From the Quad

Cammie Bertram and Audrey Ludemann discuss their observations from two and a half weeks in Asia

For much of the month of September, Cammie Bertram, President and Founder of Bertram Educational Consultants; and Audrey Ludemann, one of the area’s leading educational consultants for day and boarding schools serving children with a wide range of abilities and learning styles, travelled to Hong Kong, Singapore and Shanghai to meet with local educational professionals and ex-patriot families to discuss options in the United States for their children.  Below are some of their observations from their visit. 

1. In contrast to the US, financial markets in Hong Kong appear healthy and jobs seem secure, and families who expected to return to the States after 2-5 years have found that the environment in HK has been lucrative, worthwhile and rewarding (reflected in both personal and professional lives), delaying their return.  We heard stories of families who have unexpectedly stayed there 8 years, 13 years, and 22 years! And are still there! 
2. Families in Hong Kong were open, responsive and hungry for information offered in our presentations.  We found that the morning presentation was very well attended, with many husbands able to take an hour or two off from work to be present.  In particular, they appreciated information about the SSAT and the application process.  We found these families to be particularly intelligent and discerning, while also uninformed about the depth of boarding schools and what schools could offer.  
3. We were surprised how few of the ex-patriot families had heard of junior boarding schools—and the invaluable opportunities these schools provide the middle school child. We had lots of inquiries about the junior boarding school experience from parents of 5th-7th graders after our presentations. We also had conversations with parents of older children who wished they had known about this concept of junior schools in order to better prepare their kids for the secondary school experience. [NB – you can learn more about this option by visiting www.jbsa.org] 
4. Many families knew a few predictable high-level schools but were less aware of the broader range of schools. The concept of 'fit' and the benefits of finding a school that is the right match for an individual student was new to a number of families. 
5. There are few options for kids with learning disabilities and US boarding schools provide a breadth of instruction and options not widely available in Hong Kong or Singapore.  
6. Interestingly, while families did not openly broach the subject of therapeutic placements, those particular brochures disappeared like hotcakes. 
7. FOCUS (Focus On Children's Understanding in Schools) is a Hong Kong based group supporting families of children with learning disabilities.  We were able to meet with the founder who has recently moved to Singapore.   
8. Not directly related to our mission of connecting with ex-pat populations, but nevertheless interesting: In Shanghai, we learned of its initiative to build 35 million housing and office units between now and 2015 in order to encourage multi-nationals interested in buying or renting in Shanghai.  Although the growth trajectories have been adjusted slightly downwards, growth is still predicted.  We saw many new houses, some track housing and office buildings, but they were, at the time of our visit, sparsely populated.  We found it interesting that such an aggressive building policy was in place in the face of the current worldwide economy.

Some Thoughts on the Recent US News & World Reports College Rankings

Fall has come early this year in the Northeast.  Hurricane Irene swept through without regard for beaches, baseball games or biking trips, leaving a wake of power outages and debris that we weren’t ready for.  As the dust settles and we pick up the pieces, one constant that keeps us centered is the annual arrival of the US News & World Report ranking of universities and colleges.  It doesn’t matter how many natural disasters hit us, nothing stops the annual rankings and the ensuing discussions about whose alma maters were ranked the highest and how to get our children into the top schools. 

This annual rite can have a higher purpose than simply providing bragging rights.  Does it really matter to most parents and their high school children the order in which the Ivies  land versus last year?  If a particular school drops in the rankings, does that mean you shouldn’t apply there?  I don’t think so.  Although these rankings can help people decide  to which schools they may want to apply, there is a lot more to be gained from them by digging deeper into the data and by understanding what’s behind the rankings. 

It may be a surprise to learn that much of the data are self-reported by the schools themselves.  They are asked questions in seven different categories that are weighted as follows: academic reputation (22.5%), student retention (20%), faculty resources (20%), student selectivity (15%), financial resources (10%), graduation rate (7.5%) and alumni giving (5%).  Most people assume that the rankings focus mostly on academic reputation while surprisingly this factor makes up less than a quarter of the results.  One could argue that some of the other factors listed should be weighted higher.  I tend to look at some of the factors beyond academic reputation when considering a list of schools for each individual student.   For example, alumni giving may be a better indicator of how happy a student might be at a particular school than student selectivity.

By digging deeper into the rankings, you can create a list of colleges that may be appropriate for you and your child to investigate.  You can take that cluster, see how their total score was tabulated and compare these to your own criteria for your college search.  It is important to know that the US News & World Report rankings do not cover all the criteria you should consider in deciding where to apply.  The rankings do not take into consideration endowments, available financial aid, and the most popular majors, but this information can be obtained from the US News & World Report website.  Other factors that are not provided but should be looked at include student body diversification, faculty strength in specific areas of study, research and internship opportunities, and graduate school and job placement after graduation.  Getting this type of information takes more work.  Good places to start include schools’ websites, guidance counselors and educational consultants.  

It takes a full toolbox to select and apply to the schools that will be the best fits for your child.  The US News & World Report ranking should not be the only tool you use.  The combination of these rankings, some personal investigation and advice from others will result in the best outcomes for you and your child.  

As you look at the rankings this year (and you know you will), try seeing it as only one of the tools available to you.  When you use it in combination with the other tools mentioned above, you can have confidence that the schools you choose will be ones that will build the best foundation for future success.

This post was written by Deborah Grabfield, the founder and President of ApplyYourself, a consulting firm which works with high school students from both public and private schools. She provides her clients help in selecting colleges, creating profiles, writing essays, interviewing and meeting deadlines.

Signs when a teenager might be troubled

Most teenagers go through some of the symptoms mentioned below, which may or may not be a sign of trouble in your child’s life at that moment.  It is perfectly normal for your teen to experiment and test parental limits.  However, parents need to be sensitive to the degree and frequency of these possible signs of an emerging or existing condition that may require professional help.

Some signs to look out for include the following:

• Withdrawal from family and friends
• Loss of interest in previously enjoyable activities, hobbies, athletics
• Change in primary network of friends
• Change in clothing choices, sloppy appearance in a previously neatly attired child
• Trouble concentrating
• Excessive mood swings, anger outbursts, combativeness, or personality changes
• Extensive sadness or irritability
• Increased forgetfulness
• Weight loss or gain resulting from changes in eating habits
• Little or no sharing of personal issues
• Negative changes in quality of school work and/or significant drop in grades
• Isolating behaviors, daily and at nighttime; excessive use of the internet
• Changes in sleep patterns; going to bed earlier or later than usual or sleeping in later and more often
• Overly tired or hyperactive
• The following (in addition to several of the signs above) may indicate drug usage:
  • Use of incense or room deodorant
  • Increase in borrowing money, or disappearance of valuable items or money
  • Evidence of drug paraphernalia (rolling papers, pipes, roach clips, etc.)
  • Excessive usage of eye drops, mouthwash or breath mints
  • Missing prescription drugs
  • Excessive disappearance and disregard for curfew
  • Little respect for family rules and boundaries

 

 

Camille M. Bertram, Certified Educational Planner

President, Camille M. Bertram Educational Consultants

Fairfield, Connecticut

www.cmbertram.com

Not too late to consider summer school…

Even in the first few weeks of June, there are a range of summer programs that are still enrolling students. In fact, this is a very busy month for summer school admission personnel as they field phone calls from parents of students who are coming up short for graduation credits or who have just struggled through geometry and need to be readied for algebra II.

Schools like the Cardigan Mountain Summer School (www.cardigan.org) for middle school age students and the Salisbury Summer School (www.salisburysummerschool.org) for high school age students are renowned for their subject oriented review and preview and general study skill building. These schools also give students a taste of what life at a boarding school would be – eating in the dining hall, living in the dorms, and having access to teachers 24/7.

The Wolfeboro Camp School (www.wolfeboro.org) is the perfect hybrid of academics and a traditional camp experience. Students live in tents on the shores of beautiful Lake Winnipesaukee. Classes are in the morning, and the afternoons are filled with usual camp fun involving the lake and substantial outdoor facilities. All of these summer schools maintain a healthy balance between academics and fun. Generally, coursework is in the morning, and after lunch an array of activities are offered including traditional sports, visual and performing arts, and outdoor education. Evenings are spent preparing for classes the next day.

The ASA College Admission Prep Program (www.asaprograms.com/college-experience) assists rising tenth and eleventh graders in navigating the college admission process. The two-week long program includes developing interviewing and essay writing techniques, and SAT prep on one of three distinctive university campuses.

These are only a few of the unique and worthwhile programs that are offered to students. Many independent schools offer programs on their campuses during the summer. Some are academically based as the ones mentioned above, others focus on leadership or the arts. Admittedly, most students consider these programs begrudgingly. However, in my experience, I have seen students cry when they get dropped off, and cry even harder when they leave.

 

This blog was written by Holly McGlennon Treat, an independent educational consultant, who specializes in helping families interested in private secondary schools.  She is available to provide advice and guidance to clients of Bertram Educational Consultants.

Perspectives on Private School Rejection

This article was recently posted on AdmissionsQuest a blog devoted to Boarding Schools and directed to students, parents, teachers, administrators and others interested in private school education.  It is reprinted here with the permission of Peter Baron, Partner at edSocialMedia and CEO at AdmissionsQuest, Inc.

Washington Post, writer Jay Matthews has a timely piece addressing private school rejection (albeit a little bit ahead of the traditional boarding school acceptance date of March 10).

“Private School Rejection? Don’t Panic Yet” covers some well travelled ground quoting a couple of consultants and touching lightly on the concept of ‘school fit’ and he’s certainly correct to do so. Quoting from his interviews:

“‘I explain that often schools reject children and families who are not the right fit for their school, rather than it being a reflection of numbers or anything wrong with their application,’ said Liz Perelstein, a consultant based in White Plains, N.Y.

‘Sometimes the denial to a school is a good thing,’ said Jean Baldwin, a District-based consultant. ‘If the student is not right for the program or the curriculum, he or she will not flourish.’

His message is on, but could be stronger.

We’ve been writing, and preaching ‘best school fit’ for years.

Fit isn’t just part of the private school admission process. The process is, fundamentally, about school fit. The fanciest school with greatest reputation is not the best school for every child. The best school for any particular student is the school that will take the student’s growth the furthest while he/she is there.

As we write in “Best Boarding Schools:”

The notion of the ‘best school’ is much like the concept of ‘best kid’- prompting the follow-up questions: Best, how? Best at what? What exactly do you mean by best? Best athlete? Best Latin scholar? Best calculus student? Best behaved? Best debater?

Several schools are quite rich with endowments larger than many colleges. Some schools have students with astounding SAT scores. Some schools produce a disproportionate number of high caliber athletes.

Which school is best? It all depends…

A good fit requires thorough understanding of both student and school. Not every school fits every student and not every student fits every school…

Boarding schools come in all flavors, perspectives and sizes- just like families and kids. Each boarding school offers a particular perspective or way of working and this method works best for students who benefit from the approach.

Frame your thinking about the opportunities and programs that your student needs. Does this school have these programs and support what’s best for my student?…

What’s the best school? The school that provides the most fertile environment for your student’s growth.

Matthews and his interviewees are spot-on observing that parents can have difficulty finding, or lose, perspective in the admission process. It’s just plain difficult to honestly assess your child when clouded by the lenses that want nothing but the best for him/her.

This is where the eyes, ears, perspectives and professional expertise of a consultant can come in handy.

An educational consultant can help with everything from student assessment to final school selection. Their services are not inexpensive, but many families find their contributions to finding the best school for their student invaluable.

Single Sex Schools: Why Consider Them?

Applications for first round candidates are in.  Admission committees spend long, arduous hours reading files.  March 10 looms.  Candidates and their families will be assessing choices and making decisions affecting the next two to four years or more of a student’s life.  Many lists will include at least one single sex school.  Everyone knows there can be benefits to a single sex choice, but what are they, really?

 

To begin with, there are a number of ways that gender differences can impact how students learn.  For example, Harriet Hanlon of Virginia Tech http://www.singlesexschools.org/research-brain.htm examined brain activity in boys and girls and found that their brains develop at different rates and in different sequences.  The areas of boys’ brains that target spatial memory mature earlier than in girls; the areas in girls’ brains targeting language and fine motor skills develop earlier than in boys.  (For additional information on brain differences, go to http://www.education.com/reference/article/Ref_Boys_Girls/).  Boys and girls eventually arrive at the same destination, but the journey follows a slightly different path for each gender. 

 

Understanding developmental gender differences allows teachers to work in an intentional way with their target group. Teachers can employ strategies in the all-girls classroom, and in the all-boys classroom, which wouldn’t be optimal in coed classrooms.  I remember walking into a couple of science classes at an all boys boarding school and the boys were involved in controlled chaos: one group was building LARGE trebuchets, and the other was examining the effect of heat from their hands on corn starch goop.  Messy, dirty, active, enthusiastic.  The boys were in heaven.  For them, it was a wonderful way to learn and the lessons won’t be quickly forgotten.  

 

One way to assess the relative merits of the single sex versus coed teaching environment is through academic achievement.  There have been any number of studies showing increased proficiency on standardized measures in single sex environments.  One such study was conducted by Professor Kathy Piechura-Couture at Stetson University in Florida

http://www.singlesexschools.org/research-singlesexvscoed.htm .

She established a three-year pilot program comparing 4^th grade students at a local public school.  The grade was divided into four groups and every effort was made to match parameters (demographics, class size, teacher training, curriculum).  The following results show the students’ scoring proficiency on the FCAT (Florida Comprehensive Assessment Test):

• Coed Boys                   37% proficient
• Coed Girls                   59% proficient
• Single Sex Girls           75% proficient
• Single Sex Boys           86% proficient

 

There are numerous studies that highlight measurable increases in test scores, but that only tells part of the story. 

 

We are interested in the whole student, not just a compilation of scores.  We want to know where else they are impacted by a single-sex education.  In addition to the first layer of interests like athletics, academic rigor, arts, school culture, there is a set of criteria to be considered.  Do students at single sex schools become more involved in a broader mix of subjects?  Will they feel empowered to try more and different subjects and take some academic risks?  Will they rise to a challenge with confidence?  Will they be more willing to raise hands and voice questions?  More importantly, will they be surer in themselves that their intent and their voice will be respected?  Will boys prove to be equally comfortable and capable in drama and dance and poetry, and girls in science and math and technology? Will a broader set of interests be cultivated and celebrated? Will gender stereotypes be more effectively broken down by the very nature of single-sex schools? It sounds like an oxymoron, but that is certainly the hope.

 

Single Sex schools are not for everyone, but considering the merits of single sex education is a valid and worthwhile inquiry.  The hope is that single-sex education, if it is the right match for the student, can:

• Create an environment of educational and intellectual risk-taking
• Ensure that learning is of primary importance, with social time reserved for non-academic times
• Provide an opportunity for teaching, both in content and in style, targeted to a specific population
• Encourage the self-expression of well-rounded students across disciplines, comfortable in their abilities, talents and interests
• Promote heightened engagement, and encourage the natural leadership within each student to emerge
• Empower a strong sense of self and the self-assurance to move forward with confidence

 

SO, when considering schools, make it a point to include at least one single sex school on your list.  When you visit, or revisit, ask students attending the school why they like it, what they value, why it works for them.  Ask them if they would choose the same again. Chances are, the answer is yes.

This blog was written by Audrey Ludemann, an independent educational consultant, who specializes in helping families interested in private day and secondary schools.  She is an invaluable resource for families looking for assistance with children with learning differences.  She is available to provide advice and guidance to clients of Bertram Educational Consultants, including administration of the Myers-Briggs Type Indicator (MBTI) and Murphy-Meisgeier Type Indicator for Children (MMTIC).

 

To Push or Not to Push: That is the Question

During the past month, the documentary film, Race to Nowhere (http://www.racetonowhere.com/), has ignited a national debate about the experience of students in America. During the past few decades, students have become more results driven and are missing the greater purpose of learning. Critical thinking and real world problem solving has taken a back seat to state achievement tests and SATs. Our children have become robotic in their approach to school and learning. Consequently, and ironically, we as a nation have fallen behind in academic achievement.

At the center of this film is a discussion about how overscheduled students are. Pressure to achieve goes beyond the classroom onto the sports field, in the music room and in service to one’s community. Students feel as though they are on a treadmill, cycling through each day, running as fast as they can and ultimately in danger of burning out. The resulting stress in their lives has contributed to a rise in the presence of insomnia, eating disorders, headaches, stomach aches and depression. Escapism also becomes an enticing draw – gaming, self-mutilation, partying. These behaviors are also the gateway to school avoidance and refusal which is definitely on the rise. The film warns of these hazards and concludes with a series of action plans to help transform our educational system into a more student centered, process oriented structure. In theory, this softer, kinder, gentler approach will help inspire students to embrace a love of learning and be healthier, happier young adults.

Interestingly, in the same month, Amy Chua began to garner attention for her memoir, Battle Hymn of the Tiger Mother. In the book, Chua discusses the importance of raising children “with an iron hand”, constantly scheduled, demanding, and expecting “the best” at all times. The Chua-Rubenfeld children were denied “time wasters” like school plays, sleepovers, play dates, television and computer games. The girls attend a highly academically rigorous private school in New Haven and are both extremely successful both in and out of the classroom. Chua insisted that both of the girls play the piano and the violin, and they have both evolved into remarkable musicians, the oldest having performed at Carnegie Hall. Many parents might find her demanding approach to be harsh and even emotionally abusive. Consequently, Chua has received a tremendous amount of backlash and criticism.

These two recent media fire storms create an interesting debate about parent approaches to child rearing and education. Race to Nowhere emphasizes the importance of the individual child and the process of learning. Happiness, emotional well-being and self-esteem are key components of success. On the other hand, Amy Chua stresses the value of structure and results. High expectations and pressure will produce results which will ultimately lead to a successful life, by her definition. As an educational consultant, I have witnessed a range of parenting approaches – those that seemed too permissive and those that have appeared too strict – and both extremes are fraught with pitfalls.

As with most debates, I believe that the truth lies somewhere in the middle. I certainly understand the significance of a more student-centered approach to learning. And, there is a great deal of research behind the value of project-based, hands-on learning and how it relates to a greater, long-term understanding of the material. However, I would caution any parenting or educational system that moves students too far away from structure and expectation. Taking a page (or two) from Chua’s book, children need clear and consistent boundaries and an understanding of what is expected of them. In my opinion, the best approach to parenting and teaching involves a balance of boundaries and flexibility within those boundaries.

Race to Nowhere and Battle Hymn of the Tiger Mother should at the very least make us all stop and think about how we approach parenting and education. It is dangerous to prescribe to any one approach, as the needs of children and students differ dramatically from one individual to the next and are in constant flux. It is important to be able to think outside the box or let go of pre-conceived ideas about the path that a child is on. Do not be afraid to consider a school change if the current situation is not working. Being flexible and continuously reflecting on the job that we are doing as parents and educators is essential. Important debates like these push ourselves to be better and stay in tune with the children around us. Knowing your student, son or daughter is key. Do not forget to listen; know when to push, when to support, and when to make a change.

 

This blog was written by Holly McGlennon Treat, an independent educational consultant, who specializes in helping families interested in private secondary schools.  She is available to provide advice and guidance to clients of Bertram Educational Consultants.

Holly Treat wins Irvin W. Katz award from IECA Foundation

Bertram Educational Consultants is pleased to announce that Holly Treat is a recipient of this year's Irvin W. Katz Award provided by the IECA Foundation in “recognition of volunteer service and ongoing commitment to children and education." This award was established to “recognize extraordinary community service contributions by IECA (Independent Educational Consultant Association) consultants.  A plaque is presented to each recipient and a $2,000 award is given to a non-profit educational program or school designated by the honoree. IECA consultants are giving people. Countless members open their hearts and share their time and talents selflessly to help children throughout the world. The common thread among award winners has been their modesty and humility." Holly is generously designating the award to The Deep Creek Middle School in South Eleuthera, Bahamas.  

Since 2007, Holly has been providing secondary school advising support to the DCMS graduating students. Since that time, 16 students have received admission and financial support totaling 1.4 million dollars from boarding schools across the United States. They currently have students enrolled at Episcopal High School (VA), Garrison Forest School (MD), Hebron Academy (ME), Kimball Union Academy (NH), Lawrence Academy (MA), The Lawrenceville School (NJ), The Marvelwood School (CT), Proctor Academy (NH), Trinity-Pawling School (NY), Vermont Academy (VT) and Westover School (CT).

As Holly states, “Although my work with Deep Creek Middle School has been both challenging and time consuming, the rewards are countless. I am so incredibly proud of the accomplishments of these students both at DCMS and their secondary schools in the States. They have been given a remarkable opportunity of which they take full advantage. My involvement with DCMS is the perfect intersection of my professional and personal interests. I am proud to be a part of it and help to give back to an island and people that have been a special part of my life for many years. And, I know these students will also continue to be a part of my life for many years to come.”

Admissions Ethics in a Difficult Economic Period

When economic or demographic downturns effect enrollment, your moral compass may be challenged in a variety of ways. For numerous reasons, you may have to consider enrolling students you may not feel are qualified.  The fact is, enrollment and tuition dollars are vital to the budgets of most independent schools. Even a shortfall of 5-10 students can mean a loss of hundreds of thousands of dollars from the operating budget. The recent recession has significantly affected endowments, and tuition dollars are even more important than in past years. Pressure to fill the school at all costs can be placed on the Head by the Board, and trickle down from the Head to the Admissions staff, ratcheting up the stress and forcing tough decisions.

Let’s examine a scenario:

Your Head meets with you late in the summer with enrollment significantly down, and tells you it is more vital to reach enrollment numbers than to accept qualified students. How do you react?

First, you must remember the Head is looking to protect the school from financial issues and can probably justify accepting unqualified students as a utilitarian solution to the problem.

If you do accept unqualified candidates, it certainly depends how unqualified they truly are. They may be outside your normal range of acceptance criteria, but may be able to grow and succeed academically with extra support. Given a decent chance of succeeding, this should not knock you off your ethical bearings too badly.

But if you feel an applicant is truly going to fail then it would be an act of dishonesty to accept them.

What do you then tell your Head? It is possible you could lose your job by sticking to your principles. Is it worth it? Only you can judge and there are certainly no easy answers. Morally of course the decision is easy, practically it is much more difficult.

So, what should you do if caught in a situation where you need students and may have to make some difficult decisions? In ethical decision making, this can be more about choosing between two rights, not just a wrong and a right. Sissela Bok, in her book “Lying”, provides a 3-step test you can use to decide if an action is ethical. First, appeal to your own conscience, let your inner judge reflect on the decision. Secondly, ask friends, peers and colleagues for their advice and wisdom. Thirdly, assume you were taking your decision public, and that persons of all allegiances were consulted. If the decision passes all three “tests” you can safely facilitate your choice.

Moral and ethical decisions unfortunately do not provide clear cut solutions to most problems. In fact, the right decision can most likely cause the most problems. It is certainly simpler to take the easy way out...but then you have to live with that decision. Admissions Directors have an obligation to the school they work for, and also to the family they are working with. Does one have more weight than the other?

I would suggest that although your first responsibility is to your school, betraying the trust of a child and their family would be egregious.

Staying ethical is imperative to our profession. That nagging moral conscience serves a greater purpose.

 

Patrick Finn provides College Advisory Services for Bertram Educational Consultants out of his Baltimore office.  Prior to joining Bertram, Patrick was the Admissions Director at Canterbury School in New Milford, Connecticut for fifteen years and spent the past eight years as Admissions Director and Assistant Head of School at St. Timothy’s in Baltimore.

Response to US News and World Report’s Rankings of America’s Best Colleges 2010

My seven-year-old daughter asked me tonight at dinner what a hamburger tasted like, and I told her it was impossible for me to tell her how it would taste to her, because I am a different person with different tastes.   “I like them; you might too.  Why don’t you try one?” was the insight from me that she took away from the conversation.   Although it’s somewhat of a strange analogy, allowing a media publication like US News and World Report (although reputable in many other respects) to determine the best colleges for you is a lot like asking someone else to tell you which foods you like best.  So many people base their college application choices on these media-generated lists without considering that “the best” school in a magazine may not be “the best” school for them.  People forget that at the center of every college search, first and foremost, is an individual with unique abilities, varying interests, and independent goals and aspirations, which will—and should--make their college search different from everyone else’s…regardless of where schools fall on a ranked list.  A ranking such as this suggests that students might need to sacrifice their own desires and aspirations to justify adding a top-ranked school to their list when what is most important is for students to go through a period of self analysis and reflection to gain confidence in composing their own list of “best schools” based on what they are looking for.  So, before buying into the rankings hype, consider this: ultimately you’re the one who has to finish the meal, so why let someone else order it? 

This blog was written by Bobbi Krein, College Advisory Services, Camille M. Bertram Educational Consultants