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
You Have to Have Experience to Get the Experience!
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
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
You Have to Have Experience to Get the Experience!
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
Dr. Stephen Himes • November 16, 2022
College Admissions Can't Be A Meritocracy
Many more students "deserve" spots than there are spots to give.
When I dove into the actual data and methodology of Holistic Admissions at both UNC-Chapel Hill and Harvard, this was my starkest takeaway: There is no such thing as a pure meritocracy in college admissions. I don’t mean that UNC and Harvard fail to be meritocracies; I mean that meritocracies aren’t possible in the college admissions context.
If your first reaction is, no, that can’t be, there are “objective measures” like test scores and GPA that determine merit–well, the numbers simply don’t add up.
First, test scores and GPA are statistics, and like all statistics, they require context to interpret meaning. Not all ACTs are equal, depending on the student’s access to resources, time, and coaching. GPA is even more fraught, with all kinds of schools using all manner of scales subject to school context and different teachers from year to year.
Second, test scores and GPA don’t really differentiate students at the fine margins. According to the trial court’s opinion in
SFFA v. Harvard, in 2019, Harvard received 35,000 applications for about 2,000 spots. Of those, 8,000 had perfect GPAs, 3,400 had perfect SAT Math scores, and 2,700 had perfect SAT Verbal scores.
So, talking about college admissions with the verb “deserve” is not only inadequate, it’s impossible. Tens of thousands of kids “deserve” to go to the Private and Public Ivies, but there are only so many spots.
Which means that schools must create values-driven criteria to make their selections. This is a deep, existential conversation that extends way beyond the admissions office. It goes to what the stakeholders see as the purpose of the institution itself.
As we see in the trial court opinion in
SFFA v. UNC-Chapel Hill, for a public institution like the University of North Carolina-Chapel Hill, which is largely funded by the taxpayers of North Carolina, lots of different stakeholders have a say in what the university stands for: the legislature the, governor, the Board of Trustees, the Board of Governors, the Provost, the Faculty—and the students themselves. Ultimately, the admissions criteria are the result of a complex democratic negotiation across all these parties, then executed by the university through its admissions office.
For example, North Carolina state law requires the freshmen class to be at least 82% in-state residents. Fair enough–their guardians pay the taxes that fund the university. But also, that is a
choice
made by stakeholders about the purpose of the university: UNC-Chapel Hill has an international footprint, yes, but it should mostly serve North Carolina residents. By contrast, Harvard has no stated policy about Massachusetts residents, and their Massachusetts-resident composition is usually around 15%.
At Storyboards, we’ve worked with in-state North Carolina students and out-of-state students applying to UNC, so we’ve seen this play out in practice with our own kids. We advised our out-of-state students, look, you’ve got about an 8% chance of getting in, which is close to Ivy League numbers, so your application is going to need to be
very
compelling. Our in-state applicants had a 43% chance, and based on test score and GPA data, we could say with high confidence whether they would get in or not.
Was it
fair
that some of our absolute best applicants were wait-listed at UNC-Chapel Hill? Didn’t they
deserve
to get in? Sure, they
deserved it, but, again, there are far more qualified and deserving applicants than there are seats, so the university sets a values-driven criteria that excludes some and includes others. We are transparent about that with students to set expectations, and we always make sure they understand: If you don’t get in, that’s not a judgment about your character, and you certainly didn’t fail. Honestly, getting wait-listed out-of-state is quite an accomplishment, be proud of yourself, and let’s find another school that’s the right fit.
The crux of these cases is that both UNC-Chapel Hill and Harvard–because their stakeholders see educational benefits to having a racially diverse class, as permitted by Supreme Court precedent–chose to include racial identity as one of
many
factors to consider in their admissions process.
If you understand that a pure meritocracy isn’t possible, this shouldn’t be troubling. Especially in a country where many high schools are homogenous in terms of race, religion, and cultural factors, college is where you learn to exist in a pluralistic democracy–and increasingly, cultural literacy is a practical workplace skill.
So, the criteria is ultimately going to have to include several qualitative factors requiring judgment calls made by highly trained groups of professionals. The numbers and the complexity of the criteria make it clear that
nobody
is being included or excluded solely on the basis of their race.
The Supreme Court isn’t going to see it that way, I think, but that’s not going to change the core thesis of Storyboards College Admissions Portfolios: Each student’s application should tell the story of why they’re the perfect fit for their target school. We can help you tell that story, according to the criteria laid out, in a compelling way to college admissions. But at the end of the day, college admissions is an uncertain world of probabilities. It can’t be any other way.
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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