Deciphering the College Admissions Process

“The image of admissions officers as gatekeepers is a powerful one in American culture. High school students concoct ways to impress them. Movie plots show how applicants will win them over by any means necessary (think of the caricatures of admission officers in “Risky Business”). Their work is so important that Sandra Day O’Connor was called upon to tell them what they may or may not consider… Part of the mystique is that what they do goes on behind closed doors.” “Who Gets In—and Why,” Inside Higher Ed, 9/7/07

Application Bits and Pieces   Academic Achievement (Data)   Extracurricular Engagement (Voice)   Personal Qualities (Voice) – –Demographics   Gender balance, women in science   Socioeconomic, racial and/or ethnic diversity   Geographic origin   Non-college family history – –Intellectual Curiosity & Engagement   Evidence of a mind at work – –Point of view/Outlook   Institutional Priorities

Data   Academic data is an individual assessment of: – –Curricular rigor (relative to school offerings) – –Grades (especially in the junior and senior years) – –Class rank or standing (when available) – –Standardized testing (in context of local means)   SAT-1 Critical Reading, Math & Writing or ACT   Two SAT-2 Subject Tests – –Of the many elements evaluated in an application, the academic rating is the most objective. Each rating requires professional judgment that considers: – –School Type   Public, independent, religious, foreign – –Percentage of recent graduates who matriculated at a 4-year college – –Socioeconomic make-up of the community

Things to remember about data:  We will read the transcript from top to bottom, from freshman year through the first quarter or semester of senior year.  If we say we will accept the ACT or the SAT we don’t have a preference…  Taking the tests multiple times won’t be held against the applicant… but know that it will only help so much so use those Saturdays for something else.  Data is the culmination of the academic efforts of the applicant… you can’t change them late in the game so work with what you have.

Voice  Extracurricular interests and leadership  Personal Qualities –Intellectual curiosity, personality, passions, opinions  Personal essays  Recommendations  Interview Report  Demographic Considerations –Race, ethnicity, socioeconomic status, geography, first-generation college bound

Things to remember about voice:  The essays are where the applicant has the most control (more on that later)  Choose the recommenders carefully  Help your interviewer help you  It isn’t a matter of being a specialist or a generalist… it’s a matter of passion, dedication, and what the applicant will contribute

Thoughts on the essay  This is where the admission reader gets to know the applicant- help them think about what they want the admission reader to remember about them.  Then get out of the way.  If your student asks for help on their essay, when you read it ask yourself “where is she in this essay?”  Or ask a friend or colleague to read the essay and then tell your student what they learned about the student through the essay.

Thank you!