When choosing a college, high school students and those who guide them through the process must consider the complex interactions between student-level and institution-level variables in order to achieve an optimal person–environment fit. Ten academically advanced high school students who had chosen and committed to attending a college participated in semistructured interviews in which they rank-ordered and discussed the college choice considerations they used in the decision-making process. This qualitative study describes six themes that were identified across participants. The college-going identity of these academically advanced students was influenced by pressure to attend a highly selective school, social comparisons, and early career exploration opportunities. Additionally, when evaluating institution characteristics, these academically talented high school seniors questioned the relationship between quality, cost, and prestige, appreciated flexible learning options, and sought opportunities for immersion in a domain.

For academically advanced college‐bound students, decisions about where to apply, and ultimately, where to enroll are influenced by a wide range of factors. One key factor in the decision‐making process is access to quality information about universities. This qualitative descriptive study used semistructured interviews with 10 high school seniors to explore the research practices academically advanced high school students used as they formed initial choice sets and subsequently eliminated options in the college decision‐making process. Participants in this study primarily researched the availability of academic support, career development opportunities, and peer support. These students used online sources, word of mouth, campus visits, and university contacts to find answers to specific questions about school culture. These findings suggest a need for counselors and school psychologists to help students access credible college information sources and to provide support for students as they evaluate that information in light of academic, social, and career development goals.

For students who decide to enroll in college after high school graduation, there are numerous factors to consider when searching for potential matches and choosing from the available options. Ten recent high school graduates who participated in self-selected, ability-grouped, advanced academic courses in high school were interviewed at the end of senior year. These students shared valuable lessons they learned about the college decision-making process to offer guidance to students beginning the college search, and the adults, in and out of school, who help them make those choices. Participants offered advice about preparing to apply to college, the application process, and related social and emotional considerations. Nine key themes were identified in which participants encouraged early exploration of career-related interests, a focus on person-environment fit, and managing expectations. Implications for students, parents, and school personnel are also discussed.

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Just as world history cannot be discussed without referring to religion, music education cannot be taught without some reference to sacred music, the source of much of our musical heritage. Sacred music is a vital part of history and has come to define cultural practices and personal values. However, as mind-sets have changed, the interpretations of laws pertaining to the use of sacred music for educational purposes have also changedThe Establishment Clause of the First Amendment prohibits public schools from endorsing religion or holding religious exercises during the school day.Congress shall make no laws respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or the press; or the right of the people peaceably to assembly, and to petition the Government for a redress of grievances.