considered worthy of submitting to college admissions offices at any school; a score of 3, itself a very respectable A. P. score, may want to be sent as well. Students should consult their college counselor.
Students register for the A.P. exams through their teachers in the given subject area.
The A.P. tests most frequently taken by Hopkins students are: English, US History, BC Calculus, French, Spanish, Latin, Physics, Chemistry, Art History, Music, Statistics, Psychology, Computer Science, and Environmental Science.
|American College Test (ACT)|
The ACT is an Iowa-based alternative test to the SAT. The ACT is considered to be more like a Subject Test than the SAT Reasoing Test (more content-based than “reasoning,” or “aptitude” based). The ACT has four sections of 45 minutes duration each, plus there is an optional writing section, which is almost always recommended. Some colleges even accept the ACT with Writing in lieu of SAT Subject Tests. The four required sections of the ACT are English, Reading, Mathematics, and Science.
Recently, the ACT has gained popularity in the Eastern region and is now accepted universally as a substitute for the SAT by colleges. Students do not take the ACT as regularly as the SAT, though we are increasingly using the ACT at Hopkins. Some ACT-takers hope their scores will be significantly different than their SAT results. However, in the past 20 years we have seen very little evidence to demonstrate that a student who has done poorly on the SAT will do much, if any better on the ACT.
Test takers should also note one important strategy difference between the SAT vs. the ACT: it is best to guess on the ACT, rather than to leave any answers blank. The scoring of the test is such that points are not deducted on the ACT for incorrect answers. Students considering taking this test should explore practice questions (available online and in various resource books) prior to registration.
Useful Links - College Admissions
Useful Links - Financial Aid
SAT Toll Free Number:
Should be called:
• To register for an SAT, with credit cards
• To get scores by phone
• To send score reports by phone
• To rush reports
SAT Toll Number:
Should be called:
• To change test dates
• To release and send SAT Subject Test scores that were on hold
• To talk with an SAT counselor about any problems or any questions
ACT Toll Number:
Should be called:
• To register to re-take the test
• To report a lost or delayed admission ticket
• To change the test center or date of test
• To add or drop the Writing section of the test
• To cancel or change college choices by Thursday noon after regularly scheduled Saturday test date
Hopkins College Board (CEEB) Number: 070490
Hopkins Test Center Number: 07-405
Hopkins College Office Fax Number: 1-203-392-0267
Hopkins College Office Phone Number: 1-203-397-1001 x227