Q: My granddaughter, a National Merit finalist, has the high SAT scores and strong all-around record to get into a good school. We are hoping for scholarships. She has her heart set on Brown University, but her counselor advises her not to apply for early decision there, but instead to apply "early action" at her "match schools" (whatever they are). Is this good advice?

A: Most schools allow you to apply early in one of two ways: early decision or early action, says Rob Franek, Princeton Review college admissions guru. Early action deadlines usually fall at the same time as early decision, and students are notified in December.

"Early decision is binding. This means if your granddaughter is accepted through early decision, she is 'bound' to attend that school," says Franek, author of "The Best 377 Colleges" (Princeton Review, 2012). "She may not apply to more than one college under early decision. Early action applications are non-binding. She may apply to several colleges early action."

Her counselor's advice is sound, says Franek. "Brown does not offer applicants the option of early action, only early decision. If your granddaughter were not accepted, she would either be rejected or deferred," he explains. Deferred applicants still have a shot at being admitted during the regular admission period, while rejected applicants may not reapply until the following year.

"Brown is highly selective," says Franek. "It admitted only 9 percent of the applicants for the class of 2015. While your granddaughter is a superstar, she's competing with thousands of other superstars from around the world for a spot at Brown. Her counselor is helping her hedge her bets."

Since you are hoping for financial aid, applying early action to schools on her list that offer that option gives her opportunities to compare financial aid packages from several institutions. The sooner families can do the math, the better, says Franek.

You asked about "match" schools. Franek weighs in: "Many counselors advise students to make a list of 'reach' and 'match' schools. Brown is on her reach list, because of its selectivity. Even stellar students should consider the top U.S. colleges and universities to be reach schools. The admissions standards for these schools are so high that nearly perfect SAT or ACT scores and a straight 'A' transcript are no guarantee of acceptance."

Her match schools should be those she is likely to get into because her academic credentials fall well within (or even exceed) the school's range for the average freshman, explains Franek. "There are no guarantees, but it's not unreasonable to expect that with her track record, she will be accepted to several of her match schools."

When making a list of either reach or match schools, do some homework beyond the schools' websites and virtual tours. Visit, if possible; talk with alumni; listen to advice from current students; and check out anecdotal data included in guides such as Frankek's.

"The applications process requires time, thought, focus and expense," he says. "Don't waste any of those applying to colleges that don't feel like a fit." For more guidance, go to princetonreview.com.

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)

Q: Our PTO is trying to raise money for different school programs. We have energetic volunteers, but we'll be lucky if we raise $10,000. I read about schools that raise really huge sums. How do they do it?

A: Parent-teacher organizations don't raise big bucks overnight. They've established strategies, routines and expectations over time. What's their secret?

First, they have a year-round program of events, such as auctions that parents and donors anticipate. Second, the volunteer cadre is large and well trained. Three, these schools cultivate and properly thank loyal donors.

When Sharon Robertson helped her kids' California public school raise money, "We made sure that parents with connections used them and that kids wrote thank-you cards."

Fourth, Robertson says, "We put people who could bring two of the three W's (wealth, work and wisdom) on the team. We asked: Can you write a check or get others to? Roll up your sleeves and pitch in? Apply your skills for marketing or project management?"

She lives in New England now, "where we raise less money, but have equally dedicated volunteers. The vibe is more focused on instructional goals: What can we do to help teachers teach and children learn?"

Tim Sullivan, founder of PTO Today, an organization that provides resources and information for parent-teacher groups, likes the sound of that.

"Money doesn't equal success," he says. "Passion and purpose define great parent groups. If your goal is to make your school an amazing place for kids, where families are truly connected to the school's goals, you can do great things with very few dollars."

Sullivan gives examples: Family Reading Night (or even Science Night, Math Night, Health Night or Game Night).

"Our new P.E.P. (Play more. Eat right. Power down.) Night Kit is popular as parents learn to foster healthy habits," says Sullivan. "What about an after-school ice cream social to welcome families new to the community? Hold it on the playground. Old pros host and answer questions for newcomers. Three tubs of ice cream, plastic bowls and some sprinkles. Fifty bucks. The impact on parent involvement? Priceless!" (For more ideas, go to ptotoday.com/events-and-programs.)

The same kind of impact can be made through a year-round teacher appreciation program that provides basic supplies.

"Faced with a classroom full of runny noses, many teachers are grateful for boxes of tissues and a supply of hand wipes," says Sullivan. (The website TeacherLists.com shows parents how to give teachers this support.)

Sixty percent of PTOs and PTAs have budgets of less than $15,000, says Sullivan, and 78 percent have budgets of less than $25,000.

"Yet these groups have great successes to be proud of," he says.

Robertson agrees. "School fundraising is changing," she says. "Not every teacher wants the PTO to buy her a whiteboard. Mrs. Sanchez wants money for a field trip. Mrs. Jones wants more picture books.

"We work with individual teachers to procure what they need. Sometimes we post their wishes on donorschoose.org. Or we ask local service organizations, foundations and individuals who want our school to succeed. Knowing who to approach is where the wisdom comes in handy!"

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)

Q: My daughter just entered a "cliquey" suburban high school, and she's having a hard time fitting in. She came from a small K-8 school where she was popular and everyone was "family." Do you have any suggestions on how she can make the adjustment to her new school?

A: Transitions often present challenges for young people -- and adults, too! Starting high school is no exception.

"The additional hurdle of tackling a completely alien environment only adds to the stress she feels," says Stephen Wallace, associate research professor and director of the Center for Adolescent Research and Education (CARE) at Susquehanna University in Selinsgrove, Pa., and author of "Reality Gap: Alcohol, Drugs and Sex -- What Parents Don't Know and Teens Aren't Telling" (Union Square Press, 2008).

He suggests these ways to offer constructive support:

-- Relax your rescue reflex. All kids this age are confronted with three difficult, but important, developmental tasks: establishing an identity all their own (Who am I?); becoming more independent from their parents (I can do this on my own!); and establishing more adultlike relationships with their peers (I have support outside of my family.).

"It's important to provide empathy and emotional support," says Wallace, "but let your daughter begin to navigate her own way down this new path."

-- Serve as a sounding board. Do more listening than talking.

"Listen to what your daughter has to say about her new environment and peer group, then ask open-ended questions," says Wallace. "In doing so, you help her clarify what types of activities and friends she is looking for and practice approaches to finding them."

-- Share your stories. Young people don't necessarily have the "institutional knowledge" that helps them see the light at the end of the tunnel. By letting your daughter know about some of your own social struggles and how you persevered, you will help her to find the confidence she'll need in this new situation.

-- Encourage her to find an adult mentor. Making a strong connection to a teacher, coach or administrator is a big plus during the high school years. A mentor can be instrumental in guiding her to specific courses and extracurricular activities and offer helpful advice when it comes to college applications.

-- Support her involvement in the school community.

"Schools are like small towns," says Wallace, "and things run more smoothly when people get involved. Young people want to make a difference in the lives of others. Encourage her to join groups or clubs that contribute to the community."

-- Stay close. In study after study, teens say their relationships with their parents make them feel good about themselves.

"While this may surprise some parents, a majority of teens say they want to spend more, not less, time with their parents. And that's a really good thing!" says Wallace. "Research shows that teens who spend time with their parents, talk with them and feel close to them are overwhelmingly less likely to drink or use other � HYPERLINK "http://www.psychologytoday.com/basics/psychopharmacology" �drugs� or become depressed than those who don't."

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)