There’s More to Being Human Than Achievement

Photo by Caleb Woods on Unsplash

Wonderful article by Scott Jaschik on how one high school in Palo Alto—a community not unlike NYC and the metro area—is taking a small but mighty stand against the toxic culture created around college admissions. The conversations taking place at this high school should be and thankfully are taking place at others around the country, and I am hopeful that more and more families will begin to see that there is so much more to the high school and college experience than where you go. It is it time for priorities to shift and for people to start getting real, and it has been time for a while now. Please give this one a read!

Fighting ‘Toxic, Comparison-Driven Culture’

If you live in a certain kind of suburb, you know some of the ways that students and parents boast about getting into the “right” colleges. The casual references to planning for Cambridge or New Haven. The decals or bumper stickers on cars. The constant questions about “where is your son/daughter applying/going?” The process builds the kind of competitive environment that adds to student stress and leaves many feeling inadequate because their college goals don’t include attending the most prestigious of institutions.

Then there is the college map, which at elite high schools is a feature of the end of the school year. A map of the United States shows all the places students will be off to in the fall. Students give permission to have their names linked to the map’s locations, so everyone at elite colleges can learn how many are headed for the Ivies and which ones. At The Campanile, the student newspaper of Palo Alto High School, the map has been an annual tradition. The image above is from a few years ago (and we’ve cropped out the lists of student names and their college destinations). Palo Alto High School, located in the backyard of Stanford University, and attended by children of professors and Silicon Valley executives, year after year sends many students to what are considered the best colleges in the country.

This year, in the wake of the admissions scandal that has focused attention on parents who seem more focused on prestige (at any cost) than finding a good match between student and college, editors of The Campanile decided on a new approach. They killed the map.

“The Post-Paly Plans Map has historically been one of The Campanile’s most highly anticipated pieces. Though its intended purpose was to celebrate the postgraduation plans of every senior, the reality is the map contributes to the toxic, comparison-driven culture at Paly,” wrote the newspaper’s five co-editors in chief in an editorial announcing the decision. (Paly is how they refer to their high school.)

“Our community fosters a college-centric mind-set, which erodes one’s sense of value and can lead to students with less traditional plans feeling judged, embarrassed or underrepresented. This worldview sets the bar for achievement extremely high and punishes anyone who falls short. We believe the burden of improving Paly’s environment falls on the students. If we don’t shift how we talk and think about college, the culture will never improve. This is the reason we decided not to publish the map this year.”

The editors surrounded their editorial with boxes in which some members of this year’s senior class discussed their college choices — and among those sharing their stories were students who turned down more prestigious for less prestigious colleges.

Gila Winefeld wrote, “At Paly, there’s kind of a norm of going to the ‘best,’ most selective college you can get into. Sometimes other factors that can be important like proximity to home and money fall to the wayside, but I realized a lot of those factors were important to me and my family … There were definitely some instances where people, even if they didn’t say it straight to my face, implied that if you’re a good student, why aren’t you going to a ‘better’ college, a ‘better’ school. I had a few different options I was looking at and I had some more prestigious options so a lot of people were very shocked when I told them that I had decided … One person even asked me, ‘Oh, do you not care at all?’”

Several students wrote of their pride at going to community college and the stigma associated with such a choice.

Bryan Kagiri wrote, “Personally, I think community college is a great, great plan. The stigma is that if you aren’t going to a four-year people look down on you. I look at it the opposite way — if you’re going to a two-year that means you’re confident enough that you can help yourself out. I don’t understand why there’s such a negative view on community college, because I think it’s a great idea financially and mentally for a senior.”

Along with the student voices was that of Arne Lim, an alumnus who is mathematics instruction supervisor at the high school. He wrote that the admission scandal is “not a by-product, it is a direct product of believing you have to do whatever you can to get your kid into this school … We hate those [U.S. News and World Report] rankings here, we absolutely abhor those rankings. You will always hear … college is a match, it is not a reward.”

Previous essays in The Campanile make clear that — whatever the sentiments of the editors of the newspaper — others at the school look down on those who deviate from the Ivy path.

“On college shirt day last year, a day that is intended to enable students to show pride for their post-high school plans, a student wore a Foothill College shirt with the words ‘Sorry, Mom’ written on the back. This message exemplifies the shame that many students planning on attending community college may feel due to the Paly’s culture of excessive competition. Students should not be made to feel this way about their college choice,” said one essay.

It continued, “The choice to enroll in a community college is often regarded as inferior in the broader Paly community due to a culture of intense competition. While it is rare for students attending community college to be explicitly shamed, the general attitude when one discloses that they are attending a community college is much less congratulatory than the attitude towards students who announce they will attend a more high-profile school.”

For the editors in chief, the theme of college admissions as a corrupting influence — one they addressed in killing the map — is also something they have written about previously.

Last month, as news of the scandal spread, they wrote in another editorial:

“Throughout our time at Paly, we’ve witnessed — and, admittedly, sometimes contributed to — the ugliest parts of this culture. Paly fosters a goal-oriented student mind-set, and we often allowed this mind-set to dictate our own self-worth and our view of our peers. As seniors, we have emerged from the dark cloud of the college admissions process and have witnessed firsthand the way that it erodes one’s sense of value and place,” wrote the editors, Leyton Ho, Waverly Long, Kaylie Nguyen, Ethan Nissim and Ujwal Srivastava.

They added, “Frankly, no one can be blamed for valuing the glitz and glamour of a prestigious institution or high GPA. But there’s more to being human than achievement — we think the drive for traditional measures of validation can force students to miss some of the most valuable lessons and experiences high school can offer.”

Source: Inside Higher Ed

 

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Class of 2023 Waitlist Notification Dates and Stats

Admit rates and notification dates for the Class of 2019 (2023 if you are thinking college graduation year) are up on College Kickstart.

The landscape doesn’t look much different than last year, or the year before, or the year before. How the waitlist plays out depends a lot on yield. Yield in college admissions is the percent of students who choose to enroll in a particular college or university after having been offered admission. Some schools do a much better job of predicting yield than others. These schools have a high yield, and will not go very deep if onto the waitlist at all. The schools that have not done as good a job predicting yield will head to the waitlist to fill seats as needed.

Unfortunately, students can “hang” on the waitlist well into the summer, which drags out a process that for most should be finished on or around May 1. For all the waitlisted students out there, we feel your pain, but there are some things you can do to keep yourself busy. Check out our post on what to do if you are waitlisted. And give this one a read, too.

 

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The Right Way To Choose a College

Dr. Pope is a co-founder of Challenge Success and a senior lecturer at the Stanford University Graduate School of Education. She is the author of “Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic and Miseducated Students.” This essay is adapted from “A ‘Fit’ Over Rankings: Why College Engagement Matters More than Selectivity,” a report published by Challenge Success in October.

Please read her important article!

Does the brand name of the college you attend actually matter? The best research on the question suggests that, for most students, it doesn’t.

Challenge Success, the research and advocacy group that I co-founded at Stanford’s Graduate School of Education, conducted an extensive review of the academic literature on the subject. We found that a school’s selectivity (as typically measured by students’ SAT or ACT scores, high school GPA and class rank, and the school’s acceptance rate) is not a reliable predictor of outcomes, particularly when it comes to learning. As common sense would suggest, the students who study hard at college are the ones that end up learning the most, regardless of whether they attend an Ivy League school or a local community college. Similarly, the 2014 Gallup-Purdue Index, a study of over 30,000 graduates, found no correlation between college selectivity and future job satisfaction or well-being. The study showed that graduates were just as likely to score high (or low) on a scale measuring their “thriving” whether they attended community colleges, regional colleges or highly selective private and public universities.

Research does suggest that there is a modest financial gain from attending a highly selective school if students are the first in their families to attend college or come from underserved communities. But the difference in financial outcomes between the low-earning and high-earning graduates of top-ranked schools is greater than the difference between students from such highly selective schools and graduates of non-selective schools, including community colleges. As Greg Ip noted in The Wall Street Journal earlier this week, “The fact that smart, ambitious children who attend elite colleges also do well in life doesn’t mean the first caused the second.”

A study of over 30,000 graduates found no correlation between college selectivity and future job satisfaction or well-being. Would such findings have mattered to the parents involved in the college admissions scandal that has unfolded over the past two weeks? Probably not. In a society that is hyperfocused on achievement, credentials and status, it isn’t surprising that some parents are willing to sacrifice just about anything, including their integrity, to get their child into a top-ranked school. Unfortunately, many high school students also have a “cheat or be cheated” mentality when it comes to getting the grades and test scores that they believe they need for future success. More than 80% of students at high-achieving schools cheat in one way or another, according to surveys of over 145,000 students conducted in recent years by Challenge Success.

Today’s admissions scandal should serve as a wake-up call. As a society, we need to reexamine the purpose of college and the underlying issues that lead families to be so obsessed with status or brand that they jeopardize their own children’s healthy development and well-being. In surveys conducted by my group, three-quarters of high school juniors and seniors list planning for college as a top source of stress or worry in their life, well above relationships and family issues. More and more students are reporting severe sleep deprivation, anxiety, depression and thoughts of suicide as they struggle to meet the unrealistically high expectations foisted upon them. The ultimate irony is that, even when these students do end up in selective colleges, many of them continue to struggle with mental and physical health issues, and often lack the independence, resilience and sense of purpose they need to graduate and enter the workforce.

What would a better approach look like? If the name of the school they attend doesn’t make a difference for most students in the long run, what does? It turns out that what students do at college seems to matter much more than where they go. The students who benefit most from college, including first-generation and traditionally underserved students, are those who are most engaged in academic life and their campus communities, taking full advantage of the college’s opportunities and resources. Numerous studies attest to the benefits of engaged learning, including better course grades and higher levels of subject-matter competence, curiosity and initiative.

Studies conducted in recent years by Gallup-Purdue also show a strong connection between certain forms of engagement in college and future job satisfaction and well-being. In particular, they found six key college experiences that correlated with how fulfilled employees feel at work and whether they thrive in life after college:

  • Taking a course with a professor who makes learning exciting
  • Working with professors who care about students personally
  • Finding a mentor who encourages students to pursue personal goals
  • Working on a project across several semesters
  • Participating in an internship that applies classroom learning
  • Being active in extracurricular activities

And yet, as important as these various forms of engagement seem to be, relatively few college graduates say that they experienced them. While more than 60% of graduates strongly agreed that at least one professor made them excited about learning, only 27% strongly felt that they were supported by professors who cared about them, and only 22% said the same about having a specific mentor who encouraged their goals and dreams. Just under a third strongly agreed that they had a meaningful internship or job or worked on a long-term project, while just a fifth were actively involved in extracurricular activities.

Given the research on what matters in college, the best advice for choosing the right one would seem to be finding a place where the student will be engaged, in class and out, by all that the college has to offer. The good news is that engaging experiences of this sort can happen at a wide variety of colleges, regardless of selectivity, size or location. And with over 4,500 accredited degree-granting colleges in the United States, students have plenty of options from which to choose.

Evaluate Colleges by their attributes
Parents can play an important role in the college search process, but they should always let the student—the one who will actually attend the school—lead the way. Here are some practical tips and conversation starters for students as they navigate the college admissions process.

Keep the ultimate purpose of college in mind.

The college years are short relative to the rest of your life. How do you want to spend your time while you are there? Are you hoping to learn new skills in a particular area? Meet role models, mentors and new friends? Be exposed to ideas, people and places you otherwise would not have access to? What kind of “return” do you want on your investment, in terms not only of future finances and career options but also of personal growth and future well-being and satisfaction?

It turns out that what students do at college seems to matter much more than where they go. For some students, the desired return on investment may be strictly monetary. If that is the case, you may want to consider preprofessional schools such as maritime academies, pharmaceutical schools or other schools with specialized business and entrepreneurship programs. These colleges rank highest in lists that measure value added to expected income, and many of them accept all or nearly all of their applicants. If your goal in attending college is simply to maximize your income, attending one of these less expensive programs at a lesser-known school may be worth considering.

Ask the right questions.

What are you most excited about learning, doing and experiencing in college? Consider academic factors such as access to cutting-edge researchers, ways to apply your learning through long-term projects or opportunities to be involved in graduate-level work, and which subject areas interest you most. Make sure that the offerings and core requirements at the colleges you are considering match these interests. What types of places or settings do you imagine you will most and least enjoy? Consider both location and geography. Do you want to be close to home or far away? Do you want to be in a big city or rural area? Do you want to experience cold weather or a sunny locale? How about a big campus or small? Dorm life or off-campus housing? What interests outside of class do you want to cultivate? Since students seem to thrive when they are more involved in campus activities, consider the range of activities offered at the college and where you see yourself fitting in, whether it is sports, arts, service activities, student leadership opportunities or the myriad clubs offered on most campuses.

Are there specific resources, supports or types of classes that would help you to be fully engaged? Check out mental health services, the support system for students with learning differences and community supports for first-generation students and students of color. What kind of advising and career counseling systems are offered? And don’t forget to look closely at financial aid and other scholarship opportunities.

Who do you want to hang out with and get to know? What social scene do you want? An active Greek system? A rah-rah sports scene? A mellow coffeehouse vibe? International students and study-abroad programs? Students who share your religious affiliation or values?

Do your research.

The internet can be your friend as you peruse different college websites, take virtual tours or visit nearby campuses to learn about the type of school you want. Look for schools that match the answers to the questions above. Sit in on a class or two if you can. Talk to current students or recent alumni. Don’t necessarily base your decision on your parents’ experiences or misconceptions, especially because colleges change and evolve over the years.

Enter college with an engagement mindset.

This is critical. Consider how you might make the most out of your time in college by investing in relationships, trying new things, studying hard, reaching out to adults and peers, building empathy and taking appropriate risks. Be sure you know how to balance a checkbook, do your own laundry and handle the inevitable setbacks and stresses that will occur.

Is an Elite College Worth It? Maybe Not

Challenge Success works with K-12 schools across the country to increase student well-being and engagement with learning. Our survey results show that almost half of students are just “doing school,” that is, playing the game in order to get ahead. That’s no way to prepare for a satisfying life of learning and work.

The message that we try to impart is clear: Parents and students must work on a different attitude toward the classroom long before they start thinking about which college to attend. It’s never too early to foster the skills needed for a healthy and meaningful college experience.

After a talk I recently gave in New York, a father approached me to say that, a year earlier, his daughter was choosing between an Ivy League school and a well-known regional college that was ranked much lower. He took her to visit both schools, and on the way home from the Ivy, she told him that she was going to turn it down. She liked the people and programs at the other school and thought she would be happier there.

He was furious, he told me, and didn’t speak to her during the entire ride home and most of the following week. Who turns down the Ivy League? “But boy was I wrong,” he said. “She is now a freshman at [the regional school] and has never been happier. I thought I knew what was best for her, but she was the smart one who knew where she would thrive.”

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Our Class of 2019 Admit List

Most colleges and universities have released decisions, and we are so proud of our students! Some of the college and universities where they have been admitted include:

Bard
Boston College
Boston University
Brown
Cal Poly SLO
Case Western
Clark
Columbia University
Cornell
Dartmouth
Drexel
Duke
Elon
Emerson
Fordham
Georgia Tech
George Washington University
Georgetown University
Gonzaga
Hobart and William Smith
Holy Cross
Indiana University
Ithaca
Macaulay Honors College
Marist
McGill
New York University
Northeastern
Northwestern
Notre Dame
Ohio State
Penn State
Princeton
Purdue
Rice
Rollins College
Santa Clara
Seattle University
Seton Hall
Southern Methodist University
St. Andrews
Swarthmore
Trinity
Tufts
Tulane
University of British Columbia
University of California, Berkeley
University of California, Davis
University of California, Irvine
University of California, Los Angeles
University of California, Santa Barbara
University of Central Florida
University of Denver
University of Edinburgh
University of Florida
University of Maryland
University of Massachusetts, Amherst
University of Miami
University of Minnesota
University of Michigan
University of Richmond
University of Southern California
University of South Carolina
University of Vermont
University of Washington
University of Wisconsin, Madison
University of Pennsylvania
University of Pittsburgh
University of Texas, Austin
Vanderbilt
Villanova
Washington University in St. Louis
Wellesley
Wheaton

Although nothing makes us happier than students getting into their top choice schools, we are equally grateful for having the opportunity to get to know an unbelievably talented group of students who trusted us to provide guidance along the way. So congrats again, and thank you for having us along for the ride!

 

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Course Rigor is Not a Number

Repost from Dean J at UVA, one of the best straight-from-the-admissions-office blogs out there. I’ve always said, aim for all the cores all four years—English, Math, Science, Social Science, and World Language. She agrees! It can be tempting to want to drop language senior year to double up on science if that is your intended major in interest. I think in some cases it is fine, but that might not be a good option in the eyes of all admissions officers. Read her post below (and here):

I often mention the cyclical nature of admission work. There are certain phases that happen every year and certain issues that come up when we talk to families. I want to address the questions we get about rigor in the high school curriculum.

1. All of your core classes are important.

A lot of people focus on the core areas that correspond to their current academic interest. I’ve even had parents wave off certain subjects because their student isn’t interested in them or they don’t come “naturally” to them. I wish they’d stop this. High school is the time to get a broad foundation in several areas and college is the time to specialize. We are most concerned with a student’s work in four core areas (in alpha order, not order of importance): English, Math, Science, Social Science, and World Language.
At UVA, students don’t even declare a major until the end of the second year in the College of Arts and Sciences or the end of the first year in Engineering and Architecture. The Nursing and Kinesiology students are the only ones admitted directly into a program.

2. The number of APs doesn’t drive a decision.

Plenty of people want to know how many AP courses a student should take to be competitive in our process. We don’t approach applications this way. First of all, not everyone goes to a school with APs as an option. Second, some schools limit how many AP courses a student may take. Third, with the number of AP courses offered these days, you can rack up a lot of APs in just one subject. There could be students with big AP numbers who also haven’t take an advanced course in other core areas.

3. Doubling up in one subject at the expense of the core doesn’t “look good.”

There are some students who are so excited about a certain subject that they want to double or even triple up on courses in that area. I don’t think it’s smart to drop core subjects to load up classes in one area. Cover the core and use your electives to explore your interests.
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Transparency in College Admissions: Optional Components of the College Application

I am going to keep this one short and sweet since a number of the posts in my “college transparency” series have been quite long. If you want to maximize your chances of acceptance, don’t consider any optional components of a college application optional. Here are some common optional components:

  • Essays
  • Interviews
  • Videos submissions
  • Letter of recommendation (any or extras)

Option to write an optional essay? Write it.

Option to Interview? Sign up (then prepare for it…more on that here and here).

Option to create and send a video introduction, for example, like U Chicago and Bowdoin offer? Do it.

Option to send an extra letter of recommendation, or to send one at all if optional (many schools require zero LORs, so if you can submit one as an option….)? Request one and have it sent.

Why submit optional materials? Because by doing so you are going above and beyond what other applicants will do to demonstrate who they are as well as their commitment to being accepted to the school to which you are applying. You are giving yourself the opportunity to let the admissions committee get to know more about you. And because there is more of “you” for them to evaluate, assuming the you that you present is in a good light, you increase your odds of winning over the admissions committee.

Also, for many AdComs, not submitting optional materials looks lazy. If I have applicant A and applicant B on the table, and all things are equal but A submits extra materials and B does not, there is a higher likelihood I am going with A. I like to see the extra hustle, and colleges do, too.

 

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Transparency in College Admissions: Disciplinary Records

Defenders of the use of disciplinary records in college admission believe they are an important way for schools to keep students with behavioral or character ‘issues’ off their campuses, while most opponents feel high school disciplinary records have little predictive value and stigmatize students for minor infractions. One thing that remains constant is that many colleges still collect disciplinary information, and most students who report an infraction are very worried about the outcome of their application.

However, what I want to point out in this post is that reporting a disciplinary infraction is not a total application killer! Admissions officers understand that people make mistakes; they were high school students once, too. Most infractions are minor, and colleges are sympathetic if the student is forthright, the incident is thoughtfully explained, and they can meaningfully reflect on their growth from it.

Here is how disciplinary information is currently collected on the Common Application:

Once you check yes, the space to write a short essay appears, as well as one other question:

I have worked with and read the applications of many students with disciplinary records, ranging from academic dishonesty and getting caught drinking to being arrested for a felony—and I have found that not all disciplinary infractions are treated equally. Some infractions are seen as very minor while others are taken quite seriously and could make admission to a top-top school hard. Let’s break down some different types of offenses (of course there are others, but these are a few I have experience with and hear about most frequently from other counselors):

  • Minor incident (common): minor school-based disciplinary matters; drinking
  • Moderate incident (slightly less common): suspension from school; marijuana
  • Severe incident (not that common): expulsion from school; other drugs, academic dishonesty, arrest (misdemeanor/felony), other character-based offenses such as stealing, bullying, sexual assault, etc.

One caveat: how the infraction is viewed will also depend somewhat on the school you are applying to. School’s with strong honor codes (UVA, Davidson, William, and Mary) might view offenses more seriously than other schools, so keep that in mind.

I know students who reported infractions across all three categories, and all of them still got into college. No application process was completely ruined. A few examples: one who reported both a moderate and minor infraction now attends an Ivy League school. One who reported what I consider a severe incident (academic dishonesty) is graduating from a top fifteen school (and was competitive for but denied from all Ivies). I believe each applicant’s disciplinary essay is where they were able to turn a mistake into a positive point of self-reflection that allowed the admissions committee to see their personal growth and commitment to it since the incident. Here’s how I typically have students outline this short, 400-word essay:

  • Explain what happened as concisely as possible (~100 words)
  • Present what was going on at the time, if anything, that might have lead to a lapse in judgment (~100 words)
  • Discuss how you remedied the situation and began to work on yourself to ensure it or something like it will never happen again (~100 words)
  • Reflect on the journey, walk the reader through what you learned (and how you are applying these learnings if applicable), and then close touch on how you have grown from navigated it (~100 words)

If you are a regular reader of my blog, you know that I closely follow the Georgia Tech admissions blog, and often re-post or link to their posts because of the light they so often shed on this complicated process. As I write this, Rick Clark posted about this very topic. I hope his words will also help you see that this does not have to be an application killer:

Ownership.  Answer the questions honestly and thoroughly on your application or reach out personally and immediately to a school who has admitted you, if you have some type of infraction post-admit. Every year we receive emails and calls from other students, principals, counselors, “friends,” or others in the community informing us of discipline/behavior/criminal matters involving an applicant or admitted student. It is much, much better to be honest and proactive than to have an admission counselor receive information from another source and have to contact you to provide an explanation of circumstances.

“My friends made me…” “I didn’t want to but…” “I tried to tell them it was wrong…” and the list goes on. Please. I am begging you, PLEASE be sure none of these phrases are in your application. Whether at home, at school, or at work, disciplinary action is serious. If you have something to report, own it. Drunk at prom? Arrested at 2 a.m. for re-distributing neighbors’ leaves back across their yards after they’d lined and bagged them at the street? “Borrow” the car in the middle of the night by putting it in neutral and coasting out of the driveway with the lights off? We’re listening.

Application evaluation, individualized discipline review, life in general… it’s nuanced, complicated, and grey. Why did you choose to do that? What did you learn from it? How has it changed you as a person, a student, a friend, a family member? Those are the questions at the core of our review. You made a decision and now we have one to make. Help us by not waffling or watering down your explanation.

Everyone makes mistakes. Some are worse than others and might be an issue if you are targeting top tier schools, but most won’t prevent you from attending college. If you would like help navigating a disciplinary issue or want help writing your disciplinary essay, contact us!

 

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Insights on Preparing for Alumni Interviews

Alumni interview season is coming to an end, so I wanted to get a post up for high school juniors looking to get a sense of what’s in store for 2019.

For many students, college admissions interviews are fear-inducing. And though there is some decent prep material online, you can go right to the source for clarity on what the process entails. There really should be no reason to fear your alumni interview because many schools have their protocols and the guidance/instructions they give your interviewer available for you to review online—including possible interview questions.

Knowing the questions you might be asked is one thing but thoroughly preparing is another completely. You do not need to spend hours preparing answers to hundreds of questions to thoroughly prepare for alumni or any other college admissions interview. Canned responses sound unnatural and can be a give away that you were nervous (understandable given the hype around these things) and as a result, over-prepared. In my experience, taking the less stressful approach bodes well for students: they do not waste hours preparing, which can detract from other important tasks (homework, community engagement, Spotify) and because they have not overprepared, they will more naturally which tends to win over an interviewer.

Remember, so much of a college admissions interview (and this entire process!) is about likeability—rehashing your resume word-for-word does not make you likable, but being able to hold a conversation and do so with ease does! Getting to the point of doing so with ease is the hardest part for high school students (who have not interviewed all that much, typically), but over-preparing won’t help. Resist the urge.

Below, I’ve compiled a few of the alumni interview links for some popular, selective schools. Take some time to read over the information provided, but do not obsess over it.

You can find a general list of potential interview questions in one of my older posts, but contact us if you want individualized help preparing for your college interviews—alumni or otherwise—or want access to additional materials. We’ve helped hundreds of students ace their interviews and gain acceptance to their first-choice colleges and univesities—don’t miss an opportunity to shine in person!

 

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Boston College Switching from Early Action to Early Decision (I and II Plans)

Boston College will introduce an Early Decision program for undergraduate admission this year, in an effort to meet the growing preference of today’s high school students and enroll more “best fit” applicants for whom Boston College is a first choice, the University announced today.

The decision will result in a shift from BC’s non-binding Early Action policy to a binding Early Decision program that will include two opportunities for students to apply early to Boston College. For high-achieving high school students who view Boston College as their top choice, Early Decision I will offer a November 1 application deadline with a decision notification by December 15. Early Decision II will feature a January 1 application deadline with a decision notification by February 15.  Students who prefer to apply Regular Decision will continue to have a January 1 deadline with a notification of April 1.

 

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2019-2020 Common App Essay Prompts

The Common Application has announced that the 2019-2020 essay prompts will remain the same as the 2018-2019 essay prompts. Based on extensive counselor feedback, the existing essay prompts provide great flexibility for applicants to tell their unique stories in their own voice. Retaining the essay prompts provides the added benefit of consistency for students, counselors, parents, and members during the admissions process.

Plus, with essay prompts remaining the same, students rolling over their existing Common App accounts have more time to plan and prepare their applications prior to the final year of high school.

2019-2020 Common Application Essay Prompts

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

4. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma – anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.

5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.

6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. 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.

During the 2018-2019 application year, the most popular topic of choice was: “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.” (24.1%). The next most popular topics were: “Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.” (23.7%), followed by “The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?” (21.1%).

“The prompts as they exist today offer a broad range of approaches, accommodating students with a diverse set of experiences and ideas about the world to respond in a thoughtful and illuminating manner,”‘ said Ian Watson, Associate Director of College Counseling at The Rivers School (Weston, MA).

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