We all know that colleges place a lot of emphasis on standardized test scores and GPAs when evaluating applicants. But have you ever stopped to wonder - what do these numbers really tell us? The research is clear - test scores and grades are largely a proxy for one key factor: how likely a student is to graduate. That's it. These metrics don't necessarily reflect someone's true "merit" or "deserving" of a spot in the incoming class. Let me give you an example to illustrate this point. Imagine two students, both strong applicants. Student A scored a 28 on the ACT, thanks to extensive test prep and family resources to support their studies. Student B, on the other hand, scored a 26 using only free ACT prep materials. Does the 28 ACT score mean Student A "deserves" admission more? Not necessarily. Colleges recognize that the 28 score may simply indicate Student A had more access to tools and support that boosted their test performance - not that they are inherently "smarter." Meanwhile, Student B's 26 may actually be a stronger indicator of their true academic abilities and readiness for the rigors of college. If they've demonstrated other qualities like resilience, creativity, and a genuine passion for learning, they could be an even better fit for the school's culture and mission. You see, college admissions isn't just about raw numbers. It's an art and a science, blending quantitative metrics with a holistic assessment of each applicant as a unique individual. Colleges aren't just looking to "rack and stack" candidates by test scores and GPAs. They want to build diverse classes of students who will thrive on their campuses and contribute to the community in meaningful ways. So the next time you're feeling discouraged by your test scores, remember - they don't tell the whole story. Colleges are increasingly looking beyond the numbers to find students who will be successful and make a positive impact. Focus on showcasing your full authentic self, and the rest will fall into place. I'd love to hear your thoughts on this topic. How have you navigated the college admissions process, and what role have test scores and grades played?
You're probably aware that most colleges have "gone test-optional" in recent years. In the next post, we'll discuss what that actually means. For now, let's talk about how the pandemic changed the way colleges use test scores and GPAs.
Colleges use test scores and GPA data to assess an applicant's "readiness" for their academic environment, not just raw "merit." This involves a process of "triangulation" using multiple data points. First, they look at your GPA - the strongest predictor of college success. They'll consider both your core academic GPA and your overall GPA to get a sense of your preparation. Next, they review your high school's profile to understand the rigor of your curriculum and how your GPA compares to peers. This contextual information helps them evaluate your readiness. Finally, your test score serves as a check on the GPA analysis. It can indicate whether you challenged yourself appropriately or if your grades don't fully reflect your abilities. By considering these factors together, rather than in isolation, colleges can make an educated guess about your likelihood of thriving on their campus. This "triangulation" is more art than science, but it's how they assess "readiness" over pure "merit." The key takeaway is that test scores and GPA aren't just about ranking applicants. Colleges want to understand if you have the academic preparation to succeed, not just who "deserves" admission the most. As long as your scores contextualize your full application, they can be a helpful part of this evaluation.
The pandemic has radically transformed the standardized testing industry, breaking the long-standing dominance of high-stakes exams like the ACT. While testing isn't going away entirely, educators now have more flexibility to question the assumptions behind these assessments. This shift is reflected in the recent changes to the ACT itself. The test is scaling back, making the Science section optional and shortening the overall exam "to make the testing experience more manageable for students." The rationale reveals a key truth - ACT scores are largely a function of test preparation, not necessarily academic ability. Mastering the ACT is more about learning the test's idiosyncrasies than demonstrating higher-order skills. This is why colleges are increasingly moving towards "test-optional" policies. The ACT content doesn't strongly correlate with the knowledge and critical thinking needed to succeed in college. Scores have limited utility for admissions decisions beyond triangulating GPAs and high school profiles. For the ACT as a company, this presents a challenge. To stay relevant, they must prove the test provides colleges the data they need. The elimination of the Science section, for example, may be an attempt to make the exam more aligned with the curriculum. Ultimately, the evolution of the ACT signals a broader rethinking of standardized testing's role in higher ed. As the non-profit organization transitions to private ownership, the pressure to monetize and modernize the exam will only intensify. This could accelerate efforts by colleges to collectively develop "best practices" for using test scores. The goal will be ensuring these assessments genuinely reflect student readiness, not just test-taking prowess. It will be an interesting transition to watch unfold.
Gone are the days when you could simply plug your test scores and GPA into a matrix to predict college admissions odds. Post-pandemic, test data has become less reliable and colleges are questioning its value altogether. Grades, on the other hand, remain the top factor in admissions decisions. But interpreting those grades requires understanding the full context of your high school experience. There's a misconception that certain grading scales and weighting systems create inherent advantages. 4.0 vs. 4.0 weighted, letter grades vs. percentages, even "ungrading" systems - colleges know these are just different ways schools choose to evaluate student learning. The key is that grades only have meaning within the context of your particular high school. Colleges collect data on how students from your school have historically performed in college. They read your school profile closely, especially if many applicants come from there. So while grades are extremely important, colleges don't simply "rank" applicants by the numbers. They use that data, along with other application materials, to assess your overall "readiness" in a more holistic, contextual way. If there are any dips or anomalies in your transcript, you can provide that context in the Additional Information section or through your school counselor. Colleges recognize that the learning process is more important than perfection. The bottom line is that your high school record needs to be understood in light of your unique circumstances and environment. Focus on developing your skills and knowledge, not just optimizing your GPA. That's what will truly prepare you for success in college.
With the loosening of high-stakes testing under ESSA, and the pandemic further disrupting standardized assessments, colleges are seeking new ways to evaluate applicants beyond just grades and test scores. Enter the rise of "experiential learning" - hands-on, project-based approaches that go beyond traditional classroom instruction. Things like internships, community-based research, and interdisciplinary "ungrading" programs are gaining traction. Colleges recognize these experiences develop crucial real-world skills like collaboration, independent work, and problem-solving. They signal an applicant's readiness to thrive on campus and contribute meaningfully. So if you've participated in these types of learning opportunities, be sure to highlight them in your application. Mention them in your Activities List or Additional Information section. Show how they've shaped your interests, skills, and personal growth. Admissions teams will use this to complement your transcript and gauge your overall preparedness. And if your school district has profiled these offerings well, colleges will understand the unique value you can bring to their community. The bottom line is that experiential learning is becoming a key differentiator in a crowded applicant pool. Showcase these experiences to help admissions officers envision you as a successful, engaged student on their campus.
Colleges today aren't just looking for a long list of club memberships and positions. They want to see the real-world skills and experiences you've developed through your extracurriculars. Gone are the days of "gunning" for activities just to pad your resume. Admissions teams can spot that a mile away. Instead, they're looking for depth - how you've made a tangible impact through the things you're passionate about. On your application's Activities and Honors sections, focus on conveying your skills and accomplishments, not just titles. What did you actually do, and what did you deliver? Demonstrate your ability to organize, lead, and create change. And remember, extracurriculars aren't just school-based clubs. Anything you do outside the classroom that reveals your character, identity, and real-world responsibilities is fair game. Caring for family, creative hobbies, even a part-time job - these all speak to the qualities colleges value. The key is to show admissions officers how your experiences have shaped you as a person and prepared you for the academic and social demands of college. Don't just list your activities - let them see the impact you can have on their campus.
When writing resumes, we teach students to include a 2-3 sentence "Professional Statement" at the top. This concisely answers: Who you are What you're seeking Your key qualifications Relevant experiences Here are some examples: "I'm an aspiring medical student looking to learn medicine by mentoring with hospital professionals. I have STEM achievements and developed organizational skills in high-pressure environments." "As an aspiring humanities scholar, I seek to mentor with professional researchers in archives. My humanities honors, STEM research skills, and independent project experience prepare me well." This framing transforms the resume from just a list to an argument for your fit. It guides what content to prioritize and how to present it strategically. In college apps, the Professional Statement can also serve as a thesis for your entire application. It succinctly conveys who you are, your goals, and your readiness. After completing your Activities and Honors, transform that information into a focused, compelling resume. This working document can then inform your college essays.
Somehow, The Supreme Court Both Abolished Affirmative Action and Gave Us a Roadmap for How to Create a Great College Application
It's the Game We Have To Play (For Now), But It Restricts a Student's Ability to Compete in the Financial Aid Marketplace
Not Submitting a Score Will Be Seen Like Pleading the Fifth
Test-Optional Admissions Led to Fewer Students Applying to Many More Schools, Shooting Their Shot at the Most Competitive Universities
Great College Essay Writing Needs Rich Detail and Personalized Insight To Stand Out From the Kind of Generic Essays That ChatGPT "Writes"
Storyboards Grapples with what the Supreme Court is Likely to Do to College Admissions Next June--And What It Means For Students
Many more students "deserve" spots than there are spots to give.
We all know that colleges place a lot of emphasis on standardized test scores and GPAs when evaluating applicants. But have you ever stopped to wonder - what do these numbers really tell us? The research is clear - test scores and grades are largely a proxy for one key factor: how likely a student is to graduate. That's it. These metrics don't necessarily reflect someone's true "merit" or "deserving" of a spot in the incoming class. Let me give you an example to illustrate this point. Imagine two students, both strong applicants. Student A scored a 28 on the ACT, thanks to extensive test prep and family resources to support their studies. Student B, on the other hand, scored a 26 using only free ACT prep materials. Does the 28 ACT score mean Student A "deserves" admission more? Not necessarily. Colleges recognize that the 28 score may simply indicate Student A had more access to tools and support that boosted their test performance - not that they are inherently "smarter." Meanwhile, Student B's 26 may actually be a stronger indicator of their true academic abilities and readiness for the rigors of college. If they've demonstrated other qualities like resilience, creativity, and a genuine passion for learning, they could be an even better fit for the school's culture and mission. You see, college admissions isn't just about raw numbers. It's an art and a science, blending quantitative metrics with a holistic assessment of each applicant as a unique individual. Colleges aren't just looking to "rack and stack" candidates by test scores and GPAs. They want to build diverse classes of students who will thrive on their campuses and contribute to the community in meaningful ways. So the next time you're feeling discouraged by your test scores, remember - they don't tell the whole story. Colleges are increasingly looking beyond the numbers to find students who will be successful and make a positive impact. Focus on showcasing your full authentic self, and the rest will fall into place. I'd love to hear your thoughts on this topic. How have you navigated the college admissions process, and what role have test scores and grades played?
You're probably aware that most colleges have "gone test-optional" in recent years. In the next post, we'll discuss what that actually means. For now, let's talk about how the pandemic changed the way colleges use test scores and GPAs.
Colleges use test scores and GPA data to assess an applicant's "readiness" for their academic environment, not just raw "merit." This involves a process of "triangulation" using multiple data points. First, they look at your GPA - the strongest predictor of college success. They'll consider both your core academic GPA and your overall GPA to get a sense of your preparation. Next, they review your high school's profile to understand the rigor of your curriculum and how your GPA compares to peers. This contextual information helps them evaluate your readiness. Finally, your test score serves as a check on the GPA analysis. It can indicate whether you challenged yourself appropriately or if your grades don't fully reflect your abilities. By considering these factors together, rather than in isolation, colleges can make an educated guess about your likelihood of thriving on their campus. This "triangulation" is more art than science, but it's how they assess "readiness" over pure "merit." The key takeaway is that test scores and GPA aren't just about ranking applicants. Colleges want to understand if you have the academic preparation to succeed, not just who "deserves" admission the most. As long as your scores contextualize your full application, they can be a helpful part of this evaluation.
The pandemic has radically transformed the standardized testing industry, breaking the long-standing dominance of high-stakes exams like the ACT. While testing isn't going away entirely, educators now have more flexibility to question the assumptions behind these assessments. This shift is reflected in the recent changes to the ACT itself. The test is scaling back, making the Science section optional and shortening the overall exam "to make the testing experience more manageable for students." The rationale reveals a key truth - ACT scores are largely a function of test preparation, not necessarily academic ability. Mastering the ACT is more about learning the test's idiosyncrasies than demonstrating higher-order skills. This is why colleges are increasingly moving towards "test-optional" policies. The ACT content doesn't strongly correlate with the knowledge and critical thinking needed to succeed in college. Scores have limited utility for admissions decisions beyond triangulating GPAs and high school profiles. For the ACT as a company, this presents a challenge. To stay relevant, they must prove the test provides colleges the data they need. The elimination of the Science section, for example, may be an attempt to make the exam more aligned with the curriculum. Ultimately, the evolution of the ACT signals a broader rethinking of standardized testing's role in higher ed. As the non-profit organization transitions to private ownership, the pressure to monetize and modernize the exam will only intensify. This could accelerate efforts by colleges to collectively develop "best practices" for using test scores. The goal will be ensuring these assessments genuinely reflect student readiness, not just test-taking prowess. It will be an interesting transition to watch unfold.
Gone are the days when you could simply plug your test scores and GPA into a matrix to predict college admissions odds. Post-pandemic, test data has become less reliable and colleges are questioning its value altogether. Grades, on the other hand, remain the top factor in admissions decisions. But interpreting those grades requires understanding the full context of your high school experience. There's a misconception that certain grading scales and weighting systems create inherent advantages. 4.0 vs. 4.0 weighted, letter grades vs. percentages, even "ungrading" systems - colleges know these are just different ways schools choose to evaluate student learning. The key is that grades only have meaning within the context of your particular high school. Colleges collect data on how students from your school have historically performed in college. They read your school profile closely, especially if many applicants come from there. So while grades are extremely important, colleges don't simply "rank" applicants by the numbers. They use that data, along with other application materials, to assess your overall "readiness" in a more holistic, contextual way. If there are any dips or anomalies in your transcript, you can provide that context in the Additional Information section or through your school counselor. Colleges recognize that the learning process is more important than perfection. The bottom line is that your high school record needs to be understood in light of your unique circumstances and environment. Focus on developing your skills and knowledge, not just optimizing your GPA. That's what will truly prepare you for success in college.
With the loosening of high-stakes testing under ESSA, and the pandemic further disrupting standardized assessments, colleges are seeking new ways to evaluate applicants beyond just grades and test scores. Enter the rise of "experiential learning" - hands-on, project-based approaches that go beyond traditional classroom instruction. Things like internships, community-based research, and interdisciplinary "ungrading" programs are gaining traction. Colleges recognize these experiences develop crucial real-world skills like collaboration, independent work, and problem-solving. They signal an applicant's readiness to thrive on campus and contribute meaningfully. So if you've participated in these types of learning opportunities, be sure to highlight them in your application. Mention them in your Activities List or Additional Information section. Show how they've shaped your interests, skills, and personal growth. Admissions teams will use this to complement your transcript and gauge your overall preparedness. And if your school district has profiled these offerings well, colleges will understand the unique value you can bring to their community. The bottom line is that experiential learning is becoming a key differentiator in a crowded applicant pool. Showcase these experiences to help admissions officers envision you as a successful, engaged student on their campus.
Colleges today aren't just looking for a long list of club memberships and positions. They want to see the real-world skills and experiences you've developed through your extracurriculars. Gone are the days of "gunning" for activities just to pad your resume. Admissions teams can spot that a mile away. Instead, they're looking for depth - how you've made a tangible impact through the things you're passionate about. On your application's Activities and Honors sections, focus on conveying your skills and accomplishments, not just titles. What did you actually do, and what did you deliver? Demonstrate your ability to organize, lead, and create change. And remember, extracurriculars aren't just school-based clubs. Anything you do outside the classroom that reveals your character, identity, and real-world responsibilities is fair game. Caring for family, creative hobbies, even a part-time job - these all speak to the qualities colleges value. The key is to show admissions officers how your experiences have shaped you as a person and prepared you for the academic and social demands of college. Don't just list your activities - let them see the impact you can have on their campus.
When writing resumes, we teach students to include a 2-3 sentence "Professional Statement" at the top. This concisely answers: Who you are What you're seeking Your key qualifications Relevant experiences Here are some examples: "I'm an aspiring medical student looking to learn medicine by mentoring with hospital professionals. I have STEM achievements and developed organizational skills in high-pressure environments." "As an aspiring humanities scholar, I seek to mentor with professional researchers in archives. My humanities honors, STEM research skills, and independent project experience prepare me well." This framing transforms the resume from just a list to an argument for your fit. It guides what content to prioritize and how to present it strategically. In college apps, the Professional Statement can also serve as a thesis for your entire application. It succinctly conveys who you are, your goals, and your readiness. After completing your Activities and Honors, transform that information into a focused, compelling resume. This working document can then inform your college essays.
Somehow, The Supreme Court Both Abolished Affirmative Action and Gave Us a Roadmap for How to Create a Great College Application
It's the Game We Have To Play (For Now), But It Restricts a Student's Ability to Compete in the Financial Aid Marketplace
Not Submitting a Score Will Be Seen Like Pleading the Fifth
Test-Optional Admissions Led to Fewer Students Applying to Many More Schools, Shooting Their Shot at the Most Competitive Universities
Great College Essay Writing Needs Rich Detail and Personalized Insight To Stand Out From the Kind of Generic Essays That ChatGPT "Writes"
Storyboards Grapples with what the Supreme Court is Likely to Do to College Admissions Next June--And What It Means For Students
Many more students "deserve" spots than there are spots to give.
Stephen Himes • February 21, 2023
Holistic Admissions Asks High School Students To Already Be College Students
You Have to Have Experience to Get the Experience!
The absurd asymmetry of this confident young man in a suit with his coffee overlooking the avenue from his corner office...well, it's a decent representation of holistic admissions.
This post was inspired by Oregon State administrator (and great higher ed twitter follow) @jonboeckenstedt thinking back on his days in admissions:
When we explain Holistic Admissions to parents, they usually kinda-understand that the game is far more sophisticated than when we were kids, but rarely do they understand the extent. When we were in high school, you could be in several clubs, National Honor Society, play sports, do a fine art or two.....basically, all the good stuff that a typical high school offers. That, plus a top-notch ACT and GPA, and you could get into a lot of great schools with enough financial aid to make them viable.
Today, college admissions is much more competitive, even at some sought-after big research universities. All those things we oldsters were told to do? It's not enough. Why? Here are some thoughts:
1) The ubiquity of test prep has raised average ACTs, and there are far more students taking the tests.
2) The wide adoption of AP and IB courses, combined with the introduction of weighted grades, has driven GPAs up--along with general grade inflation.
3) The explosion of youth sports culture means that there are more athletes, more sports to choose from, and club systems has created more "competitive" athletes.
4) Schools, recognizing the importance of clubs, have built more activity time into schedules.
5) Same with Community Service: It's now a built-in component of NHS, clubs, etc.
6) The explosion of STEM education has created more opportunities for hands-on experiences that previous generations lacked, and they're much more widely available.
I don't have any data on this, but we've seen that fewer students have fine arts on the resumes (theater, dance, painting, etc.), which likely results from the systematic defunding and deprioritizing of the arts. Anecdotally, we've seen that students with Fine Arts tend to do better-than-expected in the college admissions game. Perhaps this is because an arts background demonstrates a creativity that our "data-driven" and "evidence-based" schooling and credentialing system lacks, but is actually coveted by colleges and employers. So, Fine Arts becomes one of those "differentiating experiences" that really does set kids apart.
These days, many high school students have resumes that, in previous generations, you wouldn't have been able to build until your early 20s. Some of them have built legitimate professional portfolios by the time they're 18.
So what's that mean?
If you are applying to pre-med or nursing programs, you need to find in-hospital experience. Graphic design students need to have a portfolio, probably with an internship with a local firm. Students can get hands-on carpentry experience and learn project management using the latest technology at excellent vocational centers.
And so on. This is the way it works now. For some of the most competitive colleges and sought-after programs, high school students need to be what college students were a generation ago. You have to have experience to get the college experience.
This means, purposefully planning summer activities to get experience in the fields you want to go into. Finding jobs learning from people in your profession. And that's in addition to all the other stuff they expect in school.
And then you have to assemble it into an application that tells a compelling story about why you're the perfect fit--and, if we're being honest, a better fit than your competition--for your target schools.
We all know that colleges place a lot of emphasis on standardized test scores and GPAs when evaluating applicants. But have you ever stopped to wonder - what do these numbers really tell us? The research is clear - test scores and grades are largely a proxy for one key factor: how likely a student is to graduate. That's it. These metrics don't necessarily reflect someone's true "merit" or "deserving" of a spot in the incoming class. Let me give you an example to illustrate this point. Imagine two students, both strong applicants. Student A scored a 28 on the ACT, thanks to extensive test prep and family resources to support their studies. Student B, on the other hand, scored a 26 using only free ACT prep materials. Does the 28 ACT score mean Student A "deserves" admission more? Not necessarily. Colleges recognize that the 28 score may simply indicate Student A had more access to tools and support that boosted their test performance - not that they are inherently "smarter." Meanwhile, Student B's 26 may actually be a stronger indicator of their true academic abilities and readiness for the rigors of college. If they've demonstrated other qualities like resilience, creativity, and a genuine passion for learning, they could be an even better fit for the school's culture and mission. You see, college admissions isn't just about raw numbers. It's an art and a science, blending quantitative metrics with a holistic assessment of each applicant as a unique individual. Colleges aren't just looking to "rack and stack" candidates by test scores and GPAs. They want to build diverse classes of students who will thrive on their campuses and contribute to the community in meaningful ways. So the next time you're feeling discouraged by your test scores, remember - they don't tell the whole story. Colleges are increasingly looking beyond the numbers to find students who will be successful and make a positive impact. Focus on showcasing your full authentic self, and the rest will fall into place. I'd love to hear your thoughts on this topic. How have you navigated the college admissions process, and what role have test scores and grades played?
You're probably aware that most colleges have "gone test-optional" in recent years. In the next post, we'll discuss what that actually means. For now, let's talk about how the pandemic changed the way colleges use test scores and GPAs.
Colleges use test scores and GPA data to assess an applicant's "readiness" for their academic environment, not just raw "merit." This involves a process of "triangulation" using multiple data points. First, they look at your GPA - the strongest predictor of college success. They'll consider both your core academic GPA and your overall GPA to get a sense of your preparation. Next, they review your high school's profile to understand the rigor of your curriculum and how your GPA compares to peers. This contextual information helps them evaluate your readiness. Finally, your test score serves as a check on the GPA analysis. It can indicate whether you challenged yourself appropriately or if your grades don't fully reflect your abilities. By considering these factors together, rather than in isolation, colleges can make an educated guess about your likelihood of thriving on their campus. This "triangulation" is more art than science, but it's how they assess "readiness" over pure "merit." The key takeaway is that test scores and GPA aren't just about ranking applicants. Colleges want to understand if you have the academic preparation to succeed, not just who "deserves" admission the most. As long as your scores contextualize your full application, they can be a helpful part of this evaluation.
The pandemic has radically transformed the standardized testing industry, breaking the long-standing dominance of high-stakes exams like the ACT. While testing isn't going away entirely, educators now have more flexibility to question the assumptions behind these assessments. This shift is reflected in the recent changes to the ACT itself. The test is scaling back, making the Science section optional and shortening the overall exam "to make the testing experience more manageable for students." The rationale reveals a key truth - ACT scores are largely a function of test preparation, not necessarily academic ability. Mastering the ACT is more about learning the test's idiosyncrasies than demonstrating higher-order skills. This is why colleges are increasingly moving towards "test-optional" policies. The ACT content doesn't strongly correlate with the knowledge and critical thinking needed to succeed in college. Scores have limited utility for admissions decisions beyond triangulating GPAs and high school profiles. For the ACT as a company, this presents a challenge. To stay relevant, they must prove the test provides colleges the data they need. The elimination of the Science section, for example, may be an attempt to make the exam more aligned with the curriculum. Ultimately, the evolution of the ACT signals a broader rethinking of standardized testing's role in higher ed. As the non-profit organization transitions to private ownership, the pressure to monetize and modernize the exam will only intensify. This could accelerate efforts by colleges to collectively develop "best practices" for using test scores. The goal will be ensuring these assessments genuinely reflect student readiness, not just test-taking prowess. It will be an interesting transition to watch unfold.
Gone are the days when you could simply plug your test scores and GPA into a matrix to predict college admissions odds. Post-pandemic, test data has become less reliable and colleges are questioning its value altogether. Grades, on the other hand, remain the top factor in admissions decisions. But interpreting those grades requires understanding the full context of your high school experience. There's a misconception that certain grading scales and weighting systems create inherent advantages. 4.0 vs. 4.0 weighted, letter grades vs. percentages, even "ungrading" systems - colleges know these are just different ways schools choose to evaluate student learning. The key is that grades only have meaning within the context of your particular high school. Colleges collect data on how students from your school have historically performed in college. They read your school profile closely, especially if many applicants come from there. So while grades are extremely important, colleges don't simply "rank" applicants by the numbers. They use that data, along with other application materials, to assess your overall "readiness" in a more holistic, contextual way. If there are any dips or anomalies in your transcript, you can provide that context in the Additional Information section or through your school counselor. Colleges recognize that the learning process is more important than perfection. The bottom line is that your high school record needs to be understood in light of your unique circumstances and environment. Focus on developing your skills and knowledge, not just optimizing your GPA. That's what will truly prepare you for success in college.
With the loosening of high-stakes testing under ESSA, and the pandemic further disrupting standardized assessments, colleges are seeking new ways to evaluate applicants beyond just grades and test scores. Enter the rise of "experiential learning" - hands-on, project-based approaches that go beyond traditional classroom instruction. Things like internships, community-based research, and interdisciplinary "ungrading" programs are gaining traction. Colleges recognize these experiences develop crucial real-world skills like collaboration, independent work, and problem-solving. They signal an applicant's readiness to thrive on campus and contribute meaningfully. So if you've participated in these types of learning opportunities, be sure to highlight them in your application. Mention them in your Activities List or Additional Information section. Show how they've shaped your interests, skills, and personal growth. Admissions teams will use this to complement your transcript and gauge your overall preparedness. And if your school district has profiled these offerings well, colleges will understand the unique value you can bring to their community. The bottom line is that experiential learning is becoming a key differentiator in a crowded applicant pool. Showcase these experiences to help admissions officers envision you as a successful, engaged student on their campus.
Colleges today aren't just looking for a long list of club memberships and positions. They want to see the real-world skills and experiences you've developed through your extracurriculars. Gone are the days of "gunning" for activities just to pad your resume. Admissions teams can spot that a mile away. Instead, they're looking for depth - how you've made a tangible impact through the things you're passionate about. On your application's Activities and Honors sections, focus on conveying your skills and accomplishments, not just titles. What did you actually do, and what did you deliver? Demonstrate your ability to organize, lead, and create change. And remember, extracurriculars aren't just school-based clubs. Anything you do outside the classroom that reveals your character, identity, and real-world responsibilities is fair game. Caring for family, creative hobbies, even a part-time job - these all speak to the qualities colleges value. The key is to show admissions officers how your experiences have shaped you as a person and prepared you for the academic and social demands of college. Don't just list your activities - let them see the impact you can have on their campus.
When writing resumes, we teach students to include a 2-3 sentence "Professional Statement" at the top. This concisely answers: Who you are What you're seeking Your key qualifications Relevant experiences Here are some examples: "I'm an aspiring medical student looking to learn medicine by mentoring with hospital professionals. I have STEM achievements and developed organizational skills in high-pressure environments." "As an aspiring humanities scholar, I seek to mentor with professional researchers in archives. My humanities honors, STEM research skills, and independent project experience prepare me well." This framing transforms the resume from just a list to an argument for your fit. It guides what content to prioritize and how to present it strategically. In college apps, the Professional Statement can also serve as a thesis for your entire application. It succinctly conveys who you are, your goals, and your readiness. After completing your Activities and Honors, transform that information into a focused, compelling resume. This working document can then inform your college essays.
Somehow, The Supreme Court Both Abolished Affirmative Action and Gave Us a Roadmap for How to Create a Great College Application
It's the Game We Have To Play (For Now), But It Restricts a Student's Ability to Compete in the Financial Aid Marketplace
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