<p>Thanks to everyone for the information. I will report back after my son visits Providence, Salve Regina, Sacred Heart, Fairfiled and Salisbury. His HS actually gives seniors off on October 13 and 14 to visit schools.</p>
<p>Kathiep, re masters degrees vs. doctorates, in a field such as fine art or music, I think it makes less difference than in a field such as history or physics. Individual teachers with masters degrees may be better communicators than PhDs, or have more real world experience, but PhDs should have more subject knowledge and are likely to have more grad school contacts and stature when giving a recommendation.</p>
<p>Although all small LAC literature and websites I have seen boast of their high “PhD or terminal degree” percentages, I would not be concerned about a small difference between schools. If a child has a strong interest in a particular major (granted, many switch), I would look at the faculty’s credentials.</p>
<p>Northeastmom, all else being equal, I would also tend to prefer the higher ranked school. Too bad all else is never equal. </p>
<p>Re MAs teaching. I think what’s important is (1) the proportion of professors with the terminal degree in their field (which may be an MA in some cases) and (2) the proportion of classes taught by TAs rather than professors. And I would share your concern about a school that was low on (1) or high on (2), especially if combined with a very low percentage of grads going on to graduate or professional schools. </p>
<p>Two other numbers strike me as relevant, however. The graduation/retention rate and the percentage employed after graduation. Stellar numbers here would help mitigate concerns about the other numbers. </p>
<p>Finally, when you’re looking up the number of faculty and degrees, take note of adjuncts, part-timers and those who are emeritus. These folks might teach very little (e.g., one course a year), and not be the same kind of resource as other faculty.</p>
<p>Gweeta, excellent points. A few related thoughts:</p>
<p>With freshman retention rates and graduation rates, some schools have surprisingly low freshman rates, but high graduation rates. This is often the case with small schools, especially rural schools, where freshmen may find it too isolated or boring in comparison to friends texting them about wild football games and parties at Penn State or a city school, etc, but those who stay thrive. </p>
<p>I find different colleges use the graduation rate phrase to mean different things. Some graduation rates refer to within 4 years of enrollment, while other colleges use 5 or 6. I also wonder if a high percentage of foreign students increases transfer rates if homesickness or culture shock arises. And I saw 3 colleges where the graduation rate of boys was sharply lower than girls.</p>
<p>The one exception to your fine caution about adjuncts is that some are people working in the field they teach (professional artists, business leaders, etc), so that while students cannot bond with them as easily as a full-time professor, the adjuncts’ marketplace knowledge and contacts may prove very valuable.</p>
<p>Rates of gaining employment or attending grad school are very relevant, but I would check to see if they are including the class of 2009 or stopping in 2008, as 2009 grads faced the recession.</p>
<p>Gweeta, you make some good points. This school has no TAs. There are some very impressive companies listed as employing grads from this small school. Around 23% are in grad school (I believe that most are getting their master’s in education, or continuing for a graduate degree related to nursing) when a survey is taken one year after gaduation rate, and 70% have full time employment. The remaining 7% or so, have “other plans” (some of these students are doing volunteer work here or abroad).</p>
<p>Having taught as an adjunct, I will say that I would not “fear” my kids having an adjunct for a business class or class that relates closely to a potential future job. Most adjuncts teach because they enjoy teaching, and many have a full or semi-full time job in their field. We bring a perspective to the class that is current and relevant. We can bring the practical perspective to the prescribed curriculum. Also many of my friends, now tenured professors, taught as adjuncts at points in their lives where they moved because of a spouse job or were interested in getting to a particular geographic area. None of those reasons caused them to be less than good profs…simply points in time. These adjuncts may not teach as many classes but it is not necessarily a reflection of quality or availability to students. Same for emeritus profs, many of those are highly sought after because of their years of experience. Most teachers teach because of the kids - and I imagine whether they are teaching a full course load or one or two classes are available to “the kids” 24/7 if the situation necessitates.</p>
<p>Northeastmom, those stats sound pretty good to me, but as yabeyabe points out, it would be good to know if they include '09. </p>
<p>On retention rates, I agree with the comment that sorting out and interpreting the numbers can be challenging. Someone here referred me to collegeresults dot org. I found this very useful for comparing retention rates. </p>
<p>Finally, re adjuncts. My comment was in no way intended to suggest that adjuncts can’t be great teachers. What I meant was that they might only teach one or two courses or might only be around a semester or two. So, for example, if I go to a school’s website, and in my son’s area of interest, they show two full-time PhDs, an adjunct and a part-timer, I go away with the number two in my head. Seems to me like that’s a better indication than four of the level of faculty resources that are available. </p>
<p>Again, not to suggest that these other folks can’t be great resources, but I don’t think they reflect the same level of commitment (by the school to the department) that full-time faculty do. A generalization, I know, but I need some of those to help me sort all this out.</p>
<p>I had to bump this thread because I couldn’t find it! </p>
<p>School officially submitted S’s first transcript this week, to a school which doesn’t require recommendations. (It’s a safety.) So we’re on our way. Interestingly, our state flagship’s application isn’t even out yet!!</p>
<p>We’re also on our way. I’m expecting that my son will submit one of his schools next week. (not a comm app school). He will hopefully finish his common app essay this weekend. I wish he was a more colorful writer. After having read a lot of exampls of great essays, his seems rather average. It is definitely not his strenghth…</p>
<p>WarriorBoy…just remember that the essays that get published or shared on the internet tend to be the amazing essays. There are many essays that are from regular kids. I’ll bet your son’s essay is better than you think it is.</p>
<p>Warriorboy, I’m starting to think that, as a practical matter, the essay is either neutral or it hurts you. </p>
<p>If it’s really good, it may get discounted as a product not entirely of the student’s making. </p>
<p>If it’s bad, well, it’s bad. </p>
<p>If it’s just a normal sort of student essay, then I think it’s simply noted. </p>
<p>So to me, there’s nothing wrong with a journeyman’s performance: clear, concise and no typos or grammatical errors. To ReadytoRoll’s point, I think it’s what the vast majority of kids turn in. </p>
<p>Of course, there were will be a few kids who put out an amazing essay that’s clearly original, but I don’t think this happens too often.</p>
<p>gweeta, you may be right, but I hope not. If colleges are so convinced that high school seniors are incapable of brilliant and original writing that they will tend to reflexively discount as plagiarized any essay answering to that description, they should just stop asking for the essay in the first place. I agree that an essay that’s just straightforwardly and clearly written shouldn’t damage anybody’s chances, but I would hate to think there’s no opportunity for a kid to give himself a boost by writing something really outstanding.</p>
<p>nightchef, I do hope I’m being too cynical, especially because my son needs all the help he can get. Yet when I read his essay, I keep thinking no one will believe a kid with his scores and grades wrote it by himself.</p>
<p>gweeta: daughter is a great writer with very so-so grades; hopefully that will not raise a flag…</p>
<p>Much as I love my child and think he has untapped potential, I was surprised by the recent onslaught of “Priority Select Applications”, free online application emails, etc from Ursinus, Gettysburg and Franklin & Marshall, all of which I thought were reaches below around 3.5 1250 absent hooks. Has the recession lead them to extend their outreach or have they done this in recent years? Are “Priority
Select Applications” the equivalent of the Pubnlisher’s Clearing house “You Might Be A Winner!” mailings?</p>
<p>Well, yabeyabe2, the more applications they get and the more they can reject, makes them sound pretty exclusive! And a pretty “hot” school.</p>
<p>^^ Do not know, but I think that they are great, especially when there is an application fee, and they waive it on the priority application!! Also, the applicant will like having an early acceptance in hand!! It is a wonderful feeling for the applicant. For the parent, well it is a good feeling too, if they can afford the school. If not, it is a false sense of security.</p>
<p>Cross posted with slumom.</p>
<p>I am wondering how your child has liked Roanoke. My son has about a 3.25 without the fluff, only one honors and one AP. I graduated from RC in the 70-'s and loved it. Did your son find it challenging and enough to do? Thanks.</p>
<p>Heart where did your son decide to go? My son left large cath school in va and is now taking sr year at small prep in virginia. probably end us with 3.3 without the fluff and will be lucky to get 1150. Love Miani of Ohio but a little afraid of size thanks</p>
<p>The different perspectives of northeastmom and slumom on priority applications are interesting. I suspect some school indeed use them to boost their number of applications without expecting to admit many. Others may feel offering a free and easy application will yield more applications from likely admits–although I suspect it may just increase the number who use them as a safety with the added bonus of an early acceptance–which may lower their selectivity numbers.</p>
<p>I suspect there are internet forums among admissions staffs where they discuss these approaches.</p>
<p>I wish the schools my son was most intersted in offered them, because I would love an early nonbinding acceptance, but no luck–not even an Early Action program at his top choices.</p>