Anonymous wrote:We are considering hiring a private college counselor but are not sure at this point. We are reaching out to have an initial conversation with a few and then we will make a decision.

If you have worked with one, what would you recommend asking a potential counselor when you are assessing whether to hire him/her? I'm wondering about things I would not think to ask because we have not been through this process before. I will ask about their experience, how they got into this line of work, what services they offer, and pricing.

I would ask them what their process is. Some have a whole timeline/process that they put kids on. That's what we wanted. Others are just more ad hoc, helping where you ask them to

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

I agree with you, if that's the message. But if the message is, only do things to look good on college apps not because they are fun -- that's depressing.

Anonymous wrote:How involved do you want to be and how involved do they want you to be?

Some IECs do not want any parental involvement which is a red flag to me! I mean you don’t want a helicopter parent but if someone says their kid is capable of better writing, I’d want them to take that seriously.

Mine does that. They want to meet with DC one on one. But they do allow a 10-minute summary with the parent at the end of each meeting, they just don't want you there when meeting with DC.

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

That's why you "try new things" at the beginning of high school and then pare it down to those things that most interest you in the second half. For my daughter it was music, faith, and service. Model UN, the coding club, and lacrosse just weren't cutting it and she wasn't making any significant contributions to those activities. Getting her to recognize that is a tough thing for parents to do. But an outside party like a hired consultant can have a lot more credibility with a 16 year old.

What’s their philosophy on building the student’s college list?

It’ll be telling if they ask for school names instead of asking what environment they thrive in.

Basically, it tells you if they think this is about making your kid appear to fit the schools or if they will find schools so your kid feels they are applying to colleges that are a good fit for them.

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

If you want help creating a list, how do they learn about schools? When we interviewed possible IECs, too many relied on the same public data sources that I could access. We ultimately didn't hire anyone.

Anonymous wrote:

Anonymous wrote:Kid is aiming for Ivies for a stem major. The IEC had not told him to take highest math.

Somehow it's the IEC's fault that the kid thinks he's Ivy material without doing the work?

The kid has been working with the IEC since 9th grade and the IEC recommended summer programs for neuroscience after 10th grade. But did not know about course rigor. Sorry but that IS exactly what an IEC should be advising on.

Another couple…do they outsource any part of the essay process? I’m just realizing IECs use other people to either interact with the student on the essay or behind the scenes to review, etc. These services charge say $500 and your IEC charges a lot more.

Also does your IEC use AI in any form? Some use to record Zoom meetings and then get notes. Others use specialized AI to get feedback in essays -$250 or so per college and the IEC simply reviews what the AI says, edits if necessary and sends feedback along. The AI has been trained on essays from accepted students at specific colleges and can apparently tell you what characteristics you might want to add? That’s my understanding.

These two depend on your comfort level obviously but just thought I’d throw them out there for you to consider.

I would strongly advise including your DC in your initial meetings with the counselors. In my experience, a good fit between the kid and the counselor is essential for the process to work. Other than that, the only question I'd add to the ones listed above are "what doesn't your package/work include?" just to make sure you aren't either missing something or forgetting to ask about something.

Anonymous wrote:Kid is aiming for Ivies for a stem major. The IEC had not told him to take highest math.

Somehow it's the IEC's fault that the kid thinks he's Ivy material without doing the work?