Miranda Marquit
11/30/2018 ​

Even if you’re attending college part-time, you still have access to financial aid resources. If you enroll in at least six credits, federal student loans are an option as are some private student loans. And you can always apply for additional part-time student scholarships as well.

Getting a good education can be one way to improve your earning power and build wealth over time. In fact, according to the Bureau of Labor Statistics, the median weekly earnings for someone with a bachelor’s degree is $1,173 — compared to $712 for someone with a high school diploma.
However, even though there might be a payoff for completing a degree, it can be difficult to shoulder the cost of college today. Family income has stagnated while college costs have increased over the last two decades. As a result, it might make more sense to go to school part-time and work to pay for college. Other students might be going back to school later in life, amid family and personal obligations that make it hard to enroll full-time.
Financial aid can help you pay for college, but if you’re a part-time student, you might not qualify for the level of aid you expect, and some scholarships aren’t available to those who aren’t enrolled full-time. The good news is that there’s still help available for you.
Here’s what you need to know about getting financial aid as a part-time student:
What Determines Part-Time Status?Full-time enrollment is generally considered 12 credit-hours for undergrads. If you take less than 12 hours, you’re considered a part-time student. You need to take six credits in order to be considered at half-time enrollment. However, grad students and online students might have different criteria for part-time status.
Check with your school to see what qualifies. In order to qualify for federal student loans, you need to be enrolled at least half-time. However, you might still be eligible for some government grants, even if you’re taking as few as three credits. You can find out more about what’s required by visiting StudentAid.ed.gov. It’s also possible to learn about part-time scholarshipsfrom private sources at websites like Scholarships.com, FastWeb, and Scholly.
What Factors Are Considered When Applying for Financial Aid?First, in order to qualify for federal financial aid, you need to fill out the Free Application for Financial Student Aid (FAFSA). The information from your FAFSA is sent to your schools of choice and is used as the school determines your financial aid package. Additionally, there might be separate applications and forms required by the state, or by the school, to see if you qualify for additional scholarships.
Some of the factors taken into consideration when offering you a package include:

• Your family’s financial situation, and how much they can reasonably be expected to contribute to your education
• Enrollment status (part-time or full-time)
• Grades and other academic achievements
• Extracurricular activities, including sports or clubs
• Other qualifications that might make you eligible for special scholarships

In addition to applying for federal, state, and school financial aid, you can also apply for grants and scholarships from other sources. Some companies and nonprofit organizations offer help to students who need it — including those attending school part-time.
Is It Hard to Get Financial Aid for Part-Time Students?If you’ll be enrolled in school part-time, you might be wondering about your chances of getting financial aid. Fortunately, you will likely have options.
“It’s not hard for part-time students to get financial aid,” said Erin Smith, a former financial aid counselor. “However, the amount you receive is affected by your enrollment. As long as you’re enrolled in six credits, you can at least get federal student loans.”
Smith pointed out that with a federal Pell Grant, you can get help with as little as three credits. The amount you receive, though, is based on your enrollment. You might only receive $762 in Pell Grant money for three credits, but if you’re enrolled full-time, you can receive up to $6,095 for the 2018-19 award year.
Additionally, there might be a smaller pool of financial aid opportunities to choose from. Both Smith and Griffin said that it’s possible to apply for scholarships aimed at part-time students, but they are often small-dollar. You can also check with your school to learn about work-study programs, assistantships, and departmental scholarships.
Part-Time Eligibility for Private Student LoansAs a last resort, part-time college students could borrow using a private student loan. Private student loans are traditionally used by full-time students. However, it is possible to use these loans as a part-time student.
Private student loans are provided by banks and financial institutions like Sallie Mae and Discover Financial Services. Salle Mae offers private student loans for students who are considered half-time and even for students who are “less than half-time.” Discover has financing available for students who are enrolled half-time. At Sallie Mae and Discover, the minimum loan amount available to half-time students is $1,000. To qualify, a part-time student must meet the credit and income requirements set by the financial institution offering the loan.
The college financial aid office must certify the amount of the private student loan. In other words, students are able to borrow up to the school-certified cost of attendance. For part-time students, the school-certified cost of attendance is going to be substantially lower than the full-time cost of attendance.

Author: Miranda Marquit
Miranda Marquit has been writing about money for more than 10 years, and is a nationally-recognized financial expert and journalist. She has appeared on Forbes, NPR, CBNC, Yahoo! Finance, and in many other media outlets, online and offline. Her personal finance blog is Planting Money Seeds, and she is a contributor to the Money Tree Investing Podcast. Miranda lives in Idaho with her teenage son and enjoys the outdoors, travel, and reading.

Our research, news, ratings, and assessments are scrutinized using strict editorial integrity. Our editorial staff does not receive direction from advertisers on our website. Learn more here. 

The eight Ivy League institutions have jointly agreed on admission policies, which are enumerated in the Joint Statement for Candidates on Common Ivy Admission Procedure. 
Download a copy of the Joint Ivy Statement on Admission Policies
Joint Statement for Candidates on Common Ivy Admission ProcedureThe Ivy League is an association of eight institutions of higher education, established in 1954 primarily for the purpose of fostering amateurism in athletics. Although the Ivy League institutions are similar in many respects, each member institution makes its own independent admission decisions according to its own particular admissions policy.
In that the transition between secondary school and institutions of higher education is complex, the institutions have agreed to simplify the process through more uniform admissions procedures. Below is a summary of the procedures under which we are operating, which are shared to provide prospective students with a better understanding of the proces
1. Timing of Decisions Ivy League institutions mail admission decision letters twice annually, in mid December and late March. Those who wish a decision in December must apply by early to mid-November and complete their applications with supporting materials shortly thereafter. A student may not file more than one Early Decision or Early Action application within the Ivy League.

• Early Application - December Notification Under December Notification, an applicant may be notified that he or she has been granted or denied admission or that a final decision has been deferred until the late March notification date. Two plans are offered according to individual institutional policy. 
  • Early Decision  The College Board-approved Early Decision Plan, which is offered by Brown, Columbia, Cornell, Dartmouth, and the University of Pennsylvania, requires a prior commitment to matriculate. Financial aid awards for those qualifying for financial assistance will normally be announced in full detail at the same time as the admission decisions. An applicant receiving admission and an adequate financial award under the Early Decision Plan will be required to accept that offer of admission and withdraw all applications to other colleges or universities. All Ivy League institutions will honor any required commitment to matriculate that has been made to another college under this plan.
  • Early Action A Single Choice Early Action Plan is offered by Harvard, Princeton, and Yale. This plan does not require a commitment to matriculate, and students may apply to other colleges under those colleges’ regular admission programs (spring notification of final admission decision) but not to another private institution’s Early Action or Early Decision program.
• Regular Decision – Notification in the Spring
  • Common Notification Date On a common date, usually in late March, applicants to Ivy League institutions will be notified of admission decisions and financial aid awards. (Letters are mailed beginning in February for the Schools of Hotel Administration, and Industrial and Labor Relations at Cornell, and beginning in February for the School of Nursing at the University of Pennsylvania.)
  • Common Reply Date A candidate admitted under the regular decision process to any of the Ivy League institutions may take until the Common Reply Date of May 1 to announce his or her decision to accept or decline an offer of admission. By that date all admitted candidates must affirm in writing their single choice.
  • Waiting Lists The preceding paragraph does not preclude students from remaining on active waiting lists and withdrawing promptly from their original college choice upon receiving subsequent waiting list acceptance to another institution. However, the Ivy League institutions reserve their right to rescind acceptance decisions from candidates who make commitments to and who hold confirmed places at more than one institution concurrently. Students who choose to remain on an active waiting list after May 1 will normally receive a final response no later than July 1.

2. Early Evaluation  As determined by each institution, admissions offices may choose to advise certain applicants in writing of the probability of admission (e.g., likely, possible, unlikely), no earlier than October 1 of the prospect’s senior year in high school. Likely letters will have the effect of letters of admission, in that as long as the applicant sustains the academic and personal record reflected in the completed application, the institution will send a formal admission offer on the appropriate notification date. An applicant who receives one or more such written communications and who has made a decision to matriculate at one institution is encouraged (but not required) to notify all other institutions, and to withdraw all other applications, as promptly as possible. 

• Likely Letters to Student-Athletes From October 1 through March 15 of senior year, an admissions office may issue probabilistic communications, in writing, to recruited student-athlete applicants who have submitted all required application materials.
• Preliminary Feedback Ivy League Admissions Offices will provide feedback to coaches on an individual student’s application no earlier than July 1 following the junior year in high school.
• Communications with Coaches Coaches may communicate to the Admissions Office their support for candidates who are athletic recruits. Candidates are encouraged to ask coaches directly about the coach’s level of interest in them as potential athletic recruits, and should be prepared for coaches to inquire about the candidate’s level of interest as well. Ivy League coaches may indicate the extent to which a candidate’s interest will affect their willingness to support an application, so that candidates can make informed decisions about potential opportunities.

Please note that while a coach may ask whether or not his or her school is a candidate’s top choice, a coach may not require a candidate to refrain from visiting or applying to other schools, or to withdraw applications to other schools, as a condition for support during the admissions process.
Only the Admissions Office has the authority to make or communicate an admissions decision. Communications regarding admissions status provided by coaches, whether orally or in writing, do not constitute binding institutional commitments.
3. Financial Aid Policies

• Need-Based Financial Aid All the Ivy League institutions follow the common policy that any financial aid for student-athletes will be awarded and renewed on the sole basis of economic need with no differentiation in amount or in kind (e.g., packaging) based on athletic ability or participation, provided that each school shall apply its own standard of economic need. The official award of aid may only be made at or subsequent to the time of admission.
• Awarding of Financial Aid  Only the Office of Financial Aid has the authority to award financial aid on behalf of the institution, and applicants should rely only on formal communications from these offices. No suggestion that financial aid may be available that comes from anyone else associated with the institution is binding on the institution. No applicant should consider or accept an offer of financial help from an alumnus, and any such offer should be reported immediately to the Office of Financial Aid.

Participating Institutions

• Brown University
• Harvard University
• Columbia University
• University of Pennsylvania
• Cornell University
• Princeton University
• Dartmouth College
• Yale University

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May 8, 2018 – Four Georgetown alumnae are among 30 graduates nationwide selected for the highly competitive Thomas R. Pickering Foreign Affairs Fellowship.  
Anastasia Burnett (C’15), Stephanie Arzate (SFS’15), Yassitoungou Tamdji (SFS’11) and Anna Jozwik (G’17) will use the fellowship, funded by the U.S. State Department, to pursue master’s degrees and join the the Foreign Service after graduation.
Burnett, a child protective services investigator in Charlottesville, Virginia, plans to return to Georgetown in the fall to use her fellowship toward a Master of Science in Foreign Service with a focus on global politics and security.
‘HOYAS FOR OTHERS’The daughter of a disabled Gulf War veteran, the alumna also has worked with Stop Soldier Suicide and the U.S. Committee for Refugees and Immigrants in Raleigh, North Carolina.
“I love our school’s motto of living as Hoyas for others,” says Burnett. “It’s one of the main reasons I went on to study social work. I need to feel as if my job is providing me with opportunities to concretely help people.”
Growing up in a Muslim community in Raleigh, North Carolina, she says her background influenced her interest in diplomacy.
“My experiences and those of my community led me to dedicate my career to mitigating the negative effects of armed conflict and, when possible, reducing its existence entirely,” says Burnett, who majored in history at Georgetown.
“It is wonderful to see a College alumna, whose liberal arts education allowed her to develop a deep and well-rounded approach to life, pursue such a meaningful career path. We are truly proud of Anastasia's achievements,” said Christopher Celenza, dean of Georgetown College.
‘GLOBAL CITIZEN’Arzate plans to use the Pickering Fellowship to attend Johns Hopkins University’s School of Advanced International Studies, where she was accepted into the International Development Program.
She currently works as the director of advocacy and strategic communications at Women LEAD Nepal, an organization devoted to women’s leadership and professional development based in Kathmandu, Nepal.
A first-generation college student, Arzate was born in Chicago to immigrant parents.
“Growing up as an American of Mexican descent, my life oscillated between two different cultures,”  says Arzate, a culture and politics major, “but Georgetown exposed me to a much bigger world and instilled in me a deep sense of what it means to be a global citizen.”
While at Women LEAD Nepal, founded by two Georgetown alumni, Claire Naylor (SFS '11) and Claire Charamnac (SFS '11), the alumna learned from passionate local leaders.
“I want to change the idea of what it means to be American,” says Arzate. “As the daughter of two Mexican immigrants, I hope I can show the world that the diversity of the United States is what makes it so strong as a country.”
INSTILLING PASSIONWhile at Georgetown, Arzate had several internships centered around women’s rights and a research fellowship at Georgetown’s Institute for the Study of Diplomacy.
“I do not think I would have applied to Pickering if it had not been for Georgetown,” Arzate says. “My time at Georgetown instilled in me a passion for public service and taught me the importance of being women and men for others.”
She and other Pickering Fellows, past and present, have received support from the Georgetown Office of Fellowships, Awards and Resources.
The office provides guidance and support to students and alumni pursuing a broad range of merit-based fellowships, scholarships and awards for domestic and international study, research and professional development.
Over the past decade, more than 25 Georgetown alumni have received the Pickering Fellowship.
FOREIGN SERVICE DIVERSITYTamdji, a project manager for leadership and professional development at a nonprofit management consulting firm in New York, plans to use her Pickering Fellowship to attend Tufts University’s Fletcher School of Law and Diplomacy.
“Georgetown influenced me and shaped my focus through exposing me and preparing me for careers in international affairs,” says Tamdji, an international politics and African studies major at Georgetown. “I learned how to look at the world and global politics with a critical eye, and the School of Foreign Service gave me the tools to begin to craft concrete solutions to complex problems in the world.”
The alumna studied abroad during her junior year at the University of Cape Town in South Africa, where she volunteered with a debate league for South African township youth.
Tamdji returned to South Africa after graduation through the Princeton in Africa Fellowship, which allowed her to work with a Johannesburg nonprofit that helps academically talented, low-income students gain access to high quality public and private high schools.
“I’m honored to contribute to the diversity of the Foreign Service and hope to recruit and encourage others from underrepresented backgrounds to join,” Tamdji says.
FOCUS ON CONFLICT ZONESJozwik received her Master of Science in Foreign Service from Georgetown last spring. She plans to use her fellowship to obtain another master’s degree – this time in Middle East studies with a focus on U.S. foreign policy at The George Washington University.
“My interest and background in foreign service is what attracted me to Georgetown,” Jozwik says. “I appreciated the chance to meet professors and classmates who are internationally aware and understand that we are part of an increasingly global society.”
Jozwik, who was born in Poland and grew up near Chicago, says she became interested in international affairs while studying political science and languages as an undergraduate at Northwestern University.
Before she began her graduate studies, she went back to Poland using a Fulbright Fellowship to study the country’s democratic transitions as an intern with the Polish Constitutional Tribunal.
“Foreign service interests me because I value the opportunities I have enjoyed as an American,” she says. “I would like to share that good fortune by empowering those who have not had the same advantages. I am especially passionate about improving educational opportunities for survivors of conflicts.”  
AMBASSADOR CAREER GOALJozwik has studied in the United Arab Emirates as a Rotary Foundation Ambassadorial Scholar and interned with the U.N. High Commissioner for Refugees in Syria. The Georgetown alumna later extended her time in Syria to work as a local magazine editor and English language teacher and translator before the outbreak of civil war.
She moved to Lebanon at the end of 2012 to work as a protection officer with the International Rescue Committee’s women’s protection and empowerment program.
“I look forward to starting a career as a public diplomacy foreign service officer to engage with civil society in Arab countries to foster peaceful, democratic transitions and help repair the rifts between the U.S. and the Arab World,” she explains. “My long-term career goal is to become an ambassador.”
CONTINUING THE TRADITIONLast year, Hermila Yifter (SFS’15) received the Pickering Graduate Fellowship and Khadija Mohamud (SFS’17) received the Pickering Undergraduate Fellowship.
“The Pickering Fellowship is essential to attract the brightest students to Foreign Service and to ensure that our global representatives reflect the fabulous diversity of our nation,” said SFS Dean Joel Hellman. “We are proud that Georgetown and SFS students continue the tradition of being women and men for others.”

AP or Dual Credit? Which is Best for High School Students?

Creating the best schedule in high school can be challenging, especially if you are deciding if you should take AP (advanced placement) or Dual Credit courses.

On one hand, thousands of students take the Advanced Placement exams. At the same time, colleges and universities are saying the number of high school students taking Dual Credit courses is increasing- and say that these classes may be more beneficial than the traditional AP courses to some students.

There are two roads a student can take; the first would be AP classes. AP prepares a student to pass an exam to prove their knowledge in college-level course curriculum. A high test score can qualify for college credit. Similarly, Dual Credit will effectively enroll students in college level courses while they are still in high school, allowing them to earn both high school and college credit. The biggest benefit of course, when done the right way, is that many students can reduce countless college credits before they even get to college, i.e. saving one or more semesters of college tuition. The classes are harder, and probably the biggest additional plus to taking AP or Dual Credit courses, would be that a student is in an environment with other students who want to work as hard. However, one should consider the pros and cons of both before making a decision to move forward with either.

Fastweb lists these pros and cons to either decision:

Pros
•    EnvironmentSometimes it can be hard to motivate yourself in a regular class simply because of the lack of a dedicate mindset in the classroom.
Taking AP classes or Dual Credit classes can be extremely beneficial for the environment alone, as you will be in class with most of the dedicated and hardworking students in your grade.
•    Class Rank/GPATaking advanced classes, at some schools, can also benefit your class rank and G.P.A in a positive way if your school is one that weights classes.
For example, I know that in many high schools, AP/Dual Credit classes add an extra ten points to a G.P.A that calculated class rank, and it certainly helped motivate students to take as many advanced classes as possible.
•    College CreditProbably the most important benefit to taking college level classes in high school is the opportunity for college credit.
Whether you get automatic credit through a Dual Credit class, or credit by examination in an AP course, it is usually financially beneficial to you to get as many college hours as possible while in high school.
Cons
•    Class Rank/GPAAlthough you can look at the weighted G.P.A as a benefit, there is also a chance that it wouldn’t be enough of a grade boost to make a difference.
Sometimes, advanced classes are so hard that a regular student can outscore you even with the weighted addition to your grade. That’s an important aspect to keep in mind when making your decision.
•    Additional HomeworkIn high school, the difference between outside homework for a regular class and an advanced class can be substantial. The homework is certainly more plentiful, and you will be expected to do more work in a swift manner.
•    Transfer of CreditsAnother issue with Dual Credit classes is the possibility of the credits not transferring. If you end up attending an in-state college, the credits from your Dual Credit class will usually transfer. Some highly selective universities will not honor Dual Credit or AP exam scores for college credit.
Regardless of the pros of cons of each, it is highly recommended to pursue AP or Dual Credit courses in high school. The credit earned will often save you a great deal of money in the long run!
Additional Source
Be sure to contact Cash4College, if you have any more questions.
Sincerely,
Nadine Underbrink, M.Ed.
President, Cash4College​

Going to college is a huge step in a young adult’s life. It is the step he or she is making into their adulthood, and their success means everything. College is also one of the most expensive ventures she will be making. It could mean many many years of debt, or if you’re diligent, little to no debt at all.

In this blog post we will be focusing on one of the most generous scholarships you can obtain within Texas: The Terry Scholarship

The Terry Scholarship

The Terry Foundation Scholarship is awarded to college freshman who are Texas high school graduates. There is also a scholarship award called the Terry Transfer Foundation Scholarship which is given to non-traditional transfer students from Texas.

What the Terry Scholarship is intended to provide is a  scholarship up to a full ride to outstanding students from Texas.  

Who are the Terry Foundation?

Howard and Nancy Terry are long-time residents of Houston. Mr. Terry is a successful business man in a variety of industries, including banking, oil and gas. In 1986, the Terry family decided to give back and decided to help young people by setting up a scholarship foundation. Mr. Terry was always grateful for the financial assistance that enabled him to attend college, so to pay it forward, he and Mrs. Terry dedicate their time and resources to help future generations of students in Texas the same opportunity that he had.

The Terry Scholarship comes from Texas Longhorn roots. Howard Terry holds a BBA from the University of Texas, graduating in 1938. Terry is a self-made businessman and had a football scholarship to UT. He once said that receiving this scholarship was one of the most important moments in his life.

In the spirit of paying it forward, the Terry Scholarship offers exceptional Texas high school graduates and transfer students assistance to cover tuition, books and living costs. The goal is to help the students  graduate without any debt.
 
The Terry Foundation’s goal is to foster enterprise by “helping Texas college students to help themselves.”

Terry Scholarship Qualifications

• Academic Achievement - Scholarship applicants must demonstrate strong academic abilities which are reflected by their grades and SAT or ACT scores.
• Demonstrated Leadership - Applicants must have a record of leadership in their school or community
• Financial Need - Applicants must demonstrate financial need as demonstrated on their FAFSA.
• High School Graduate - Applicants must be a graduate of an accredited Texas high school or home school.

Click here for the full list of requirements.

Like any other scholarship, there is a deadline to apply!

For the next academic year, the deadline to apply for the Terry Scholarship is January 2, 2018.

Click here to read common questions about the Terry Scholarships.

If you want to talk more about this scholarship, or other scholarship opportunities, please do not hesitate to contact us! At Cash4College, we offer complimentary consultations. All you have to do is ask!

Nadine Underbrink, M. Ed.
​President, Cash4College
​

As you begin the college application process, you might be wondering which test, the ACT and/or the SAT ?

There is a common myth that the elite colleges prefer the SAT over the ACT. This is not true. Colleges that require standardized testing scores will accept the ACT and SAT equally, so picking the test that you will perform the best will be one of, if not the most important factor in your admission chances. If you want to complete a competitive college application, then you will need high test scores. And if you want high scores, you should choose the right test for you or your student.

If you’re not sure which test your child would prefer or perform the best, you should consider the key differences between the two.

However, keep this in mind: You should focus your efforts on taking ONE test. You will not get extra points for taking both tests, and you will only hurt yourself if you try.


The Differences

The reality is that the SAT and ACT have more in common than they do differences. A new version of the SAT was launched in March 2016 and is essentially a copy of the ACT. Both tests cover the same material, and the formatting is basically the same. You will be tested on math, English, and reading comprehension. The tests will take between 3 and 4 hours to complete.

A few key differences;

• The SAT does not have a science section, but the ACT does.
• The SAT has two different math sections; one which allows the use of a calculator, and one which does not allow calculators. In the ACT, you can use your calculator the whole time, but you are NOT given formulas to work with, whereas on the SAT, you will be given formulas.
• The reading section in the ACT is easy to understand, and will stay constant at an estimated 9th grade level throughout the exam. The SAT, however, will vary in difficulty and some sections are harder than others.
• The essays are different. Both tests have optional essays. The ACT will ask you to come up with your own subject and content, where the SAT will give you a subject that someone has already written and ask questions around it. Colleges require a writing score, so you must have at least one good writing score.

Possibly the biggest difference between the two tests is the SAT gives way more time per problem, so it may not be as intense for students. The ACT is timed and is at a faster pace. If your student needs time to consider her answers, the SAT would be the better choice.


Which Test Should You Choose?

As we stated above, almost all colleges will accept either test score. Just remember that college applications are more about how you scored COMPARED to others, not the actual score itself. The tests are graded on a curve. The performance is based on a scale, meaning your final score is based on how you did compared to everyone else.

Green Test Prep gives excellent advice to help you make the decision of which test to take so you can focus on preparing for it:

1. Grab a copy of both tests. You can either buy the Official College Board Manual and the The Official ACT Prep Guide , or you can find a free copies of the New SAT and a free copy of the ACT online.
2. Spend an hour looking at each test (including its rules for each section, its format, and its problems) and see which one you like best. I’ve never had a student that was neutral on this issue. Most students love the SAT and hate the ACT or vice versa.
3. Start prepping and focus on the test you like the most.

Bottom line is you WILL need to decide between the SAT and the ACT. Be sure to do this soon ,so you’ll be on your way to testing greatness!

The Southwestern Experience is different, yet similar for each of our students.

We encourage students to fully embrace the liberal arts and Paideia curriculum, which primes our students to become well-rounded academics and prepares our graduates for a successful career and personal life.

​In this video, we introduce you senior Brandon Baker’s Southwestern Story who explains how his Southwestern Experience made for unforgettable college journey that helped him make connections and build strong professor relationships and lifelong friendships.

FAFSA Opens October 1st!