Frequently Asked Questions
How does my student stand out when so many applicants look the same on paper?
This is the question, isn't it. Grades and test scores will only take you so far — at a certain point, a lot of students look pretty similar on paper. What actually differentiates a student is everything else: how they spend their time, what they care about, how they write, how they talk about themselves, and whether all of those pieces tell a coherent, compelling story. That's the work we do together. The activities list, the personal statement, the supplemental essays, the letters of recommendation — every element is an opportunity to show an admissions committee who your student actually is. My job is to help them figure that out first, and then communicate it well.
My student had a rough semester. Is that going to hurt them?
Sometimes, yes — I won't sugarcoat it. If a student is applying to programs with strict GPA cutoffs, a difficult semester can close some doors. That's real, and I'll always be honest with families about it. But one hard semester rarely defines an application, especially when a student can speak to it thoughtfully. The Common Application has an Additional Information section specifically for this, and I spend a lot of time helping students use it well. Context matters enormously to admissions readers. And honestly — if a school penalizes your student for one hard stretch without any interest in the full picture, it's worth asking whether that school was ever the right fit to begin with.
Should my student disclose a disability or learning difference on their application?
There's no one-size-fits-all answer, and anyone who tells you otherwise isn't being straight with you. Disclosure is always your student's choice — colleges cannot require it, and it carries no obligation once they're enrolled either. When it's handled well, disclosure can genuinely strengthen an application. It provides context, it demonstrates self-awareness, and it can be a powerful part of a student's story. When it's handled poorly, it can inadvertently raise questions it wasn't meant to raise. I work closely with each student to think through whether and how to share this part of their story — always in a way that centers their strengths, not just their challenges.
Do test scores still matter?
It depends entirely on where your student is applying. Some schools still require them. Many are test-optional. Some are test-blind — scores won't be considered even if submitted. And a handful are test-preferred, which means optional in name but with a quiet preference underneath. The general principle: if your student's scores fall at or above a school's published range, submit them. If they fall well below, it's usually better not to. That said, every situation is different, and I help families think through the testing strategy for each school on the list rather than applying one blanket rule across the board.
What makes a strong letter of recommendation?
Not who writes it — who knows your student. Families often assume they need someone impressive or well-connected. What admissions officers actually want is someone who can speak to your student's character in a specific, personal, and credible way. A department chair who has never spoken to your student outside of class will write a weaker letter than the teacher who saw them struggle, grow, ask good questions, and show up. I work with every student to identify the right recommenders — people who genuinely know them — and I help students give those recommenders what they need to write something that actually adds to the application, rather than just restating what's already on the transcript.
Does my student's learning difference affect where they can apply?
Not in the way most families fear. Having ADHD, dyslexia, or another learning difference doesn't close doors — in fact, some of the most competitive and rigorous universities in the country have exceptional support programs. What matters is finding schools where the level of available support actually matches what your student needs, and where your student is ready to access it. That's a different question than selectivity, and it's one I take seriously in every college list we build together.
What should we actually be looking for when evaluating disability support at colleges?
Start by going beyond the school's website. Most colleges are legally required to provide accommodations — that's the floor, not the ceiling. What you're really trying to find out is how accessible the support actually is in practice. Is it easy to initiate? Is there a learning specialist your student will see consistently, or is it drop-in only? Is there academic coaching beyond just extended time on tests? Does your student have to do all the advocating themselves? For students who struggle with executive functioning, the ability to navigate a bureaucratic support system is itself a challenge — and that's worth factoring in before you fall in love with a school.
What questions should we ask when we meet with a disability services office?
These are the ones I tell every family to bring:
What documentation do you require, and does it need to be recent?
How long does accommodation approval typically take after enrollment?
Do you offer academic coaching or executive functioning support?
Is priority registration available, and what does a student need to do to get it?
How are accommodations communicated to faculty, and what happens if there's pushback?
What support exists when things get hard — around finals, or during a rough stretch?
Ask follow-up questions. The answers matter, but how they answer matters too.
My student has a learning difference. How much self-advocacy will college actually require?
More than most families expect — and I'll be honest about that from the start. College is a significant shift from high school. In high school, the system is built to find your student and support them. In college, especially at large universities, the expectation is that your student finds the system. For students with executive functioning challenges, that gap can be significant. Part of what I do is help families think realistically about where a student is in their readiness to advocate for themselves, and build a college list that matches that — not just their grades.