Annual Meeting - The College Board

The College Board Forum Oct. 24–26, 2012 | Miami | Investing in Education

Investing in Education Agenda Materials

FORUM 2012: Annual Meeting

About the College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org.

© 2012 The College Board. College Board, Advanced Placement, Advanced Placement Program, AP, AP Central, AP Vertical Teams, CLEP, CSS/Financial Aid PROFILE, PowerFAIDS, Pre-AP, SAT, Student Search Service and the acorn logo are registered trademarks of the College Board. A Dream Deferred, A Dream Deferred: The Future of African American Education, CollegeKeys Compact, BigFuture, MyRoad, Prepárate, ReadiStep, SAT Subject Tests and YouCanGo! are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org.

Miami 2012

Contents I. 2012 ANNUAL MEETING OF THE MEMBERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.

Minutes of the 2011 Annual Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2. Report of the 2012 Trustee Committee on Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 3.

Report of the 2012 Trustee Committee on Membership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3.1. Election of New Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4. Report of the 2012 Trustee Committee on Nominations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 5.

2012 Nominee and Trustee-Elect Profiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

II. 2012 ANNUAL MEETING OF THE ACADEMIC ASSEMBLY . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1. Minutes of the 2011 Annual Meeting of the Academic Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.

Report of the 2012 Academic Assembly Nominating Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3. Report of the 2012 Academic Assembly Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

III. 2012 ANNUAL MEETING OF THE COLLEGE SCHOLARSHIP SERVICE ASSEMBLY . . . . . . . 24 1.

Minutes of the 2011 Annual Meeting of the College Scholarship Service Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

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Report of the 2012 College Scholarship Service Assembly National Nominating Committee . . . . . . . . . . . . . . . . . . . . . . . . 29

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Report of the 2012 College Scholarship Service Assembly Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

IV. 2012 ANNUAL MEETING OF THE GUIDANCE AND ADMISSION ASSEMBLY . . . . . . . . . . . . 36 1.

Minutes of the 2011 Annual Meeting of the Guidance and Admission Assembly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

2. Report of the 2012 Guidance and Admission Assembly Nominating Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 3. Report of the 2012 Guidance and Admission Assembly Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

2011–2012 ELECTED OFFICERS AND TRUSTEES OF THE COLLEGE BOARD . . . . . . . . . . . . . . . . 46 NOTE ON ALTERNATE DELEGATES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Alternate Delegate Designation Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

FORUM 2012: Agenda Materials

The College Board Forum

FORUM 2012: Memorandum to Members

Forum 2012

Memorandum to Members of the College Board: This is the official call to the 2012 Annual Meeting of Members to be held in Miami, Fla., in conjunction with Forum 2012. Please visit www.collegeboard.org/forum to view the preliminary program for the Forum, which runs from Wednesday, Oct. 24, to Friday, Oct. 26, 2012. With the theme of “Investing in Education,” this year’s Forum will encourage educators to marshal ideas, innovations and resources across and within sectors to devise new systems to best serve our students and our nation in this time of shifting demographics and a challenging economic climate. The presidential address will be provided by Shirley Tilghman, president of Princeton University. An exceptional teacher and a world-renowned scholar and leader in the field of molecular biology, Shirley Tilghman served on the Princeton faculty for 15 years before becoming the university’s 19th president in June 2001. She is renowned for her national leadership on behalf of women in science and for promoting efforts to make the early careers of young scientists as meaningful and productive as possible. On Friday, Oct. 26, the Annual Meeting will provide an opportunity for member delegates to speak directly to the elected and appointed leadership of the College Board and to have an impact on the upcoming education agenda. Paul Sechrist, president of Oklahoma City Community College, and chair of the College Board’s Board of Trustees, will convene this regular Annual Business Meeting of Members. This year’s Forum will feature thought leaders from education, politics, media and the arts. In addition, we are excited that you will have numerous opportunities to interact with the new president of the College Board, David Coleman. A product of New York City public schools, David Coleman grew up in a family of educators and followed them into this field. He has been instrumental in creating several education organizations including the Grow Network, which was acquired by McGraw-Hill in 2005, and most recently he cofounded Student Achievement Partners, which played a leading role in developing the Common Core State Standards in math and literacy. He has been recognized as one of Time magazine’s “11 Education Activists for 2011” and was named one of the NewSchools Venture Fund Change Agents of the Year for 2012. In May, David Coleman was named president of the College Board and will begin in that role in October. The following pages hold the Agenda Materials for the Annual Business Meeting of the College Board and the meetings of the Academic, College Scholarship Service, and Guidance and Admission assemblies. In addition to the agenda materials, you will find information about the vital designation of representatives to the annual meetings. Please share the agenda materials with any colleagues who are planning to attend the meetings. We anticipate an exciting and productive time in Miami.

Sincerely,

Dorothy Sexton Vice President of Governance and Secretary 2 Forum 2012 Agenda Materials

I. 2 012 Annual Meeting of the Members Friday, Oct. 26, 2012 8:15–9:30 a.m.

ANNUAL MEETING AGENDA 1. Communications from the Chair 2. Communications from the President 3. Minutes of the Oct. 28, 2011, Annual Meeting 4. Report of the 2012 Trustee Committee on Nominations 4.1 Election of Trustees 5. Board of Trustees 5.1 Committee on Finance 5.2 Committee on Membership 5.2.1 Election of Members 6. New Business* *During new business all delegates are encouraged to raise issues for consideration by the Board of Trustees in 2012–2013.

1. Minutes of the 2011 Annual Meeting The annual meeting of the College Board was held at the Hilton Hotel in New York, N.Y., on Oct. 28, 2011, in conjunction with the College Board Forum. Chair Paul Sechrist, president of Oklahoma City Community College, presided.

I. Welcome and Communications from the Chair Paul Sechrist introduced himself as the president of Oklahoma City Community College and convened the 2011 Annual Meeting of the Members of the College Board. He acknowledged those seated at the head table: Gaston Caperton, the CEO and president of the College Board. He also introduced the past chair of the Board of Trustees, Youlonda Copeland-Morgan; and the current vice chair of the Board of Trustees, Maghan Keita. Mr. Sechrist said he hoped the audience had enjoyed the Forum very much. He complimented the planning team who put together a really outstanding array of courageous conversations, presentations and sessions. “We may not agree with everything we heard,” he said, “but certainly it provided some fodder for great conversation over wine at the reception yesterday.” Making sure that each delegate had a voting card, Mr. Sechrist then proceeded to introduce Steve Brooks, executive director of the North Carolina State Education Assistance Authority, who served as parliamentarian for the meeting; and Dorothy Sexton, vice president of governance and secretary of the corporation. Mr. Sechrist outlined the annual meeting agenda. First, he would provide an update on the activities of the Board of Trustees, then Governor Caperton would provide some comments and several items of business would follow. “The work of the Trustees in governing the organization has been centered around our responsibilities to ensure the future of the College Board and to ensure that we continue to meet its mission in the many years to come,”

Mr. Sechrist said. “We have developed and approved a five-year plan, and we have been focused on monitoring our progress around five initiatives contained in that plan. First, we want to dramatically improve our college readiness systems. Second, we want to increase our services and programs to our higher education members. Third, we want to bring maturity to our newly formed College Board Advocacy & Policy Center with its research and innovation. Fourth, we want to explore, expand and review our increasing international presence. And, finally, we want to use technology appropriately and innovatively to better deliver our products and services to our members. “A significant responsibility of the Board of Trustees is to ensure that the College Board has the financial capacity to achieve its mission well into the future. We take our fiduciary responsibility very seriously, and this morning you’ll hear a little bit more about the financial status of the College Board. “And last, something in which we’ve been very involved in the last six months or so, and will continue for the next few months, is our search for a new CEO. Most of you have heard by now that Gaston Caperton will step down on June 30 of next year as our CEO, after 13 years of extraordinary service to the College Board, to the members and to our nation. The College Board’s Board of Trustees is seeking a new CEO at this crucial time in our nation when we have set strong goals from various organizations to dramatically increase the percentage of our citizens living in the U.S. who hold college degrees. “It’s an ambitious agenda that many of us care deeply about, including all of us on the Board of Trustees, and we recognize that we need to have a leader who can articulate the importance of education to many, many stakeholders throughout America and throughout the world.

FORUM 2012: Annual Meeting of the Members

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“In the last decade, the College Board has been transformed into an organization that not only provides products and services, but advocates for the importance of education to legislators, boards of trustees, governing boards, citizens, parents and students across America. The position we are in now is very different from the one we were in 12 years ago. We seek a new CEO who will build on this incredible legacy, this incredible position that we find ourselves in, and who can build and grow this organization to meet the challenges that we face as a nation and as a world for many, many years to come. “We take this responsibility, probably the highest responsibility of the Board of Trustees, very seriously. I hope you’ve been engaged in the many sessions that we have offered members so that you can participate and give us input on what you believe the future should be with our new CEO. We’ve included two listening sessions in this Forum. One will follow this meeting. We encourage you to attend to get an update on where we are and also to provide your feedback and input into what we should be seeking in the person who will lead the College Board for, hopefully, many years to come. “It’s a very exciting and thrilling time to be a member of the Board of Trustees and engaged at this level with other colleagues from across the nation,” Mr. Sechrist continued. “The conversations are always rich, sometimes controversial, but always courageous. And I hope that the Forum has reflected the nature of the courageous conversations that we must have as professionals who take our work very seriously. We recognize that we have many challenges to meet in order to fulfill our mission of equity and excellence, access, and success for all students who seek to improve their condition in life and improve the condition of America through the power of education. Thank you.” Mr. Sechrist then reintroduced Governor Caperton, saying that it was a privilege for him to welcome the College Board president for his final address to the Annual Meeting of the Members as CEO. Governor Caperton greeted the audience and thanked Mr. Sechrist for the outstanding job he had done as chair over the past year. Forum 2012 Agenda Materials

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“He’s helped lead our organization into a new era, and I want to thank him for his friendship and his partnership. Thanks so much, Paul,” Governor Caperton said. Yesterday was incredible, Governor Caperton said, as he thanked everyone for the Inspiration Award ceremony at which he was honored and that brought tears to his eyes. “I can’t tell you how much I enjoyed telling my wife about the nice award you gave me. … I probably exaggerated a little bit, but that’s okay,” he chuckled. “The Inspiration Awards are always special for me. And this year, they were really, truly touching. Those students, I think, just really get to our hearts. I will tell you that at the end of the meeting yesterday, George, the young guy that spoke first, said, ‘I want to introduce you to my mother and father.’ And it’s his mother and stepfather, because you heard the sad story about his real father. And I met them. His mother spoke almost no English, and I think he has a little stepbrother or stepsister, and when they walked away, he said to me, ‘They drove 24 hours from Texas to come here, to be here this afternoon.’ So you can see that he’s got people who care about him, so that was a nice way to end the Inspiration Awards for me yesterday. “The Forum is just one more way that we are bringing education to the forefront of the national conversation. I think we come here and, when we go back, we expand this conversation to our friends and our colleagues. So we hope that we leave here with energy and a positive sense of what we can be, and what we want to be. We go home as disciples and talk about what’s happened here. Hopefully, we keep encouraging the education system. I’ve been here now for 13 years. I don’t know that we’ve ever had a Forum like this one. When I got to the College Board many years ago, I was excited and I was optimistic. But it wasn’t too long before I realized what great opportunities we have. There were some really great people here who were ready to get started and move things forward. Our challenge was to figure out who we were as an organization, and what kind of organization we wanted to be. Over the past 12 years, we’ve grown by, I’d say, leaps and bounds, and we’ve answered those questions together. Today I’m pleased to say that we know what the College Board is, we know who we are, and I’m proud to say that I’ve been a part of it. “These are some key figures that represent our success — your success. In 1999, 13,000 high schools offered AP ® courses to their students. In 2011, there were 18,000 high schools offering AP. In 1999, fewer than a million students took AP courses and this year over two million took them. In 1999, we had about 400 employees and today we have over 1,300. In 1999, we had fewer than 3,600 members; and I’m proud to say that today, we have 6,000. It’s been an honor of a lifetime working with each of you to change the face of our organization and change the nature — have some impact on the nature — of education in America. But these are only numbers and, what is the soul of the College Board? Who are we and what do we really want to be? I’ve sort of written these down.

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“At the College Board we help students succeed at learning so they can excel in life. We believe in setting a standard for excellence, a standard that has nothing to do with where you come from or what school you attended. We empower students and their parents with the information they need to pick the right schools. We support teachers who encourage higher learning, and we believe that America’s high schools can put college within the reach of all students. The most reliable road to success leads through college. For over a hundred years, we’ve proved that we can provide students with a map for that journey. That’s who we are, and that’s what we believe. It’s our members who make this all possible. From higher education to high school, we’re serving our community in a positive and meaningful way. And I want to thank all of you for working so hard every minute, every day, often without the great recognition you deserve. You’ve made my job easy. You’ve Forum 2012 Agenda Materials

transformed the lives of hundreds of thousands of students; and in the process, you’ve changed the future of America. “Let me just give you one example. I love to talk about these kids. Cassandra wasn’t here yesterday, but I was visiting Hillsboro in Florida, and I met this young woman. The chance to choose the path before her was quite amazing. Whether it was the road less traveled or a footstep of a new tradition, it’s her choice. That’s what she said to me. Cassandra was born in Mexico; she moved to the United States with her family when she was just a very small child. Known to be sort of quiet and shy, and she still is, she worked hard — as a migrant farm worker — while learning English as a second language. She helped her parents take care of her younger siblings, and every season they relocated to follow the seasonal crops. No one in her family had much education and no one had gone to college. No one expected her to be the first to go to college. But when she was in middle school, she took the PSAT/NMSQT® and was identified as a candidate for AP classes. Encouraged by her school counselor, she signed up for both AP and dual enrollment classes at the local college. Cassandra flourished and began to think of college as a realistic possibility. She studied really hard in all her classes, and she stayed away from any bad influences. When she graduated, she became the first migrant farm worker in the school’s history to be ranked number two in her class of 419 students. This fall she’s attending the University of South Florida. And after that, she’s committed to go to law school. Cassandra is unique, but every student has her own story. “Those of us in this room have the job of helping all students write the next chapter. Let’s help them push the boundaries of their own imagination. Let us help them be explorers. Let us give them all a happy ending. I want to thank you for your service. I want to thank you for making the College Board such a special place, and I want to thank you for putting it in a warm place in my heart. Thank you so much.” Mr. Sechrist thanked Governor Caperton. He said he was reminded that leadership does matter and that Governor Caperton has mattered to many, many students throughout America, and to many colleagues and professionals, and that has made a difference.

II. Report of the 2011 Trustee Committee on Finance Turning next to the Report of the Trustee Committee on Finance, Mr. Sechrist asked the members to please refer to page 6 of the Agenda Materials in their notebook. He then called on Dan Rodas, vice president for planning and human resources at Long Island University, to present the report. Mr. Rodas said that on behalf of the Committee on Finance, he would briefly report on the fiscal operations of the College Board for the fiscal year that ended June 30, 2011. He would then comment on the current financial condition as reflected in the June 30, 2011, balance sheet. He began with the consolidated statement of activities, showing slides that displayed a snapshot of the College Board’s revenues and expenses. The College Board’s total operating revenues were just over $705 million. That was net of the fee waivers for discounts, including $62 million in various discounts that were provided to students who were in need of a discount for the SAT® or other testing programs. Total revenue increased a little more than 5.9 percent over the prior year. Turning to operating expenditures, those amounted to $646 million, which was an increase of 10 percent over the prior year. This increase was primarily due to increases in the volume of services provided, as well as increases associated with program development, personnel, technology and infrastructure development. Net operating revenues were just over $59 million. Nonoperating net revenues were about $43 million. These two increases in revenues, $59 million from

operations and $43 million for nonoperating activities, totaled just over $102 million, a 5.7 percent increase over the prior year, which was added to the College Board’s net unrestricted assets. He then talked a little about the important changes in the College Board’s financial condition as reflected in the balance sheet at fiscal year-end. Net assets grew to about $587 million. That was an increase of about $99 million, which represented a 20 percent increase in net worth over the prior year. The increase in net worth was the result of the College Board’s excellent 2010-11 fiscal operational results — namely, the $59 million in net operating revenue, plus the $43 million in net nonoperating revenue that was mentioned a moment ago. Mr. Rodas then noted three other important balance sheet changes. There were significant increases in cash, cash equivalents and current investments. Added together, they increased about $98 million, which was reflected in the growth in net on restricted assets or net worth. The College Board’s current investments increased by $11 million, from $72 million to just under $83 million. On the other side of the balance sheet, current liabilities increased $10 million, from $101 million to $111 million. So, to summarize, the College Board had an excellent 2010-11 fiscal year. Both its net revenues from operations and nonoperating activities added 20.3 percent to its net assets, which grew from $488 million to $587 million. An important piece of the net assets consisted of cash and investments, and since 1999 the College Board’s assets have grown truly substantially in a steady upward ascent and that includes the cash, as well as the short-term and the long-term investments. This strength in its financial position has enhanced the College Board’s ability to deliver programs and services that support the College Board’s mission of connecting students to college success. There has been dramatic growth in the College Board’s key programs and services from fiscal year 1999 to 2011, Mr. Rodas said. By every measure, such as AP Exam takers, profile applications or fee waivers, there has been substantial growth in the College Board’s ability to provide value to more members and to the students we serve. The membership has also continued to grow throughout this period — from just under 3,600 members in 1999 to just under 6,000 members in 2011. In closing, Mr. Rodas acknowledged the outstanding leadership of President Caperton and his extraordinary team of dedicated financial professionals, including Chief Financial Officer Tom Higgins, Treasurer Steve Titan and Chief Accounting Officer Gary Meyer. Because of their leadership and prudent financial management, the College Board was poised to advance its mission in the years to come. Then, Mr. Sechrist asked for questions from the floor. Since there were none, he noted that Mr. Rodas and Mr. Meyer would be available after the session to answer any questions the members might have.

III. Report of the 2011 Trustee Committee on Membership Mr. Sechrist asked the members to refer to pages 6 through 9 of the Agenda Materials and called on Frank Ashley, chair of the Committee on Membership and vice chancellor for academic affairs at the Texas A&M University System. Mr. Ashley thanked Mr. Sechrist and said that, as a membership organization, the College Board had the goal of retaining 97 percent of its members from year to year. “And for all you enrollment managers, that’s a 3 percent melt,” he said. Last year, of the total 5,781 members, only 100 were lost, which represents less than 2 percent. In light of the economic times, Mr. Ashley said that percentage was “really incredible.” As most members know, in times of budget cuts, membership is the first to be eliminated, the second is travel. To him, the low melt was due to the hard work of the College Board staff and members. They contacted many institutions that hadn’t paid their dues to personally follow up. So, the committee would like to thank the hard work of the people in the Membership Office for having such a low melt this past year. For the current membership year, the committee continued to see growth, even though many associations reported flat or declining numbers. The new applications are edging up, reversing the slight falloff that they had had in previous years. With the election of this year’s nominees, as Governor Caperton mentioned, the College Board membership will surpass 6,000 members, which is an important milestone in the history of our association.


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In the past decade, membership has almost doubled. Over the past year, the committee contributed to that growth by approving 220 applicants, determining eligibility from the guidelines that were developed and refined by the Trustee Committee on Membership. The committee kept “a watchful eye on news and trends and education to try to keep abreast of the challenges that face and continue to face our members and those institutions that one day become our members,” Mr. Ashley said. In its deliberations, the committee considered for membership only those institutions that embraced the College Board’s mission and adhered to its bylaws and policies of nondiscrimination. “I can tell you that we had very passionate conversation and discussions about a lot of institutions that applied for membership. Our commitment to ensuring equity and access for all students seeking a college education remained firm. As an annual charge, we reviewed our nondiscrimination policies in light of the nondiscrimination policies of member institutions,” Mr. Ashley said. At the April and September meetings, the committee reviewed applications for the 2011–2012 membership year and moved the slates of nominees for election to the Board of Trustees for approval prior to formal submission to the membership. Mr. Ashley then moved that the secondary and postsecondary schools and institutions listed on pages 7 and 8 of the Agenda Materials be elected as members of the College Entrance Examination Board under the provisions of Article II-F-1 of the Bylaws. Mr. Sechrist thanked Mr. Ashley for the motion, and it was seconded. There being no discussion, a vote was held and the resolution adopted. Mr. Ashley’s second motion endorsed the election of the secondary and postsecondary systems listed on page 9 of the Agenda Materials under

Forum 2012 Agenda Materials

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Article II-F-2 of the Bylaws. Mr. Sechrist accepted the motion and asked for a second. No discussion was offered and the vote was taken. The resolution was adopted. Finally, Mr. Ashley moved that the nonprofit educational associations, organizations and agencies listed on page 9 of the Agenda Materials be elected members of the College Entrance Examination Board, and since there was no discussion, a vote was taken. The resolution was adopted. Mr. Sechrist then asked the representatives of the newly elected institutions to please stand and be recognized by their fellow members. He continued, “As you know, the Board of Trustees is comprised almost exclusively of individuals who represent member institutions of the College Board and are practitioners, like many of us, in the field.” He asked that all members of the current Board of Trustees stand and be recognized. He followed this by asking the candidates for the Board of Trustees to stand at this moment, too.

IV. Report of the 2011 Trustee Committee on Nominations This led to the report of the Trustee Committee on Nominations. Mr. Sechrist said the committee had presented an impressive slate of nominees for election. He called on Committee Chair Youlonda Copeland-Morgan, associate vice president for enrollment management and director of scholarship and student aid at Syracuse University, to move the slate. Ms. Copeland-Morgan greeted the audience and referred them to page 9 of the Agenda Materials where the members of the Trustee Committee on Nominations were listed. As the written report detailed, the committee worked to identify an outstanding slate of candidates for three trustees. The committee considered the priorities of the College Board, and she was “really pleased to say,” they had a wonderful slate of individuals to choose from, thanks to the good work of the members. Therefore, an exemplary slate of nominees was presented for election. Ms. Copeland-Morgan moved the slate for trustees as it appears in the Agenda Materials on page 9. For Trustees, for the four-year term, 2011–2015: Douglas Christiansen, Vice Provost for Enrollment and Dean of Admissions, Vanderbilt University, Nashville, Tenn. W illie Gilchrist, Chancellor, Elizabeth City State University, Elizabeth City, N.C. Terry Grier, Superintendent, Houston Independent School District, Houston, Texas The motion was seconded. Since no discussion was offered, a vote was taken and the slate was adopted. Ms. Copeland-Morgan then noted there were several regional elections for Trustee to serve 2011–2015: Pamela Horne, Associate Vice Provost for Enrollment Management and Dean of Admissions, Purdue University, West Lafayette, Ind. Paul Weaver, Director of Counseling and Guidance, Plano Independent School District, Plano, Texas With her congratulations, on behalf of the committee and the Trustees, Ms. Copeland-Morgan concluded the Committee on Nominations Report.

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Mr. Sechrist asked all of the newly elected members of the Board of Trustees to stand and be recognized by the other members at the meeting. Forum 2012 Agenda Materials

V. New Business Mr. Sechrist now turned to new business and said he was aware of one resolution that was to be presented. He recognized Trustee Mildred Johnson, director of undergraduate admissions at Virginia Tech. Ms. Johnson said that with great pleasure she moved the following resolution of appreciation for retiring trustees: Motion: W hereas they have provided individual leadership in heightening the College Board’s service to its members and access to higher education; Whereas they have collectively contributed to realizing the College Board’s strategic vision as a values-driven, marketsensitive, inclusive association championing educational excellence for all students; T herefore, be it resolved, the members of the College Board salute the following Trustees whose terms expire with the 2011 Annual Meeting for their service to their colleagues and the students they serve: Mabel Freeman Ana Guzmán Michael Heintze Lloyd Jackson Scott Kelley Peggy O’Neill-Skinner Shirley Ort Pat Smith Mr. Sechrist called for approval through acclamation. He asked that the Trustees stand to be recognized, and said, “We all serve as volunteers on the Board of Trustees. I thank them for their extraordinary and sacrificing service to the College Board.” At a request from Mr. Sechrist for any additional business from the floor, Joyce Smith spoke. Ms. Smith, executive director of the National Association for College Admission Counseling (NACAC), said she wanted to take the opportunity to thank College Board program staff and Jim Montoya and others for helping NACAC respond to a request from its members regarding fee waivers. This is a very tough time for students around the country seeking to participate in all aspects of the college transition process, she said. Mr. Montoya had coordinated work with College Board program staff that resulted in ACT, the College Board, NACAC and several other organizations using similar criteria, so that counselors could more easily help students with fee waivers. “So, I do want to thank you for the extra effort,” she said. Mr. Sechrist thanked Ms. Smith for her comments, “Very much appreciated. Thank you.” Her remarks gave him an opportunity to say, “The extraordinary work of the College Board is often borne by those people who show up every day and work very hard, show up for the right reasons to do extraordinary work.” He asked that the staff present stand and be recognized by the members. In conclusion, Mr. Sechrist shared a story. He said College Board members know that education really affects individual lives. Every morning as a college president he has the privilege of having coffee at the campus Starbucks, “one of our new learning centers.” As he is in line with students getting their morning lattes, he has the opportunity to buy their coffee. He tells them it’s really not free — they have to tell him a story.

He asked one young lady, who was probably 30 years old, and she said, “Oh, well, you’re the college president; you might be interested in my story. I got an invitation from the college several years ago to join a GED program because I dropped out of high school after I got pregnant. Even though I was a very good student, I felt my first obligation was to take care of my child, so I dropped out of high school. I got an invitation to get into a GED preparation class. I got a very high score the first time I took the GED and was awarded my high school diploma. Then I got another invitation from your college that invited me to a commencement, a high school commencement, which I did not go to when I was 17 or 18.” Mr. Sechrist explained that his college conducts commencement for all their GED graduates. They are given a gown; Pomp and Circumstance is played, graduates march across the stage, they are given a diploma; and then Oklahoma City College also provides scholarships for those who receive very high scores on the GED so they can attend. This young student said, “Well, I thought I might as well just continue, so here I am. I’m now in my third semester. I’m a 4.0 student; and while I never really thought I liked math, I found out that I really do like math. Talking with my faculty member, believe it or not, I’m thinking about becoming a premed major. I think that I’m going to maybe accomplish that goal. And to think, three years ago, I was at home without a high school diploma and now, through this extraordinary opportunity of education, I have a future.” Reaching out at this individual level made a difference; it changes one life at a time. Education can change the story, change the future. Mr. Sechrist talked with another student about opportunity and access in education and what education can accomplish, the opportunity of education, and how important access is to all of us who care deeply about this work. The student responded, “You know, for me it was not about access, because education rescued me.” That student changed the conversation for him and changed how he thought about what education can do, Mr. Sechrist said. That is true, not only for those individuals but for America. He believes the success of the nation will center on the success that educators will have and the commitment that they bring to the work that they believe in every day. “Hope for America lies in the success of what we do. And the importance of our work has never been greater,” Mr. Sechrist said.

VI. Minutes of the Oct. 29, 2010, Annual Meeting

2. Report of the 2012 Trustee Committee on Finance Volume growth across virtually all of the College Board’s programs and services contributed to favorable performance for the 2012 fiscal year (FY12). Three core programs of the College Board — the SAT, the PSAT/NMSQT and the Advanced Placement Program® (AP) — combined to deliver 11.0 million tests in FY12. The AP Program in particular grew rapidly, with a 7 percent increase, and aided students in earning college credit or advanced placement in colleges across the country. The FY12 SAT and PSAT/NMSQT volumes were essentially unchanged compared to FY11 volumes. Volumes for the core programs for FY12 were as follows: SAT PSAT/NMSQT AP Total

3.7 million 3.6 million 3.7 million 11.0 million

Operating revenues for FY12 totaled $746 million, compared with a total of $705 million for the prior year, an increase of 6 percent; the preceding revenue totals are net of fee waivers and discounts totaling $71 million and $62 million for FY12 and FY11, respectively, an increase of 15 percent. Operating expenses totaled $711 million, a 10 percent increase when compared to the prior year’s level of $646 million. This increase in expenses was related primarily to the cost of the increased volumes of programs delivered, as well as increased program development, technology, and infrastructure investments and personnel costs. The operating surplus was $35 million in FY12. Nonoperating revenues, primarily our return on long-term investments, resulted in an increase of $0.3 million.


Oct. 24–26, 2012

The Trustee Committee on Finance, chaired by Scott Kelley, executive vice chancellor of business affairs, The University of Texas System, met three times during FY12 to review the financial and business affairs of the College Board. The Audit Committee, chaired by Daniel Rodas, vice president for planning and human resources, Long Island University, met three times during FY12 with the external and internal auditors to review the external audit plan for the year, the scope, the schedule and results of various internal audit reviews, and the audited financial statements and related audit opinions. Kelley or his designee will present the report of the Committee on Finance at the Annual Meeting of the Members on Friday, Oct. 26, 2012, in Miami, Fla.

Mr. Sechrist then announced one more order of business. He asked the members to turn to pages 3 through 5 of the Agenda Materials and asked for a motion to approve the minutes of last year’s Annual Meeting of the Members. The motion was made and seconded. A vote was taken and the minutes from last year’s meeting were approved. Finally, he said, as a reminder, the 2012 Annual Meeting of the College Board will be held in Miami, Fla., in conjunction with next year’s Forum. For those who saw the predictions of snow today, he said, we hope we won’t have that prediction next year in Florida. In the meantime, Mr. Sechrist wished everyone well and declared the meeting adjourned.

7 Forum 2012 Agenda Materials


Forum 2012

College Entrance Examination Board Consolidated Statement of Activities For the Years Ended June 30, 2012, and 2011 (in thousands of dollars)

Operating revenue Fees from Programs and Services Program and services fee waivers and discounts Fees from programs and services, net of fee waivers and discounts Membership dues and meetings Net assets released from restrictions Total operating revenue Operating expenses Program services College Readiness programs College Connection and Success System programs Region and Account Services and Relationship Development Puerto Rico and Latin American programs Total program services Membership services Total operating expenses Excess of operating revenue over operating expenses Nonoperating revenues Investment return Interest and dividends Net realized and unrealized gain on investments Total nonoperating revenues Excess of revenues over operating expenses Pension-related changes other than net periodic pension cost Change in unrestricted net assets

2012

2011

$800,967 (70,996)

$752,091 (61,525)

729,971 2,499 13,577 $746,047

690,566 2,504 12,079 $705,149

$311,047 342,898

$316,175 276,474

39,468 13,227 706,640 4,360 $711,000

36,879 12,436 641,964 4,059 $646,023

$35,047

$59,126

$4,770 (4,504) 266 35,313

$4,253 40,019 44,272 103,398

(8,378) $26,935

(1,080) $102,318

3. Report of the 2012 Trustee Committee on Membership For this membership year, the Trustee Committee on Membership oversaw the continued growth in the number of colleges, universities, secondary schools and nonprofit associations that are members of the College Board. During this period, there was a steady increase in each membership category. Building on the past decade of tremendous growth, the College Board will have 6,044 members with the election of this year’s nominees. Over the past year, the Trustee Committee on Membership approved 174 applications for membership, determining eligibility with guidelines that were developed and refined by the committee. The committee kept a close watch


on the news and trends in education to keep abreast of the challenges that face our members and those institutions that will one day be our members. Our commitment to assuring equity and access for all students seeking a college education remained firm. In its deliberations the committee considered for membership only those institutions that embraced our mission and adhered to our bylaws and policy of nondiscrimination. As an annual charge, the committee reviewed our nondiscrimination policy in light of the nondiscrimination policies of our member institutions. At the April and September meetings, the committee reviewed applications for the 2012–2013 membership year and moved slates of nominees for election to the Board of Trustees for approval prior to formal submission to the membership at the Annual Meeting.

3.1 Election of New Members RESOLVED: That the following applicants be elected as members in the College Entrance Examination Board under the provisions of Article II.F.1. of the Bylaws. Academy of Technology, Engineering, Math & Science (ATEMS), Abilene, Texas Amherst High School, Amherst, Wis. Brandon Hall School, Atlanta, Ga. Brenham High School, Brenham, Texas Burke County High School, Waynesboro, Ga. Burleson Centennial High School, Burleson, Texas Calvert Hall College High School, Baltimore, Md. Calvin Christian High School, Escondido, Calif. Cambridge South Dorchester High School, Cambridge, Md. Camosun College, Victoria, British Columbia, Canada Campo Verde High School, Gilbert, Ariz. Cape Henlopen High School, Lewes, Del. Centerpoint High School, Amity, Ark. Central Park East High School, New York, N.Y. Cheongna Dalton School, Incheon, Korea Cheyenne South High School, Cheyenne, Wyo. The Cinema School, Bronx, N.Y. Clear Creek High School, Evergreen, Colo. Coldwater High School, Coldwater, Mich. Columbus State Community College, Columbus, Ohio Corporación Educativa Bilingüe de Santa Marta, Santa Marta, Colombia The Doon School, Dehradun, Uttarakhand, India Dr. John Horn High School, Mesquite, Texas The Dr. Miriam and Sheldon Adelson School, Las Vegas, Nev. Dr. Ralph H. Poteet High School, Mesquite, Texas Dumas High School, Dumas, Ark. East High School, Salt Lake City, Utah East River High School, Orlando, Fla. Eastern Oklahoma State College, Wilburton, Okla. Elgin High School, Elgin, Ill. English School of Mongolia, Ulaanbaatar, Mongolia Escuela Interamericana, Santa Ana, El Salvador Fairfax Christian School, Reston, Va. Father Duenas Memorial School, Hagatna, Guam

Fei Tian College, Cuddebackville, N.Y. Frazier Mountain High School, Lebec, Calif. George Ranch High School, Richmond, Texas Glenalmond College, Perth, Perthshire, United Kingdom Grace Baptist Academy, Chattanooga, Tenn. Grand Valley High School, Parachute, Colo. Hamilton High School, Sussex, Wis. Hanford High School, Richland, Wash. Harbin No. 3 High School, Harbin, People’s Republic of China Hawaii Baptist Academy, Honolulu, Hawaii Heritage High School, Frisco, Texas Heritage High School, Littleton, Colo. Humanities and the Arts High School, Cambria Heights, N.Y. Indus International School, Pune, Maharashtra, India Instituto Internacional Octavio Paz, Ajijic, Mexico International School of Ho Chi Minh City-American Academy, Ho Chi Minh, Vietnam International Sports Sciences Association, Carpinteria, Calif. James I. O’Neill High School, Highland Falls, N.Y. John Hope College Preparatory High School, Chicago, Ill. Kanya Maha Vidyalaya, Jalandhar, Punjab, India Kashmere Senior High School, Houston, Texas Lake Braddock Secondary School, Burke, Va. Lakes Community High School, Lake Villa, Ill. Larkin High School, Elgin, Ill. Ledgemont High School, Thompson, Ohio Madill High School, Madill, Okla. Mardela High School, Mardela Springs, Md. Maricopa High School, Maricopa, Ariz. Mayfield High School, Mayfield Village, Ohio McCormick High School, McCormick, S.C. Melbourne Central Catholic High School, Melbourne, Fla. Metea Valley High School, Aurora, Ill. Methodist College, Peoria, Ill. Milan High School, Milan, Tenn. Miles College, Birmingham, Ala. Millsaps College, Jackson, Miss. Morehead State University, Morehead, Ky. Mount Carmel Academy, New Orleans, La. Naresuan University International College, Phitsanulok, Thailand New Milford High School, New Milford, N.J. New Millennium Secondary School, Carson, Calif. New West Charter School, Los Angeles, Calif. Nexus International School, Putrajaya, Malaysia North Caroline High School, Ridgely, Md. North Dorchester High School, Hurlock, Md. North Middlesex Regional High School, Townsend, Mass. Norwood High School, Norwood, Ohio Oak Mountain High School, Birmingham, Ala. Ocean County College, Toms River, N.J.

Oklahoma State University Institute of Technology-Okmulgee, Okmulgee, Okla. Old Bridge High School, Matawan, N.J. Orange County Community College, Middletown, N.Y. Paideia High School, Valley, Wash. Parkview Baptist School, Baton Rouge, La. Pasco ESchool, New Port Richey, Fla. Paul R. Wharton High School, Tampa, Fla. Philopateer Christian College, Mississauga, Ontario, Canada Pine View School, Osprey, Fla. Pioneer Pacific College, Wilsonville, Ore. Pope John Paul II High School, Hyannis, Mass. Prospect High School, Mount Prospect, Ill. The Prout School, Wakefield, R.I. Qatar University, Doha, Qatar Reagan County High School, Big Lake, Texas Renaissance High School, Bronx, N.Y. Riverview High School, Riverview, Fla. Robbinsdale Armstrong High School, Plymouth, Minn. Rouse High School, Leander, Texas Saint Dominic Savio Catholic High School, Austin, Texas Saint Paul’s College, Lawrenceville, Va. Saint Thomas More Preparatory, Magnolia, Del. Saints Peter and Paul Catholic High School, St. Thomas, Virgin Islands Salahaldin International School, New Cairo, Egypt Salpointe Catholic High School, Tucson, Ariz. School of Science and Technology, San Antonio, Texas Scituate High School, North Scituate, R.I. Shepaug Valley High School, Washington Depot, Conn. Smyrna High School, Smyrna, Del. Sonoraville High School, Calhoun, Ga. South Coffeyville High School, South Coffeyville, Okla. South Elgin High School, South Elgin, Ill. South Fayette Township High School, McDonald, Pa. Southmoore High School, Oklahoma City, Okla. Stamford Central School, Stamford, N.Y. Star City High School, Star City, Ark. Streamwood High School, Streamwood, Ill. Tampa Bay Technical High School, Tampa, Fla. Thomas County Central High School, Thomasville, Ga. Tremont Attendance Center, Tremont, Miss. University of Louisiana Monroe, Monroe, La. University of Pikeville, Pikeville, Ky. University of South Florida–St. Petersburg, Saint Petersburg, Fla. V. Sue Cleveland High School, Rio Rancho, N.M. Valley Christian High School, Cerritos, Calif. Warrensburg-Latham High, Warrensburg, Ill. West Mesquite High School, Mesquite, Texas Western Kentucky University, Bowling Green, Ky. Windham High School, Willimantic, Conn.


Oct. 24–26, 2012



Forum 2012

Windsor High School, Windsor, Colo. Windsor High School, Windsor, Conn. Woodbury High School, Woodbury, N.J. Yale–National University of Singapore, Singapore, Singapore RESOLVED: That the following systems be elected as members of the College Entrance Examination Board under Article II.F.2. of the Bylaws: Denver Public Schools, Denver, Colo. Dorchester County Public Schools, Cambridge, Md. Emirates National Schools, Abu Dhabi, United Arab Emirates Lake Park Community High School District 108, Roselle, Ill. North Kansas City School District, Kansas City, Mo. Norwalk-La Mirada Unified School District, Norwalk, Calif. Red Clay Consolidated School District, Wilmington, Del. Rich Township High School District 227, Olympia Fields, Ill. Saint Paul Public Schools, ISD 625, Saint Paul, Minn. Salem-Keizer School District, Salem, Ore. San Diego County Office of Education, San Diego, Calif. Santa Monica-Malibu Unified School District, Santa Monica, Calif. School Board of Levy County, Bronson, Fla. Turlock Unified School District, Turlock, Calif. Williamson County Schools, Franklin, Tenn. RESOLVED: That the following organizations be elected as members of the College Entrance Examination Board under Article II.F.3. of the Bylaws: Allegheny Intermediate Unit #3, Homestead, Pa. The American Institute of Historians and History Educators: Franklin’s Opus, Mullica Hill, N.J. Association for Middle Level Education, Westerville, Ohio AVID Center, San Diego, Calif. Central Intermediate Unit #10, West Decatur, Pa. College Bound Inc., Washington, D.C. Community for New Direction, Columbus, Ohio Comprehensive Development, Inc., New York, N.Y. Cristo Rey Network, Chicago, Ill. Generation TX San Antonio, San Antonio, Texas The Indus Foundation, Hyderabad, India Kappa Alpha Psi Foundation, Philadelphia, Pa. Leadership Public Schools, Oakland, Calif. Leadership Scholars, Cincinnati, Ohio Midwestern Higher Education Compact, Minneapolis, Minn. Military Child Education Coalition, Harker Heights, Texas Niswonger Foundation, Greeneville, Tenn. Qatar Foundation, Doha, Qatar Region 14 Education Service Center, Abilene, Texas Rhode Island Student Loan Authority, Warwick, R.I. South Central Service Cooperative, Camden, Ark. Western Arkansas Education Services Cooperative, Branch, Ark. The Wight Foundation, Newark, N.J.


4. Report of the 2012 Trustee Committee on Nominations The College Board will hold the 168th Annual Meeting of the Members on Friday, Oct. 26, 2012, at the Fontainebleau in Miami, in conjunction with Forum 2012. We encourage all delegates to attend. The official call to the meeting and agenda materials will be distributed in advance. Our Bylaws require that your Board of Trustees annually appoint a Trustee Committee on Nominations to propose nominees for those members of the Board of Trustees who are to be elected at the next Annual Meeting. The 2011–2012 Trustee Committee on Nominations was constituted in accordance with Article VI of the College Board Bylaws. Its members are: Youlonda Copeland-Morgan, chair, Associate Vice Chancellor for Enrollment Management, University of California, Los Angeles, Calif. Steven E. Brooks, Executive Director, North Carolina State Education Assistance Authority, Research Triangle Park, N.C. Luis Martínez-Fernández, Professor of History, University of Central Florida, Orlando, Fla. Patricia McWade, Dean of Student Financial Services, Georgetown University, Washington, D.C. Gary D. Meunier, Counselor, Weston High School, Weston, Conn. Adrian B. Mims, Dean of Students, Brookline High School, Brookline, Mass. Peggy O’Neill Skinner, Head (Emerita), Science Department, The Bush School, Seattle, Wash. This Trustee Committee on Nominations was charged with the responsibility of identifying nominees to succeed Trustees whose terms expire with the conclusion of the 2012 Annual Meeting, as follows: Maghan Keita, vice chair, and professor of history and director of the Institute for Global Interdisciplinary Studies, Villanova University, Villanova, Pa.; Carlos Garcia, former superintendent, San Francisco Unified School District, San Francisco, Calif.; and Catharine Bond Hill, president, Vassar College, Poughkeepsie, N,Y. At its meeting, the Trustee Committee on Nominations had a careful discussion of potential candidates who had been elicited by an invitation to College Board member delegates. The committee submits the following slate of candidates for election at the 2012 Annual Meeting: For Chair and Vice Chair, respectively, for the term 2012–2014: Maghan Keita, Professor of History and Director of the Institute for Global Interdisciplinary Studies, Villanova University, Villanova, Pa. Shirley Ort, Associate Provost and Director of Scholarships and Student Aid, University of North Carolina, Chapel Hill, N.C. Members for the term 2012–2016: Nathan Brostrom, Executive Vice President for Business Operations, The University of California System, Oakland, Calif. Margie Huerta, President, Doña Ana Community College, Las Cruces, N.M. Incoming members already elected by the regions (replacing Frank Ashley, Mildred Johnson and Arthur Williams) for the term 2012–2016, include: Chio Flores, Director, Office of Financial Aid and Scholarships, Washington State University, Pullman, Wash.

William Schilling, Director of Student Financial Aid, University of Pennsylvania, Philadelphia, Pa. James Tilton, Director of Financial Aid, Brown University, Providence, R.I. In addition, Jonathan Chu, chair of the Academic Assembly Council, resigned his position, effective the end of June. He assumed the role of Chief Reader for AP U.S. History. This Board of Trustees position will be filled by Academic Assembly Council Chair-Elect Pamela N. Paulson, senior director of policy, Perpich Center for Arts Education, Golden Valley, Minn. Before and after establishing the slate, the Trustee Committee on Nominations had extensive discussions regarding the right balance for the Board of Trustees, both in reality and in related perceptions. The committee focused its attention on the need to have a diverse Board of Trustees, and worked toward that goal.

Statement of the Chair of the Board of Trustees of the College Board To the College Board community, let me begin by saying that nothing should be taken for granted here. To say that I am deeply honored in the trust you have placed in me is an understatement. To say that you have bestowed upon me the highest accolade of my career as an educator is not mere rhetoric. I sincerely thank the members of this community for your acknowledgment. And, I underscore the continued need that I, the College Board, the new president and the staff will have for both your support and your critique. How can we ensure excellence without them? What are the possibilities of access when they are lacking? How might equity ever been achieved without your dedication and your diligence? They are possible only because we recognize ourselves as community, and we accept the responsibilities that community compels. Just as we instruct our students, we have not, and cannot, shrink from our duties.

The College Board — your organization, your community — is at a pivotal juncture. This community has the ability to touch the lives of every child in America — and possibly beyond —for the better. We have a history that both provides for and compels such action. In our new president, our possibilities for such a future have tangible potential. As a community, as a community of educators, the College Board has the greatest of possibilities in helping America realize a future of access and equity through excellence in education for all students at this very moment. Yet, like all things in community, this will not be instantaneous. Our successes will be like the processes and the love of learning we try to impart to our students on a daily basis. Our successes are, and always will be, tied to our diligence and commitment to this thing called education, our love of our children, and our greatest hopes for this nation. Your diligence and commitment have brought us this far, and they have done me proud. Again, I am humbled and honored by the trust you have placed in me as a servant of the College Board, of this community and of our children. We have great things to achieve, and much excellence to gain. Open the many doors. Fill every seat with learners. Thank you,


Oct. 24–26, 2012

Maghan Keita

Over the course of this year you have been witness to the ways in which we as a community of educators — learners — students, teachers, parents, administrators — have met the serious challenges that confront us as a nation. From AP and SAT, through innovations in curriculum development, professional development and advocacy at various levels, you have heard the stories, and they will be reiterated in some fashion in our time together here. These achievements are simply building blocks in the national project in which this College Board community is a major participant; they are only paving stones to a future we envision in which all of our students have equal access to the most excellent education that the world has known. In that future, we see a world in which all children might benefit from the efforts we undertake today and over the next several years. As a community of educators, we have immense challenges before us. There is no denying this. However, we must also recognize that our immediate history has positioned us to undertake great challenges. In that regard, I recognize the dynamic and insightful leadership of Gaston Caperton and the team that he forged over 13 years of hard work and foresight to bring us to this moment and this vision. What is that vision? It is the vision of community. Community committed to addressing and resolving the most critical issue confronting us as a nation — possibly as a world — the education of our children.



Forum 2012

5. 2012 Nominee and Trustee-Elect Profiles Shirley A. Ort Associate Provost and Director, Office of Scholarships and Student Aid University of North Carolina at Chapel Hill Chapel Hill, N.C. Shirley A. Ort is associate provost and director of the Office of Scholarships and Student Aid at the University of North Carolina at Chapel Hill where, with the help of a strong staff, she administers a comprehensive program of $350 million in student aid to 20,000 undergraduate, graduate and professional students. Prior to joining Chapel Hill in 1997, Ort served as deputy director for student financial aid at the Washington State Higher Education Coordinating Board — the state’s higher education policy, planning and student aid agency — for 18 years. She began her career at Seattle Pacific University, where she rose to the position of dean of student development prior to entering government service in the state of Washington. In her current role at Chapel Hill, Ort advises senior administrators on matters related to tuition, student aid policy and research related to the role of student aid in higher education enrollment and finance. She is the architect of the Carolina Covenant, a “no loans” program that promises a debt-free education to current and future generations of students from low-income backgrounds from across the country who gain admission to the University of North Carolina. As a first-generation student herself, her career is marked by a longstanding commitment to ensure both access and success for students, regardless of family income. Ort has held numerous leadership roles in state and national professional associations — chief among them, the College Board. She served as national chair of the College Scholarship Service (CSS) Council in 2005–2007 and as a College Board Trustee from 2005–2011. Other appointments include service as a member of the College Board’s Presidential Search Committee, the Compensation Committee, the Commission on Access, Admissions and Success in Higher Education, the Task Force on Admissions in the 21st Century, the Rethinking Student Aid Study Group, and the CollegeKeys Compact™; and she has been a longstanding member of the College Board’s Colloquium Planning Committee. Ort remains active with the National Association of Student Financial Aid Administrators (NASFAA) and the Coalition of State University Aid Administrators (COSUAA). She is also an invited member of the Forum for the Future of Higher Education. Ort has received numerous awards in recognition of her leadership and service. This year she was awarded the Distinguished Service Medal by the General Alumni Association of the University of North Carolina at Chapel Hill and the Ned E. Brooks Award for Public Service. In 2005, she received the C. Knox Massey Distinguished Service Award of the University of North Carolina and was admitted to the Order of the Golden Fleece, the highest honorary society at the University of North Carolina at Chapel Hill. A native of Michigan, Ort has a bachelor’s degree in history from Spring Arbor University, a master’s degree in ancient and medieval history from Western Michigan University, and a J.D. from Seattle University School of Law. She remains an active member of the Washington State Bar Association.


Nathan Brostrom Executive Vice President, Business Operations University of California, Office of the President Oakland, Calif. Nathan Brostrom is the executive vice president for business operations at the University of California. In this role, Brostrom serves as chief administrative officer for the University of California system, with responsibility over the systemwide budget, facility construction and maintenance, real estate management, human resource administration, and information technology support. He also oversees the budget and operations of the Office of the President, based in Oakland. The University of California encompasses 10 campuses, five medical centers, 16 health professional schools, five law schools and the state’s only public veterinary school. The university serves 236,000 students and has an overall budget approaching $24 billion. Brostrom joined the University of California in 2006 as vice chancellor for administration at the Berkeley campus. As the CFO and COO of the campus, he advised the chancellor and his cabinet on all budget and resource management, health and human services, and fiscal planning matters. He managed the campus’s annual operating budget of more than $1.8 billion and was responsible for a division that was the largest provider of services to campus staff and a significant provider of services to UC Berkeley students. Before coming to UC Berkeley, Brostrom spent 10 years as managing director and manager of the Western Region Public Finance Group for J.P. Morgan, where he worked on financing that totaled more than $100 billion for municipal clients throughout the western United States. He served as lead banker on the $11.3 billion energy bond program for the California Department of Water Resources, the financing that repaid the state’s general fund for the lost revenue from the 2000–2001 California energy crisis. Brostrom also served as a banker for higher education and cultural institutions, including the University of California, Stanford University, the Getty Trust, the California State University system, the California Community Colleges system, the Asian Art Museum of San Francisco, the San Francisco Ballet, and other cultural institutions in the western United States. Brostrom currently serves on the board for the development of the Thirty Meter Telescope and as treasurer for the W.M. Keck Observatory, two 10-meter telescopes run by the UC system and the California Institute of Technology. He also serves on the board of Futures Without Violence and the East Bay Community Foundation. “I was drawn to the University of California because of its unique commitment to excellence across all of our campuses and access for all Californians. I view the work of the College Board, as stated in its mission, as complementary and foundational to these twin goals. I am honored to be invited to serve as a member of the Board of Trustees, and look forward to advancing its mission of opportunity and access to higher education for all.” Brostrom graduated Phi Beta Kappa from Stanford University and holds a master’s degree in public and international affairs from the Woodrow Wilson School at Princeton University.

Margie Huerta President Doña Ana Community College Las Cruces, N.M. As president of Doña Ana Community College (DACC), the second largest community college in New Mexico, Huerta has firsthand knowledge and experience in dealing with a diverse population of students pursuing their dream of getting a college education. DACC is a Hispanicserving institution that serves a community in which nearly 40 percent of the population is at the poverty level. As a state, New Mexico faces the crisis of an unacceptable high school dropout rate, over 50 percent statewide, and higher in other parts of the state, including DACC’s county. What is needed, in large part, is policy that addresses the challenge of not only keeping students in school, but also having them graduate from high school. DACC cannot attract, recruit and, ultimately, graduate students from college if they never make it to their doors. DACC, along with other educational partners including public schools, the local university and local business partners started the first Early College High School (ECHS) in the state of New Mexico. DACC is currently planning the second and third Early College High Schools in its county. The focus has been on preparing a strong workforce by providing programs that lead to jobs in the county. The college introduced WorkKeys into the curriculum to provide further evidence of work readiness. DACC’s governance structure is unique and lends itself to innovation for the following reasons: First, DACC is affiliated with New Mexico State University and its governing board is comprised of regents who are appointed by the governor. While the Board of Regents establishes policy, DACC also has strong ties to the local school boards. Second, the advisory board of DACC has budget and taxing authority as stipulated by the legislative statutes. In short, DACC is connected to both the university and local public schools. As president of DACC, Huerta is involved in university administrative matters and has a formal governance partnership with the public schools. This unique relationship with a four-year university and local school boards gives her firsthand experience with all sectors of P–20 educational policies, processes and procedures. Furthermore, it presents opportunities that allow for collaborative and collective wisdom and decision making. This is in large part why DACC was the first in the state, and the only one thus far, to establish a collaborative Early College High School. This background, along with being a first-generation college student and the first in her family to get a Ph.D., gives Huerta a perspective that covers a broad, yet profound, understanding of issues. Her nearly 30 years of successful and progressive administrative and teaching experience in higher education positions her to discuss issues in a commanding and compelling manner.

“This is why I would be honored to serve on your Board of Trustees, and my vast experience is only a part of the value I would bring to the College Board. I also bring an important perspective to the national conversation, one that needs to be inclusive of geographical areas such as New Mexico — the ‘land of enchantment’ known for its cultural and socioeconomic diversity; a special land that emphasizes respect for our diverse population, where we celebrate our diversity. With such a rich background, pride in our heritage, we need to make sure that ‘one size’ does not fit all. “I hope this perspective will enrich your Board of Trustees and I hope to be a member of a group of peers who are united by the single vision of ensuring that students graduate from college and that college readiness, college connection and success, and advocacy are accessible to all.” Chio Flores Director, Financial Aid and Scholarships Washing State University Pullman, Wash. Chio Flores is the director of financial aid and scholarships at Washington State University (WSU). In her role, she serves as WSU’s chief aid administrator, overseeing the delivery of more than $300 million in federal, state and institutional aid to 20,000 students statewide.


Oct. 24–26, 2012

At WSU, Flores has served in various roles, including associate director of financial aid, assistant director of scholarships and assistant director of admissions. Prior to joining WSU in 1994, Flores was a financial aid advisor at Eastern Washington University, where she earned a bachelor’s degree in business and an MBA. Flores recently completed her doctoral course work in higher education at WSU. She has engaged in scholarship and research that encompasses affordability, access, retention and the impact of financial literacy on college student success. Flores is a member of the College Board, a member of the National Association for Financial Aid Administrators, and a trustee of College Spark Washington, a foundation that supports college readiness and completion of low-income students. During her tenure in these organizations Flores has served on numerous planning and program committees, as well as conducted presentations at their state, regional and national meetings. She is also an active member of various campus groups that encourage and support faculty, staff, and student recruitment and retention activities. “I strongly believe that higher education is the key to social mobility. As an educator, I seek opportunities to engage, stimulate and reaffirm my passion for the importance of higher education, particularly as it relates to low-income, underrepresented students. Through the work of the College Board and its members, we can leverage ideas and inform policy that can change student lives, and we also have the opportunity to transform the face of education. I am excited and honored to have been elected to serve as a member of the Board of Trustees in support of this critical work.”

“More importantly, I want to serve my higher education community. I want to give back to the ‘family’ that has given me so much opportunity. I want the voice of students to be at the table — the national table, where policy, practice and procedures create the opportunity for student success!



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William Schilling Director of Student Financial Aid University of Pennsylvania Philadelphia, Pa. William Schilling served as director of student financial aid at the University of Pennsylvania from 1980 until his retirement in August 2012. He continues to work part time at Penn on special projects. Schilling has long been involved in activities of the College Board, which has included serving as chair of the College Scholarship Service Assembly; a Trustee; a member, and frequent guest, of the Financial Aid Standards and Services Advisory Committee (FASSAC); a member (several times) of the CSS Council; chair of the National Nominating Committee; and a member of the Task Force on College Access for Students from Low-Income Backgrounds. He has also served, from its inception, on the Technical Committee of the Section 568 Presidents’ Group, of which he was chair from 2009 to 2012. Schilling has also represented the College Board in the Negotiated Rulemaking process. He was on the original BEOG training staff for Pennsylvania. Schilling is an alumnus of the University of Pennsylvania and Penn Law.

Jim Tilton Director, Office of Financial Aid Brown University Providence, R.I. Jim Tilton is currently the director of the Office of Financial Aid at Brown University and responsible for the oversight of the annual university scholarship budget, as well as federal Title IV, state and other financial aid funds. He also provides leadership in establishing and interpreting Brown’s financial aid policies, in coordination with the Office of Admission, the dean of the college, the Graduate School and other administrative departments on campus to ensure full and effective communication on matters of policy and individual admission and financial aid cases. Over his 30-plus-year professional career, Tilton has gained experience at various institutions of higher education, including San Diego State, University of Southern California, Yale and Columbia University, on a wide range of different issues, as well as most recently working with the U.S. Department of Education in Washington, D.C., on developing higher education policies and procedures that impact how financial aid is administered. Since returning to New England in 2006, Tilton has worked with Brown’s administration to implement financial aid policies that provide access to the university for students from all backgrounds. Outside the aid office, he is an academic peer advisor for first- and second-year students, as well as being a member of the university’s Mentoring Committee in support of students who are the first in their families to attend college. Tilton has been actively involved with the College Board’s New England Regional Office and its members on issues related to updates to College Board regional governance and creating opportunities for the admission, guidance, counseling and financial aid communities to share ideas and concerns on issues of access and equity in higher education. He has also served as a member of the CSS Council, a regional representative for the Northeast, chair of the Financial Aid Division Advisory Committee, and a member of the 2012 and 2013 Colloquium committees. “Being the first in my family to receive an undergraduate and graduate education I still am amazed by the barriers that students face in accessing higher education. I appreciate and applaud the broad comprehensive work of the College Board and its members and their efforts to eliminate these barriers. I am honored to be nominated to the Board of Trustees.”


II. 2 012 Annual Meeting of the Academic Assembly

Mr. Martínez-Fernández announced the newly elected members of the Assembly:

Thursday, Oct. 25, 2012

Pamela N. Paulson, senior director of policy, Perpich Center for Arts Education in Golden Valley, Minn., will serve as chair-elect of the Academic Assembly for a two-year term, 2011–2013.

8:45–9:45 a.m.

Barbara Cruz, professor at the University of South Florida, won a three-year term on the Academic Assembly Council, 2011–2014.

ANNUAL BUSINESS MEETING AGENDA 1. Welcome and Communications from the Chair 2. Minutes of the Oct. 27, 2011, Annual Meeting 3. Conversation with David Coleman: Implementation of the Common Core 4. New Business from the Floor* *During new business all delegates are encouraged to raise issues for the council’s consideration during 2012–2013.

1. Minutes of the 2011 Annual Meeting of the Academic Assembly

II. Minutes of the Oct. 27, 2011, Annual Meeting Turning to the Minutes of the 2010 Annual Meeting of the Academic Assembly, which appeared on pages 13 through 15 of the Agenda Materials booklet, Mr. Martínez-Fernández asked for a motion to approve the minutes. It was made and seconded. Since there was no discussion, the delegates voted and approved the 2010 minutes. The chair referred members to the Report of the 2011 Academic Assembly Council, saying it reflects the complexity of the initiatives and ideas the Academic Assembly handles. He reported that it has been his pleasure to see some of the ideas referred to the Board of Trustees. The Academic Assembly plays a very important role in major decisions at the College Board and, he imagines, Mr. Keita would agree with him that the Assembly is an activist body.

I. Welcome and Communications from the Chair

Mr. Martínez-Fernández recounted some of his plans and goals as chair. He said, in this difficult time for the country, he usually carries a “we are at war” speech in his pocket. So many of the things we hold dear — education, teachers, books — are coming under attack. Libraries brag that they no longer have regular books, as if that were a great thing. Teachers, who were once esteemed in communities and society, have been neglected and, more recently, verbally abused and scorned.

Mr. Martínez-Fernández opened the meeting by expressing his personal gratitude to College Board President Gaston Caperton for his leadership during the past 13 years.

These things worry him a great deal. Whenever he has a chance, he reminds his audiences of the importance of teachers, noting that none in attendance would likely be there without inspiring teachers.

Referring to his own tenure, Mr. Martínez-Fernández said that being part of the College Board and having the opportunities he has had to serve were one of the highlights of his life, and he thanked the members for giving him that opportunity.

Also very important are equity and access. Recent financial cutbacks in states across the country have made it impossible for state universities to compete with well-financed private universities. He expressed concern that the nation is building a two-track higher education system: One for the elites and one for the rest of us. He urged members to pay attention to that and be more active.

The annual meeting of the Academic Assembly of the College Board was held at the Hilton Hotel in New York, N.Y., on Oct. 27, 2011, in conjunction with the 2011 College Board Forum. Chair Luis Martínez-Fernández, professor of history at the University of Central Florida, Orlando, presided.

Mr. Martínez-Fernández then introduced Steve Brooks, executive director of the North Carolina State Education Assistance Authority, who served as parliamentarian; and Dorothy Sexton, vice president for governance and secretary of the College Board. He also introduced Jonathan Chu, incoming chair of the Academic Assembly, who is associate professor of history at the University of Massachusetts, Boston; and Maghan Keita, past chair of the Academic Assembly and vice chair of the Board of Trustees of the College Board, who is professor of history and director of the Institute for Global Interdisciplinary Studies at Villanova University, Villanova, Pa. Alluding to the upcoming discussion of Common Core State Standards, Mr. Martínez-Fernández said it was a personal agenda of his to always have teachers as part of any discussion of education. In this case, Kelly Saenz, history and social studies teacher at Westwood High School, Austin, Texas; and Hope Brand, English teacher, Scotch Plains-Fanwood High School, Scotch Plains, N.J., joined Natasha Vasavada, executive director of standards and curriculum alignment services at the College Board, who is a former social studies teacher, to share their experiences.

FORUM 2012: Annual Meeting of the Academic Assembly

Oct. 24–26, 2012

Twenty years ago when he was a professor at Rutgers, the state university and Princeton used to compete with and hire the other’s faculty. It was a give and take. Recent developments in state colleges throughout the country make it no longer possible to compete with those powerful and wealthy institutions, he said. As a society, we need to invest heavily in public education at all levels.

III. Teacher Advocacy Mr. Martínez-Fernández asked his colleague and fellow historian, Jonathan Chu, to introduce the members of the panel who would discuss the importance of the Common Core State Standards to teachers. Mr. Chu indicated that the three teachers who had been introduced earlier would consider the issue. Ms. Vasavada began the conversation. She presented an overview and provided context for the topic. Overview: The Common Core State Standards movement, she said, has been a collective effort to establish common academic expectations in English language arts and mathematics that states can share instead of each



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state creating its own distinctive standards. The College Board was one of the original partner organizations working on the development and adoption of the standards, along with Achieve, the Council of Chief State School Officers, the National Governors Association and ACT. Some key goals behind the standards make them different from state standards. The chief area she highlighted was their alignment to college and career entrance expectations rather than high school graduation requirements. A great deal of research was done to identify the knowledge and skills that college faculty expect freshmen to have so they can succeed in first-year courses. Another difference is that the Common Core State Standards were developed using “evidence available research.” The developers looked at the evidence of what college freshmen are required to do in order to craft the standards. The goal is to strengthen the work of schools, teachers and students by bringing greater consistency in expectations across the states. As a result, students will experience more similarity, rather than facing a patchwork of different academic expectations. Another goal, she said, is increased equity in the education of students. By creating common expectations for students regardless of their paths after high school, all students will be better prepared for their postsecondary activities, whether it be college or a career-technical program. In addition, it is important to the states that worked on the standards that students acquire the skills that will allow them not only to compete for jobs in the United States but internationally. Consequently, the developers looked at the best practices within international frameworks as they were forming the standards. Clarity is another aim of the designers. They wanted to be really clear about what the standards meant, and what it means to implement them in the classroom. The process is creating opportunities for formal collaboration across states through national initiatives such as the Race to the Top Assessment Consortia, which will develop common assessments and formative assessments to measure the common core. Local and organically evolved efforts at collaboration are also springing up in which teachers and districts begin to share resources and strategies on how to teach to the standards. Five organizations participated in the advisory work, including the counterpart to the K–12 Council of Chief State School Officers and the higher education counterpart of state higher education organizations. The College Board has been heavily involved during the past two and one-half years in working with educators to write and review the draft standards, and in participating on the advisory committee. The association has contributed research from the AP Program, as well as the SAT and PSAT/NMSQT programs, and data on student performance and persistence through first-year college work. In addition, the College Board shared best practices in content development and the use of evidence to support the goals of a content framework. The College Board is also actively working to help states understand the relationship between their existing standards and assessments and the Common Core State Standards with a goal of aligning curricula and instruction. Many states have already made great strides in this area; other states have a deeper level of reform that needs to take place. Ms. Vasavada went on to discuss the defining features of the standards in English language arts. She said there is an increased call for a balance


between literature and information texts as the grades ascend. In high school, the percentages shift to 30 percent literature and 70 percent informational. To reassure English teachers, she emphasized that social studies and science teachers would share the task of exposing students to complex texts. Writing is also receiving increased attention. The emphasis, however, is on writing in response to text. In the standards, students will use evidence to really draw information from a text. She said there is a movement away from pure narrative writing to argumentative, research-based writing. Her final point was that listening and speaking will have a more pronounced role in ensuring that students leave high school as effective speakers and engaged listeners. This is a critical college readiness skill. Students need to be able to ask questions, to engage in collaborations and discussions, and to be able to think in a logical way, whether they are in a small classroom or in a large seminar. In math, there is a strong emphasis on mathematical practices, which is also seen in the new science standards and in the College Board’s work in AP. Students need to merge content and the skills, not just focusing on mathematics from an algebra, geometry or precalculus perspective. Rather, they need to integrate the skills and practices of how to think and act like a mathematician within the content. Since most state standards skills and content have been separate, there’s going to be a strong need for educators to merge the practices into their instruction and assessment. Other changes include an increased focus on algebra in middle school. Studies show that students who take a year of math beyond Algebra II have a significantly higher chance of persisting through college. To increase students’ chances of success, educators are going to see a greater emphasis on algebraic concepts and skills introduced between grades four and eight. This is a dramatic shift from most state standards. There are also segments within math of standards for STEM readiness. Standards will be provided for students who want to be able to pursue advanced math and science courses such as AP in high school. As of October 2011, Ms. Vasavada said, the Common Core State Standards had been adopted by 45 states. There’s a lot of work ahead, she said. The discussion then shifted to what happens next, how to implement the standards in a classroom, and to teachers’ perspectives. Benchmark Development in One District: Ms. Brand’s home state of New Jersey has adopted the standards. However, she reported, few districts have yet to take concrete steps to adapt the standards to their proficiencies or curriculum requirements. Nor has there been a great deal of discussion of implementation. In her district, a professional day was dedicated, in part, to the development of benchmark essay prompts for persuasive and expository writing for middle and high school language arts students. They were given the New Jersey holistic scoring rubrics for the High School Proficiency Assessment, a test that is being discontinued, along with the core content standards. She found that using the resource of the standards helped them to develop benchmarks for grades seven through 12 that built on each other in a logical way. Even more valuable was the language of the standards themselves, which could be adopted immediately into a scoring rubric for the two kinds of writing. It shifted very easily into a model for a wide range of grades. The language also lent itself to different levels within grades, Ms. Brand said. Her district expected to give the prompts to students in November 2011, and the teachers would evaluate the results at that point.

She particularly liked the simple, direct task they had during their session. It was quite easy to find language, within the standards, specific to their purposes for persuasive and expository writing. “Of that vast document,” Ms. Brand said, “we were able to access that information very quickly. … We could adopt a piece of the standards for our task on that day and it worked quite well.” How it works in operation, they have yet to see, but it was helpful. The Perspective of a Teacher from Texas: Ms. Saenz continued the discussion saying that Texas had not adopted the standards, and she was not sure what the state would do. What she likes so much about the Common Core State Standards is that they appear “to offer some protection against the political volatility that takes the founding fathers out of the Enlightenment and rewrite[s] history [as some in Texas try to do], occasionally rewrite[s] biology and make[s] attempts at a few others as well.” She said, “To have standards is a tremendous thing.” The Texas Education Agency is currently in the process of adopting new standards. However, because of budget constraints, approximately one-third of the staff working on the project was laid off. Again, it is building something more permanent that she finds particularly enviable. “It is what we’ve always looked to the College Board to do in AP courses,” but the Common Core State Standards go well beyond that, Ms. Saenz said. She also likes the possibility for preservice training that the standards offer. In her district new teachers are applying for jobs and it’s difficult to determine what they know and what they know how to do, she said. They are currently receiving applications from new teachers “who have attended seven daylong sessions in hotel ballrooms with PowerPoint. That is their sole education for teaching. We say it’s because we have such a gap in teaching but, again, this is a cure worse than the disease. They come into the classroom not knowing what they’re supposed to do, not knowing what the standards are. The standards offer a wonderful opportunity” to correct the situation. Ms. Brand’s experience in creating rubrics for grading and assessment gave Ms. Saenz some comfort. She argued against making teachers into “delivery devices.” There is a trend to over direct what happens in the classroom. Standards are one thing, but teachers need professional flexibility in how they teach. They shouldn’t just stand and read from a script. Teachers need to be involved in the process. They have to develop their curriculum, work on their assessments and continue to develop their professional skills. The emphasis on collaboration is the absolute key to improving teaching and learning, she said. Still, she sees some real challenges ahead in making the new system work for students, parents and teachers. For example, schools’ grading practices continue to change. Although the data are studied, no best way to communicate to students and parents, and to hold teachers accountable, has emerged. It’s probably too soon to have answers, but Ms. Saenz again emphasized that teachers must be closely involved as the process continues. Teacher Preparation: Mr. Chu added to the conversation, saying that collaboration needed to extend to the universities as well. Part of this dilemma, part of this process of preparation, depends on how the teachers are being trained. He said that in most universities, even though students may have a major and an academic discipline, they are getting their training and teaching and pedagogy elsewhere. The departments themselves don’t quite understand what it is they need to be teaching. He, too, said that teachers should not be trained as delivery devices but as thoughtful and creative educators.

The Effect of Standards on Equity: An audience member asked about the effect the standards would have on equity. Ms. Saenz said she believes that education is the road to equity. There isn’t equity in the amount of money spent on students from state to state, which is a challenge. However, the standards are the best hope for achieving equity. Ms. Brand agreed. To her, the higher standards will help to refocus resources on those students who need them the most. National standards will provide a way for the national government to look at education at the micro level, she said. In the past, the disparity in standards has masked inequity in education very successfully. Ms. Vasavada commented that the disparity between how states define proficiency and success and NAEP’s definitions demonstrate the unfairness of the current situation. Students are taught and measured and told they are ready to graduate, but find themselves unprepared to succeed in college. That’s unfair. One of the chief goals of the standards is to provide students with a single level of quality. However, this is still an aspirational goal with tremendous work yet to be done in implementation.

IV. New Business from the Floor Mr. Martínez-Fernández asked if there were any new business items. Hearing none, he asked, “What is it about education that keeps you up at night? What can we, the College Board, do to help?” The first respondent, from a suburban high school, expressed concern about the level of preparation of “middle-tier students” and their ability to seek help once they are in college. His school is still producing good students, but too few are fully engaged. Some of these are solid students, but they don’t realize the challenges they’ll face in navigating the system after high school. In Illinois, because of economic constraints, the university system has become increasingly stressed. The result is that the support isn’t there for students having trouble.


Oct. 24–26, 2012

The second question raised the issue of lack of academic preparedness for college. Ms. Brand asked if the cause of the situation was due to the increase in the number of students going to college or were high schools no longer preparing students as they once did. Mr. Martínez-Fernández thanked the audience and commented that the discussion reminded him of something they all know: You have to take the students where they are. Then you have an enormous responsibility to bring them up to where they should be. What keeps him up at night is the increasing gap between where students are and where they need to be. It is a very serious matter because there is resistance. There are cultural differences. There are all sorts of factors that make educators’ jobs very difficult. In concluding the meeting, Mr. Martínez-Fernández handed the gavel to Jonathan Chu, saying he is going to do a great job and everyone is so happy that he agreed to serve the College Board as chair of the Academic Assembly. Mr. Chu thanked Mr. Martínez-Fernández. Mr. Chu said he had learned a great deal from Mr. Keita and Mr. Martínez-Fernández and all of the council members. He is truly grateful for their interest and support and truly humbled by the task facing educators. He said it is a daunting and important task to ensure that future generations of American students have the opportunities that they need so desperately. The presence of those at the meeting attests to their commitment to face the challenges ahead. Mr. Chu hopes that members will see the Academic Assembly Council as an avenue for information and communication to ensure that their concerns are discussed and met and that they will use their representatives, especially him, as a conduit to communicate with the council and the College Board.



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There being no other business, Mr. Chu announced that the 2012 Annual Meeting of the Academic Assembly will be in Miami, Fla., in conjunction with the Forum to be held on October 24–26. In the meantime, he declared the meeting adjourned.

2. Report of the 2012 Academic Assembly Nominating Committee The Academic Assembly (AA) Nominating Committee was constituted in accordance with Article VI of the AA Governance Plan. The committee identified nominees to succeed: Randall Adkins, Professor of Political Science, University of Nebraska, Omaha, Neb. Lewis D. Ferebee, Chief of Staff, Durham Public Schools, Durham, N.C. Louisa Moffitt, Social Studies/AP U.S. History Teacher and Chair, Social Studies Department, Marist School, Atlanta, Ga. The committee considered suggested candidates received in response to an invitation to delegates of the assembly. It put forth the slates below, and voting of the assembly delegates took place by mail ballot. For Member positions on the Academic Assembly Council for the three-year term, 2012–2015: Rita Hines, AP Mathematics Instructor, Science and Engineering Magnet High School, Dallas, Texas Maricela Oliva, Associate Professor, Department of Educational Leadership and Policy Studies, The University of Texas at San Antonio, San Antonio, Texas Larry Roziers, Executive Director, High School Programs, Duval County Public Schools, Jacksonville, Fla.

3. Report of the 2012 Academic Assembly Council The Academic Council met in December 2011 in Reston, Va., and in May 2012 in New York, N.Y. This report provides a summary of the discussions and recommendations suggested at both council meetings as it considered the need to reshape and revitalize American education. Report from Staff: The council heard from senior staff who talked about global education and the founding of the College Board. The association had grown from a small group of colleges in the Middle States Region in 1900 that were concerned about the multiplicity of entrance examinations, conflicting curricula and the general confusion in the process of transitioning from school to college. Today, the membership must continue to be ambassadors of the College Board’s mission and champion the importance of a college degree to the future of this nation. Jonathan Chu reported on the September 2011 Joint National Assembly Council, which proved to be vital in networking and creating a pathway for more interaction among the councils. One of the topics was the search for the next president. It is also imperative that admission, financial aid and school counselors must continue to be involved in the AP Program.


Martha Sharma, Academic Assembly delegate, led a symposium on the importance of global education, reflecting the Academic Assembly Council’s strong support of the College Board’s global education initiative at the 2011 Forum. Educators from countries such as Poland, Germany, England and Japan contributed to the meaningful discussion. Report from the Assembly Elected Trustee: Luis Martínez-Fernández reported that the College Board’s membership now surpassed 6,000. He reported that the membership committee had voted to amend the wording of the Interpretation of Bylaws, Article II, Paragraph C. Subsequent to the vote, Neil Lane, the College Board’s general counsel, reviewed the new wording and suggested a revision. The committee agreed with most of the revision, but requested clarification from counsel on the use of the term enjoyment in the phrase “unreasonable barriers to a student’s enjoyment of the offerings of the institution.” The committee approved the following resolution: Resolved: By unanimous vote, the Trustee Committee on Membership accepts the revised wording of the Interpretation of Bylaws Article II, Paragraph C, as follows: Revised Interpretation: Subject to the right of an educational institution to define its mission in terms of educating persons of the same gender or of a particular religious faith, it is the responsibility of the members of the College Board to have neither a policy nor a practice that creates or supports barriers to access. This includes but is not limited to barriers to admission, receipt of financial aid, continuing enrollment or any other barriers that are either a violation of the law or are, in the judgment of the Trustee Committee on Membership, unreasonable barriers to a student’s participation in the offerings of the institution. This responsibility is applicable to race, religion, creed, national origin, ethnicity, age, gender, sexual orientation, gender identity, gender expression, veterans’ status or disabling condition. The faithful discharge of this interpretation is a condition of eligibility for membership. Academic Advisory Committee Reports: The council heard the reports of the following committees: Science Academic Advisory Committee (SAAC): Arthur Eisenkraft reported that this year’s Academic Advisory Committee meetings were interdisciplinary and allowed all of the committees to share their issues and concerns with other committees, while making the meetings more worthwhile for the College Board staff in attendance. Mr. Eisenkraft updated the committee on a new project, transfusing engineering into the science curriculum, as well as working with the College Board on the second generation model of online professional development. The committee addressed the need to study the College Board’s current model of professional development to examine what changes need to be administered, specifically the scaling models and the addition of social networking and how to build an online community. Mr. Eisenkraft added that the College Board received an i3 (Investing in Innovation) fund grant to expand the site. There was a consensus among the committee members that their major concerns are the AP redesign, professional development and the lack of transition labs for the redesign. A committee member proposed the videotaping of student/teacher interaction in an open inquiry lab as a form of professional development. He added that video technology has been developed, and there are ways in which the footage can be vetted. Another member said that the Professional Learning Committee has a series of videos and has developed a rubric that has been successful.

Other topics of discussion were labs, appropriate support and extensions of AP Vertical Teams® and Pre-AP ®. There were concerns about the SAT Subject Tests™, and the committee noted that they would like to meet with the SAT Subject Test Development Committee. He said that there was a unanimous consensus among committee members that the AAC binder should be done away with in favor of electronic distribution of meeting materials. Mathematical Sciences Academic Advisory Committee (MSAAC) In regard to the Computer Science Principles course, concern was expressed that without National Science Foundation (NSF) funding the College Board would not support the development of the assessment. The MSAAC strongly supported the course and the development of its assessment by the College Board, with or without outside funding. SAAC and the MSAAC agreed that there is enough of an audience for the course to support itself financially. A council member suggested clearly identifying those disciplines that are struggling with funding problems and find solutions for them. The council discussed the value of the AP course and their thoughts on the availability of funding. In response council members said: • the College Board needed to be cautious about its partnerships and the message that these partnerships convey to the general public; • there is plenty of room to experiment with new ideas when there is talk about reforming American education; • focusing on building strategies for Pre-AP courses, the council should ask the Board of Trustees to redirect some of the funding for Pre-AP into the redesign of the AP Exams; • it was necessary to examine this issue with an interdisciplinary approach since there should be courses about women and diversity; • it was necessary to examine how AP teachers teach their courses to students since the total learning experience of students was very important and needed to be updated repeatedly to prepare and nurture students through college and beyond; and • that the College Board’s process of innovation is slightly behind the times and needed to be relevant for today to reform American education. Staff explained that being innovative contributes to the financial stability of the College Board and that the collaboration between K–12 and higher education must be sustained to develop globally competitive American students. The council considered whether it was necessary to propose a resolution on the procedure of introducing a new course into the College Board’s suite of programs and services or a need to recognize the value of inquiry laboratory experiences as an integral part of the AP science courses. A member offered to draft a resolution and distribute copies for discussion by the council. The draft of the resolution was reviewed by the council. Members raised a number of questions: • Was the resolution’s purpose to gather portfolios and collect lab reports? • Were lab report opportunities already present for students?

• Was it ethical to ask students to submit lab reports when they would not be graded? On the other hand, accountability was a necessity and an integral part of the AP Program. • Since academic rigor was important, did the resolution add an extra layer of rigor to the AP Course Audit? AP teachers and administrators should have clear guidelines on curricular and resource requirements that must be in place for AP courses. • Would the resolution provide an opportunity and encourage a student’s laboratory experience? In fact, would it be acceptable because the audit occurs before the course is taught to students? If students in highly selective schools submitted their lab reports, then other students would see the value in it. What is the most effective way to encourage best practices? • Should the council vote on the resolution without better knowledge of the AP Course Audit process? • Could the labs be used by schools in the development of their course work? The resolution as drafted sought to recognize laboratory work as a vehicle for improvement in AP courses. After further discussion of the draft, the council chair suggested that the resolution be redrafted and asked the College Board’s AP staff to investigate the collection of laboratory work. English Academic Advisory Committee (EAAC): EAAC suggested a dialogue was needed between educators and schools of education on the current teacher training paradigms to bridge the gap between theory and practice. EAAC feels that the College Board should become involved in more teacher advocacy. A member suggested that the College Board conduct a survey of successful models of teacher training and possibly speak to teachers who experienced successful model schools of education and give them a chance to explain why the program was successful.


Oct. 24–26, 2012

A problem with the English Common Core State Standard for English Language Arts has arisen in which teachers treat the text exemplars as a curriculum. One suggestion was that the College Board sponsor the creation of a living book list that allows teachers to make choices from books that relate specifically to their students’ needs. Arts Academic Advisory Committee (AAAC): AAAC believes the interdisciplinary nature of the Joint Academic Advisory Committees meeting made it more informative and richer. The College Board has partnered with Arts Connection, a New York City–based, not-for-profit arts education organization, to bring arts programming into four College Board Schools. Another partnership is with the National Coalition for Core Arts Standards. AAAC considered how portfolio assessment appeared to be creating a roadblock that prevents progress in many areas in the arts. AAAC recommended that portfolio assessment be examined by the College Board and suggested that performance review readers and judges go to schools to administer the assessment in real time. The committee felt that the expense would not be in developing technology for the assessment but in training assessors. The AAAC asked the College Board staff if testimonials were being collected from principals because it was important to get feedback from those principals who were not excited about the College Board Schools Pilot Arts Program at the outset but who can now testify to its impact.



Forum 2012

Currently, there are no plans to do more programs at other schools and the program is still in the experimental stage. Staff noted that it was difficult to coordinate the logistical challenges of artists, schools and students coupled with the research done before and after the intervention. They recognized that collaborations between school teachers and teaching artists were important, but difficult to arrange. History Academic Advisory Committee (HAAC): HAAC members felt that Pre-AP should be thought of as a model framework with competencies at various levels for all students. The committee should assist in articulating what pre-AP means in history and that this definition will likely vary between disciplines. In addition, HAAC agreed that professional development for pre-AP teachers is very important and that it should focus both on content development and pedagogical skills. The new AP Cambridge International Project is going to culminate in a project that looks a lot like a portfolio. AP World History is going to be central to this project and that there needs to be communication about this matter. An HAAC member said that the pilot of the AP Cambridge International Project will be an opportunity to test how portfolio assessment might work. HAAC expressed its concern that there is a lack of direction in pre-AP for history. The committee submitted the following proposal: The History Academic Advisory Committee proposes that Pre-AP coordinate with AP and AP Vertical Teams projects to create the following program to help teachers prepare students for AP, college and career success. We are asking for a professional development and teacher training program to help teachers develop strategies and build curricula for teaching skills competencies and dispositions leading to AP, college and career success. This program is not a course, and not a test, and should prepare all students for AP. In regard to AP Central®, HAAC suggested that additions include minilessons and videos of teachers teaching and offering mentoring through the site, which would be passed along to the professional development division. Social Sciences Academic Advisory Committee (SSAAC): SSAAC expressed greater concern about the AP U.S. Government and Politics (GoPo) Exam than about the course itself, wondering if the free-response questions should include more critical thinking and analysis and less rote memorization. There is a language and a distinct way of expressing ideas that is unique to each discipline. The SSAAC chair said that she would like to see an emphasis on literate expression across courses and exams, asking students to express themselves with a thesis statement. SSAAC discussed whether U.S. GoPo should include political philosophy. The overall consensus was that it should not be included and that political philosophy seems less concrete than the other areas included in U.S. GoPo; and it was agreed that it is analytical and difficult to evaluate. World Languages Academic Advisory Committee (WLAAC): The committee agreed that the AP online community has improved significantly and will be a very important resource for teachers. There was a preference for a broad definition of the pre-AP system and efforts to ensure that pre-AP did not lead to tracking.

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WLAAC gave its input on how to incorporate audiovisual communication into assessments. Some thought that students could type and use video recordings. Computer-based assessments were welcomed despite their


difficulties. The use of a handheld device versus an entire computerized exam was discussed. A hybrid model was talked about as well. It would use paper and pencil for multiple-choice questions and a computer for free-response questions, but some members of the WLAAC thought that this module might make offering the test more difficult for institutions. Some WLAAC members expressed frustration with the cancellation of some professional development training sessions and concern that some AP teachers would not be ready to prepare students for their exams. The group agreed that, despite the thinking that languages had fewer changes and needed less professional development, there were actually many changes to AP languages and that the courses deserve more attention and professional development opportunities. WLAAC members also were concerned that changes are being made to AP, CLEP ® and SAT Subject Tests that often do not include world languages. Regional Reports Middle States Regional Assembly: The region thanked Bob Alig for serving as the interim vice president of the New England Region and as the vice president of the Middle States Region. The next regional forum will be held in Baltimore, Md., and the focus is on attracting academic professionals to the forum. New England Regional Assembly: The assembly has enacted changes to its governance structure, setting up three subcommittees to reflect the governance structure of the College Board. Southwest Regional Assembly: Professional development and the practice of marshalling seasoned professionals to mentor younger talent was a growing concern within the academic community. The region discussed methods of engagement such as webinars and other online opportunities. There was also strong support for face-to-face communication, the AP course redesign and the development of strategies to address the concerns of all of the academic disciplines. The regional assembly meeting had discussions about membership and about how the region could work toward diversity. Some of the benefits of membership were reviewed and more information was requested. It would be used by members of the region to approach potential members. A member noted that the College Board needed to conduct more research on AP Exams and end-of-course exams and to provide outreach to teachers. She recommended Texas as an ideal place to begin the investigation. The senior vice president of the AP Program and College Readiness told the council that the College Board would proceed on this plan if there was a consensus. Southern Regional Assembly: The next regional forum will be held in conjunction with the College Board Forum on Oct. 23–24, 2012, in Miami, Fla. Western Regional Assembly: The regional forum was held in Las Vegas, Nev. The council discussed at length the function of academics within the larger context of the College Board. There was a feeling within the region that the function of academics was sometimes lost in the dynamics of the organization. A discussion about what the region wanted from the College Board and about how the organization could better serve them was held at the regional forum. Professional development was encouraged in the region and the forum provided an opportunity to conduct “conference style” professional development. These one-day events had one presenter and were well received.

The definition of “pre-AP” varies among schools and districts, but the region agreed that it should be open to all. Yet, there was a concern that the term pre-AP could be used as a filter or to create a barrier for students. The region also worried whether pre-AP courses were aligned with the Common Core State Standards. The term pre-AP implied a preparation for AP courses specifically, and there was the possibility to equate pre-AP with the Common Core State Standards so that the pre-AP label doesn’t imply K–11 when K–12 is Common Core. Pre-AP® Potential — New Programs and Services for Educators and Students: After some time discussing pre-AP, a staff member asked that the council break into four groups and that each group consider pre-AP from a different perspective. The goal was to suggest methods to attract students to rigorous courses that would lead them to succeed in college. Responses: • Group 1 suggested building a portfolio- or project-based system. However, since most schools did not operate in this way, the group cautioned that teachers might be resistant to assessing their students using this method. • Group 2 told the council that school visits were highly recommended for the AP Course Audit and no one could know the students’ progression in education without these visits. • Group 3 recommended having eligibility requirements that allowed school districts with underserved students easier access to the College Board’s Pre-AP programs and services but required them to reveal their current college readiness practices to create challenges but eliminate further division between K–12 and higher education. • Group 4 saw the risks associated with potential new programs and services for pre-AP educators and students. They inquired about the kind of resources that would be necessary. Also, would all schools be included in this designation and would it benefit all underserved students? ReadiStep™, the First Year: The executive director of the PSAT/NMSQT reported on the ReadiStep™ program, which is a middle grades assessment that measures the knowledge and skills students need to be on track for high school and college success. He listed some of the benefits of ReadiStep, which include early feedback, course selection, skills identification and college readiness. A member remarked that ReadiStep will best serve underserved students who need this program, but he expressed concern that it might also be used as a tracking device in the wrong hands. Another member agreed that the unintended by-product of participating in this program is unfair to underserved students. He did not want to deny these students and in turn have them never escape from something beyond their control. An Advisory Panel on Student Concerns (APSC) member said that devising a strategy that allowed students to calculate data-based decisions would better identify areas where students would excel and areas that required further development. Another APSC member suggested that middle schools and high schools collaborate on the program. The joint effort would help ReadiStep become a more respected part of the College Board testing experience. Advocacy and Action Toolkit: The National Office for School Counselor Advocacy of the Advocacy & Policy Center developed a new online advocacy toolkit to help facilitate meaningful dialogues and policy discussions. One member said that the ratio of students for every school counselor is too high and commented that students often ask their teachers about college

aspirations. She asked that preparation materials for teachers be included in the toolkit. Another member praised the College Board for higher education advocacy. He noted that the Five Ways Ed Pays campaign in Houston, Texas, in May 2011, has continued to change the public perception of higher education. YouCanGo!™ and BigFuture™: The YouCanGo!TM site was launched for students, especially underserved students, to create a comprehensive and innovative online resource to help all students to aspire, find, connect and enroll in the right college and to set them on the path for success in life. The College Board wanted this website to be the college guidance resource used most by students and school counselors. A goal was to show that the site was a major factor in increasing student enrollment, persistence and college success. Some measures of the website’s success include trafficking student use and the recognition by students and counselors that the website is their top choice in providing instrumental information. The council also heard an update on the new student website, BigFuture™, that replaces all student content and tools on collegeboard.org — except testing. The new site aligns the College Board mission with the brand in a fresh and inspiring way that communicates trust and authority and that provides an opportunity to be authoritative, unique, imaginative and modern at the same time. Members asked if: • There were plans to have the program translated into other languages and were told that plans were present for future translations but that they are being cautious about doing the job right. • Parents are using the tool and heard that parents do indeed use the site and that this area of the site will be expanded in the future. • Older students and students at community colleges use the site and heard that this student population was represented in videos featuring similar students who talk about their various experiences in the college planning process.


Oct. 24–26, 2012

• There was information on the site about the cost savings of attending a two-year college versus a four-year institution and a video illustrating the differences and advantages between these types of institutions was shown. • There were parent profiles on the site to complement the student profiles. At the present time there are none, but there are plans to include them in the future. • Students could be offered college options based on their browsing history and also criteria that have been stored in their profiles. • Information about choosing a roommate and encouraging students to partake in campus tours could be included. College Connection and Success System: The Board of Trustees asked the College Board staff to examine how the organization could do a better job helping higher education in an increasingly dynamic and challenging environment. The context of this research included: • Whether the College Board understood higher education needs and challenges. • Whether College Board programs and services were relevant and valuable. • Whether the College Board was organized to do an effective job.



Forum 2012

The organization completed a yearlong project to study market needs and trends, to review research and best practices, and to assess current offerings and organization. The new College Connection and Success System is based on the College Board’s mission and is a detailed understanding of the challenges facing students and colleges. The organization hopes to significantly increase the percentage of American students who graduate from college prepared for life and work in the 21st century. College Board staff asked for input from the council on a strategy and plan to communicate the best message and effectively engage the membership. Responses included: • The K–9 realm is the most important area to which the College Board should devote its time and energy. It is not about a test or an exam but an attitude; the organization has to continue to be an ambassador for college and for the value of a college education.

• A National Forum app to gain access to events • Digital technology, such as badge scanning, only if there were a way to ensure that attendees would not be needlessly bombarded by pitches, advertisements and annoying merchandise • A global symposium for international members at every future Forum to attract experts from around the world who would give a global perspective on developing 21st-century knowledge and skills Advanced Placement ®: In a report from staff, the council heard that since 2007 AP has become more strongly positioned with consistent quality across schools and subjects due to the AP Course Audit, which was recommended by the Academic Assembly Council. In a broad-ranging discussion, council members considered a number of issues:

• The international connection of students who come to the United States to study and those American students who choose to study abroad are important areas that need more research in relationship to the globalization of education, especially in enrollment. The College Board is working with U.S. institutions in recruiting and supporting the needs of international students.

• The Common Core State Standards have expectations that are equivalent to pre-AP for all students, at least in language arts, which presents an opportunity for the College Board to demonstrate that its concept for true pre-AP preparation is what all students need, in particular because it requires a sufficient amount of reading and writing.

• Encouraging young professionals to speak about their educational experiences would enrich the discussion about how to successfully complete a high-quality college education.

• Alternative forms of assessment should be considered, such as those that “launched” rather than “closed” learning. A member encouraged teachers to look at forms of assessments that focus on students.

• Providing parental outreach to Latino families was recommended because of cultural concerns when these students consider moving away from home to attend a college or university.

• Assessments that inform student instruction so that strategic decisions can be made to evaluate and develop quality assessments were favored by another.

The theme of the January 2012 Colloquium is “Embracing the New Normal,” at which diversity and other topics facing higher education will be discussed. Forum: How Do We Improve Value to Members?: A goal of the College Board is to expand the number and diversity of its members and advisers. There is also a need to strengthen its commitment to equity and to bring a global perspective to the work connecting students to college success. The 2011 Forum provided lessons on social media and introduced members to the College Board’s newest online initiatives. The recent membership survey showed that 90 percent of attendees said that Forum 2011 in New York met or exceeded their expectations and 70 percent said that they would attend a future Forum. Fully 69 percent replied that email promotion was the most effective means of communication. Attendees also wanted more political discussions, big picture sessions and College Board–related programs. Many attendees felt that there were too many of the same speakers year after year and they wanted increased student representation. Attendees also wanted to limit the number of sessions in each block and to hold the conference in a less expensive location. Forum 2012 will be held in conjunction with the Southern Regional Forum in Miami, Fla., Oct. 24–26, 2012. The theme will be “Investing in Education,” and Shirley Tilghman, president of Princeton University, will be a speaker. Council members asked for: • More big picture topics such as demographics, jobs, and state and federal government agenda items • A focus on local student art and performances

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• Financial support to teachers to attend the National Forum

• More outreach to individuals who are doing great things to reform education by using the help of the regional committees and offices Forum 2012 Agenda Materials

• Having exams throughout the school year that would be applied toward a student’s overall score, rather than one long exam, was suggested by another. He told the council that studio art is the only discipline in which this procedure is employed and felt that the idea would help develop better assessments of student performance. • A member said that the College Board had the expertise to expand the assessment of studio art to other subject areas. She reasoned that this form of assessment expanded student potential and allowed for visual appreciation, which is not always measured by a pencil on a written test. • A member of the Advisory Panel on Student Concerns said the College Board runs the risk of teaching toward the AP Exam. He recommended flexibility because some students may not fit seamlessly into pre-AP courses. He added that the role of teachers is very important because if they cannot do their jobs effectively then the students suffer. • Concern was expressed for students with learning disabilities because there was an increased likelihood of foregoing proper assessment for this group of students. Membership and Governance: The council was asked to consider the following question: If you think about the way you interact with the College Board today, how would you like to see this evolve over the next five years? For the College Board to be relevant to its members, the organization has to tackle the tough challenges facing Membership today. They are as follows: • Members have less time to devote to memberships; • Members wonder what their dues actually buy;

• The constant changes in education space and how those changes affect the expectations of members; • Generational differences; • Increased competition from many sources; and • Rapidly changing technology that sets and resets expectations.

Past Chair Luis Martínez-Fernández brought forth the following proposed resolution: Resolution: That the College Board conduct research to encourage teacher attendance and facilitate their participation at the Forum and the regional forums and other College Board conferences and events.

How these are handled will determine the future success of supporting the College Board’s mission. Currently, the Membership and Governance offices are embarking on a Future State Initiative to consider the people, processes and technology necessary to meet these challenges.

The resolution passed unanimously.

To date, they have learned that the membership expects the College Board to provide opportunities for engagement, opportunities for self-education and discounted member rates. Members also wanted personal Web tools that support the day-to-day business of being a member and that strengthen and deepen the ongoing relationship of members to one another and to the organization as a whole.

A member commented that the College Board is often thought of as a testing agency and he felt that should change. In his opinion, it was a communications and marketing issue.

At present, members have a Web presence that visually supports the goals and ideals of the College Board. In the future, the staff hope to address the members’ need for social engagement with new tools and approaches. For example, a self-service option for paying dues was on the horizon, as well as the ability to update member profiles and contact information and to appoint delegates online. In addition, plans under consideration will offer the capability to register for conferences and events online. A steering committee from across the organization with representation from the Trustee Committee on Membership has been set up to oversee the initiative. Member comments included: • Each College Board region should have roughly the same distribution of delegates and would benefit from the data to make their changes accordingly. • The dearth of teachers at the National Forums should be addressed and the council should find a way to make that happen. Involving more teachers might be a solution since teachers want to hear from other teachers. Another member suggested having a Bring-aTeacher-to-the-Conference Day. • A member recommended that the venue of regional meetings is an important consideration for teachers since they need to take time away from their classrooms.

The vice president of governance asked the council what they envisioned for the College Board today. She wanted to know what ideas they had for change within the organization.

Another member remarked that the arts initiative showed a lot of promise. She added that the College Board can play a role in shifting the perception of how assessments are used, and stated that the arts initiative will play a huge part in this change in the nation’s attitude. Another member acknowledged the importance of public education and said the College Board must evaluate its mission because the economic and educational landscape has changed. He added that the organization must examine how its mission will help all students prepare for and graduate from college. An APSC member agreed that the College Board had to prepare students for the world beyond college. He said the organization must continue its investigation into the economic benefits of an educated global society and its role in the process. This member said that it started at the local level and encouraged the addition of teachers to the conversation. Forum Planning: It was announced that the 2012 Forum has three honorary co-chairs from Miami: Eduardo Padrón, president of Miami Dade College; Donna Shalala, president of the University of Miami; and Alberto Carvalho, superintendent of Miami-Dade County Public Schools.


Oct. 24–26, 2012

In addition, there are three program planning committee co-chairs: Von Mansfield, superintendent of Homewood-Flossmoor High School District; Hector Martinez, director of college guidance at The Webb Schools; and Nancy McDuff, associate vice president for admissions and enrollment management at the University of Georgia. After hearing about the extensive program plans and outreach efforts to publicize the Forum, other suggestions included adding:

• Academic Assembly members are mostly administrators because they have more discretion in their travel budgets.

• The College Board Global Education Symposium, which was held in 2011 at the Forum, since it was such a success.

• Had the College Board thought of strategies to conduct AP training for younger teachers?

• A session about young men of color and one about underserved students and their involvement in AP courses.

• Webinars and other forms of modern technology would be ideal tools to develop and expand as a means to increase professional development opportunities for teachers.

• A discussion about the Common Core State Standards and the progress that has been made with this effort. The chairs of the Academic Advisory Committees could join in the talks about how assessments that were developed with these consortia will differ from current state accountability tests in their design and use. The comparison of the rigor of new assessment with current tests would be welcomed and participants could review formative and summative reports to develop aids for preparing students for postsecondary education.


FORUM 2012: Annual Meeting of the College Scholarship Service Assembly

Forum 2012

• A session on the plight of undocumented students and on their inability to fully participate in society and pursue their dreams of higher education. • An examination of how the University of Phoenix and similar institutions are changing the educational landscape in this country. • A session on cross-curriculum writing expectations and the importance of good writing.

III. 2 012 Annual Meeting of the College Scholarship Service Assembly Thursday, Oct. 25, 2012

Another council member asked that there be a balance between informative sessions featuring renowned speakers and sessions about issues facing education today featuring lesser-known presenters. She valued the message over the individual who presented it.

2–3 p.m.

Mr. Chu announced that this meeting will be his last as chair of the Academic Assembly Council. He told the council that he has been designated as the new Chief Reader for AP U.S. History.

2. Minutes of the Oct. 27, 2011, Annual Meeting

The new members rotating onto the Academic Assembly Council are: Chair-Elect • Michael McDonough, Provost and Vice President of Academic Services, Monroe Community College, Rochester, N.Y. Members-at-Large • Rita Hines, AP Mathematics Instructor, Science and Engineering Magnet High School, Dallas, Texas • Maricela Oliva, Associate Professor, Department of Educational Leadership and Policy Studies, University of Texas, San Antonio, Texas • Larry Roziers, Executive Director, High School Programs, Duval County Public Schools, Jacksonville, Fla.

ANNUAL BUSINESS MEETING AGENDA 1. Welcome and Communications from the Chair 3. Conversation with David Coleman: Affordability and Student Loans 4. New Business from the Floor* *During new business all delegates are encouraged to raise issues for the council’s consideration during 2012–2013.

1. Minutes of the 2011 Annual Meeting of the College Scholarship Service Assembly The annual meeting of the College Scholarship Service Assembly of the College Board was held at the Hilton Hotel in New York, N.Y., on Oct. 27, 2011, in conjunction with the College Board Forum. Chair Patricia McWade, dean of student financial services at Georgetown University, Washington, D.C., presided.

I. Welcome and Communications from the Chair Ms. McWade welcomed the assembly and thanked the members for coming. She said that the Inspiration Awards were a tough act to follow, and from now on would forever be known as the Gaston Caperton Inspiration Awards. Introducing herself as dean of student financial services at Georgetown University, she convened the 2011 CSS Assembly. College Board President Gaston Caperton spoke next. He said that the presentation the College Board gave him at the Inspiration Awards Luncheon was “a very lovely thing.” Governor Caperton then talked about the Inspiration Awards. He said that anybody who isn’t moved by those young people lacks a heart. To him, they are quite amazing and many more students across the country could do as well if they had the opportunity. He visited an Inspiration Award school in Houston, Texas, last year, and told the story of its turnaround. The principal of that school had retired from the Houston School System. She had a granddaughter who wanted to be a schoolteacher and her grandmother was her idol. At 16, the young woman was killed in an accident. The grandmother went to the superintendent of schools in Houston and said, “Give me the toughest school you’ve got. I’m going to do this in honor of my granddaughter.” The school she was sent to had 10 gangs. The first day she was there, a student was thrown through a plate-glass window. She got those leaders in a room to find out what they were all about.


One of the last to speak said, “You all think we’re so stupid and can’t learn anything. You even think I’m stupid enough to believe George Bush was telling the truth when he said planes flew into two tall buildings in New York City on 9/11. We know that was just a fake.” She said, “Would you believe me if I took you to New York City and showed you what really went on?” The principal convinced some citizens in the town to pay for a trip to New York to show those students what happened on 9/11. She brought that school from that kind of beginning to what we saw today. Governor Caperton said he was in Houston to give the school an Inspiration Award and the same young man spoke at the Forum luncheon. The student was a little bit careful about what he said because his mother and his stepfather had driven all the way from Texas to be in New York. It took them 24 hours. His family has had a difficult time, and he used to be very angry. His school has helped him turn his life around. Now he’s a junior and wants to go to Texas A&M to become an engineer. The whole thing to me, Governor Caperton noted, is what wasn’t said on the stage today. What can we do and what should we be doing in this country to inspire so many more students to be what they are and what they can be? “I think that’s what we’re trying to do at the College Board. In these hard times, and it is tough, we shouldn’t forget that we can make a difference. We should never let one student get behind us and be out in the world without an education. “The College Board is a great organization; and I think we’ve only begun to be what we can be. What we can do is help many, many more children have the opportunities that you and I have had because of education,” Governor Caperton concluded. Ms. McWade thanked Governor Caperton and moved into the business of the College Scholarship Service Assembly annual meeting. She introduced Steven Brooks, executive director of the North Carolina State Education Assistance Authority, and parliamentarian for this meeting; and Dorothy Sexton, vice president for governance and secretary of the corporation. On the stage with Ms. McWade were incoming chair, Mary Nucciarone, associate director of financial aid at the University of Notre Dame; Carolyn Lindley, past chair of the assembly and director of financial aid at Northwestern University; Karen Lanning, director of federal relations at the College Board; and Shirley Ort, assembly elected Trustee and associate provost and director of scholarships and student aid at The University of North Carolina at Chapel Hill.

II. Report from the CSS Assembly National Nominating Committee Ms. McWade pointed out page 37 of the Agenda Materials, which contained a roster of the current members of the CSS Assembly Council, and page 23, with the details of the work of the CSS Assembly National Nominating Committee. She then announced the results of the recent election: For Chair-Elect of the CSS Assembly for the two-year term, 2011–2013: Karen Cooper, Associate Dean and Director of Financial Aid, Stanford University For Member positions on the CSS Assembly Council for the three-year term, 2011–2014: Phil Asbury, Deputy Director, Office of Scholarships and Student Aid, The University of North Carolina at Chapel Hill

Bonnie Behm, Director of Financial Assistance, Villanova University Jon McGee, Vice President for Planning and Public Affairs, College of Saint Benedict and Saint John’s University Edward Yergalonis, Superintendent, Rahway Public Schools With applause, the delegates congratulated their new chair-elect and council members. Ms. McWade thanked everyone who had agreed to participate in the election process.

III. Minutes of the Oct. 27, 2011, Annual Meeting of the College Scholarship Service Assembly Referring the assembly to the 2010 minutes on pages 20–23 of the Agenda Materials, Ms. McWade asked for a motion to approve the minutes. The motion was made and seconded. There being no discussion, a vote was taken and the minutes approved. She referred the assembly to pages 23–26 of the Annual Meeting Agenda, which contained a report of the council actions and urged the delegates to review this information, if they had not already done so. Referring to the report of last year’s actions, Ms. McWade said this year was much the same. It’s all about change, and things are happening fast. To her, the time has flown. She reassured the audience that she will stay very involved, even though she would be passing on the gavel. “I’m very proud to be part of this wonderful organization, and that I have another two years to serve as past chair,” Ms. McWade said. She then asked Karen Lanning to come up and introduce the discussion of the political environment for student aid and peer into the future of federal funding.

IV. Federal Student Aid Environment: What Does the Future Hold? Ms. Lanning said she was delighted to be at the meeting and, although things were moving very fast, she would do her best to outline the current political environment of federal student aid. In addition, there were some key issues that she would like to get the members’ thoughts on. She began by giving context to the discussion of financial aid, about investments and the budget, and about the very busy administration. First, the good news, she said. The federal investment in 2011 was extremely high, $169 billion in total, which is about a 165 percent increase over the last decade. Pell Grants were a major story. The fund had nearly doubled from 2008-09 to 2010-11 to $34.8 billion. During that time, the number of students receiving Pell Grants went from 6.2 million to 9.1 million. The education tax credits were a big part of this.


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She continued with the “bad news.” The fiscal year budget had not been passed. Congress had passed a continuing resolution that took the process to Nov. 18. The likeliest scenario was that Congress would either pass an omnibus resolution that included all the federal agencies in one funding bill, or there would be another long-term continuing resolution. There was a lot of process involved. Not only did they have to set the funding limits but they also had to deal with the pressure from the Super Committee that was attempting to reduce the deficit by $1.5 trillion over 10 years. As the news had reported, there was not a lot of consensus about what to do about the deficit reduction. The committee needed to present its recommendations by Nov. 23. Then Congress would make its decision by Dec. 23. If it didn’t or if it was unable



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to pass the recommendations, there would be an across-the-board cut. Half would be for domestic programs, and half of would be for defense. Pell Grants, Ms. Lanning said, were of great concern. The worry was that Congress might not continue to cover the maximum Pell Grant, which was $5,550. The House and Senate both proposed bills that would keep that maximum Pell Grant funded but would do it in very different ways. To continue the maximum, they would need to appropriate $24.4 billion, which is up from $1.2 billion in 2011. The Senate bill would allot the $24.2 billion to Pell Grants and pay for it by eliminating the subsidy on subsidized Stafford loans for undergraduates. The subsidy was already eliminated for graduate students. The House also would maintain the $5,550 maximum, but the House would reduce Pell discretionary spending by about $3–$4 billion and that does not include a shortfall. This proposal would reduce the number of semesters of eligibility from 18 to 12. Also, those who qualify for less than 10 percent of the maximum grant would no longer be eligible, and the maximum family income to automatically qualify would be cut from $30,000 to $15,000. Even if there were a less drastic cut, it would affect a large number of students. About 500,000 students could lose their Pell Grant eligibility if this were to go through, she said. Ms. Lanning assumed that many in the audience had heard about the new student loan repayment plans. Some were happier than others about it. The plans are an extension of what Congress had proposed anyway. So next year, instead of 2014, the payments would be capped at 10 percent. And then the remaining gap would be forgiven after 20 years, which is five years earlier than the current law. It could benefit up to 1.6 million borrowers. There were a couple of things to note about this, and one was that the plan is for students in repayment. There are probably 450,000 students who are in income-based repayment — so the number is quite low, she said. The other thing was that a lot of people feel the subsidies should go into the front end to increase affordability rather than at the back end. “So,” she said, “we’ll see how this goes down.” Student credit card debt is a huge issue. It’s a lot of money, and it causes a great deal of concern. It is better for students to have loans rather than use credit cards for their expenses, as we know. There are many valuable services by nonprofits around financial literacy to assist students and help prevent default. The department has indicated an interest in continuing these services and working with these agencies, but they had not finalized their plans. Student debt ties in to financial aid letters. There are concerns about overbilling and whether students are aware of claims, the cost of borrowing, the cost of attendance, and whether they are getting fairness from some schools. There are some people who are in favor of standardized financial aid letters. Under such a plan, all schools would use one standard form to communicate with students about their financial aid packages. One reason the letters were favored is that some students receive incomplete cost information. Others believe that loan terms and the terminology are not clear. They want to protect students and families and make it easier to compare institutions. Net Price Calculators, required for all institutions by Oct. 29, would provide students and families the means to compare costs at different colleges. Mark Kantrowitz of finaid.org had been very firm, insisting it is enough. The calculators will provide enough information about financial aid, details of student loans, different types of financial aid and the costs of borrowing.

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On the other side are people who feel that changes would be beneficial. Some think a federally mandated form would not be the answer. To them, it could


stifle innovation on campuses in meeting the demands of their populations. In one example, an institution saw that its families were taking out a lot of private loans. The college contacted the families to ask if they were aware of federal loans, and the number of private loans decreased significantly. The recommendation under consideration would be a community-based model or several models that contain definitions. It would include the key elements for families and students that could provide total, detailed cost information, including an estimated remaining cost and the cost of borrowing. Ms. Lanning said the department was required to develop a model form as part of the 2008 Higher Education Opportunity Act. Many people provided comments and then attended a public meeting in September. The department collaborated with the Consumer Financial Protection Bureau on a financial aid definitions sheet that institutions can use. They have invited comments, particularly from students and families, on the benefits. It was part of the whole “know before you owe” effort. The goal is to provide colleges with a tool to help students better understand the types and amounts of aid for which they qualify so they can compare aid packages from different institutions. If they do go down that road, she said, one of the concerns is what it means ultimately in terms of requirements. The final version in the coming month would be voluntary. The department could decide, however, to make it mandatory. It also could include the school’s graduation rate and loan default rates. Ms. Lanning said she was very interested in what the assembly members thought about the potential for that. Another thing the department was looking closely at was the verification process. They’re looking at those who are ineligible for aid or receiving aid due to inaccurate FAFSAs. The new regulations will go into effect on July 1, 2012. They would remove the current 30 percent pass on verification, so any application flagged would need to be verified. Electronic data from the IRS would be allowed and that information would be uncontested. So the likeliest scenario was that the number of FAFSA items flagged would go up but the number of data elements would go down. Some groups had been very vocal about this; for example, the Institute for College Access and Success. Concerns that have been noted include, particularly for families who don’t use the IRS data retrieval process, an increase in the files for schools to verify and an increase in the administrative burden for schools. Ms. Lanning then asked to hear from the audience. The aid administrators are the ones who work with students on a daily basis. These federal efforts significantly affect their work with students. She began the discussion with the financial aid letters asking, “Is this something that you approve, could you benefit from the guidelines, do you like the model format? What are your thoughts on the new system that the bureau has recommended?” The first question from the audience concerned electronic communications to students. Since this financial aid officer’s institution had received a lot of positive feedback from students for communicating electronically, he wondered if the letters needed to be on paper. In addition, he noted that putting all of this information in one letter would make it more difficult to understand. In the past, he has pulled items out in bullet points, and that has seemed to help quite a bit. Ms. Lanning agreed that he made a good point. She said people have found many innovate ways to get this information to students. Clearly, this is something that could be proposed. Rodney Oto from Carlton College asked if there was evidence that deceptive practices were widespread. Has the department indicated that

in their discussions? If so, he wondered, why the department didn’t go after those at fault.

V. New Business: What Keeps You Up at Night and What Can the College Board Do About It?

That’s an excellent point, Ms. Lanning said. There were always cases that you could point to; but in terms of systemic problems, she didn’t think there was any evidence for it. She thought they were probably trying to deal with a handful of people and trying to impose things on a wider group.

Continuing with the agenda, Ms. McWade said, certainly any one of these things could be keeping her up at night. Were there any other concerns keeping the audience up at night?

The next audience member said the issue had been around a long time. There was a publication that tried to deal with it, in fact. He agreed that there is a problem. Some years ago a colleague called him to say his son had been admitted to four colleges and he couldn’t make heads or tails of the award letters. The letters were a real mishmash of information. Only one of the four disclosed full college costs. From his viewpoint, they lacked full disclosure; details of the family contribution and of the award were missing. All of this should be included, he said, and each category should be fully explained. Ms. Lanning said that absolutely institutions should include complete details. Another audience member said she had been looking at the sample award letter and was concerned about the “random” information it contained. She said she would rather not have a format, but rather have the letters tailored to each student. Even if there were a format, she would not want to put in random information, but just the information a student needed. Putting in everything, she said, made it harder to understand. In response, Ms. Lanning said she thought that was a good point, and would really urge her to ask her students and families to respond to the model letter. If they would be willing to make that point, it would help. A financial aid officer from Lafayette College suggested a slightly different format. Still, given the depth and breadth of the program, services and resources that different institutions have, she wondered if the project could be accomplished. Another speaker said he liked the idea of standardizing the letter, which seemed to be based on the old model of financial aid and self-help. But how do you standardize when the EFC varies a lot? Again, how do you estimate the loan payment for a student when the administration is recommending income-based repayment and income-contingent payments and loan forgiveness? We’re getting to the point where we’re saying something that is likely not to be true, and we want to be honest and transparent in the profession, he said. So that’s one major problem. He also worried how he was going to compute the cost for an individual student versus an average for all students. Professionals in the field look at income variance, family circumstances — lots of important factors. The process is far more complex than can be described in a simple offer letter. All that text is soon going to look like full disclosure on a credit card, he said.

Before moving on, one audience member urged the assembly members to reach out to the guidance community to let them know that changes were coming. Pulling everyone back to the question on the floor, Ms. McWade returned to the business meeting of the assembly. An audience member said he wanted to raise several issues that had been “percolating,” saying he would try to be brief. First, he wanted to focus on licensing fees, then make a suggestion and, third, raise a broader issue regarding the objectives. I’ve been around for a while, he said. My first financial aid job was in 1978; and, if you do the math, that means he started in this business when he was about 20 years old. He said he worried about that because he had been acquainted with the College Board on CSS for many years. Over those years, especially in financial aid, he had seen the College Board’s prominence rise and fall and change. Throughout it all, he had been a proponent of the College Board, and believed he would like to continue to be a supporter. One of the reasons he supported the organization was because he believed the College Board was doing a lot of good work, particularly in financial aid. It had given him the tools to do his work, and to do it well and thoughtfully. So, he was surprised when he received a letter from John Stockman, executive director of Business and Product Development at the College Board, less than two weeks ago. At the time, he was on a recruiting trip. The letter said that there would be a licensing fee for using the IM service related to his institution’s Net Price Calculator. He was surprised because they had been licensed for the previous two years without a fee. There was no indication or conversation that such a fee was under consideration. After a flurry of emails with colleagues around the country, he learned that apparently the folks on FASAC who deal directly with the service weren’t aware of this and the CSS Council wasn’t aware of it either. So, it may not have been the intent of the email, but the timing of the announcement given the requirement that everyone have the Net Price Calculator by the end of the month, made the fee seem very cynical, because his college had not bought the College Board’s Net Price Calculator. Again, it may not have been the intent, but that’s the way it felt to him.

Just as important, the one word he was not hearing in the discussion was “value.” To him, families need to be thinking about value and not that the cost of education can be the same regardless of the institution.

Since they weren’t able to have a discussion about the matter, he hoped that the College Board or the CSS Council would discuss the fee decision. He understood the College Board’s need to protect its property and product. He also hoped that the College Board understood that its members all need flexibility and discussion as they implement their respective programs on individual campuses.

Ms. Lanning thanked those who had offered comments and asked, “What are the members experiencing on their campuses about verification? What did they think about the new rules? Are they expecting big changes?”

He wasn’t sure why the fee was now necessary. But in his opinion, it was very unlike the College Board not to have a discussion among its members, especially those who are going to be affected.

A member said that it was important for financial aid officers to understand the frustration and try to minimize the confusion among families to the extent they can.

He understood that the College Board felt it has a good product, and he suspected it did, and indeed many members would look at it, if they hadn’t already; but there were some other choices out there and good reasons for that. So, he hoped the sponsor would look into this matter more carefully


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and allow members to have an opportunity, to have a voice in this discussion and in this decision. He actually was in touch with Mr. Stockman earlier in the fall in regard to licensing the IM tables for the 2011-12 academic year. Apparently the new licensing fee is for the upcoming 2012-13 year, and his institution had elected to use the current year’s tables for the Net Price Calculator. That’s where the distinction might be made, he said. So, if a college wanted to use the 2011-12 tables, it would be without a fee. They would have liked to use the 2012-13 version; but if someone wanted to use the upcoming 2012-13 tables, then they might have to pay a fee for that. That’s something that might be considered. Finally, he said, the College Board’s objective as it relates to Institutional Methodology and one of the objectives of CSS and the staff was to get more schools, not fewer, to use IM. In that process, it seemed to him that the College Board ought to be broadening access to the methodology, rather than confining it, so that more people could use it. That would be a more reasonable, a more thoughtful and better way of analyzing need. So, to some extent, he thought, and again he understood the need to protect the property of the College Board, but by doing that, the action confined it and made it a much more narrow group that was going to be using it, rather than a larger group, where they could serve the community and the profession in a better way. Ms. McWade thanked the speaker for his very thoughtful comments and for expressing his concern. She said, as one of her last acts, she would like to suggest that the matter be put on the agenda for the CSS Council’s December meeting, where it could be given thoughtful consideration in light of the concerns that were raised. She then asked if anyone on staff would like to say anything more. Dave Meade, vice president for enrollment product management at the College Board, gave a brief response. He thanked the speaker for the “great points to be taken into consideration.” He said that the staff was not happy with themselves for the way that the whole communication and the vetting process had gone. That’s definitely something they were taking under advisement and taking seriously as they looked back at the process. It’s just that — the quick background is that — the Net Price Calculator had brought about a need for a different implementation of the IM tables. In considering that, they thought the extra copy needed to be protected. And the fee was related to that. It was not at all intended to be punitive. It was also not meant to strike people at a time when they were otherwise busy with the Net Price Calculator and the like, nor at a time when budgets were already set. That’s all he had for the moment but would be talking more about it in December. Ms. McWade then continued, “Why are you up at night?” If you could think about how the College Board could help, and that’s what I want to leave you with today. As I turn the gavel over to Mary Nucciarone, the new chair, Mary would like to take a few minutes to make some remarks. Ms. Nucciarone said, “Thank you, Pat.

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“It is with humility that I accept the honor of serving as the chair of this assembly for the next two years. I want to first express my thanks and appreciation to Patricia McWade for her leadership of this assembly the past two years. In addition, I want to acknowledge the vision and wisdom provided by Carolyn Lindley and Shirley Ort. These three women are respected leaders who share a passion for the mission of the College Board in advocating for equity and access in higher education. I also express my thanks to each of you for trusting me to serve in this role, and I look forward to serving as a voice for the importance of higher education at a time when the value of education is under attack.


“Over the past months I have given significant thought to the next two years and have pondered the questions: What am I passionate about? What keeps me up at night as an aid administrator? Two themes emerged — one is the importance of mentoring the next generation of leadership as financial aid professionals; the second is expanding the opportunity for low-income, minority and first-generation students to gain access to higher education.” A Few Comments on Leadership “As a young financial aid professional, I was introduced to the history of financial aid and the transformative leadership and vision of John Munro. In 1953 when serving as the director of financial aid at Harvard, Munro wrote for The College Board Review about need analysis as the basis for distributing financial aid. His approach was based upon rational and quantitative methods and a shared desire to find a common approach. Without the work and example of John Munro, CSS and this assembly would not likely exist. “Throughout the years, I have been formed in the philosophy that financial aid is both science and art. Knowing rules, regulations and function keys are essential to effective administration of financial aid. We are called upon as administrators to be experts in regulations, verification, audits and the like. Regardless of the ‘sector’ we represent or the ‘class’ we are trying to enroll, we also are called upon to practice the art of aid administration by knowing our history, understanding the original intent and purpose of the programs we administer, the economic theory behind the formulas used, and the ability to rise above these details and see the family behind the rules and calculations. “Throughout my career, I have been blessed to have had the opportunity to learn from some of the most outstanding leaders in this profession — Joe Russo, George Emery, Walter Moulten, Stan Hudson, Dick Bellows, Lynn Nicholson, Don Saleh, Leonard Wenc, Susan McCrackin, Sandy Baum and Kathie Little — to name just a few. These individuals taught me the history and the rationale and also how to combine the art and science to create effective policies and to make good decisions.” On Access and Advocacy “My first lesson came as a young, inexperienced counselor who thought she ‘knew’ everything — that was until I met Delia. Frustrated by the system and fearful that her educational dreams would be cut short because of lack of resources, she asked me directly “What about $0 contribution don’t you get?” She then proceeded to share her story as a first-generation student whose father was murdered when she was young. Her family lived on less than $10,000 in Social Security benefits. I realized at that moment I had a lot to learn. Delia was my first real teacher in access and advocacy. Each of us — college counselors, admission professionals, enrollment managers, aid administrators — have all met a ‘Delia.’ How do we respond? Do we decide she doesn’t ‘fit’ our enrollment goals and deny her access? Or, if admitted, do we just fix Delia’s immediate problem? Or do we also decide that there was a bigger picture of support services, mentoring and advocacy that is needed for her to make it through college and be successful? “Delia sparked my passion, but it has been the College Board and specifically members of this assembly who have shown me what it takes to make an impact on a higher level. If you want to be a passionate aid administrator and advocate, look to the tireless national leadership of Tally Hart, Shirley Ort, Steve Brooks, Youlonda Copeland-Morgan and Georgette DeVeres, and to the quiet leaders who make a difference on each of their campuses like Bill Wells, Mark Lindenmeyer, Kate Gentile, Alison Rabil and Carolyn Lindley. “Tomorrow we will hear Michael Mandelbaum who is one of the authors of That Used to Be Us in which he and Thomas Friedman analyze the four

challenges we face — globalization, information technology revolution, the chronic national deficits and excessive energy consumption. One of the solutions they articulate is education. As Friedman and Mandelbaum state, ‘… one could argue that the stability and prosperity of the 21st-century international order will be maintained — or lost — in the classrooms of America’s public schools.’ “We are the leaders of education — all in different seasons of our careers who represent the full fabric of education, which Robert Zimmer described in the presidential address. It is us — the members of this assembly — who have the responsibility to mentor the next generation of education professionals. We share the responsibility for serving as the voice for the millions of young people who need advocates to open the doors of higher education. I invite each of you to join me in leveraging the unique position of the College Board, and specifically this assembly, in carrying forward the principles of excellence and equity in education that are the foundation of the College Board mission. “As you continue to rejuvenate yourselves through the events of this Forum, I also remind you to look to the future. I would like to announce that the 2012 Annual meeting of the College Scholarship Service Assembly will be held in Miami, Fla., in conjunction with the Forum on Oct. 24–26. In the meantime, I declare this meeting adjourned. Thank you.”

2. Report of the 2012 College Scholarship Service Assembly National Nominating Committee The College Scholarship Service National Nominating Committee was constituted in accordance with Article IX of the CSSA Articles of Association. The committee identified nominees to succeed: Vivian Jo Fiallo, Chief College Counselor, Ameson Institute for Foreign Languages Nanjing, Jiangsu, China Virginia Hazen, Director of Financial Aid, Dartmouth College, Hanover, N.H. The committee considered suggested candidates received in response to an invitation to delegates of the assembly. It put forth the slates below, and voting of the assembly delegates took place by mail ballot. For Member of the College Scholarship Service Assembly Council for the three-year term, 2012–2015 DeAngela Burns-Wallace, Assistant Vice Provost, Director of Access Initiatives, University of Missouri, Columbia, Mo.

OR Jane Hojan-Clark, Executive Director, Financial Aid, Student Employment and Military Education Benefits, University of Wisconsin– Milwaukee, Milwaukee, Wis

Sandra Ramsay, Scholarship Administrator, Westchester Community College, Valhalla, N.Y.

OR Barry Simmons Sr., Director, University Scholarships and Financial Aid, Virginia Tech, Blacksburg, Va.

3. Report of the 2012 College Scholarship Service Assembly (CSSA) Council In accordance with the “Articles of Association” of the College Scholarship Service Assembly (CSSA), the CSSA Council is to report, through the chair, those actions taken by the council and the advice rendered by it to the Trustees in the preceding year. It is my pleasure to file the following report with you on behalf of the CSSA Council. The CSSA Council was convened in regular session on Dec. 5–6, 2011, and May 15–16, 2012. This report provides a summary of major discussions and actions taken at these meetings. The individuals gathered for the meetings expressed concern that education was being attacked in this country. The work of the council continues to be important and is closely aligned with the mission of the College Board. The College Scholarship Service Assembly Council has always been geared to access and equity for all students who pursue a college education. Given the extent of higher education’s benefits to society, gaps in access to college are of great concern for the College Board and for our nation. Association Affairs: Changes in the economic climate present challenges in public policy, student loans and other aspects of financial aid. College affordability continues to be an issue as roughly 20 percent of families experience financial hardships. The lack of savings and the presence of significant debt among many families in this country make earning a college education more difficult. Financial aid professionals are confronted with these issues daily. One challenge for the profession is how to recruit younger professionals into the field. Helping students finance a college education continues to demand creativity and compassion. The College Board remains dedicated to providing access and equity to all students as they work to obtain a college degree. The College Board must continue preparing students for college with rigorous course work as part of a global action plan for America. Regional Reports: The council heard from the regions and discussed: • The surge in financial aid training as it related to the CSS/Financial Aid PROFILE ®. • The Western Region reported difficulties in filling financial aid positions and marshalling a new generation of financial aid professionals.


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• The Middle States Region’s concern about succession planning and the difficulty in recruiting younger professionals because of shrinking budgets. The council considered suggestions for recruiting a new generation of financial aid personnel. • The first Enrollment Leadership Academy, piloted in the Middle States Region and now available nationally, was launched to strengthen the engagement and effectiveness of constituent communications and relationships. • Changes to the governance structure in the New England Region. • The need to build resiliency among staff in difficult economic times. • Net Price Calculator (NPC) training, SAT benchmarks, career paths, educational costs, the challenges of undocumented students and the AP course redesign, as well as the importance of school


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counselors in helping students make wise college decisions, educational pathways and the search for the next president. • The move of the Midwestern Regional Office from Rosemont to Chicago. • The Midwestern Enrollment Leadership Academy discussion of the role of financial aid in enrollment management models and the interactions of these officers with admission and enrollment managers. • Different ways to improve communication among financial aid administrators, high school counselors and admission personnel because all of these groups of professionals need to understand one another’s tasks, challenges, frustrations and best practices. • The anxiety and uncertainty for families and colleges due to the economy. • The concern that financial aid directors today seem to be faced with an increasingly hostile work environment.

provided to students who borrow for college. He wondered how a student could make the right decision. He also asked about parent borrowing. Another member said that the College Board made strides in the “everybody should go to college” war, but it may have lost the war on “the cost and price of college.” He suspected that there were few legislators that express concern about the burden on students. In the upcoming election year, there will be an ongoing public relations battle and blame will be easily projected onto each party. Both staff and members find this frustrating. Staff urged council members to provide feedback to share with Congress. Council members agreed that a collaboration between federal relations and the Financial Aid Standards and Services Advisory Committee (FASSAC) might show Congress how relevant legislative developments and federal initiatives regarding education policies and practices will help students. Financial Aid Standards and Services Advisory Committee (FASSAC): At their June 2011 meeting, members heard:

• A national subcommittee that has been formed to develop the best financial aid sessions that can be offered across all regional forum programs, instead of each region developing its own.

• About PROFILE usage, the new e-FNAR, PROFILE fee waivers, IDOC and the NPC.

• The new series of webinars for financial aid professionals that focus on skills and knowledge for aspiring financial aid leaders developed by Financial Aid Professional Development to focus on contextual, strategic and management issues, rather than on technical financial aid training that can be obtained from other sources.

• The e-FNAR has been well received, and schools report referring to it for special circumstances, for business and farm information, and for details on the family grid.

Members commented that: • NPC training was a great idea for school counselors and would allow them to better serve their students and their families. • A webinar or a PowerPoint presentation may be the best solution for NPC and CSS/Financial Aid PROFILE training, as well. • Scheduling the training to coincide with the school year would be beneficial to the attendees with one-on-one training rather than a webinar. Federal Update: The College Board met with White House staff to discuss our College Completion Agenda and its ties to the Obama administration’s priorities for increasing college attainment rates. The College Board also participates in an ongoing effort by a coalition of providers, organized by the White House, that is dedicated to expanding services and resources for low-income and first-generation students and advocating for legislative support in ESEA Reauthorization. The College Board also met regularly with leaders of the Common Core State Standards initiative and assessment consortia to help inform and assist in the process of aligning K–12 with higher education to ensure the development of valid assessments. The CSSA Council chair wondered how much students knew about college and the burdens of compliance. In her opinion students lack knowledge and need counseling before taking out a loan for college. Staff believed that most students were aware of the Net Price Calculator, but providing more information about the loan process to students would be helpful. A member said that student borrowing behavior and loan packages are different. He asked what piece of this federal update information must be


• There were 15 new PROFILE users for 2011-12.

• Fee-waiver usage for 2011-12 has exceeded $1 million and 40 percent of PROFILE filers apply to schools that use IDOC. The services subcommittee reviewed and updated the Professional Judgment Tip Sheets and committee members were asked to send information about best practices to the Financial Aid Services unit of the College Board. Other topics included: • The number of international students in the U.S., of which there are 691,000, most of whom (40 percent) are undergraduates. • The five countries sending the largest number of students to the U.S. are China, South Korea, India, Japan and Canada. • The latest findings in Trends in College Pricing and Trends in Student Aid reports show that public four-year college prices in 2011-12 went up 8.3 percent for in-state students and 5.7 percent for out-of-state students, and private four-year college prices increased by 4.5 percent. • Borrowers in the for-profit sector owe more than borrowers in other sectors, with 65 percent of dependent borrowers in the for-profit sector borrowing more than $27,978. Federal expenditures for education tax credits increased from $6.6 billion in 2008 to $14.7 billion in 2009. Pell Grant recipients increased from 20 percent of undergraduates in 2000-01 to 35 percent in 2010-11. Members asked: • About how the NPC is working for students and families and learned that the committee has conducted research on how well it is functioning. The communications subcommittee is preparing a paper detailing best practices and effective uses of the NPC.

• About the likelihood of NPC training for school counselors and found that a school counselor component already existed but may not be well known. • About the miscommunication regarding the NPC. Students should know that this financial aid tool is available and, if not, members should direct them to it. • Another member said that she directs her students to the NPC but wanted to learn about the tool or attend a NPC training session. • That an NPC tip sheet for school counselors be developed. A tip sheet is scheduled to be released by February 2012. • That school counselors be better informed about the NPC. A staff member suggested drafting a document on the NPC for the Guidance and Admission Assembly Council to review and make suggestions. She said that FASSAC and the College Board staff can incorporate those changes in further developments of the NPC. Use of Institutional Methodology (IM): The idea of a standardized aid application and need analysis was born in the mid-1950s because there were no consistent means of capturing family financial data or of analyzing that data. The College Board and the financial aid community built the aid application and methodology that are the foundation of PROFILE/IM and FAFSA/FM today. In the late 1970s and throughout the 1980s and the early 1990s, there was an increase in federal student aid programs and encroaching federalization of need analysis. The consensus on philosophy and economic underpinnings also eroded. In 1992, Federal Methodology was written into law and the dataset of family information was greatly reduced. The College Board responded to this divergence of Federal Methodology (FM) and Institutional Methodology (IM). The organization continued to support the “old” version of Uniform/ Congressional/Institutional Methodology at the request of the membership. In 2000-01, Institutional Methodology was retooled based on contemporary circumstances. Family educational savings were encouraged and more modest income and asset assessment rates were recognized during this evolution. IM currently has some of the following characteristics: • It includes an international computation and divorced/separated parent computation; • Fee waivers and fee codes promote access; and • Tables are updated annually. Support and delivery has changed as well, making Institutional Methodology more generous when compared to Federal Methodology. Today, the data are embedded in software and delivered as a service supporting many College Board services. FM is increasingly out of touch with all but the neediest families. The current financial aid environment includes merit aid, leveraging and selective need analysis. In addition, IM continues to evolve at the request of the membership of the College Board. Requests for change can come from the CSS Council, Financial Aid Standards and Services Advisory Committee, the College Board staff or, in many cases, from the financial aid community. The FASSAC IM subcommittee works with the College Board staff and economists to evalutate the methodology. The subcommittee also suggests changes and presents data based on recommendations to FASSAC. FASSAC discusses and

makes recommendations to the College Board IM staff and also reports to the College Scholarship Service Council on proposed changes and outcomes. Current and pending changes to the IM are vetted with the financial aid community through regular updates at the National Association of Student Financial Aid Administrators (NASFAA), the College Board Forums and the financial aid services-sponsored fall workshops and webinars. The PROFILE user guide provides updates each year, and tools may be provided to assist schools and to determine the effect of IM changes. Institutional Methodology is a College Board asset that was developed and supported for and by the membership. The organization has an obligation to protect it, not only for itself but also for its members who have made significant contributions to IM. Any other use of Institutional Methodology is and has been via a license agreement. Members responded to the discussion and: • Expressed concern that IM might become vendor driven in the future. Staff responded that the College Board recognizes that it must protect its investment in IM and recognizes that IM is the property of the membership. • Remarked that IM is about targeting aid to students and parents who need the assistance of financial aid professionals. • Wanted to know how to market IM to a young population with limited knowledge. • Said that, since the College Board IM is the gold standard among need-analysis tools, what could the organization do to market the value of its IM to the end user? • Asked if there were studies that detailed the difference between FM and IM — this information has not been published, but a chart that showed income and assets could be shared with the council. The council chair said that administrators and admission personnel need to understand the foundation of CSS/Financial Aid PROFILE/IM and wondered if better marketing is necessary and wanted to know if efforts were being made to target younger professionals who made those “small shop decisions.” Forum: How Do We Improve Value to Members? The College Board is working to expand the number and diversity of the organization’s members and advisers to strengthen the College Board’s commitment to equity and to bring a global perspective to connecting students to college success. The 2011 Forum provided lessons on social media and introduced members to the College Board’s newest online initiatives.


Oct. 24–26, 2012

That was a 12 percent increase in the number of attendees compared to the 2009 Forum, which was also in New York City. Of those attending in 2011, some 77 percent were from member institutions. Survey results showed that 90 percent of attendees said the Forum met or exceeded their expectations, 70 percent said that they would attend a future Forum, while 69 percent replied that email promotion was the most effective means of communication. Attendees also wanted more political discussions, big picture sessions and College Board–related programs. The survey also revealed that many attendees thought there were too many of the same speakers year after year and wanted increased student representations. Attendees also wanted to limit the number of sessions in each block and to hold the conference in a less expensive location.



Forum 2012

For Forum 2012, first-time attendees can receive $30 off their admission fees and graduate students can attend for $35 per day. The conference will be held in conjunction with the Southern Regional Forum in Miami, Fla., Oct. 23–26. The theme will be “Investing in Education,” and Shirley Tilghman, president of Princeton University, will be a speaker. Council members: • Asked whether there would be ideas for sessions from the January 2012 Colloquium in Newport Beach, Calif. • Asked if there could be a session about any academic or financial aid issue that had to be addressed at the last minute. Staff indicated that they could incorporate “burning issue” sessions. • Praised the Forum planning committee and asked if there were a way to incorporate the best regional topics of discussion into a broader discussion at the Forum. • Agreed that having trained moderators and experienced presenters made a difference between a good session and a great session. They also needed to be mindful of a session’s duration. • Remarked that travel and budgets have declined and marketers of the Forum need to think outside the box to accommodate professionals with tight budgets, perhaps through technology. • Suggested having more sessions on topics other than financial aid. One member commented that academic, financial aid and guidance professionals have an overlapping set of values. • Appreciated the opportunity to interact with professionals from other disciplines and enjoyed networking in venues such as the resource center and the receptions. • Commented that the work of this council could have been emphasized more at the Forum. Some academic professionals were unaware of some of the College Board’s financial aid tools that were available to them. College Connection and Success System: The Board of Trustees had asked College Board staff to examine how the organization could do a better job of helping higher education in an increasingly dynamic and challenging environment. Staff members conducted research to determine whether: • College Board staff understood higher education needs and challenges; • College Board programs and services were relevant and valuable; and • The College Board was organized to do an effective job. The organization completed a yearlong project to study market needs and trends, to review research and best practices, and to assess current offerings and organization. The College Board has developed a vision, a strategic framework, a high-level plan and a roadmap for a renewed and more integrated focus on higher education. Staff asked the council for its thinking on the strategy and the plan, and on how to communicate with and effectively engage the membership.


In response, members: • Suggested that the College Board talk about the value of a college education in broad economic terms since it was important to advance the discussion beyond discussion of a college education as a commodity. • Said the College Board should expand the successful Advocacy & Policy Center’s Five Ways Ed Pays campaign. • Recommended that the College Board continue to support technological advances and determine how to convene the best internal and external experts to think about ways to strengthen the overall higher education agenda. • Recommended a broadening of the definition of the College Board’s goal to include those high-achieving students who would not be restrained by background or income to attend and graduate from college. YouCanGo!: The YouCanGo! College Planning site was launched to target underserved students and make it a primary means to help students learn about the process of applying to college. A broad cross section of the education community served on the advisory board of the initiative. The site is intended to immediately engage students who need extra inspiration, simple guidance and practical support. A member praised the website and noted that it was engaging and erased some of the myths surrounding a college education. The website will contain a “fact versus myth” section to help students learn about the process of applying to college. MTV Affordability Tool: The College Board and MTV announced that Devin Valencia, a recent graduate from the University of Nevada, was the winner of their sponsored “Get Schooled” College Affordability Challenge. MTV, the College Board and the Get Schooled Foundation worked with Frog Design and subject matter experts to build and launch the dynamic social media app that Devin Valencia proposed. The tool is purpose-built to use social networking to reduce financial barriers to college enrollment and success. A student will be able to search scholarships and discover federal and state aid, as well as other funding resources. There will be also be a feature that allows students to track their deadlines and save data on scholarships. The target audience will be high school seniors and students enrolled in higher education. The tool will be co-branded with MTV and the College Board and launched with a major publicity campaign on Jan. 18, 2012. The website is expected to build incremental traffic to the College Board’s Scholarship Search. Members asked: • If state and federal grants were built into the search. They learned that they were; there is also a choice of colleges. • Where a student would find whether an institution required the CSS/Financial Aid PROFILE. They learned that students type in their chosen institution and receive corresponding information. • If the site bolstered a student’s confidence to apply for scholarships and were told that a scholarship detail page conveys that message, as well as information on other scholarships, and displays videos of students offering advice on how to apply for scholarships.

• How the tool is promoted to students and learned that it will match students with scholarships and financial aid information based on demographic information already provided through Facebook. It will also support students through the financial aid process by leveraging their existing social network. • If the MTV–Get Schooled Challenge is accessible to graduate students. The site is targeted to undergraduate students, but graduate students will be able to find relevant information as well. Members recommended the regional forums as a great addition to the College Board’s publicity campaign for this initiative. Trends in College Pricing: Details of the 2011 Trends in College Pricing were discussed with analysts via audio conferencing. Some of the following key tuition and fee findings reported to the council were: • Published in-state tuition and fees at public four-year institutions average $8,244 in 2011-12, $631 (8.3 percent) higher than in 2010-11. Average total charges, including tuition and fees and room and board, are $17,131, up 6 percent. • Published in-state tuition and fees at public two-year colleges average $2,963, $236 (8.7 percent) higher than in 2010-11. Despite these increases in tuition, it was important to note that published charges do not reflect the price most students pay. About one-third of full-time students pay their fees without the assistance of grant aid, and some of these students receive federal tax credits and deductions to help cover their expenses. The average net tuition and fees, after subtracting grant aid from all sources and federal education tax credits and deductions, are about $170 higher in 2011 dollars for public four-year college students than they were five years ago, but lower in all other sectors. The increasing price of college has not deterred students from enrolling in higher education. Total postsecondary enrollment increased by about 22 percent between 2005-06 and 2010-11. The largest increases have been in public two-year and for-profit institutions. Students are finding ways to finance their education, largely because they understand that more education generally leads to higher earnings throughout life. Members’ discussed a number of concerns: • Anxiety about specific institutions’ Net Price Calculators (NPC). • Whether using an NPC has changed discussions with parents and students. • How easy it is for students to use the NPC. • The complexity of tax benefits, market behavior and choice that affect using the calculator as a means to finance a college education. • The higher tuition and fees found at for-profit colleges and universities. • Private lenders return to the financial aid arena with new products and services and the possibility of this option being made available to students to finance their college education.

Members also recommended that one-page tip sheets for federal and state legislators be distributed to help them better understand the complexities of financial aid. Financial Aid Standards and Services Advisory Committee (FASSAC): The committee met in January 2012. Topics on the agenda included Five Ways Ed Pays, an initiative that grew out of Rethinking Student Aid: The Simpler FAFSA: Who Wins? Who Loses? Re-imagining the Pell Grant, which proposes ways to make the application process simpler and grant amounts more predictable, with look-up tables tied to the poverty rate, was also considered. Other proposals included an Education Savings Program for low-income students, institutional incentives for higher retention rates among low-income students, and the consolidation of Pell Grants and tax benefits. The Financial Aid Services (FAS) update included a report on the Net Price Calculator (NPC); PROFILE volume and PROFILE fee waivers; INAS and PowerFAIDS®, the new Institutional Methodology student state tax tables, which were approved; information about Health Spending Accounts and Flexible Spending Accounts; and training for IM users. Professional development needs, as expressed by the IM User Group that was convened at the Forum, included the following criteria: • Professionals at member schools should be the faculty. • Fall is the preferred time for training to take place. • The College Board regional offices should be involved. • Training events should be tied to other meetings such as the Forum and the National Association of Student Financial Aid Administrators (NASFAA). Members discussed: • The four SAT fee waivers a student can request. • The use of the IRS Data Retrieval Tool option when completing the Free Application for Federal Student Aid (FAFSA). • The lack of Spanish versions of CSS/Financial Aid PROFILE publications in print or online and the recommendation that the Financial Aid Services division revisit the matter of providing this service. BigFuture Update: The College Board is engaged in an effort to create and operate a comprehensive and innovative online resource that helps all students aspire to, find, connect and enroll in the right college that sets them on the path for success in life. Underserved and low-income students are especially targeted in this initiative.


Oct. 24–26, 2012

Customer feedback, particularly from students, has been generally positive. Although some negative feedback has come from school counselors who need assistance with finding resources. Council members asked: • If there were plans to include the map in the search results because it was a great thing for students. • If the website was tailored to middle school students as well; but found that juniors and seniors are currently targeted; however, plans were under way to include younger students. • If there were plans to provide a link to a college’s or a university’s Net Price Calculator (NPC) and learned that there were college prices for different ranges of income. Forum 2012 Agenda Materials

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FORUM 2012: Annual Meeting of the College Scholarship Service Assembly 34

Forum 2012

• If the online college planning websites offer information according to the student’s grade because inaccurate or inappropriate information would not be useful and might do harm.

armed with better knowledge about the importance of being a delegate. These individuals would become better messengers to other educators who are under consideration as potential delegates.

• If a feature or option could be included that recognized studentathletes and their special needs and concerns about college.

Another member noted that institutions generally did a bad job of informing staff about who were their AA, CSSA and GAA delegates.

• If there will be different language enhancements to the site, particularly a Spanish version for this growing student population.

The council considered ways to ameliorate the effect of many financial aid professionals nearing retirement. Generating a list of active delegates from the membership database might be a place to begin. Another suggestion was including the names and addresses of active delegates and of those who are unaware of their roles as delegates. The list could be used to foster engagement between active and inactive delegates.

• How these websites work in coordination with Facebook and if the calendars on the websites could be linked to Facebook credentials. • If high school counselor members were familiar with the College Board’s online planning services. A member who is currently on assignment in China told the council that she often referred her students to these services. Membership and Governance: The discussion began with delegate responsibility and engendered a number of thoughtful recommendations from members. When a member asked if he could learn who the delegates were for his institution, staff replied that this information is available and that delegates are designated on a yearly basis. The College Board contacted them at least three times a year. The council chair said that this process is very important and asked how it can become more transparent. Another member stated that the data did not reflect the range of K–12 delegates who are most likely to participate. He said that the Academic Assembly members appeared to be less likely to participate. He felt that within the Guidance and Admission Assembly Council there may be more of a mix of school counselors, financial aid professionals, and teachers and professors. The College Board Membership Department mails the delegate forms that undergo a verification process. Some professionals decline to be considered for various reasons. However, this discussion was meant to determine how the College Board could create and engage communication within an institution so that a community would be formed where delegates could interact with other educational professionals about the benefits of serving as a delegate. One suggestion was having a “checks and balances” system where the communication to professionals designated as delegates would be copied to serving delegates. This would help delegates to engage and persuade designates to serve.

Some thought the membership problem was a branding problem that affected college campuses throughout the nation. He recommended that the problem be added to the agenda of the incoming president of the College Board. Staff asked the council where they see the College Board in five years. For the College Board to be relevant to its members, the organization has to tackle the tough challenges facing membership organizations today. Overcoming these challenges will determine the future success of the College Board and its mission. The Membership and Governance offices have embarked on a Future State Initiative to consider the people, processes and technology necessary to meet these challenges. The Membership & Governance Future State Roadmap is being developed to address the needs of members. Several divisions of the organization were asked to vet vendors for this important initiative. By June 2012, a decision will be made on which vendor to use and the College Board will have an idea of how to take this initiative forward by October 2012. One of the primary objectives of the initiative is how the College Board could improve the governance of the organization. Staff asked the council what elements of the governance structure needed to be enhanced. A member responded that the College Board would continue to be the organization that addresses educational issues for every student. However, while membership has more than doubled over the last decade, the dissemination of information has remained the same. Many members were unaware of what the College Board had become in terms of advocacy, products and services. The membership needed to be educated so that they could become better advocates in transforming education in this country.

Another member recommended that the delegates from the Academic Assembly (AA), the College Scholarship Service Assembly (CSSA), and the Guidance and Admission Assembly (GAA) devise a strategy of educator outreach.

Another member noted that the College Board must continue its expansion into international markets. In this member’s view, the global economy needs an educated workforce working together for a fiscally and structurally sound economic system.

A member noted that the delegates for higher education are more straightforward. He reasoned that it was unclear within K–12. He added that for higher education, delegates within the Academic Assembly might not be clearly defined.

Another member spoke about the importance of informing, educating and mentoring. He urged the College Board to use traditional and modern technology to engage the membership because educators want to know their roles within the organization.

College Board regional staff members regularly visit districts and schools within their regions. Unfortunately, some regional staff did not know which delegates serve on which national assembly council. However, the College Board staff is pursuing efforts to foster better communication with regional members and welcomed any suggestions from the council.

A member of the Advisory Panel on Student Concerns (APSC) suggested building a database that would promote interaction between delegates from different institutions. She added that this database might help to counteract the effect of those retiring from the financial aid profession and bolster new and continuing connections among educators.

Another member suggested more communication efforts at the Forum. When delegates register, they could be reminded of their duties within the College Board. If delegates are engaged at the Forum, they will leave the conference

Next, copies of a summary drafted by Jon McGee were distributed. This College Scholarship Service Assembly summary response to a standard award letter proposal included the following text:


The needs of students and families must come first in the development of financial aid awards and standards for award notification. We endorse the need to create standards for award notification to improve transparency of the college decision-making process. We encourage the College Board to work in partnership with other higher education associations to develop a set of standards for award notification. The standards should define how to present information about student financial aid and cost of attendance, articulating the terms included in award notifications (including cost of attendance, scholarships and grants, student and family loans, and student employment). Crafting both a common understanding of terms as well as common standards for use of those terms will improve transparency for students and families. We do not endorse prescriptive legislation that specifies the content and medium for the presentation of award notification. A member took issue with the language of the summary, need-based scholarships and the likelihood of a standard definition of a scholarship. Another member mentioned that students needed to know how to comparison shop among colleges and universities. He questioned the verbiage of the summary and asked that it be reviewed again. The APSC member appreciated that there was mention of an award comparison worksheet in the summary. She added that she worked with her financial aid counselor to complete the form and it was well worth it. She remarked that having this information electronically was beneficial for future meetings with school counselors about college. In addition, a different member told the council that the worksheet needed to be included in standard award letters. She concluded that award letters should provide students and their parents with the best tools to make the best decision in choosing a higher education institution. After further discussion of the draft by the council, the chair suggested that the summary be redrafted and emailed to the members for further comments. Forum Planning: Karen Cooper told the council that there were fewer session proposals from financial aid professionals. However, she highlighted a session about need-blind vs. need-aware admission and the Net Price Calculator (NPC). There was also a proposal about data from the U.S. Census Bureau, which showed earnings for bachelor’s degree recipients broken out by college major. The session “Debt to Income Ratios by College Major: Implications for Loan Counseling” will talk about how the median income for a bachelor’s degree graduate varies considerably depending on the major, but student loan debt varies very little across majors. Staff said that there also will be a session about college tuition and how it has risen faster than family incomes. The session will describe the financial challenges faced by colleges and universities. It will also present a range of possible responses, both programmatic and price related. In addition, by the time of the 2012 Forum, the NPC will have been in use for about a year. The session “Using a Net Practice Calculator Effectively: Best Practices from the Field” will explore “best practices” in the use of NPCs and its potential as an access tool. Staff asked the council for any further suggestions for the Forum. A member said that there should be sessions about different income levels and how to best prepare for college.

Recommendations included: • Having single focus sessions within the Forum to allow for greater in-depth discussions and to provide better engagement. This idea was under consideration. • Conducting an open-ended session about the latest hot topic within the financial aid community to inform attendees and allow an opportunity to discuss the matter at length. • Marketing assembly meetings to nondelegates to attract new professionals and enliven discussions. • Having a panel of six students as part of a Q&A session about their experiences and what they hoped to see as part of the transformation of education in this country. • Asking David Coleman, the new College Board president, to conduct a Q&A session with the delegates to introduce him to the membership. Staff asked the council if a request to registrants on what sessions they wanted to attend at the Forum was a good idea and several members said they liked this proposal. In addition, council members heard a report from the chair on plans for the 2013 Colloquium. One member also talked about the announcement of David Coleman as the next president of the College Board, who had expressed a vision and a passion for education, leadership skills and a vision for global education. Mr. Coleman had met with the senior operating team of the College Board and indicated that he wanted to work with the goals of the Board of Trustees and with the membership and promote the K–12 agenda. The council heard the report from an assembly elected Trustee who touched on the: • Fall off of federal funding for education that could affect whether the most needy students will be able to continue to afford their education. However, the College Board would maintain its support of the fee-waiver program. • SAT fraud that was uncovered in September 2011 at Long Island’s John L. Miller Great Neck North High School. • Increase in the number of College Board members, which has surpassed 6,000.


Oct. 24–26, 2012

• Healthy financial state of the College Board. • Efforts of the regional and account management staff. • Need to be smart about communicating the image of the organization during this time of change in American education that would help constituents make a connection with College Board products and services. Council members also heard about: • The new online advocacy toolkit of the National Office for School Counselor Advocacy • The annual survey of school counselors • The North Carolina Partnership Pilot • The 2012 Colloquium • Ways to sustain the Pell Grant program


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FORUM 2012: Annual Meeting of the Guidance and Admission Assembly

Forum 2012

IV. 2 012 Annual Meeting of the Guidance and Admission Assembly Thursday, Oct. 25, 2012 3:15–4:15 p.m.

ANNUAL BUSINESS MEETING AGENDA 1. Welcome and Communications from the Chair 2. Minutes of the Oct. 27, 2011, Annual Meeting 3. Conversation with David Coleman: Assessments and Admission 4. New Business from the Floor* *During new business, all delegates are encouraged to raise issues for the council’s consideration during 2012–2013.

1. Minutes of the 2011 Annual Meeting of the Guidance and Admission Assembly The annual meeting of the Guidance and Admission Assembly of the College Board was held at the Hilton Hotel in New York, N.Y., on Oct. 27, 2011, in conjunction with the 2011 Forum. Chair Gary Meunier, school counselor at Weston High School in Weston, Conn., presided.

I. Welcome and Communications from the Chair Mr. Meunier introduced himself as a proud school counselor. Instead of immediately proceeding with the meeting, Mr. Meunier asked that the video BigFuture, YouCanGo! be played. In the video, four students from diverse backgrounds talk about their experiences in applying for and starting college. They confessed how overwhelmed they felt by some of the aspects of the process and how they overcame them. The students confronted such issues as how to write a compelling college application essay, apply for financial aid, find scholarships and grants, choose a major, and detach from other demands on their time that kept them back. The proposed video tagline stated: Graduate from high school and you have college options. Following the video, Mr. Meunier noted that most of the students in the video are in college because of the passion and professionalism of those present. Someone — a teacher, an admission person, someone from financial aid, a school counselor, a mentor — took the time to say to one of those kids, “You can go.” To set the stage for the rest of the meeting, Mr. Meunier asked that assembly members think about two questions that they would come back to later: What keeps you up at night? What can the College Board do to help?

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He then introduced College Board President Gaston Caperton and welcomed him to the Guidance and Admission Assembly. “Meeting by meeting and day by day, my respect for Gaston Caperton has grown since I met him when he presented at the New England region.”


Governor Caperton remarked on the honors he had received that day and the wonderful meeting that was unfolding. He complimented members of the Guidance and Admission Assembly on the energy and commitment they provide students to really make their lives better so that they have opportunities to acquire the education they need. He said, “In this United States of America, we need a better educated population for us to compete and be the great country we’ve been, we are, but more importantly, the great country we can be. So thank you all for being here … and being part of the College Board.” Thanking Governor Caperton once more, Mr. Meunier said that since his involvement with the College Board, Gaston Caperton has been one of the biggest supporters of school counselors. He had supported a number of projects, “and that’s a good thing because kids benefit from the decisions we make and the initiatives we promote.” Moving to the business of the meeting, Mr. Meunier introduced Steve Brooks, executive director of the North Carolina State Education Assistance Authority, and parliamentarian for the meeting; and Dorothy Sexton, vice president for governance and secretary of the College Board. On the stage with Mr. Meunier were the incoming chair of the Guidance and Admission Assembly, Barbara A. Gill, assistant vice president for undergraduate admissions and enrollment planning at the University of Maryland at College Park; Patricia Smith, past chair and assembly elected Trustee, working as a counselor for Hillsborough County Public Schools in Florida; Jim Montoya, vice president of relationship development at the College Board; and Pat Martin, assistant vice president for advocacy, government relations and development at the College Board. Mr. Meunier pointed out that pages 37 and 38 of the Agenda Materials contain a roster of the current members of the Guidance and Admission Assembly Council, and the details of the work of the Guidance and Admission Assembly Nominating Committee are on page 29. He then announced the newly elected members: For Chair-Elect of the Academic Assembly for the two-year term, 2011–2013: Philip A. Ballinger, Assistant Vice President for Enrollment and Director of Undergraduate Admissions, University of Washington, Seattle, Wash. For Member positions on the Guidance and Admission Assembly Council for the three-year term, 2011–2014: Seth Allen, Vice President and Dean of Admissions and Financial Aid, Pomona College, Claremont, Calif. Marion Paden, Vice President for Enrollment and Student Services, Oklahoma City Community College, Oklahoma City, Okla. Some of the things that make the entire process easier for the nominating committee are the nominations that members send forward, Mr. Meunier said. He noted a number of appointments and thanked the members for the depth of the pool they had nominated. He announced the following: • Joyce V. Brown, Senior Consultant, Chicago Public Schools, Chicago, Ill. • Raúl A. Fonts, Dean of Admission and Financial Aid, Providence College, Providence, R.I. • Timothy A. Gamble, Chair, Guidance Department, Green Run High School, Virginia Beach, Va.

• Terry Kung, Co-Director of College Counseling, Oakwood School, North Hollywood, Calif.

were conducted with counselors from across the country. The results, following the rollout, would be available online.

• Roberto Suarez, Guidance Counselor, Homewood-Flossmoor High School, Flossmoor, Ill.

She wanted the members to know that the College Board has put in place a way to make sure that the voices of school counselors are heard. She said this was not business as usual and invited members to be present at the rollout to help “in a way that people will hear.”

• Kasey Urquidez, Assistant Vice President for Student Affairs and Dean of Admissions, University of Arizona, Tucson, Ariz. Mr. Meunier noted that Green Run High School was a winner of a 2010 Inspiration Award. He then asked the assembly to congratulate the new council members and thanked everyone who agreed to participate in the election process, which engendered a round of applause.

II. Minutes of the Oct. 27, 2011, Annual Meeting Turning to the minutes of the 2010 Annual Meeting of the Guidance and Admission Assembly, Mr. Meunier referred the assembly to pages 26–28 of the Agenda Materials and asked for a motion to approve, which was made and seconded. There being no discussion, a vote was taken and the minutes were approved. He continued, saying that it has been a personal privilege and extremely rewarding to work on projects like YouCanGo! — an initiative that Rebecca Flores had spoken about as a member of that planning committee. It was in its infancy then and now the site is up. The priority for the site is to educate those students who do not have access to a comprehensive school counseling program and, in some places, a school counselor. When he thinks of the work the Guidance and Admission Assembly does that can make the most difference, YouCanGo! stands out. In his school, they have already started identifying students who don’t see themselves going to college and can benefit from using the site. Mr. Meunier said that when people ask, “What does the College Board do, other than the SAT or AP,” these are the kinds of initiatives that really make him want to get up in the morning and go to work. It’s such a professional, rewarding experience to be a part of working with this committee, and people like Jeff Brenzel from Yale University. The ideas from students and from school counselors and those of you in the rest of the membership that come to light are an amazing thing, he said. The other part of the project that the committee found surprising was the results of the focus groups. Committee members thought they knew what students would want; but they discovered that students really wanted to hear from other students. So the entire site is designed using social media with students speaking to students. The result is something that the College Board should be very proud of, even in its infancy. He next asked Pat Martin of the College Board’s Counselor Advocacy Office to provide a brief overview of the first survey of school counselors, which the Advocacy & Policy Center intends to conduct annually. Ms. Martin emphasized that the 2011 National Survey of School Counselors was undertaken so that the voices of school counselors could be heard and that information could be added to the field. The survey asked about schools, about children, about college and career readiness, about what counselors found difficult in their jobs, and about programs in the 21st century. An outside vendor conducted the study that identified measures of accountability and education policies and practices. Although elementary school counseling is very important, she said, the survey was only able to include middle school and high school counselors. In all, 5,308 interviews

III. College-Bound Seniors: Why Benchmarks? Mr. Meunier invited Jim Montoya to talk about the SAT College and Career Readiness Benchmark. Mr. Montoya began by noting that one of the things that struck him at the Inspiration Awards Luncheon was the commitment of the faculty and the leadership of the schools to prepare their students for success in college. Last September, the College Board announced that 43 percent of the SAT takers in the class of 2011 met the College and Career Readiness Benchmark. That low level, Mr. Montoya said, speaks to the important work that needs to be done. A session on the previous day of the Forum had discussed the SAT benchmarks, along with the concept of pathway benchmarks that would guide school districts and states in their thinking about curriculum and the college-going culture needed for students to be successful in college. Today, he said, to help the members be as up to date as possible if asked about the benchmark, Wayne Camara, vice president of research and development at the College Board, would provide some insight into the benchmark process and, as important, the methodology and data that the College Board had developed. Thanking Mr. Montoya, Mr. Camara began by putting the discussion in a national context. He said that “accountability” is the buzzword and has been for a long time. Under President Obama, he continued, there has been a major focus on accountability. Policymakers report in the media everyday on the high rates of remediation. It is undeniable that there are many students who graduate from high school with good grades, who have passed state tests and who are not succeeding in college. Mr. Camara next presented slides comparing students’ accomplishments on state tests with the National Assessment of Educational Progress. In his opinion, it is very difficult to compare college preparation and student preparation, and that’s why many educators are going to common standards. This is where the College Board has stepped in.


Oct. 24–26, 2012

Clearly our tests are among the best scientifically developed standardized resource instruments in the nation for education. No matter what our political beliefs or personal beliefs, Mr. Camara said, states and districts and policymakers have used tests from time to time for accountability, and they’ll continue to do so. “We’ve got to make sure that it’s done in an appropriate manner that causes no harm and has as few negative consequences as possible.” States are now mandated to begin recording the number of students who are college and career ready, and that is how accountability will be measured. The best measures are based on data. The College and Career Readiness Benchmark was based on the empirically developed data from “many of your fine institutions of higher education,” Mr. Camara said. These institutions provide a nationally representative sample of four-year colleges. R&D has about 150,000 to 200,000 students in that database. They can see how the students do on College Board assessments and in public and private, highly selective and less selective colleges when they enroll in entry-level calculus, algebra, biology and other college courses.



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So the College Board is interested in working with districts that want to assess readiness and implement pathways, benchmarks, to help inform aggregate institutional decisions, not individual student decisions, for state reporting of the data, which can be used as part of their systems to report how prepared their students are. The College Board also provided benchmarks in numerous ways based on a number of studies that have been done. These are available at the Forum exhibit booth. One of them is on the SAT benchmark; one is on a multidimensional benchmark using a combination of prep scores, high school GPA, and a new composite of academic rigor that R&D calculated to predict the probability of success. Again, at this point, legislation, advocacy, and accountability are much more strongly focused on using test scores for this, so there has been much more of a focus on that. Mr. Camara again mentioned the National Assessment of Educational Progress (NAEP) and noted that the College Board had been given a contract by the U.S. Department of Education to map individual students who took the SAT and also participated in the NAEP sample. Their analysis had been completed, and he expected the report to be released shortly. The findings are pretty robust, he said. We found that the SAT measures the kinds of skills that NAEP measures. The content and skills measured on the critical reading and the math and the writing tests are highly related to the kinds of skills that the state standards measure and that the Common Core State Standards measure. And these are part of the items on NAEP. So that’s an important finding. A second finding is that the College Board’s benchmark scores on the critical reading and math correspond very, very closely with a strong statistical relationship, more so in math because of a strong relationship between the benchmark the College Board sets on the SAT and the national assessment. R&D sets a cut score on the SAT of 1550 to correspond to a 65 percent probability of a B- grade point average across a range of high schools. This is an aggregate across all of the high schools that are in the College Board database. They set similar benchmarks for the PSAT/NMSQT to predict SAT readiness and for the PSAT/NMSQT in 10th grade, as well as on the SAT. So the idea is simply to provide WebEx data, which can aid schools and states, at the aggregate level, to see how well their students are doing year over year. Finally, these research reports are available on the professional website at the College Board. Copies are also in the Forum exhibit booth. Mr. Meunier thanked the two presenters and asked if the audience had any questions either for the presenters or for any of the SAT staff members who were present, which included Jeff Link and Matt Lisk. He welcomed members’ questions and concerns about the benchmark. The Guidance and Admission Assembly has robust discussions that he looks forward to every year.

IV. New Business from the Floor An audience member asked, “Why don’t we have an SAT in the summer?” In his view some students don’t take the SAT because the test is given when they are studying for finals in June. Because they want to be competitive, and they can’t study for the SAT, they choose not to take the test.

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Matt Lisk from the SAT Program thanked the participant for his question and said the SAT Program continues to look at changes such as offering a summer administration. Since half the U.S. is now back in school in the middle of August, the staff realize that students are involved in activities in and out of school. He appreciated the feedback and will take this discussion back with him to the program. Forum 2012 Agenda Materials

Mr. Meunier asked about recommendations from the SAT committee. Mr. Lisk said the program would certainly welcome feedback from the committee. There was some discussion of procedures, and it was noted that a formal recommendation would go to the Board of Trustees. Another audience member asked about dividing up the administration of the SAT. He said he was not advocating for more testing for his students, but he would like the College Board to consider giving the test in sections. Perhaps it could begin on a Saturday and then be administered in equal parts focusing on only one section at a time. Mr. Meunier said that has been almost a continuous discussion. He was sure an answer could be gotten to that question. Mr. Meunier proceeded to the issue: What keeps you up at night and what can the College Board do about it? A participant inquired about pending changes to the rules governing SAT administrations in light of the recent headlines about the cheating scandal on Long Island. Mr. Meunier said that President Caperton has just presented to the New York State Legislature. From the presentation, he understood that an independent consultant would be engaged to review all security issues, including the problem of students paying others to take the test for them. Mr. Meunier said he felt certain that comprehensive recommendations would be forthcoming. Finally, Mr. Meunier recounted some of the pleasures of being a Trustee. He appreciated working with President Caperton, Chief Operating Officer Herb Elish and Dorothy Sexton. Another pleasure he has had is working with competent professionals like incoming GAAC Chair Barbara Gill. He said, “We’ve spent a lot of time on the phone and it is my absolute pleasure to turn the gavel over to Barbara Gill.” Ms. Gill thanked Mr. Meunier and said she was following two great leaders, the graceful and diplomatic Patricia Smith and the charismatic Gary Meunier. She said she couldn’t declare she had the same qualities as her predecessors, but she promised to work on the behalf of GAAC members, to be available to her constituents and, most important, to listen. “I am very honored to serve as your chair,” she concluded. Announcing that the next meeting of the Guidance and Admission Assembly will be held in conjunction with the Forum in Miami, Fla., Oct. 24–26, 2012, Ms. Gill declared the meeting adjourned.

2. Report of the 2012 Guidance and Admission Assembly Nominating Committee The Guidance and Admission Assembly (GAA) Nominating Committee was constituted in accordance with Article VI of the GAA Governance Plan. The committee identified nominees to succeed: Stephanie S. Balmer, Vice President for Enrollment, Marketing and Communications and Dean of Admissions, Dickinson College, Carlisle, Pa. Nanci Tessier, Vice President for Enrollment Management, University of Richmond, Richmond, Va. The committee considered suggested candidates received in response to an invitation to delegates of the assembly. It put forth the slates below, and voting of the assembly delegates took place by mail ballot.

For Member of the Guidance and Admission Assembly Council for the three-year term, 2012–2015: John Barnhill, Assistant Vice President for Enrollment Management, Florida State University, Tallahassee, Fla.

OR Linda Binion, Supervisor of School Counseling, Spotsylvania County Schools, Fredericksburg, Va.

OR Christoph Guttentag, Dean of Undergraduate Admissions, Duke University, Durham, N.C.

3. Report of the 2012 Guidance and Admission Assembly Council Throughout the year, Guidance and Admission Assembly (GAA) Council members reviewed and discussed issues, trends and needs that affect the day-to-day activities of the guidance and admission communities. The College Board’s Forum, its regional forums and the semiannual meetings of the GAA Council have served as the setting for conversations and deliberations. For more than 20 years, the council has had a positive effect on education as council members proved to be effective ambassadors for the importance of higher education. The Guidance and Admission Assembly and the council have been instrumental to the College Board in its efforts to develop innovative ways to reform American education. This report provides a summary of the discussions and recommendations suggested at the December 2011 and the May 2012 council meetings as members considered the need to reshape and revitalize education in the United States. The Search for a New College Board President: At its fall meeting, the council discussed what characteristics the new president of the College Board should have to lead the association into the future. By May, the new president had been chosen and President-Designate David Coleman visited the council’s spring meeting. The council chair solicited questions for the new president in advance of his visit. The issues of immediate interest to members included Mr. Coleman’s thinking on the following: • His vision for school counselors in relationship to the Common Core State Standards; • The challenges for the College Board with regard to access and equity and the rising costs of attending college; • His expectations of the membership of the College Board; • How he would put “college” back into the College Board; • How he would address the issue of whether college is worth attending; • How the use of loans to pay for college and the aversion families have to this method of financing could be addressed; • What can be done about the increasing loan default rate among students and their families;

• The widening gap between secondary and higher education — high schools were feeling the pressure of preparing students for college, and colleges and universities were concerned with the academic preparation of incoming students; • The College Board’s plans for international growth; • Dual Credit versus Advanced Placement; • The future of the College Board’s Advocacy & Policy Center; • The advancing length of the SAT and the AP Exams; • Plans to expand the business technology unit of the College Board as part of the organization’s mission to provide access and equity for all students, and to provide professional development webinars and podcasts for those unable to attend College Board conferences; and • The importance of having well-informed school counselors as part of the college readiness system. Special Session with President-Designate David Coleman: The Guidance and Admission Assembly Council welcomed President-Designate David Coleman to its May meeting. He said that he was excited to learn more about the work of the council and the College Board. He talked about the College Board as a membership organization and said that it intrigued him to learn more from the members and engage them in his network for action. He said that that there was a crisis in education, and it was essential to focus on college readiness. Mr. Coleman said that there were problems in addressing the needs of underserved students, and he sought solutions to help those students do well in college. Mr. Coleman told the council that the work of all three national assembly councils has a huge effect on transforming education in this country and throughout the world. He added that the council members were unannounced legislators in education for students and that was a very powerful position to be in. The new president-designate told the council that it was time for the College Board to administer its social mission for all students, especially underserved and low-income students. He said that those students often do not go on to higher education or they attend colleges and universities that are not well suited to their talents and desires. He wanted feedback from the council on the best strategies to get more underserved students into and graduating from college. Mr. Coleman welcomed ideas on measuring, testing and designing a curriculum that would bring change to the current crisis of education in this nation. He expressed concern about the challenges in education and suggested using a metric to compare and measure the progress of the underserved student population as they become better prepared for college and beyond. Mr. Coleman stated that these standards of measurement would help to rebrand the College Board as the premier educational organization whose mission is to provide equity and access to all students.


Oct. 24–26, 2012

In addition, he talked about the focus on personal essay writing rather than preparing students for rigorous course work in college. He also spoke about the repetitious educational exercises that students perform in order to attain an end result, without ever having to solve problems with strategic thinking. A council member agreed with Mr. Coleman’s observations about personal essay writing and noted the gap between K–12 and higher education in building better student writing. Another member noted that the problem had become worse over the years.



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A council member from a school district with many underserved and low-income high school students said she had a hard time counseling them. Some were high performers who needed guidance regarding their interests and how they could best be served by attending the right college or university. She asked Mr. Coleman for his help and said she was not alone with her concern on this issue.

• The need to expand professional development offerings, enhancing the principal–school counselor relationship, using social media to better communicate with students and using the Net Price Calculator to provide students with estimated real costs of attending college.

Mr. Coleman thanked this member for her comments and welcomed suggestions from the council on designing a high-quality curriculum that will engage and inspire not only students but also teachers in the transformation of American education.

SAT Benchmark for College Readiness: The new SAT College and Career Readiness Benchmark — a way to evaluate and help improve academic programs that prepare students for success after high school — was the result of the expertise of the Guidance and Admission Assembly Council and the strategic thinking of College Board staff.

Members’ response to Mr. Coleman’s visit was positive. Someone who had served on the presidential search committee said the committee was inspired by Mr. Coleman’s views on education and how the College Board could play a role in transforming it. He said the council wanted to change the lives of all students, especially underserved populations, and Mr. Coleman shared that vision.

Staff saw the national exposure gained through the September rollout as a necessary step in shaping the nation’s perspective of how educators help ensure that their students are well prepared for postsecondary success. At the time, the College Board announced that 43 percent of the 2011 collegebound seniors met the SAT College and Career Readiness Benchmark. The council discussed the benchmarks at its December meeting.

A search committee member told the council that Mr. Coleman had obligations that prohibited him from assuming his presidency at the College Board until October 2012 and that Governor Caperton had graciously offered to remain as president until then.

One member expressed his concern for a stronger distinction between college and career readiness in the definition of the SAT Benchmark. He commented that this distinction might not be important at the state level but added that the College Board must continue to work with state education leaders to review SAT Benchmark research to determine how state-level benchmarks may be implemented in a meaningful way.

Regional Discussions: The council heard that the regions had considered the following issues: • Expansion of Fall Counselor Workshops and the initiation of Hispanic Counselor Workshops and National Office for School Counselor Advocacy (NOSCA) workshops. • Initiation of and continuing Enrollment Leadership Academies for mid-level managers to strengthen the engagement and effectiveness of College Board constituent communications and relationships. • Changes being formulated for the College Connection and Success System to help all students connect with and successfully complete a high-quality college education, with an additional emphasis on lessresourced, first-generation and minority students, and to formulate a better overall higher education agenda for the College Board. • A discussion of the Five Ways Ed Pays campaign, which is targeted to middle school and high school students and their families to illustrate the message that “it’s worth it to go to college” — using materials with engaging graphics and relevant data, public service announcements, and fun events and contests. • The relocation of the Midwestern Regional Office from Rosemont to Chicago, Ill., and the revisions of the region’s governance plans made in February 2011. • The updates made by the New England Regional Council’s current governance structure and a scheduled review of the governance plan, which was conducted by the regional assembly. • The expansion of SAT School-Day Testing and its likelihood to improve access to and equity in the higher education admission process. • The launch of the College Readiness Benchmark and how it tracks students’ scores to determine whether they are on track to be college ready.


This member added that ACT has had a benchmark, which is rooted in data, and that the College Board’s SAT Benchmark appeared to lack empirical data to substantiate its research. He reasoned that the link between college and career readiness is important for funding resources and added that the correlation of research data to career readiness is important, especially to the philosophical framework of the program. In response, a senior staff member said the College Board believed that the skill sets for college and career readiness are the same but emphasized that the College Board is mindful of its research. He said the organization believes that the SAT full-scale and section scores combined with high school GPA and other factors are the best evaluation criteria. Another member commented that there is a trend to raise the standards of career and college readiness. She said that the College Board must use this and other tools to prepare students for future success in college and beyond. The previous member asked if there was any research on first-time SAT takers versus multiple-time test-takers and learned that there was no significant difference between scores based on the number of times a student took the SAT. He asked whether over time more research could be conducted on this aspect of the SAT. This suggestion will be considered for future reports to the council. Another member understood the council’s concern surrounding the SAT Benchmark but acknowledged his fondness for the easy-to-use, straightforward tool that is specifically designed for secondary school administrators, educators and policymakers. SAT® Program: Topics of concern to constituents regarding the SAT Program brought about wide-ranging discussions: • The efficacy of SAT School-Day Testing and its alignment to the College Board mission was seen as part of an initiative to strengthen and protect the SAT Program, including ways to improve the assessment itself, as well as to create improved communications, marketing, outreach and access.

• Expanding outreach that includes more than 900 new test center locations worldwide, including additional outreach to urban and rural areas, diverse student populations, parents, and families. • Developing a communications and outreach plan to better educate international students and educators on the college planning process in the United States and the role of the SAT and SAT Subject Tests in conjunction with the international division. • The addition of the College Readiness Benchmark to PSAT/NMSQT reporting and to the Summary of Answers and Skills (SOAS) report to help educators determine whether students have the skills necessary for success in college. • The fraud that was uncovered at a Long Island, N.Y., school in September 2011 and what it means to the College Board, its procedures and as an indication of the perception of the importance of the SAT. Details on this last point included SAT test security enhancements: 1. Student photo — This photo will be provided at registration and will be integrated into the Admission Ticket. 2. Test-day changes — These changes to test center, test type or test date cannot be made on the test day. In addition, standby or walk-in testing is no longer permitted. 3. Score reporting — Students are required to show that they attend high school at registration and scores are automatically sent to the specified school. 4. Registration data — Registration records, including photos, provide a valuable tool in case of score validity questions. Members offered a number of comments about: • The photo requirement for undocumented students and learned that those students are currently required to have a photo and that procedure will not change; • The need for test center staff to compare photos against a roster of student names on the day of test administration; • The security measures of international administrations of the SAT; • How pervasive test fraud was in the SAT Program and learned that it was not a widespread problem; and • The test score cancellation in Brooklyn. ReadiStep, the First Year: This middle grades assessment measures the knowledge and skills that students need to be on track for high school and college success. The redesigned ReadiStep Enhanced Student Score Report is based on user and staff evaluation and includes item-level feedback similar to that of the PSAT/NMSQT, with the student score, score range and percentile presented in a graphic form that is more easily understood. A Summary of Answers and Skills report for ReadiStep will be produced to help schools and districts improve curriculum and instructions for eighth-graders.

In response to the discussion, members asked if: • PSAT/NMSQT results are widely used in the analyses that determine the enrollment of students in higher education and learned that there was a mixture of school districts that did and did not use research from the College Board. Since some districts were unaware of the research, outreach efforts are being undertaken to improve the program. • The College Board was continuing the MyRoad™ resource for students and educators and if students who took part in the PSAT/NMSQT had free access to this website’s comprehensive information on majors, colleges and careers. They noted that some of the sections are out of date and asked for regular updates using better wording to help students plan for their futures. A review of this program is under consideration. • The College Board could identify those districts that might already have a system in place and examine various methods to deliver the materials that would be valuable to them. • Allowing schools access to the research results could have a negative effect. • The College Board might develop a program or survey to identify the learning styles of middle school students and adopt those data to assist educators, administrators, state and federal legislators, and the members of the College Board in the mission of preparing students for a college education. Cost of College: The “business” of college admission, retention and graduation has changed dramatically over the years. Members believe that the College Board and federal and state legislators must work to slow the skyrocketing price of college so that disadvantaged students will not have to face that barrier when deciding to attend college. Council members expressed concern that college tuition has grown faster than family income and assets, and they noted families’ aversion to using loans to pay for college and the rising loan default rate. In the experience of one member, the number of parents sending their children to college has declined. She commented that many students and their families doubt the value of a college education. The issue, the intrinsic value of a college education, is a major concern and was addressed at the 2012 Colloquium in Newport Beach, Calif.


Oct. 24–26, 2012

Discussion of Higher Education Engagement: The council chair asked members how the assembly officers and College Board staff could make assembly meetings better for the members so as to maximize discussion and feedback. Responses included the desire: • For a balance between K–12 and higher education in the program and service offerings of the organization. It seemed to this member that school counselors benefited more than those in higher education. He wanted the College Board to put the “college” back into the organization. • To diversify the strategies employed to advocate for education. • For continued outreach efforts as an important part of the organization’s overall higher education agenda.



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• To increase efforts to overcome the growing tension between higher education and K–12 colleagues.

• That partnerships with other associations be created to conduct more research on school counselors.

• To conduct a study of initiatives started by the membership and to develop innovative methods to improve the assessments, marketing, outreach and access to College Board products and services.

• That collaborations on school counselor research consider including the American School Counselor Association (ASCA) and the National Association for College Admission Counseling (NACAC) so that end results were as definitive as possible, provided the organizations’ priorities were compatible.

• To develop the means to expand and engage those professionals who cannot attend regional forums or the Forum. One good example provided was the increased access and attendance of school counselors and principals at the Fall Counselor Workshops. • To include two-year college issues on the agenda of future meetings, especially in light of a trend among state officials who are considering merging technical and community colleges. Fall Counselor Workshops (FCW): A discussion of the three-year Fall Counselor Workshops Revitalization Project considered improved attendance, quality, access and focus. In 2009, online and on-demand services and live webinars were introduced, and a new counselor focus began in 2010. By 2011, counseling resources for Hispanic students and families were launched to serve this segment of the student population. Registration has increased since 2010. In addition, an increase in event and content ratings showed participants see improvements in overall quality. Suggestions for the future included: • Inviting more college and university staff to the Fall Counselor Workshops. • Providing promotional materials as an innovative way of expanding outreach efforts. • Developing new ways to reach counselors since school counselors have limited time to leave their campuses to attend sessions. • Creating better marketing campaigns and event calendars that detailed specific topics as a means to help principals and school counselors schedule the time away from their schools. National School Counselor Survey: The College Board Advocacy & Policy Center’s National Office for School Counselor Advocacy collaborated with Civic Enterprises and Peter D. Hart Research Associates on a project to survey 5,308 middle and high school counselors. Online interviews of 1,327 middle school and 3,981 high school counselors were completed between April 19 and June 6, 2011. The report was also informed by focus group sessions in early 2011 and by a literature and landscape review of more than 300 primary and secondary sources (studies, evaluations, surveys, interviews, etc.) conducted over a six-month period. The major findings showed that counselors: • See a broken school system in need of reform; • Provide unique, underutilized contributions to schools; • Are supportive of certain accountability measures; and • Contribute to college and career readiness. Council members asked: • That future surveys inquire about school counselors’ experience and compensation.


• What the definition of a school counselor was and found that ASCA views counselors as those who support efforts to help students focus on academic, personal/social and career development and who have a master’s degree in counseling from a recognized accredited institution. However, there is no uniformity across states, and private schools tend to employ uncredentialed counselors. YouCanGo!: The YouCanGo! College Planning website was launched to target underserved students and make it a primary vehicle to help students learn about the process of applying to college. A broad cross section of the education community served on the advisory board of the initiative. The site is meant to immediately engage less-resourced students who need extra inspiration, simple guidance and practical support. A council member noted that many students do not understand the need to explore potential careers and that college will give them the preparation they need for future success. She wondered how the College Board can help students understand that a college education creates and provides opportunities to succeed in life after college. BigFuture: The new student website called BigFuture replaces all student content — college search, college financing, and a high school action plan and tools — except testing. It is meant to create a comprehensive and innovative online resource that helps all students aspire, find, connect and enroll in the right college that will set them on the path for success in life. Underserved and low-income students are especially targeted in this initiative. Customer feedback has been generally positive, particularly from students. Council members recommended that: • Information on student debt could be included specifically for underserved students who tend to be less well informed on this issue. • Information about campus life that applies specifically to different campuses be added to the other student testimonials. • The site populate certain fields with SAT scores. • BigFuture’s information be offered for Hispanics and Latinos. • A glossary be added to help students and their parents understand financial aid jargon, merit scholarships, standardized tests and other education terms. Others members asked if: • Mobile applications were a part of the expansion into online and social media and if learned applications were a part of the action plans that will be explored further in 2013. • BigFuture had the capability to store SAT Subject Tests scores; staff replied that it did not but took the idea into consideration.

• BigFuture had the capability to track how students and/or parents amassed financial aid information and if there was a difference between them. College Connection and Success System Update: The Board of Trustees had asked College Board staff to examine how the organization could do a better job of helping higher education in an increasingly dynamic and challenging environment. Staff members conducted research to determine whether: • College Board staff understood higher education needs and challenges; • College Board programs and services were relevant and valuable; and • The College Board was organized to do an effective job. The organization completed a yearlong project to study market needs and trends, to review research and best practices, and to assess current offerings and organization. The College Board has developed a vision, a strategic framework, a high-level plan and a roadmap for a renewed and more integrated focus on higher education. Staff asked the council for its thinking on the strategy and plan, and on how to communicate with and effectively engage the membership. Members’ thoughts included: • A recommendation that the College Board continue working with two-year institutions because they are becoming increasingly important in reaching the educational goals of the Obama administration. • The suggestion that the Student Search Service® be a more robust and rejuvenated part of the College Board’s overall higher education agenda. She reasoned that the admission and financial aid professionals needed to work together, and the College Board could facilitate these conversations. • A request for the College Board to broaden its role in developing educational leaders for the future, including undertaking additional research that would lead to more in-depth training for the next generation. • A concern for the commercialization of education and how it affects the College Board’s active role in helping all students connect with college and complete a high-quality college education. • The statement that, when the organization developed programs and services, it must think about sustaining them to meet the needs of the membership. Staff responded to one point saying the College Board is in the midst of executing improvements to the Student Search Service in the areas of customer research, policy, key feature development and technology enablement. Pre-AP Potential Programs and Service for Educators and Students: The College Board strives to improve the dismal graduation and remediation rates of college students through AP. Research has shown that students who participate in AP have lower remediation rates and higher bachelor’s degree attainment rates. The College Board has engaged the services of a research firm to help understand and determine the viability of some pre-AP ideas for grades six through 10. The goal of the pre-AP approach is to invest in solutions or areas where the College Board can have a significant effect on student preparation for AP.

Currently, the College Board is in the research stage of developing a pre-AP strategy that includes doing market research, talking to educators and engaging the Academic Advisory Committees. The hope is to draft targeted solutions that can have a significant effect over the next five years. Members offered a number of specific recommendations: • Two-year institutions should be included in the research. • Native Americans students and students younger than middle schoolers should be included in College Board outreach efforts. • Increased services for middle grade students. • Teachers receive more support, perhaps AP “boot camps” in which intensive review and test preparation are taught by experienced high school and college instructors. • That peer-to-peer development be used to aid the student learning process. • Develop an “app” to inform, guide and teach middle and high school students about the importance of rigor for college readiness in the 21st century. • High school transition from middle school that includes the assignment of mentors so that students can help middle schoolers discover what is necessary to be successful in AP in a low-pressure environment. • Create a better model of communication for the AP Program that would reach students, especially underserved and underresourced minority students, very early in their educational careers, • Propose that administrators and teachers conduct an AP Exam “blitz week” for ninth- and 10th-graders to give them the necessary tools and tips to be successful in the program. • Conduct research on students who earned low scores on the AP Exams but had good overall experiences in the program. The feedback from this cohort would not only help the College Board explore new strategies for these students but drive innovation toward reforming American education. • Build a Pre-AP partnership with University of Cambridge International Examinations (CIE) to emphasize more rigorous course work and eliminate school district and state limitations on students.


Oct. 24–26, 2012

• Create a direct approach to reaching high-achieving and underserved students to guide them to the right course of study and allow them to reflect on their learning. The Advisory Panel on Student Concerns recommended that the College Board continue to invest in AP to ensure that it remains the stamp of excellence in education, to build an even stronger pipeline of AP-ready students, and to cultivate school, student and teacher support. AP and Cambridge Capstone Program: The AP Program is seeking to foster greater emphasis in secondary school classrooms on: • Critical inquiry, synthesis and research skills; • Independent, creative and interdisciplinary thought; • The ability to work as part of a team; and • International, cross-cultural and self-awareness.



Forum 2012

On Feb. 1, 2012, the College Board signed a contract with University of Cambridge International Examinations to pilot a new curriculum and assessment program. The two-year pilot offers a seminar course in the first year and a research project in the second year.

challenges will determine the future success of the College Board and its mission. The Membership and Governance offices have embarked on a Future State Initiative to consider the people, processes and technology necessary to meet these challenges.

Council members wanted to know:

Members have said they expect the College Board to provide opportunities for engagement and opportunities for self-education, member rates and personal web tools that support the day-to-day business of being a member and that strengthen and deepen the ongoing relationship of members to one another and to the organization as a whole.

• If staff anticipated aligning the curriculum of the AP Program to criteria within the AP and the Cambridge Capstone Pilot Program and learned that the AP redesign is in line with the topics, research and inquiry skills of this pilot. • How expectations would be managed. Staff said that the College Board would use Cambridge’s scale and work with their descriptors. • About the validity and the results of the study. Staff hoped to allay a member’s concerns by explaining that the AP–Cambridge program combines the in-depth, subject-matter study offered through Advanced Placement courses and exams with the interdisciplinary global seminar curricula and assessment of research projects and presentations offered by University of Cambridge International Examinations. Another member looked forward to having access to the program and thought the pilot would be welcomed in her school district. Young Men of Color: The College Board’s Advocacy & Policy Center seeks to establish a Commission on Access and Success for Young Men of Color that will be dedicated to the educational challenges of this group and that will recommend ways to increase their college degree attainment. The council’s resolution of May 2011 mentioned establishing an ongoing commission dedicated to investigating the educational challenges facing this cohort. The purpose of the commission will be to inform and direct the College Board’s agenda for young men of color, help promote and build awareness around this initiative, and provide direction and advice for future projects. A member suggested that the College Board partner with historically black college and universities (HBCUs) because they might have some relevant unused data. Another member noted that this investigation is extremely important and will begin transforming the nation. Staff agreed with these comments and emphasized that personnel from admission, financial aid and guidance will be consulted on the initiative. Advocacy and Action Toolkit: The National Office for School Counselor Advocacy developed a new online advocacy toolkit to help facilitate meaningful policy discussions. The toolkit provides College Board members, educators, administrators, policymakers, advocates and community leaders with information, tools and resources to advocate for change across the educational continuum. In addition, the council heard that the annual survey of school counselors conducted by NOSCA had been completed. One member said that she had used the NOSCA website during her current assignment in China as part of an exchange program. She thanked the College Board for its publications, which have proved to be a practical and informative resource for her Chinese colleagues. Membership Engagement: Staff asked the council to think about the ways they interact with the College Board today, and how they would like to see this evolve over the next five years.

44

For the College Board to be relevant to its members, the organization has to tackle the tough challenges facing membership today. Overcoming these


The Future State Initiative plans to address members’ need for social engagement with new tools and approaches, including a self-service portal for paying dues and for updating member profiles and contact information, as well as giving members the opportunity to appoint delegates online. Plans are also in the works to offer conferences and event registration capability. To accomplish these goals, Membership and Governance have devised a roadmap and selected a steering committee from across the organization with representation from the Trustee Committee on Membership. The College Board has received and evaluated various responses to its Request for Proposal (RFP). Final presentations were scheduled for June 2012 and work was to begin in July 2012. Council members suggested: • Developing interactive sessions to inform and engage members to help them understand the roles and functions of a delegate and allow them to feel that their contributions are a part of the organization’s action plan to reform education in America; • Drafting an engaging and informative one-page newsletter that states the roles and functions of a delegate, perhaps electronically; • Creating a question-of-the-day on membership that would be quick, informative and delivered either daily or weekly; and • Developing a significant thrust into social media to reach mid-level educators who lack knowledge about certain aspects of College Board membership. Another member agreed that social media is the best way to reach younger people but acknowledged that face-to-face communication can never be replaced by technology. Forum Planning: The 2011 Forum had 12 percent more attendees compared to the last Forum in New York in 2009. In 2012, the College Board Forum and the Southern Regional Forum will be held in Miami, Fla., from Oct. 23 to 26. There will be three honorary co-chairs from Miami: Eduardo Padrón, president of Miami Dade College, and Donna Shalala, president of the University of Miami. Alberto Carvalho, superintendent of Miami-Dade County Public Schools, was invited as well. In addition, there are three program planning committee co-chairs: Von Mansfield, superintendent of Homewood-Flossmoor High School District; Hector Martinez, director of college guidance at The Webb Schools; and Nancy McDuff, associate vice president for admissions and enrollment management at the University of Georgia. Some of the features of the 2012 Forum are: • A presidential address by Shirley Tilghman, president of Princeton University • Arts at the Core and AP Art

• Annual meeting and assemblies • Advisory Panel on Student Concerns • Gaston Caperton Inspiration Awards and session The new College Board president will be in attendance and there will be more College Board program and service sessions and an event specifically designed for first-time attendees. A number of other events are also planned. Council members suggested that: • President-Designate David Coleman talk to different groups at the Forum and use the opportunity to hear more about such topics as student debt and how to manage it. • Adding more opportunities for counselors to network with admission and financial aid professionals would be a good idea, since such interaction would help reform education in this country. • Having a balance among Forum sessions and opportunities for Forum attendees to contribute their ideas in an atmosphere that is nonthreatening and engaging. • Scheduling a brief pick-up session before the Guidance and Admission Assembly meeting to review the agenda and make suggestions. • Offering council access to a community discussion board specifically designed for members of GAAC that is a simple and protected area in which ideas could be generated without the added pressure of face-to-face interaction. • Boosting attendance by offering sessions on best practices so members can do their jobs better. International Overview and Discussion: Issues important to the College Board and its members are increasingly international in scope. Higher education in this nation has always had a prominent role in American public diplomacy; for example, witness the diplomatic crisis surrounding Chinese activist Chen Guangcheng. Some 500 higher education policymakers are expected to attend the 2012 Institutional Management in Higher Education Conference in Paris in September 2012. The conference will focus on the challenges of attaining and sustaining mass higher education in an increasingly competitive and international context. Social media is a major development that will continue to affect student mobility to U.S. and international universities. Social media is now a key connection point to international students, and the College Board membership is a driving force in developing cutting-edge digital communications. Students in Egypt posted at least 100 comments on Facebook after the administration of the SAT was canceled due to deadly clashes between protesters and security forces recently. Although Chinese students have difficulty accessing Facebook, they seem to navigate around firewalls to get their information through social media. Enrollment of international students at U.S. colleges and universities is at an all-time high. The number of students from South Korea, Vietnam and Saudi Arabia has increased significantly. Student mobility across the globe is increasing, especially toward countries with universities offering English-medium academic programs. East Asia, the Middle East and North Africa were regions displaying impressive growth in the number of students wishing to attend U.S. institutions in 2010-11. However, the aspiration to

attend American colleges and universities extends well beyond Asia, as evidenced by college searches online and SAT registrations. Council members asked: • For a definition of an “international student,” and staff replied that any student with a passport qualifies as an international student. • How different India is from China. In response, staff said that: — Chinese students and their parents highly value the ranking of colleges and universities in U.S. News & World Report. They attend American colleges and universities in record numbers. — More Chinese students place an importance on course of study rather than location like Indian students. Chinese students were keenly aware of developing a new skill set to return and help their nation. — Historically, Indian students tend to matriculate at more colleges in the United Kingdom than the United States. However, more than 100,000 unique visitors from India search collegeboard.org for American universities each month. In addition, Indian students are very price sensitive, more so than Chinese undergraduate students. • That school counselors be used more widely in the international educational exchange between the United States and other nations. Staff agreed and expressed a desire to use school counselors more in the future. • Why certain programs and resources are restricted in China. One senior staff member anticipated that the SAT will be administered in mainland China soon. At the moment, no foreign undergraduate admission test is allowed to be administered in mainland China at a test center open to the public. However, the SAT is administered in more than 60 schools that have approval by China’s Ministry of Education to enroll international students. Tens of thousands of students travel to Hong Kong and elsewhere to take the SAT, and the College Board has created additional capacity in key locations to accommodate these students. Another member said that American colleges and universities needed to better understand this intricate international process, especially at the higher levels of administration. Staff asked the council how the College Board can further support the international engagement goals of its members.


Oct. 24–26, 2012

New Business: A member asked the council to consider a discussion of issues of integrity and how it related to current job descriptions. He encouraged similar talks among all the national assembly councils. Wide-ranging conversations added to issues discussed by the council. They included such topics as access and equity, the perceived value of a college education, the widening gap between secondary and higher education, the need to enhance the principal–counselor relationship, using social media to better communicate with students, and the importance of having well-informed school counselors as part of the college readiness system. The council also heard reports from staff on the College Completion Arch, the Advanced Placement Test Fee and the Advanced Placement Incentive Program (APIP) funding reduction, AP professional development workshops and AP Summer Institutes, the College Board’s college and career readiness strategy, a report from the GAA past chair on the Board of Trustees’ meetings, and YouCanGo!


FORUM 2012: 2011–2012 Elected Officers, Trustees and Councils

Forum 2012

2011–2012 ELECTED OFFICERS AND TRUSTEES OF THE COLLEGE BOARD BOARD OF TRUSTEES Paul W. Sechrist, Chair President Oklahoma City Community College Oklahoma City, Okla. Maghan Keita, Vice Chair Professor of History and Director of the Institute for Global Interdisciplinary Studies Villanova University Philadelphia, Pa. Youlonda Copeland-Morgan, Past Chair Associate Vice Chancellor of Enrollment Management University of California at Los Angeles Los Angeles, Calif.

Douglas L. Christiansen Vice Provost for Enrollment and Dean of Admissions Vanderbilt University Nashville, Tenn. Belinda W. Chung College Counselor St. Andrew’s Priory School Honolulu, Hawaii Karen Francis-Begay Assistant Vice President for Tribal Relations, Office of the President University of Arizona Tucson, Ariz. Carlos Garcia Former Superintendent San Francisco Unified School District San Francisco, Calif. Willie J. Gilchrist Chancellor Elizabeth City State University Elizabeth City, N.C. Barbara A. Gill Assistant Vice President of Undergraduate Admissions & Enrollment University of Maryland at College Park College Park, Md. Terry Grier Superintendent Houston Independent School District Houston, Texas

David Coleman President The College Board New York, N.Y.

Catharine Bond Hill President Vassar College Poughkeepsie, N.Y.

Arlene C. Ackerman Independent Counselor– Southwestern Region Albuquerque, N.M..

Pamela T. Horne Associate Vice Provost for Enrollment Management and Dean of Admissions Purdue University West Lafayette, Ind.

Frank B. Ashley III Vice Chancellor for Recruitment and Diversity Texas A&M University System College Station, Texas Gail Berson Dean of Admission and Vice President for Enrollment and Marketing Wheaton College Norton, Mass. Shun Fang Chang Assistant Principal for Pupil Personnel Services and Director of the College Office Bronx High School of Science Bronx, N.Y.


Mildred R. Johnson Director of Undergraduate Admissions Virginia Tech Blacksburg, Va. Luis Martínez-Fernández Professor of History University of Central Florida Orlando, Fla. Patricia McWade Dean of Student Financial Services Georgetown University Washington, D.C. Gary D. Meunier Counselor Weston High School Weston, Conn.

Adrian B. Mims Dean of Students Brookline High School Brookline, Mass.

James R. Choike Professor of Mathematics Oklahoma State University Stillwater, Okla.

Janina Montero Vice Chancellor for Student Affairs University of California Los Angeles, Calif.

Bárbara Cruz Professor of Social Science Education University of South Florida Tampa, Fla.

Mary B. Nucciarone Associate Director of Financial Aid University of Notre Dame Notre Dame, Ind.

Kenneth Curtis Professor of History and Liberal Studies California State University Long Beach, Calif.

Pamela N. Paulson Senior Director of Policy Perpich Center for Arts Education Golden Valley, Minn.

Arthur B.W. Custer Dean of Faculty and Chair, History Department Avon Old Farms School Avon, Conn.

Daniel J. Rodas Vice President for Planning and Human Resources Long Island University Brookville, N.Y. Michael M. Shackleford Vice President for Student Affairs Virginia State University Petersburg, Va. Gordon E. Stanley Director of Counseling Marist School Atlanta, Ga. John A. Tucker Chair, Counseling Department Delaware Valley School District Milford, Pa. Paul G. Weaver Director of Counseling and Guidance Plano Independent School District Plano, Texas Arthur L. Williams Principal Ann Arbor Huron High School Ann Arbor, Mich.

ACADEMIC ASSEMBLY COUNCIL Pamela N. Paulson, Chair Senior Director of Policy Perpich Center for Arts Education Golden Valley, Minn. Luis Martínez-Fernández, Past Chair Professor of History University of Central Florida Orlando, Fla. Randall Adkins Professor of Political Science University of Nebraska at Omaha Omaha, Neb.

Arthur Eisenkraft Distinguished Professor of Science Education University of Massachusetts Boston, Mass. Lewis Ferebee Chief of Staff Durham Public Schools Durham, N.C. George Gadda Assistant Director, UCLA Writing Programs University of California Los Angeles, Calif. Deborah A. George Director of Gifted/Advanced Academics Irving Independent School District Irving, Texas Patricia H. Guillory Director of Social Studies Fulton County Schools Atlanta, Ga. Christine Johnson Advisory Panel on Student Concerns Georgetown University Washington, D.C. Dakota Kornicker Advisory Panel on Student Concerns University of Michigan Ann Arbor, Mich. Robin Lithgow Administrative Coordinator, Pre K–12 Arts Program Los Angeles Unified School District Los Angeles, Calif. Michael J. McDonough Provost and Vice President of Academic Services Monroe Community College Rochester, N.Y.

Deborah A. Miller Assistant Principal Park Hill High School Kansas City, Mo. Louisa Moffitt Social Studies/AP U.S. History Teacher and Chair, Social Studies Department Marist School Atlanta, Ga. Kelly Saenz AP European History Teacher Westwood High School Austin, Texas Martha B. Sharma Past President National Council for Geographic Education Washington, D.C. Martin Smith Assistant Superintendent for Curriculum and Instruction West Windsor-Plainsboro Regional School District West Windsor, N.J. Donald R. Stoll Associate Professor of Composition and Rhetoric Rowan University Glassboro, N.J. Thom C. Wade AP English Teacher Arroyo Grande High School Arroyo Grande, Calif.

COLLEGE SCHOLARSHIP SERVICE ASSEMBLY COUNCIL Mary Nucciarone, Chair Associate Director of Financial Aid University of Notre Dame Notre Dame, Ind. Karen Cooper, Chair-Elect Director of Financial Aid Stanford University Stanford, Calif. Patricia McWade, Past Chair Dean of Student Financial Services Georgetown University Washington, D.C. Sharon J. Alexander District College Specialist School District of Osceola County Kissimmee, Fla.

Stephanie J. Anderson Assistant Vice President for Enrollment Management and Director of Admissions Texas State University San Marcos, Texas

Jon McGee Vice President of Planning and Public Affairs College of Saint Benedict and St. John’s University St. Joseph, Minn.

Phil Asbury Deputy Director, Office of Scholarships & Student Aid University of North Carolina at Chapel Hill Chapel Hill, N.C.

William M. Schilling Director of Student Financial Aid University of Pennsylvania Philadelphia, Pa.

Joyce V. Brown Counseling Consultant Center for College and Career Readiness Chicago Public Schools Chicago, Ill. Timothy Brunold Dean of Admissions University of Southern California Los Angeles, Calif.

Silke Scholer Guidance and College Counselor Santa Cruz Cooperative School Santa Cruz, Bolivia

Stephanie Chatman Associate Vice President for Enrollment Management Jackson State University Jackson, Miss.

Caesar T. Storlazzi Director of Student Financial Services and Chief Financial Aid Officer Yale University New Haven, Conn.

Suzanne T. Colligan Director of College Counseling Georgetown Visitation Preparatory School Washington, D.C.

Clyde Walker Associate Director of Student Financial Aid Vanderbilt University Nashville, Tenn.

Nan Davis Vice President for Institutional Enrollment Austin College Sherman, Texas

Vivian Jo Fiallo College Counselor (and AP Coordinator) and Dean of Students American Academy International School, Ho Chi Minh City Ho Chi Minh City, Vietnam

Edward Yergalonis Superintendent Rahway High School Rahway, N.J.

Sara Douglas Advisory Panel on Student Concerns University of Tulsa Tulsa, Okla.

Luis Gonzalez Advisory Panel on Student Concerns The University of Texas at Austin Austin, Texas

GUIDANCE AND ADMISSION ASSEMBLY COUNCIL

Virginia Hazen Director of Financial Aid Dartmouth College Hanover, N.H.

Barbara A. Gill, Chair Assistant Vice President for Undergraduate Admissions and Enrollment Planning University of Maryland College Park, Md.

Sarah Booher Director, Office of Scholarships Indiana University Bloomington, Ind. Kristine Butz Associate Director of Financial Aid Butler University Indianapolis, Ind. Angee Chavis Guidance Department Head Alief Elsik High School Houston, Texas

Anne Kaplan Advisory Panel on Student Concerns Lafayette College Easton, Pa. Wanda L. Keith Guidance Counselor McClellan Magnet High School Little Rock, Ark. David Levy Director of Financial Aid Scripps College Claremont, Calif. Kay Lewis Assistant Vice President for Student Life and Director of Student Financial Aid University of Washington Seattle, Wash.

Philip A. Ballinger, Chair-Elect Director of Admissions University of Washington Seattle, Wash. Gary D. Meunier, Past Chair Counselor Weston High School Weston, Conn. Seth Allen Vice President and Dean of Admissions and Financial Aid Pomona College Claremont, Calif. Stephanie S. Balmer Vice President for Enrollment, Marketing and Communication and Dean of Admissions Dickinson College Carlisle, Pa.

Raul A. Fonts Dean of Admission and Financial Aid Providence College Providence, R.I. Timothy R. Gamble Chair, Guidance Department Green Run High School Virginia Beach, Va.

FORUM 2012: 2011–2012 2012–2013 Elected Officers, Trustees and Councils

Oct. 24–26, 2012

Darnell P. Heywood Director of College Counseling Columbus Academy Gahanna, Ohio Terry Kung Co-Director of College Counseling Oakwood School North Hollywood, Calif. Mitchel L. Lipton Dean of Admissions and Records Cooper Union New York, N.Y. Kevin L. MacLennan Director of Admissions University of Colorado at Boulder Boulder, Colo. Alexander Moskowitz Advisory Panel on Student Concerns University of California–Berkeley Berkeley, Calif.



Forum 2012

Marion Paden Vice President for Enrollment and Student Services Oklahoma City Community College Oklahoma City, Okla. Roberto Suarez Guidance Counselor Homewood-Flossmoor High School Flossmoor, Ill. Nanci E. Tessier Vice President for Enrollment Management University of Richmond Richmond, Va. Ronné P. Turner Dean of Admissions and New Student and Family Services Northeastern University Boston, Mass. Kasey Urquidez Assistant Vice President for Student Affairs and Dean of Admissions University of Arizona Tucson, Ariz.

2012 REGIONAL ASSEMBLY COUNCIL MEMBERS MIDDLE STATES REGIONAL COUNCIL

Michael Corso Director of Financial Aid Sussex County Community College Newton, N.J.

Barbara Miller Director of Financial Aid Stevenson University Stevenson, Md.

Natalie L. Davy Director of Guidance Yonkers Public Schools Yonkers, N.Y.

Rodney Morrison Associate Chancellor for Enrollment Management Rutgers, The State University of New Jersey, Camden Regional Campus, Camden, N.J.

Joseph P. Dragone Superintendent of Schools Ballston Spa High School Ballston Spa, N.Y. Kelly M. Farmer Director of Freshman Admissions Stevenson University Stevenson, Md. Donald Generals Vice President for Academic Affairs Mercer County Community College West Windsor, N.J. Brian Hazlett Assistant Vice President and Director of Admissions Towson University Towson, Md. Robert F. Herr Dean of Admission and Financial Aid Wagner College Staten Island, N.Y. Peter V. Johnson Director of Undergraduate Admissions Columbia University New York, N.Y.

Joel R. Lang, Chair Guidance Counselor Salesianum School for Boys Wilmington, Del.

Gail Kaplan Professor of Mathematics Towson University Towson, Md.

Arsallah Shairzay, Chair-Elect Dean of Early College and Advanced Placement Programs Friendship Collegiate Academy Washington, D.C.

Phyllis G. Kremen Director, Academic Development Center Georgian Court University Lakewood Township, N.J.

Heather C. McDonnell, Past Chair Associate Dean of Financial Aid and Admissions Sarah Lawrence College Bronxville, N.Y. Robert Alig Vice President, Middle States Regional Office The College Board Bala Cynwyd, Pa. Lacey L. Bonner School Counselor Penns Grove High School Carneys Point, N.J.


Teresa M. Lawrence Earth Science Teacher Rochester Early College International High School Rochester, N.Y. Evelyn Lugo Morales General Education Coordinator Universidad del Este, Carolina Campus Carolina, P.R. Darby McHugh College Coordinator/AP Coordinator Bronx High School of Science Bronx, N.Y.

Debora Nolan Guidance Counselor Red Clay Consolidated School District Wilmington, Del. Patricia Peek Associate Director of Admission Fordham University Lincoln Center Campus New York, N.Y. Jeff Rivell Deputy Director of Admissions University of Delaware Newark, Del. Alice Roberson GEAR UP Director New York State Higher Education Services Corp. Albany, N.Y. Gerard J. Rooney Executive Vice President for Enrollment, Advancement and Planning St. John Fisher College Rochester, N.Y. Victoria Sanders Vice President of Enrollment Management East Stroudsburg University of Pennsylvania East Stroudsburg, Pa. Richard D. Scott Specialist, School Counseling Maryland State Department of Education Baltimore, Md. Timothy Stults Principal University City High School Philadelphia, Pa. Marion Terenzio Vice President for Academic Affairs and Dean of Faculty Bloomfield College Bloomfield, N.J. John A. Tucker, Trustee Representative Chair, Counseling Department Delaware Valley School District Milford, Pa.

Mitchell Lipton, National Representative Dean of Admissions and Records Cooper Union New York, N.Y. William Schilling, National Representative Director of Student Financial Aid University of Pennsylvania Philadelphia, Pa. Donald Stoll, National Representative Associate Professor of Composition & Rhetoric Rowan University Glassboro, N.J.

MIDWESTERN REGIONAL EXECUTIVE COUNCIL Jon D. McGee, Chair Vice President of Planning and Public Affairs College of Saint Benedict, and St. John’s University St. Joseph, Minn. Gary Swegan, Chair-Elect Assistant Vice President and Director of Admissions Bowling Green State University Bowling Green, Ohio Mary F. Hill, Past Chair Director of College Counseling and Academic Planning St. Paul Academy and Summit School St. Paul, Minn. Kelvin R. Adams Superintendent of Schools Saint Louis Public Schools Saint Louis, Mo. Gerry Beeler Principal Mid-Prairie High School Wellman, Iowa Jefferson R. Blackburn-Smith Vice President for Enrollment Management Otterbein University Westerville, Ohio Jon J. Boeckenstedt Associate Vice President for Enrollment Management DePaul University Chicago, Ill.

Ryan Christianson Principal Lincoln High School Wisconsin Rapids, Wis. Michelle Landry Lead Counselor Minneapolis Public Schools Minneapolis, Minn. Ann Larson Director of Admission Miami University Oxford, Ohio Kathy M. Pivonka College Advisor Cathedral High School Indianapolis, Ind. Rick L. Shipman Director, Office of Financial Aid Michigan State University East Lansing, Mich. Todd Siler Social Studies Teacher Wyoming High School Wyoming, Ohio Diane L. Stemper Director, Student Financial Aid The Ohio State University Columbus, Ohio Susan M. Teerink Director, Student Financial Aid Marquette University Milwaukee, Wis. Gregory E. Thornton Superintendent of Schools Milwaukee Public Schools Milwaukee, Wis. Gregory Walker Vice President, Midwestern Regional Office The College Board Chicago, Ill. Jeffrey Zahn Director of Financial Aid St. Norbert College De Pere, Wis. Pamela T. Horne, Trustee Representative Associate Vice Provost for Enrollment Management and Dean of Admissions Purdue University West Lafayette, Ind. Arthur L. Williams, Trustee Representative Principal Ann Arbor Huron High School Ann Arbor, Mich.

Kristine A. Butz, National Representative Associate Director of Financial Aid Butler University Indianapolis, Ind. Darnell P. Heywood, National Representative Director of College Counseling Columbus Academy Gahanna, Ohio Deborah A. Miller, National Representative Assistant Principal Park Hill High School Kansas City, Mo.

NEW ENGLAND REGIONAL COUNCIL Kristin R. Tichenor, Chair Vice President for Enrollment Management Worcester Polytechnic Institute Worcester, Mass. Nancy Barile, Chair-Elect AP English Teacher Revere High School Revere, Mass. Larissa Baia, Past Chair Associate Vice President of Enrollment Management Manchester Community College Manchester, N.H. Brennan E. Barnard Director of College Counseling & Public Relations The Derryfield School Manchester, N.H David Belanger Director of Student Financial Services Smith College Northampton, Mass. Joseph P. Cammarano Professor of Political Science Providence College Providence, R.I. Catherine Capolupo Assistant Vice President of Undergraduate Admission and Marketing Simmons College Boston, Mass. Patricia E. Doyle Principal Oak Hill High School Wales, Maine

Catherine Dear Ganung Associate Director of College Counseling The Taft School Watertown, Conn. Donna M. Kendall Executive Director of Financial Assistance Bentley University Waltham, Mass. MJ Knoll-Finn Vice President for Enrollment Management Emerson College Boston, Mass Robin P. Lary Senior Placement Counselor Scarborough High School Scarborough, Maine Michelle K. McCaffrey Guidance Counselor St. Johnsbury Academy St. Johnsbury, Vt. James O’Neill Superintendent Jaffrey-Rindge Cooperative School District, SAU #47 Jaffrey, N.H. Denise Richardello Vice President of Enrollment and External Relations Massachusetts College of Liberal Arts North Adams, Mass.

Caesar T. Storlazzi, National Representative Director of Student Financial Services & Chief Financial Aid Officer Yale University New Haven, Conn. Ronne P. Turner, National Representative Associate Vice President of Enrollment and Dean of Admissions & Marketing Northeastern University Boston, Mass.

SOUTHERN REGIONAL COUNCIL Debbie Carrington, Chair Counselor and AP Coordinator William B. Murrah High School Jackson, Miss. Tina McEntire, Past Chair Director of Admissions University of North Carolina at Charlotte Charlotte, N.C. Meredith H. Bazemore Director of Scholarships Appalachian State University Boone, N.C. Eric E. Bergholm General Director of Academic Affairs Hillsborough County Public Schools Tampa, Fla.

Carine Sauvignon Associate Dean of Faculty and Instruction Massasoit Community College Brockton, Mass.

Doris R. Helms Provost and Vice President of Academic Affairs Clemson University Clemson, S.C.

Jeremy Spencer Dean of Enrollment Management Framingham State University Framingham, Mass.

Deana Ison Executive Assistant to the President Transylvania University Lexington, Ky.

Julie H. Trask Director of Guidance Wellesley High School Wellesley, Mass.

Bonnie C. Joerschke Director of Student Financial Aid University of Georgia Athens, Ga.

Susan S. Williams Director of School College Partnerships Southern Maine Community College South Portland, Maine

Bebe C. Kok College Counselor John Carroll Catholic High School Birmingham, Ala.

Arthur B.W. Custer, National Representative Dean of Faculty and Chair, History Department Avon Old Farms School Avon, Conn.

Jenny Krugman Vice President, Southern Regional Office The College Board Duluth, Ga.


Oct. 24–26, 2012

Alex Reyes Senior Administrator, Advanced Studies Orange County Public Schools Orlando, Fla.



Forum 2012

Kimberly L. Scott Director of Guidance Lawton Chiles High School Tallahassee, Fla.

William Flores President University of Houston–Downtown Houston, Texas

John Traverse English Teacher Houston High School Germantown, Tenn.

Magdalena Hinojosa Associate Vice President and Dean of Admissions and Enrollment Services The University of Texas–Pan American Edinburg, Texas

Mildred R. Johnson, Trustee Representative Director of Undergraduate Admissions Virginia Tech Blacksburg, Va. Clyde Walker, National Representative Associate Director of Student Financial Aid Vanderbilt University Nashville, Tenn.

SOUTHWESTERN REGIONAL COUNCIL Bruce M. Richardson, Chair Director of Guidance Plano Senior High School Plano, Texas Barbara R. Merkle, Chair-Elect Director of Admissions Midwestern State University Wichita Falls, Texas Barbara L. Prichard, Past Chair Director of AP Programs Fayetteville High School Fayetteville, Ark. Lisa M. Brittain Director of College and Career Readiness Leander Independent School District Leander, Texas Charles W. Bruce Senior Director of Scholarships & Financial Aid Oklahoma State University Stillwater, Okla. Katherine A. Cortest Counselor Norman High School Norman, Okla. Monique G. Cossich Executive Director of Enrollment Management Stephen F. Austin State University Nacogdoches, Texas

50

Holly Fields Assistant Superintendent for 21st Century Learning Socorro Independent School District El Paso, Texas


Matthew Hulett Director of Admissions University of New Mexico Albuquerque, N.M. Maribeth Lynes Assistant Dean and Director of Recruitment University of Arkansas Fayetteville, Ark. Richard Middleton Vice President, Southwestern Regional Office The College Board Austin, Texas Yesenia T. Molina Assistant Principal Edinburg High School Edinburg, Texas

Frank Ashley III, Trustee Representative Vice Chancellor for Recruitment and Diversity Texas A&M University System College Station, Texas Paul G. Weaver, Trustee Representative District Director of Counseling and Guidance Plano Independent School District Plano, Texas Stephanie J. Anderson, National Representative Assistant Vice President for Enrollment Management and Director of Admissions Texas State University–San Marcos San Marcos, Texas Nan Davis, National Representative Vice President for Institutional Enrollment Austin College Sherman, Texas Deborah George, National Representative Director of Gifted/Advanced Academics Irving Independent School District Irving, Texas

Tracey M. Morman Director of Guidance and Counseling Amarillo Independent School District Amarillo, Texas

WESTERN REGIONAL EXECUTIVE COUNCIL

Joseph P. Pettibon II Assistant Vice President for Academic Services Texas A&M University College Station, Texas

Angel B. Perez, Past Chair Vice President and Dean of Admission and Financial Aid Pitzer College Claremont, Calif.

Linda Sink Chief Academic Officer, Retired Albuquerque Public Schools Albuquerque, N.M.

Alan L. Aquallo Assistant Professor of American Indian Studies Palomar Community College District San Marcos, Calif.

Liliana Valadez Executive Director of Career and College Readiness Dallas Independent School District Dallas, Texas

Bettina Batista Principal Bonita Vista High School Chula Vista, Calif.

Anne Walker Director of Student Financial Services Rice University Houston, Texas

Bruce Bivins Principal, Academy of Environmental & Social Policy Theodore Roosevelt High School Los Angeles, Calif

Arlene Williams Assistant Superintendent for Curriculum and Instruction Southwest Independent School District San Antonio, Texas

Mary A. Booker Director of Financial Aid Pomona College Claremont, Calif.

Hasmik Danielian Superintendent Brawley Union High School District Brawley, Calif. Emily Decker Senior Associate Dean of Admissions Lewis and Clark College Portland, Ore. Terri Devine Director of College Counseling Francis Parker School San Diego, Calif. Raissa Diamante Associate Director of Admission Harvey Mudd College Claremont, Calif. Megan Dienfenbach College Counselor Holy Names Academy Seattle, Wash. Krista Dornbush Social Studies Teacher Fountain Valley High School Fountain Valley, Calif. Odie Douglas Assistant Superintendent of Educational Services Pleasanton Unified School District Pleasanton, Calif. Kevin Dyerly Director of Admission Whitman College Walla Walla, Wash. Kevin Jensen Director of Financial Aid College of Western Idaho Nampa, Idaho Roxanne Kammerer Senior Counselor/Director of Student Services Juan Diego Catholic High School Draper, Utah Derrick T. Kang Director of College Counseling Mid-Pacific Institute Honolulu, Hawaii Meredith Kelley Vice Provost for Enrollment Management California State University at Chico Chico, Calif. Patrick Millmore Chair, Counseling Department Abraham Lincoln High School Denver, Colo.

Patrick A. Moore Assistant Dean, Financial Aid University of Southern California Los Angeles, Calif. Brian Myli Director of Leadership & Innovation Clark County School District Las Vegas, Nev. Marilyn K. Ponti Director of Financial Aid Services Whitman College Walla Walla, Wash. Karen Rowan-Badger Assistant Dean, Dornsife Office of Admission University of Southern California Los Angeles, Calif. Cynthia Thornquist Director of Admission and Enrollment Carroll College Helena, Mont. Francisco Villegas Coordinator of School Transformation, Secondary Mathematics Partnership for Los Angeles Schools Los Angeles, Calif. Rick Weems Assistant Vice President for Enrollment Southern Oregon University Ashland, Ore. Craig Yamamoto Director of Financial Aid and Scholarships San Diego State University San Diego, Calif.


Oct. 24–26, 2012

Belinda Chung, Trustee Representative College Counselor St. Andrew’s Priory School Honolulu, Hawaii Kevin L. MacLennan, National Representative Director of Admissions University of Colorado at Boulder Boulder, Colo. Thomas C. Wade, National Representative AP English Teacher Arroyo Grande High School Arroyo Grande, Calif.


Note on Alternate Delegates Under the provisions of Article III of the College Board Bylaws, “Each member may appoint up to three persons to participate on behalf of the member in the governance and forum of the College Board ... Alternates to act in the absence or incapacity of representatives may also be appointed.” And, “Each member shall designate its representative by written notice to the Secretary of the Corporation.” And, “To cast a vote at a meeting, a representative must be present. No person shall cast more than one vote.” In compliance with these provisions, and with similar provisions in the Articles of Association of the College Scholarship Service Assembly, voting cards will be distributed only to those persons duly designated on the Delegate Appointment Form on file in the Secretary’s Office or designated by their chief executive officer on the Alternate Delegate Designation Form found at the bottom of this page. Voting cards will not be issued to the delegates of members who have not paid any outstanding dues. Duly designated delegates to an assembly of the College Board are entitled to vote in meetings of that assembly and in the Annual Business Meeting of the Members of the College Board. If you are a delegate, your voting card will be distributed to you in your registration packet at the Forum. • If you are unable to attend this year’s Forum, and another person from your institution will be attending, your chief executive officer may designate that person as the alternate delegate to the assembly. In that case, please give this form to the person attending in your stead. To be valid, the form must be signed by the chief executive officer. • If you are the official delegate to one assembly, and the official delegate to another assembly is not attending, you may be designated the alternate to a second assembly as well. Please note that even if you are designated the alternate delegate to another assembly, you may cast only one vote at the Annual Meeting of the Members.

FORUM 2012: Note on Alternate Delegates

Oct. 24–26, 2012

All persons registered for the Forum are welcome to attend the Annual Meeting of the Members and the meetings of the assemblies, and may, with the consent of the members, speak but not vote. IMPORTANT: In order for an alternate delegate to obtain a voting card, this form must be signed by the chief executive officer of the member and presented at on-site registration.

Alternate Delegate Designation Form DO NOT MAIL THIS FORM; PLEASE BRING IT WITH YOU.

As the chief executive officer of (institution) _________________________________________________ I hereby designate (name) ________________________________________________________________ as the alternate delegate to the following meeting(s) at the Forum, Oct. 24–25, 2012. Academic Assembly Meeting College Scholarship Service Assembly Meeting Guidance and Admission Assembly Meeting Institutional Vote at the Annual Meeting of the Members

Signature: ____________________________________ Date:___________________________________


Continue the Conversation Forum 2013

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Middle States Regional Forum 2013 Brooklyn, N.Y. Feb. 13–15, 2013

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Southwestern Regional Forum 2013 Dallas, Texas Feb. 27–28, 2013

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Other Upcoming Events National Chinese Language Conference Boston, Mass. April 7–9, 2013 collegeboard.org/k12chinese

NOSCA Destination Equity 2013: Charting Bright Futures for All Students New Orleans, La. April 12–13, 2013 collegeboard.org/nosca

A Dream Deferred™: The Future of African American Education Spring 2013 dreamdeferred.collegeboard.org

Native American Student Advocacy Institute Missoula and Pablo, Mont. May 30–31, 2013 nasai.collegeboard.org

Prepárate™: Educating Latinos for the Future of America Spring 2013 preparate.collegeboard.org

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