BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE
BEST PRACTICESFOR DEVELOPINGA SCHOOL PROFILEAPRIL 2020NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE1
AcknowledgementsThis project was the result of motion passed by theNACAC Assembly in 2017. The association extends aspecial note of appreciation to Cigus Vanni, the authorof the motion and reviewer on this project throughout.In addition, we extend our appreciation to the NACACProfessional Development Committee (2018–19),whose members reviewed and provided input onthis report from start to finish. Committee membersinclude:Terry Knaus, ChairCollege CounselorCathedral High School (IN)Christopher BoehmDirector of College CounselingArchmere Academy (DE)Tahirah Crawford (2017–20)Director of College PlacementPeople’s Preparatory Charter School (NJ)Sauvik Goswami (2018–21)Assistant Dir. of Diversity Outreach & RecruitmentThe University of IowaRobert Lundien (2018–21)High School CounselorPark Hill South High School (MO)Ashley Pallie (2016–19)Associate Dean of AdmissionsPomona College (CA)Nichole Veirs (2018–21)Assistant Director of AdmissionsNorthern Michigan UniversityWe also extend our appreciation to the NACAC GlobalEngagement Committee, whose members reviewedthis document to ensure relevance and applicability tosecondary schools outside of the United States.Erick Hyde, ChairUniversity Connection Counseling SpecialistUniversity of PennsylvaniaJulie ChapmanSr. Assistant Director of AdmissionsVanderbilt University (TN)Hamilton GreggCollege Counselor & PresidentHarrow International School of Beijing (China)Joey KirkInternational Recruitment ManagerUniversity of Glasgow (Scotland, UK)Kevin GonzálezDirector of College CounselingColegio Americano de GuatemalaRyan SullivanDir of International EducationNBCC (Canada)Anna WrightDirector of College CounselingThe Benjamin School (FL)The association also extends its thanks to our partnersat the Reimagining College Access initiative, acollaboration led by the Learning Policy Institute andEducationCounsel. In particular, we would like to thankJulie Adams and Larkin Wills for their input and work onbehalf of this project.NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE2
IntroductionThere are 23,814 public secondary schools,1 as wellas 34,580 private elementary and secondary schools,2in the United States, and thousands more aroundthe world. Consider, then, the difficulty faced bypostsecondary admission offices at the 3,315 nonprofit institutions in the US3 in attempting to assessthe variables associated with a student’s education ata given high school while accounting for contextualdifferences between schools, including (but notlimited to) student demographics, curriculum, gradedistribution, grading systems, transcript format, andschool resources. As NACAC research has indicatedfor more than a decade, postsecondary institutionsfactor variations among secondary schools into theirconsideration of student academic records as partof the application review process. As such, providingaccess to descriptive information about the school,often via the school profile, is a critical, if underutilized,step for secondary schools to take.NACAC first made recommendations on best practicesfor school profiles in its 1977 “Guidelines for Designinga School Profile” publication, prepared jointly with theNational Association of Secondary School Principals(NASSP). The publication noted, “One commonmisconception of secondary [school] counselors isthe assumption that their school, its standards andcurricula, is well-known by colleges.” As the numbersabove suggest, this assumption turns out to be nearlymathematically impossible.The publication continued to note that admissionofficers “say that some profiles are not veryinformative, are more cumbersome to decipher thanthey need to be, or are valueless as interpretivedocuments.” Some specific concerns outlined in the“Guidelines” document included: With every school planning its own profile contentand layout without accepted guidelines, the entiredocument has to be searched to see if it doescontain the needed information. Frequently, what is offered as a school profile readsmore like a promotional piece from the chamberof commerce of real estate board into which someschool information has been added. Some schools believe that the more information theyprovide, the more helpful and persuasive the profilewill be, when relatively brief, compact statementsand summaries are much preferred.College admission officers agreed, though, that schoolprofiles are useful and informative tools that can helpeducational professionals connect prospective studentswith best fit institutions. Often, best practices need tobe considered in the formation and drafting of a schoolprofile. This updated guide, based on the original“Guidelines,” ensuing updates, and the 2017–18 revision(see “Methods”), serves as a compilation of feedback,guidelines, and best practices from hundreds ofexperienced counseling and educational professionals.International and non-traditional perspectives were alsotaken into account in the revision of this guide.1SOURCE: U.S. Department of Education, National Center for Education Statistics, Statistics of State School Systems, 1967-68 and 1975-76;Statistics of Public Elementary and Secondary Day Schools, 1970-71, 1972-73, 1974-75, and 1976-77 through 1980-81; and Common Core ofData (CCD), “Public Elementary/Secondary School Universe Survey,” 1982-83 through 2016-17. (This table was prepared November 2018.)2SOURCE: U.S. Department of Education, National Center for Education Statistics, Private School Universe Survey (PSS), 2005-06 through2015-16. (This table was prepared June 2017.) Note: This count includes all private schools. The Department of Education does not provide acurrent count differentiated by grade level.3SOURCE: U.S. Department of Education, National Center for Education Statistics, Education Directory, Colleges and Universities, 1949-50through 1965-66; Higher Education General Information Survey (HEGIS), “Institutional Characteristics of Colleges and Universities” surveys,1966-67 through 1985-86; Integrated Postsecondary Education Data System (IPEDS), “Institutional Characteristics Survey”(IPEDS-IC:86-99);and IPEDS Fall 2000 through Fall 2017, Institutional Characteristics component. (This table was prepared April 2019.)NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE3
1. Have a School Profile,and Make Sure PeopleCan Find ItNACAC research shows that more than 75 percent ofschools maintain a school profile. Those least likelyto maintain a school profile are the smallest schools,and schools with large percentages of low-incomestudents. A comprehensive school profile ensures thatall stakeholders, including colleges, have access toimportant information that supports secondary schoolstudents in the college admission process.Post the school profile prominently on the school’swebsite and keep it regularly updated. Make sure theweb link works and is easily accessible from the mainschool page.Percentage with a School Profile Availableon the School or District Website, bySelected School CharacteristicsAll Survey Respondents75.5%by School TypePublic73.0PrivatePrivate, non-parochial82.6Private, parochial78.4by School EnrollmentFewer than 500 students68.2500 to 99975.61,000 to 1,49982.01,500 to 1,99990.02,000 or more students91.0by Free and Reduced Price Lunch (FRPL)0 to 25% of students eligible84.426 to 50%73.351 to 75%69.576 to 100%61.8Source: NACAC 2017-18 Counseling Trends Survey.NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE4
2. “Fundamental” Elementsof the School ProfileThe school profile can help a college admission officer,among other stakeholders, “decode” informationabout your school quickly and easily. One overarchingrecommendation for effective use of the school profileis that the data reported on school profiles and otherdocuments should be accurate and current, andshould be transparent about when the data weregathered and the groups that are included or excludedfrom the data.Don’t take it for granted that anyone will know basicinformation about your school. There are new stakeholdersentering your sphere of interest each year—rookie collegeadmission officers, parents, administrators, and others—who will need basic information about your school.A. Provide School and Community FactsAdmission decisions require sufficient contextualinformation to properly assess a student’s academicperformance within his or her school, and moregenerally how different schools’ curricula are defined.Providing the following information can assist collegesin their efforts to contextualize academic records asthey review applications. Name, address, web address, and contactinformation; School control and type (public, private, boarding,day, etc.) Grade cohorts included in school populationB. List School Staff and ContactInformationSurprisingly, many school profiles make it difficultfor college admission officers to reach school staffby neglecting to list up-to-date staff and contactinformation. School profiles should include: School leadership information List of counselors or a head counselor, as well asinformation about counselor caseload assignments Contact information for counseling staffC. Describe Grading System and RelatedProceduresThere are nearly as many grading systems as thereare secondary schools, so including informationabout the school’s grade structures, grade-pointaverage system, or other details unique to the schoolis a critically important step. NACAC research hasfound that nearly half of four-year colleges, andparticularly highly-selective colleges, recalibrateGPAs across schools to ensure more comparabilityamong applicants. Absent detailed information abouta school’s grading system, colleges may be proneto draw conclusions on their own. Information thatcolleges consider important includes: Details about the grading scale used by faculty; Enrollment, including 12th grade class size Method of computing GPAs and class rank(if computed); Faculty and counselor-to-student ratios Grade distribution; CEEB and ACT code numbers Policy on reporting class rank to colleges; Accreditation or licensing Policies on weighting courses and on repeatingcourses; A basic overview of the school’s mission and/orstructure Community overview—population, demographics,locale Graduation requirements; and School’s policy on reporting disciplinary infractionsto colleges and universities. Student demographics and characteristicsNATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE5
D. Provide Standardized Test ScoreInformationF. Provide a Curriculum Description,Including Special FeaturesWhile standardized test scores should be consideredin their proper (limited) context for college admission,offering information about the distribution of scoresat your school can help college admission officerscontextualize their consideration of your students’scores.Make sure that stakeholders know what is requiredof students in order to graduate from your school.This is an area in which schools with non-traditionalmodels can help college admission officers andothers understand what makes your school different,and how to properly view/interpret grades and otherinformation students will present from your school.Increasingly, schools are requiring students to completeperformance-based assessments as end-of-courseor graduation requirements. Performance-basedassessments require students to produce an artifact—areport, experiment, performance, presentation, video,or other product—and can provide robust informationabout students’ achievements and potential forpostsecondary success. Components of, as well asrequirements for, these assessments should be clearlydescribed so that admissions officers can understandthe full depth of a student’s educational experience. Provide the middle 50 percent range of ACT/SATscores for students at your school. Offer an overview of specialized test scores (such asAdvanced Placement or International Baccalaureate,as well as TOEFL or IELTS for international students)distribution at your school. Include other test score summaries that might berelevant (such as state-required or national tests, inthe case of non-US schools) to stakeholders.Note that international students can face additionalhardship when taking standardized tests. Moreinformation in the profile about the disadvantages thatinternational school students face in the standardizedtesting process could help admission officers whenreviewing profiles/applications.E. Offer an Overview of StudentEducational OutcomesWhether your school sends most of its studentson to postsecondary education or not, providingsome information about destinations of the studentswho attend postsecondary education, as well asany information about persistence through highereducation, is helpful for admission offices. Note that thisis not a contest about how many “brand name” collegesyour school’s students can get into—colleges simplyappreciate context when reviewing applications. A list of colleges that students from your school haveeither been accepted to or attended. Outcomes of previous graduates, such aspostsecondary persistence/completion rates, ifavailable. Information about all postsecondary destinations offormer students, such as entrance into the military orthe workforce. Summary of curricular offerings, including advancedcurriculum, programs, or defining characteristics Basic course information required for graduation(and at what level, e.g. honors, advanced) Schools that have non-traditional programs (ex: nograding scales, lack of AP classes) should focus onexplaining why and what alternatives do they use. Summary of curricular offerings, including advancedcurriculum, programs, or defining characteristics,and a detailed explanation of curricular offeringsthat vary from traditional models, including whohas access to the non-traditional models, honorscourses, and other special programs.G. Summarize Other Unique InformationAbout the School, Program, or CurriculumIf needed, provide additional information that mightfall outside of curricular offerings, or that might furtherdistinguish a school’s curriculum. Description of individual campuses from a network ofschools; Information about national networks or recognitionsassociated with school curriculum; Special interpretations, abbreviations, or otherdefinitions specific to the school.NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE6
3. Additional ElementsThat Can Enhance YourSchool ProfileLess is moreVisual clarity Profiles on average roughly appear to be four pages.The respondents seem to favor two to three pagesmaximum. Fonts and colors that are consistent and notexcessive; Sections are easier to process rather thanparagraphs. Information is presented in a logical progression,such as the structure of the precedingrecommendations for content. Less text and more graphics, including charts andgraphs for grade distribution and test scores Sections that are easy to find and clearly labeled; Bullet points rather than long sentences; Name of school on every page; Unique graphics: some of the international schoolsincorporated small pictures of their location. Unique features or unusual graduation requirementscould be noted Postsecondary institutions where former studentsapplied and enrolled differentiated by bold/italicsOther potentially important elements Some schools, both domestic (US) and international,offer different curricula within a school. If differingcurricula are offered within the same school, providea side-by-side listing. Include words in the filename online so that theprofile is easily found by searching either theschool’s website or using internet search enginesNATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE7
4: Pitfalls to AvoidAccording to admission officers, the following schoolprofile pitfalls can be particularly frustrating, particularlyin an environment as bereft of time as a collegeapplication review process. Lack of sections, too many paragraphs, difficult tofind specific information. Grading system not clearly explained or easy to find Outdated trend information: Recent cohort data ispreferred over long run historical trends Unnecessary content: some profiles list theiraccomplishments and extracurricular activity atlength. Should be highlights instead. Names of staff but no contact details Some schools make it difficult to find the profile ontheir webpage or have the profile split into multipleparts Broken web links to or in the profile In general, any information that is out-of-date cancause frustration for admission offices and otherstakeholders. Examples that NACAC memberspointed out include:– Dated information about population,demographics, or other community features– Out-of-date disciplinary policy Every college acceptance for the past five years.Sometimes less is more.NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE8
A Statement About MethodsThese recommendations were based on NACAC’soriginal “Guidelines for Designing a School Profile”publication, a joint project of the National Associationfor College Admission Counseling and the NationalAssociation of Secondary School Principals. Updatesto the recommendations followed a request by theNACAC Assembly, during the 2017 NACAC NationalConference, that the association provide updatedrecommendations for school profiles. In responseto the Assembly’s motion, NACAC conducted thefollowing activities:1. Collected data on secondary school use anddisplay of school profiles as part of the 2018Counseling Trends Survey;2. Collected more than 1,200 samples of schoolprofiles from NACAC member secondary schools;3. In conjunction with the NACAC ProfessionalDevelopment Committee, conducted a reviewof a sample of 300 school profiles in which30 NACAC members, from the national andaffiliate professional development committees,the national Global Engagement Committee,the Assembly motion sponsor, and select staffresponded to a series of questions about variousaspects of the profiles based on the original“Guidelines” document; and4. Summarized reviewers’ comments andsynthesized consensus recommendations intoa set of revised guidelines, drafted by staffand reviewed by member-leaders and externalstakeholders (to be named at formal publication).NATIONAL ASSOCIATION FOR COLLEGE ADMISSION COUNSELING BEST PRACTICES FOR DEVELOPING A SCHOOL PROFILE9
often via the school profile, is a critical, if underutilized, step for secondary schools to take. NACAC first made recommendations on best practices for school profiles in its 1977 “Guidelines for Designing a School Profile” publication, prepared jointly with the National Association of Secondary School Principals (NASSP).
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