Cornell Adds “Score Free” Policy (AKA Test Blind) for Some Colleges

Cornell Adds “Score Free” Policy (AKA Test Blind) for Some Colleges

Fall 2021 First-Year Applicants: If you are considering or planning to take the SAT or ACT for the first time or to repeat testing again this year (2020), please do not feel you need to do this unless you are able to take the exam locally near your home and you feel safe in doing so. As a reminder, we will evaluate your application without standardized testing. For your health and safety, please always adhere to your local and state COVID-19 guidelines.

The SARS-COV-2 pandemic emergency has led to many SAT and ACT administration cancellations. Due to this extraordinary circumstance, students seeking to enroll at Cornell University beginning in August 2021 can submit their applications without including the results from ACT or SAT exams. This will be true for both the Early Decision and Regular Decision rounds of review.

For those who have taken, or who can take, ACT and SAT exams

Cornell overall has not planned to adopt a test-optional admission policy permanently. As appears to be true at test-optional colleges and universities, we anticipate that many students who will have had reasonable and uninterrupted opportunities to take the ACT and/or SAT during 2020 administrations will continue to submit results, and those results will continue to demonstrate preparation for college-level work.

In Cornell’s review during the 2020-2021 application cycle, results from the ACT or SAT might still be a meaningful differentiator in particular for students who:

  • live near or attend a school that will be open, and where testing will be offered, or who live near a testing center that will be offering more testing seats or dates than they did in 2019; and
  • have not experienced lost income for one or more of their household providers or other significant new hardships and losses during 2020.

We can’t pre-define in absolute, comprehensive terms what economic or personal disruptions will look like. We don’t plan to require any students to justify their reasons for not submitting test results.

Students who have taken a test, or even more than one test, but would still prefer not to submit those results, can make that choice.

For those who can’t plan for, take, and submit exams

Cornell readers will consider with increased scrutiny their other application documents, looking for different evidence of excellent academic preparation, including:

  • challenging courses and excellent grades in each secondary school (high school) context. Note: there will be no negative interpretation for schools and students who have had only pass/fail or similar grading options during this current term;
  • evidence of commitment and effort to pursuing other challenging learning experiences; 
  • results from other kinds of secondary, college-preparatory, and university-qualifying testing where available and verifiable; 
  • care, craft, and authenticity in their writing submissions; 
  • and wherever practical and available, details, insight, and analysis from secondary school counselors and teachers. 

Applicants with no test results might more often be asked after review has begun for additional evidence of continuing preparation, including grade reports from current senior year enrollment when that can be made available in time for Cornell admission review. 

(Score-Free) Cornell colleges that will be score-free and will not use test scores in the admission process:

  • College of Agriculture and Life Sciences
  • College of Architecture, Art, and Planning
  • Cornell SC Johnson College of Business – Dyson School of Applied Economics and Management
  • Cornell SC Johnson College of Business – School of Hotel Administration

(SAT/ACT testing optional) Cornell colleges and schools that will also include a review of test results they receive:

  • College of Arts & Sciences
  • College of Engineering
  • College of Human Ecology
  • School of Industrial and Labor Relations

Future Cornell testing requirements

This emergency suspension for applicants during 2020 does not include guidance for applicants who will be graduating from high school after summer of 2021. We will evaluate our experience during the upcoming reading months and review our policies and options with an intent to announce new guidance in February 2021. For now, this is a one-year relief intended for students now entering their senior year in high school, who had been assembling a distinguished record of achievement until the COVID-19 disruption started in their country, region, or school, and who continue to seek the higher education opportunities toward which their efforts had been directed.

 

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5 Action Items for High School Sophomores & Juniors

5 Action Items for High School Sophomores & Juniors

We’ve seen too many students wait until the summer after 11th grade to try to develop and implement the strategies needed to tackle the college application process successfully and with ease. Often, there is just not enough time to do the pre-work that results in the most effective essays, outreach, and eventually admissions outcomes.

The best time to start prepping to apply to college is now if you are in grade 11 or 10.

Right now you can:

  • Develop relationships with admissions officers and regional reps (the people that make key decisions on your application) as well as current students and faculty (ask us why these connections are so important)
  • Create a testing plan that has you ready for apps due on 11/1 or 11/15 and not taking tests last minute
  • Make the best of campus visits (virtual and in-person when the time comes!) and leverage contacts at colleges on these visits
  • Craft a preliminary college list that maximizes the 5+ application plans colleges now use
  • Open up a Common Application account to get familiar with the system so by the time you apply you know it like the back of your hand 

Don’t let this time go to waste. Email us to discuss what you can do now to always stay a step—or three—ahead of the game.

 

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Free Online Event: Academic, Testing, and College Prep Strategies for an Unconventional School Year

Free Online Event: Academic, Testing, and College Prep Strategies for an Unconventional School Year

Reminder to join us for an interactive discussion focused on strategies to support students in grades 9-12. Some topics we will cover include:

-What college prep looks like in grades 9-10
-Test prep timing
-Extracurricular planning when most EC’s have moved online
-Researching colleges when you can’t get to campus
-When to apply under test-optional policies
-The COVID 19 essay

Date: August 25, 2020
Time: 8pm Eastern
Link: https://us02web.zoom.us/j/86253772749

Please RSVP at your earliest convenience, and submit your questions for a live Q&A via the RSVP form.

See you on August 25th!

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More Colleges Going Test-Optional (Update 6/26)

More Colleges Going Test-Optional (Update 6/26)

Okay, so just about everyone is TO for this year!

Some of the recent additions to the list are below, but please go to FairTest.org for a full list:

Amherst (1 year)
Babson (1 year)
Bentley
Boston University (1 year)
Brown (temporary)
California State Schools – CSU’s
Case Western University
Chapman University
Claremont McKenna (temporary)
Colgate (1 year)
College of Charleston
College of New Jersey
Columbia (temporary)
Cornell (temporary)
Dartmouth (temporary)
Davidson (3-year trial)
Elon (3-year pilot)
Fordham (2-year pilot)
Gonzaga (temporary)
Hamilton (1 year)
Harvard (temporary)
Haverford (3-year trial)
Indiana University
JHU (temporary)
Loyola Marymount (1 year)
Loyola New Orleans (TEST BLIND)
Macalester
Michigan State (1 year)
Middlebury (3-year pilot)
Northeastern (1 year)
Northwestern (temporary)
Oberlin (3-year pilot)
Occidental (1 year)
Ohio State (temporary)
Penn (temporary)
PSU
Pomona College (1 year)
Princeton (temporary)
RPI
Rhodes College
Rochester Institute of Technology
Rowan
Rutgers
Santa Clara University (2-year pilot)
SMU
Stanford (temporary)
Swarthmore (2-year pilot)
Syracuse
Texas Christian University (temporary)
Tufts (3-year trial)
Tulane (1 year)
University of California (temporary)
University of Oregon
University of Richmond (temporary)
University of San Diego
University of Southern California (temporary)
UT Austin (temporary)
UVA (temporary)
University of Washington (temporary)
Vassar (1 year)
Villanova (temporary)
Virginia Tech (1 year)
Washington & Lee (temporary)
Wellesley (temporary)
William and Mary (3-year pilot)
Williams
Yale (temporary)

Please note: going TO does not mean schools will be “easier” to get into. And when a school goes test-optional, it does not mean that you automatically should apply without test scores. There are very few students who benefit from applying without test scores to many top-tier colleges.

Also, test-optional and test-blind are two different things; watch out for articles citing schools as test blind when they really mean just test-optional.

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ACT Adds New Fall 2020 National Test Dates to Address Students’ Need for Scores

ACT Adds New Fall 2020 National Test Dates to Address Students’ Need for Scores

ACT has added three new national test dates to its fall 2020 national testing schedule to provide more opportunities for students to earn a full ACT test score for admissions decisions, scholarship opportunities, placement, and college and career insights. These additions will help meet the demand for testing caused by COVID-19-related cancellations and social distancing requirements that limited test centers’ capacities this spring and summer. A total of eight test dates will be available for students for fall 2020 national testing.

The updated fall 2020 ACT national test schedule:

September

  • Saturday, September 12 (existing)
  • Sunday, September 13 (non-Saturday, existing)
  • Saturday, September 19 (new)

October

  • Saturday, October 10 (new)
  • Saturday, October 17 (new)
  • Saturday, October 24 (existing)
  • Sunday, October 25 (non-Saturday, existing)

December

  • Saturday, December 12 (existing)

More info/press release here

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Online Summer Enrichment With Elevation Tutoring

Online Summer Enrichment With Elevation Tutoring

My friends at Elevation are offering an outstanding online summer experience for students in 1st through 12th grade. 
 
  • Engaging learning opportunities customized to you
  • Flexible hours and scheduling options (1:1 or with friends!)
  • Join them for a week, a month or the entire summer

Some offerings include:

CHESS: Learn exceptional strategy with an instructor who placed top 10 nationally.

CODING: Advance your computer abilities in an interesting and practical way.

INTRO TO ACTING: Build your performance skills through creative games and exercises.

CREATIVE WRITING: Learn how to better express yourself and build strong writing skills.

INTRO TO SHAKESPEARE: Explore the plays, characters, style, and film adaptations of William Shakespeare.

LINEAR ALGEBRA: Challenge yourself to solve systems and apply them to computer science and data.

And of course, if you are a 10th grader, they have an amazing group of ACT/SAT tutors that I can highly recommend. Head to https://elevationtutoring.com/elevate-your-summer/ to learn more! 

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ACT Section Retesting Postponed + Other ACT News

ACT Section Retesting Postponed + Other ACT News

From the ACT:

Our priority is to expand access to full ACT testing, particularly for students in need of a composite score for admissions decisions, scholarship opportunities, placement, and career insights. In order to do this, we have made the difficult decision to postpone the rollout of section retesting, the option to take one section of the ACT® test at a time.

“Postponing the availability of section retesting for upcoming national ACT test dates will enable us to increase testing capacity for those who need to take the full ACT test,” said ACT CEO Janet Godwin. “Our priority is to provide seats for those students most impacted by COVID-19-related capacity limitations who still need a composite score. This decision will also ease the burden on higher education professionals who are navigating their own unique challenges in response to the pandemic.”

ACT remains committed to offering superscoring and online testing options at selected national test centers this fall. We will also provide an increased number of fee waivers and additional score reports to students from underserved backgrounds. In late fall/early winter, we plan to offer a remote proctoring solution, allowing students to take the test online, at home or at other safe and convenient locations. These options will improve students’ test-taking experience and increase their opportunities for college admissions and scholarships, while setting the stage for the future release of section retesting.

Looking at September 2020 Testing & Beyond:

  • Online testing with faster score results: Students will, for the first time, have the option of online or paper testing on national test days at ACT test centers (selected test centers initially, eventually expanding to all). The test is currently administered only on paper on national test dates. Online testing offers faster results compared to traditional paper-based administration—as early as two business days, compared to around two weeks. This faster turnaround time will benefit rising seniors in particular, as they prepare to meet application deadlines.
  • ACT superscoring: ACT will report a superscore for students who have taken the ACT test more than once, giving colleges the option to use the student’s best scores from all test administrations, rather than scores from just one sitting, in their admission and scholarship decisions. ACT research suggests that superscores are just as predictive—if not slightly more predictive—of first-year grades compared to other scoring methods.
  • ACT fee waivers: ACT will offer four fee waivers to qualifying students (double the number previously offered) and an unlimited number of free score reports will be available for students who have taken the ACT with a fee waiver so they may send their superscore or scores from any individual test, even those taken previously during the ACT national test and state and district tests.
  • Remote proctoring solution: In addition to these new options, ACT plans to roll out a remote proctoring solution on a limited basis in late fall/early winter. While more information will be released at a later date, ACT is working with a trusted, reliable partner to deliver this capability in safe and secure environments beyond students’ homes.

Read the full announcement here!

 

ACT Releases June Site List and Policies

ACT Releases June Site List and Policies

The ACT finally released its list of testing sites that will be closed for the June 13 test date. Head to Applerouth for the full download.

A helpful tip +note at the end:

Students waiting to test should continue to prepare, though in a modified fashion. Continue to review relevant prep materials, though clearly with less intensity than if you were preparing for June. Students will have more time to prepare for the next official test, and research shows that students who put in more time preparing for these tests end up with higher scores.

Each subsequent test date should allow a larger portion of students across the country to complete their admissions tests. June was always going to be tough. The July ACT should allow more students to test, and the August SAT should accommodate even more students. By the fall, the vast majority of high schools and colleges in most markets across the country will likely have students on campus. At that time, administering these tests should be significantly easier. Continue to plan for your best testing outcome, even if you’ll have to wait longer than initially anticipated.

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From The Mouths of College Admission Deans

From The Mouths of College Admission Deans

Brendan Barnard wrote a three-part series where he asked admission leaders to focus on what they wanted students and families to know about applying to college next year. The common theme in their responses was, “WE GET IT!” They know that there has been major disruption and that everyone is learning virtually. They know that sports competitions, musical productions, and internships have been canceled. They are aware that many students will not take standardized tests and that grading policies in high schools are in flux. 

A few important insights/quotes for students and parents to take note of:

On transcripts/grading…

Jim Bock, vice president and dean of admissions at Swarthmore College agrees, saying, “there will be a big asterisk on spring 2020 transcripts for all students and colleges and universities are aware and understanding of that fact.” He adds, “we will work with college counselors to understand and accept the choices individual schools and districts make during these challenging times.

On activities/summer…

Often, students and parents mistakenly believe that they need to build a long list of activities and involvement in the name of admission to college. “More, more, more” is their mantra as they try to do—and be—everything to stand out in the application process. In some communities, daily schedules for high school students become unsustainable, as families rush from one commitment to another—usually leading to sleep-deprived, burnt-out young people (and parents). In other communities, students are working long hours at a job or caring for a younger sibling, and therefore worry that their college application will lack what they perceive as “traditional” extracurricular involvement. This resume building approach to admission is flawed and the current crisis has forced us all to slow down and look critically at what we do. Juan Espinoza, associate vice provost and director of admissions at Virginia Tech, says, “We recognize that organized extracurricular activities will be impossible, but we are impressed, by how students are finding ways to give back to their communities.”

Jim Bock, vice president and dean of admissions at Swarthmore College tells students, “many of you may have a little more time on your hands these days. Rest. Read. Reassess. Ask yourself, ‘Why do I pursue this activity or that program?’” He adds, “many students believe we count activities and that more is better. What we seek is commitment to a few activities, though there is no formula for a successful application.” He advises, “pursue what you want, and find the college that matches, and you will be much more satisfied in the end. You may also have less choice as you care for siblings and families, and there may not be the ability to work. We value all commitments.” Bock encourages students to “think about what has motivated you to do what you do? Would you do it all the same? Why are you doing it? When things return to the new normal (whenever that happens) how do you envision engaging with and impacting your family, your faith community, your school, or your larger community?” He says, “regardless, take care of yourself first and take it slow. There is time for reflection.” 

Some students had grand plans for the summer. Maybe they had been looking forward to being a camp counselor or participating in an internship. Perhaps they were eager to volunteer or work a steady job. Research, travel, spending time with a relative—many summer experiences have been, or likely will be, closed down by the pandemic. Applicants fear that dashed plans will ruin their college dreams. Heath Einstein, dean of admission at Texas Christian University suggests looking at it in a different way. He says, “summer presents an opportunity to be productive even if in different ways. For example, a student might not be able to secure a coveted internship, but they could still plant a garden in their yard or design a smartphone app or read books by authors from marginalized communities.” 

Mary Wagner, assistant vice president for enrollment management at the University of South Carolina explains that “thirst for learning and knowledge is always valuable and appreciated by the admissions committee.” She tells students that given that they are operating in a non-traditional classroom this spring, “consider other opportunities to pursue learning beyond the classroom over the summer,” adding, “you’re probably already doing something that could be considered an internship or research project of sorts. Perhaps you’ve taken on new responsibilities in your home or family. Is there a new skill that you are trying to learn online? Are you working toward a finished project or artifact that can show off what you’ve learned? These can be applied, creative, or reflective in nature. We find that students are pretty imaginative on this front and are self-taught in many areas.” 

Swarthmore’s Bock also points out that, “self-care is critical, and if you are unable to care for yourself, it will be difficult to care for others.” He encourages students to give themselves permission to prioritize their own health in the same way one might put their own oxygen mask on first during an emergency in flight. He says, “finding a way to give back to your team, club, faith community, family will come with time. Taking care of yourself in this crisis is a way to help others. It will take time, but there will be ways for you to share and care for others beyond your computer screen and devices.” 

On essays…

Temple’s Abbott, says, “I would advise to resist against writing about something that has consumed all of us around the world. Know in advance that colleges will fully recognize the impact of what COVID-19 had on your high school experience. Don’t let this one public health crisis (as dramatic as it was!) define you.” 

Source (three linked here). 

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Test-Optional Admissions and the Importance of Essays

Test-Optional Admissions and the Importance of Essays

When a college goes test-optional, the most important factors in admissions decisions are a student’s academic record (including courses taken, grades attained, and class standing if applicable) followed by application essays.

Other factors considered include leadership potential, extracurricular activities, special talents, and the ability to contribute positively to the campus community.

We have always considered essays a very important component of a student’s application, and the one they have the most creative control over. We hope students put some extra thought and effort into them this year whether they are applying test-optional or not! Why? There is no other component of the application where you have a better opportunity to showcase who you are and what you are all about to AdComs than the personal statement, and to an extent, supplemental essays. The Common Application also added a new short essay this year regarding COVID, so be on the lookout for tips from us on how to approach it.

Below you will find 10 tips from one of our essay experts, Emma, that will help you write the most effective personal statement, aka the Common Application essay. As 11th grade winds down (so right now!) or early summer is the best time to tackle this important essay.

Be on the lookout for future posts with tips on supplemental essays, the new Common Application COVID prompt, and how to use this summer to round out your academic and extracurricular narrative.

  • Don’t worry about the prompts. It’s helpful to read through the prompts to see if doing so sparks any ideas; however, there is no need to stress about writing an essay that exactly “answers” a prompt. Your goal is to write the best essay you can about whatever you decide is best to write about. Working with students 1:1, we totally disregard the prompts and usually find that their essay still easily fits under one of the questions. And, if not, there is often an open-ended prompt such as: “Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.”
  • Do open with a scene. A strong opening scene draws the reader into your essay. Admissions officers and their first-round readers have hundreds of applications to get through—make yours stand out from the first sentence. Intrigue them or scare them or make them laugh. Make them want to keep reading.
  • Do focus on a single story. You only have 650 words. Perhaps that sounds like a lot to you: it’s not. There is no reason you should worry about filling it up. Through our process, you will find out how to generate enough detail to write an essay about any story. Nor should you worry about cramming as much as possible into the personal statement. Remember that colleges have all of your application data and that trying to do too much in the essay will only end up making your essay feel rushed and scattered.
  • Do make sure that your story has a clear beginning, middle, and end. You can tell your story out of order—for instance, opening with a scene from a stressful moment in order to build suspense before jumping back into chronology—but you always want to make sure your story has each of these elements. Skipping any single one will confuse your reader and make your story feel incomplete (because it is!).
  • And yet don’t get bogged down in detail. We usually find students have trouble generating enough detail. But sometimes we get a student who is unable to summarize effectively, too. Having too much detail can make your story confusing and also mean that your reader will have trouble understanding what the most significant elements are. It usually also means you don’t have room for reflection—the most important element in the essay!
  • Do present yourself in a positive light. We actively encourage you to tell a story that showcases your vulnerabilities, failures, weaknesses, and mistakes. However, either your narrative or your reflection (or some combination of the two), needs to ultimately redeem you so that your essay, in the end, shows you to be someone who is actively working to improve—to rectify mistakes, move past failures, or strengthen weakness. Your essay should be honest, but its main purpose is to make you seem like someone admissions officers want to see at their colleges! Make sure you come off well.
  • Don’t use huge thesaurus words. Again: you aren’t trying to impress the admissions officers! You are trying to show them who you are—and you are trying to make them like you. Using big words can mean using words you don’t quite know how to use, and that will show. Even if you do know how to use them, unless your essay is about how much you love long words or languages, using the big, 25-cent words can make you sound pretentious and overly formal. The language should sound like you and be relatively casual—not curse-word, talking-with-friends casual, but maybe talking-with-your-grandmother casual.
  • Do use vivid, interesting words and varied sentence structure. Being casual doesn’t mean the writing shouldn’t be good or interesting! Do push yourself to use words you might not use in your everyday speech, and do mix up the sentence structure to keep the writing varied and exciting. Do feel free to include words from your personal vocabulary—words from the language you speak at home or from a regional dialect or words you’ve made up. That can add a lot of texture and personality to an essay. Just make sure you define the words for your reader if the meaning isn’t clear from context.
  • But don’t use emotional language: I was happy; I was sad. Instead, let an action depict the emotional state. That is, instead of saying “I was happy,” you might write, “I couldn’t help skipping a few steps down the street after hearing the news.” And, instead of saying “She was sad,” you might write, “Her shoulders slumped, and she cradled her head in her hands.” You can’t see emotion, and you always want to give the reader something to see.
  • And don’t use cliche—i.e. common, predictable, overused—language. Cliche language includes (but is definitely not limited to!) phrases like:
    • I need to be true to myself.
    • Time heals all wounds.
    • Every cloud has a silver lining.
    • Good things come to those who wait.
    • I learned more from them than they did from me.
    • Every rose has its thorn.
    • You win some, you lose some.
    • Little did I know.

Of course, your essay might have one of these messages at its heart. Maybe you did learn more from the kid you tutored than they learned from you. Maybe you did find the “silver lining” in a terrible situation. Both of these could make for great essays. But you want to verbalize that realization in your own unique and surprising way.

Unsure what to write about? We can help. Contact us! 

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