3.4 GPA/29 ACT with disabilities [NY resident]

[taverngirl]

I think Quinnipiac is properly categorized as a safety. I agree with previous poster that UDel may be closer to a reach.

[aquapt]

I thought about suggesting Endicott too. It’s on the smaller side but not tiny - 3400 undergrads. And if the co-op aspect of Drexel appeals, Endicott’s strong emphasis on their Four-Year Internship Program might be great; and it’s good for education. The campus and setting are really nice too. I just shied away from suggesting it because it’s almost twice as far from home as you wanted, in addition to being a little smaller than desired. But it could be worth another look depending on what you decide the priorities are.

[momoftwo77]

@aquapt

I thought about suggesting Endicott too.

Something to think about. Thanks.

[Dukeofny]

Check out Manhattan College - its a great school for education, engineering, and business and its an Amazing value.

[inthegarden]

If she could be interested in a 4+1 masters in teaching program, (otherwise just an education certificate on the undergrad level), Muhlenburg college is a friendly, supportive school not too much further from you than Lafayette (which is a much harder admit).

Looking at the website at Muhlenburg again I’m confused, though. It said it does have a certificate for elemental education (in a way that suggests it’s part of the undergrad program, so I don’t know if the actual BA is in education or something else… I’d think psychology could be a good combo). I’m familiar with secondary ed degrees with a primary degree in a subject matter (i.e. math or English) and a Ed certificate but I don’t know how that would work on the elementary level. You’d have to look into it.

[thumper1]

@inthegarden

). I’m familiar with secondary ed degrees with a primary degree in a subject matter (i.e. math or English) and a Ed certificate but I don’t know how that would work on the elementary level. You’d have to look into it.

Check the state where this student plans to teach. Where I am (CT) even elementary teachers need to major in a content area, with the education courses layered in addition.

[AustenNut]

@momoftwo77

I’m especially interested in this group’s opinions on the schools already on our list in terms of whether they are realistic for her or not

I was out of town when you originally posted, but if you’re still interested in feedback, I’m happy to provide some thoughts.

@momoftwo77

she is in all regular classes with the exception of Spanish this year (first year taking a language due to her language-based challenges) and history, as they would not allow her a recording device or any note taker and she just couldn’t keep up with the volume of information at the high speed. In both cases she is in “Level 1/ skills” but got an A in both which shows that with the right support, she can do great.

Will she have completed at least two years of a foreign language by graduation? For instance, in looking at Fordham’s Common Data Set it indicates that at least two years of a foreign language are required (and four recommended).

Additionally, have you looked at the Common Data Sets for the schools under consideration? In section C7 it will indicate the relative importance of different factors for the college:

Using Fordham as an example, the two areas that are considered Very Important are rigor and GPA, which do not sound like your daughter’s strengths. But extracurricular activities, talent/ability, character/personal qualities, volunteer work, and work experience are all listed as important, and I think those characteristics do seem to be strengths for your D. The essay and recommendation letters are the other “important” categories and one of those she has a lot of control over. And class rank and standardized test scores are only “considered.”

In section C11 of the CDS it will indicate GPAs. If the majority of the GPAs are a 4.0, then I usually take that as an indication that weighted GPAs are being used. Thankfully, that’s not the case here.

Here it appears as though 8.9% of students have a GPA in your D’s range, and only about 5% of students had a GPA lower than a 3.25.

The CDS will also provide information on the percentage of students who submitted tests (section C9). At Fordham it was 22.7% who submitted the SAT and 9.2% who submitted the ACT. It provides the 25-75th breakdown for the SAT by section and the ACT by section. It also will indicate what percentage of students scored within a particular range:

For your D, even though a 29 is below the school’s 25th percentile, it’s only just below, and the majority of students did not submit a standardized test. Since her GPA/rigor is on the lower side for Fordham, I would submit her ACT score to help admissions officers understand her academic strength.

If your D will have completed two years of Spanish, then I would consider Fordham a lower probability school (less than 20% chance of admission). If she will not have completed two years of foreign language, then I would speak to the admissions office. If it’s really a requirement and no exceptions can be made, then I would not bother with an application.

But this type of information is some of the information available in a CDS, and it can be very helpful in assessing a student’s chances for admission.

[momoftwo77]

Wow, I’m just seeing this now but thank you for all of the detailed information. I have looked at common data sets but not at the extent you have. She will have had 2 years of Spanish, she applied, and sent in her ACT score. So, we’ll see! Thank you for such a comprehensive response.