Decoding College Marketing Materials

Once a student takes the PSAT or SAT test during the sophomore or junior year, he or she will probably begin receiving brochures and mailings from colleges. At times, the sheer volume of these mailings may become overwhelming. What should you do with them? Who has time to read them all?

First, understand that college marketing has become increasingly sophisticated in the past ten years. Colleges used to sort students, trying to figure out which students to admit and which ones to reject. Now colleges are much more interested in recruiting the right students, rather than sitting back and hoping the right students apply of their own accord.

College marketing plans are really no different from other kinds of advertising. However, because colleges are trying to sell something intangible rather than a product like shampoo or a new car, they resort to images and feelings to attract prospective students and parents. If you've begun to think that all college classes really meet outdoors, under a tree crowned with fall colors, taught by a professor wearing Banana Republic clothes and Birkenstocks, and attended by a racially and ethnically diverse group of students, it's because colleges know that this image sells.

Once a college purchases a mailing list from the College Board (the people who produce the SAT and the PSAT), they begin sending out what they call "search pieces." These are general brochures designed to spark interest. Once the student replies (usually with a postage paid card, or by going on line to reply), he or she will begin to receive more detailed and focused material.

How should your student sort all this mail? We recommend two boxes and a big trashcan.

· Box 1 is the "Yes" box. Into it go mailings from colleges that are familiar and are clearly of interest.
· Box 2 is the "Looks Interesting" box. It gets the mailings from colleges that look intriguing for whatever reason. Maybe the name rings a bell but that's all. Maybe they just have a really great search piece.
· The trash can is for anything else, including anything from a college that's way too far away, way too big, or way too small.
· Don't spend a lot of time reading all this stuff. It doesn't tell you much you really need to know.
· Make a separate list of the colleges in the "looks interesting" box and resolve to research them further. When that research is complete, move their material to either Box 1 or the trash can.
· Return the reply cards to all the colleges in Box 1. This keeps the student on the active mailing list.
· If the student and parent sort the mail together about once a week, and then spend some time on-line or in the high school guidance office doing the research, the process is manageable. Sorting the mail together is a crucial way that parents can be involved and show support.

How do you research various colleges?

According to colleges themselves, colleges can be classified according to any of the following factors:

So, an important first step might be asking yourself and your student what preferences you have, if any, in each category. Don't worry if some of the categories don't mean anything to you yet… "Doesn't matter" is a valid answer in the beginning stages of the search.

The goal of this process should be to come up with a list of between three and ten colleges by the end of the junior year. Consider using the "Goldilocks" model:

· 1-3 schools that are "too hard" (it might be hard to gain admission, but it's worth a shot).
· 1-3 schools that are "too easy" (admission seems certain).
· 1-3 schools that are "just right."

Remember that the student should take ownership of the process. He or she should not sit back and hope some college will offer admission. Instead, do the research, and actively choose several colleges that are a good fit and prepare strong applications.

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