This month we are pleased to profile Radnor High School rising senior Diana Rapp, who worked with an A+ tutor for both ACT and subject tutoring in English. Diana decided to do ACT tutoring because she believed that with a structured study schedule she could raise her practice test scores.

In April and June of 2010, Diana took the ACT, and raise her scores she did! Her English score increased to a 28, Reading to a 30, and English/Writing to a 27. Her composite score on the ACT rose a total of 6 points over the course of the program! In addition, she noticed significant improvement in her English grades at school. Great job, Diana!

Diana commented on the supportiveness of her tutor, Carolyn Scott, who always encouraged her and her ideas, and who made studying for the ACT enjoyable: "With Carolyn, it didn't seem like a grueling process." For her part, Carolyn describes Diana as hard-working, perseverant, diligent, kind, and thoughtful. She has worked with Diana since September, 2010, on filling in gaps in her grammar knowledge, improving her writing skills, and improving her ACT scores. Carolyn described their lessons as fun and filled with satisfaction, and adds: "What makes Diana especially wonderful to work with is that she does not perfunctorily complete assignments; she becomes genuinely engaged in the thinking."

Outside of school, Diana likes to spend time with friends, and go to the movies and the mall. She also loves the outdoors and being active. During the school year, Diana participates in the Best Buddies Club (a group dedicated to fostering one-to-one relationships between high school students and people with intellectual and developmental disabilities), and Invisible Children (which provides help to children in Uganda). She also assists with class activities. This fall she will be applying to the University of Colorado at Boulder, Penn State, University of Maryland, University of Delaware, and University of South Carolina. Diana is currently considering a career as a teacher.

Overall, Diana felt that A+ helped her tremendously, both for the ACT test and in her daily schoolwork. She concluded, "Without Carolyn helping me junior year, I would not be where I am today. Thank you so much!"

Article written by Hannah Bookbinder, Educational Consultant.

In 1981, the makers of Skittles, a brightly-colored confection, tantalized prospective consumers with images of tiny circular M&M-like candies whirring around the screen, creating rainbows, houses, and animals with the slogan "A rainbow of fruit flavors." Just as each color represented a different flavor to savor, the anticipation of leaving for college holds a host of emotions for new high school graduates.

As the months leading to departure dwindle down to weeks, days, and then hours, many of my clients express confusion over the roller coaster of emotions they experience following their graduation. "I was so excited about graduating from high school," declares one new graduate. "Now I'm freaking out about leaving for college." 

For some, graduation from high school represents starting with a clean slate. Past indiscretions and failures can be erased from one's academic history. The prospect of establishing a new reputation means the world to some of these grads. For example, students who have learning differences often wish to determine whether they can succeed without supports in place. Those who ran into some trouble with teachers or administrators find relief beginning anew.

The start of college brings a feeling of freedom and excitement. For the first time in their lives, students are faced with the opportunity to make a host of decisions independent of their parents and teachers. What classes will they take, and at what time? What dorms will they live in, and with whom will they room? They will have a choice of clubs, sports, and other extracurricular activities in which they can participate. They'll have complete control over when to go to bed, when to wake up, and what to eat for every meal. What a state of empowerment!

For some students, this newly-found freedom is overwhelming. While there may be a sense of relief that comes with such autonomy, many students do not yet know how to manage all of their options. For these students, stress and anxiety start to settle in. Families can help those students by teaching them to create a daily routine that includes a schedule of classes, extra-curricular activities, and daily responsibilities including laundry, meals, and sleep schedule.

Students who have been a primary caretaker for younger siblings or a sick or elderly relative may experience guilt. They may feel selfish for pursuing an education or following their own dreams. It is important for families to talk about these feelings together and to reassure students that it is appropriate for teenagers to pursue their goals at this stage in their lives.

Finally, many new freshmen fear that leaving home to go to a new school means the end of high school friendships. However with texting, Twitter, Facebook, and instant messaging, friends can remain in touch with one another, regardless of the geographical distance that lies between them. And, of course, they can always visit each other in person at their respective campuses.

It is important for families to be aware of their students feelings about leaving for college. What meaning does it have for them? What do they need from their loved ones in order to feel prepared to embark on the next chapter in their lives? Parents should check in periodically with their students. Most importantly, each student should know that whatever she is feeling, everyone who leaves for college has experienced this rainbow of emotions.

Hannah Bookbinder, L.S.W., M.Ed. is an independent educational consultant who provides college admissions consulting and academic coaching. She can be reached at 610 647-3959 ext 107 or at Hannah@Academic-Ally.com.