Changes in College Admissions Archives

College Board Drops Plan For At-Home SAT Tests, Lacks Space for Needed Tests

June 3, 2020June 3, 2020wordguild

The college board is throwing in the towel on at-home SAT tests, after a hit-and-miss experience with this spring’s A.P. tests–up to 20% of students on some early tests experienced trouble with the testing site and uploading responses for their AP exams.

More Colleges Will Be Dropping the SAT Requirement

Only yesterday, I posted on the responses of different universities and systems to the problems posed for students trying to boost SAT scores going into late admissions decisions, and for this fall’s college applications. Some important colleges and systems are dropping the SAT and the ACT already, most notably the University of California, which is dropping both tests going forward at least five years. They plan to look at developing their own test during that suspension of the current standardized tests, as I discussed in the post linked above.

The testing-industrial industry is still doing SAT/ACT test prep, of course, and promoting the tests, no doubt adding strategies for getting one of the limited seats that will be available. But there is alos no doubt that they are also in preliminary discussions on how to pivot to prepping for whatever new test the U.C. may come up with, should they come up with one. But that is not your problem, unless you are in 8th grade, as you read this.

The tests proceed, but who will require them?

Hours after posting on the evolving testing situation (linked above), I received a notification that the SAT was dropping its plans to attempt an at-home SAT. This is a good decision, given the impossible challenge of preventing cheating, which is another way to say, the challenges of creating a level playing field. (Add: the A.P. tests were open-book. Hard to control the effects of open books on the SAT.) But of course, since their business is giving tests, The College Board is still trying to proceed–but they do not have enough testing sites, or to put it more specifically, the College Board is never going to find enough space to safely separate the number of students needing to take the test. The results are predictable, with the College Board stating today that they are experiencing a test registration overload–scroll down and you can see that they admit lacking capacity, and suggest you look at alternate dates and alternate test sites–driving to Elko soon, anybody?

So expect this outcome: more colleges will drop their SAT requirement, and in doing that, they will almost certainly drop the ACT as well–it faces the same challenges. As smaller organization, not offering the massive suite of tests and “services” that the College Board incorporates, the ACT has fewer problems, but it does have that one huge problem everybody has: ACT will also find it difficult to impossible to find enough space, and I see no way they can guarantee a safe testing environment.

Given that it’s a legal requirement for schools to offer a safe environment for learning, no doubt even the Ivy League is going to have to start reconsidering its test-positive stance. I reported on the continuation of test polices of Harvard and Princeton in my last post. I will be suprised if they do not revisit this policy soon. Stay tuned for more.

College Application Essays for 2020-2021

Final note–I see that many of my current readers are looking at my posts on how to write a range of college essays, from the U.C. through the Ivy League. Please do note that my posts so far are from last year. Many of the essay prompts will stay the same this year, but please be aware that some will change or be tinkered with.

I will be starting to post on the 2020-2021 essay prompts next week, as I make some calls and check websites and sources to confirm which prompts are ready to go.

Y’all come on back soon.

Big Changes for the University of California Application: What, Why and What to Do (Part 1)

September 7, 2016September 9, 2016wordguild

Who should read this post: anybody who is now or will be in the near future applying to any University of California campus; any parent of anybody applying to the U.C. anytime soon; anybody interested in what is going on in higher education.

Our major topics: The U.C. Application Essays for 2016-2017; Some Current Data on U.C. Applications, From Admit Rates to G.P.A.’s; A Brief History of U.C. Admissions

Our friends at the University of California have finally made their break from the Common Application.

But wait, you say—they never were in the Common App system. And you’d be right.

But the old, two-essay format for the U.C. pretty much guaranteed that a majority of applicants reused their Common App essay; with one thousand words total, you’d upload your very polished Common App essay, then write (or reuse from somewhere else) a shorter essay of about 350 words, after which you could click on as many U.C. campuses as you liked and call it a day. For the last few years, the U.C. has been like a satellite orbiting the Death Star known as The Common Application.

So much for that.

What exactly they want now is four essays, each of 350 words (maximum) and you are to choose from eight prompts to do so. If you are a junior college/transfer applicant, you are required to write about your major, then to choose three of seven remaining prompts. I link the new U.C. prompts for everybody here.

This is the biggest change in years at the U.C. and the biggest change I have seen yet this year in any of the major applications—so why are they doing this, now? And why should you care? Isn’t it enough that you have to write the bloody things?

Well, yes it is, but knowing why can help you understand what they want. And the why has three reasons.

Reason number one: The U.C. is having trouble figuring out who the best applicants are. More on that below.

Reason number two: The U.C. has too many people applying. To a large extent this is due to the fact that it’s easy to apply to all the U.C.’s once you’ve done the app for one: you write the essays, fill in the rest of the application, and then just start clicking to send it to as many U.C.’s as you want. Sure, you pay for each campus you target, but the fee is relatively small against the upside benefit of a seat at a U.C. campus. But you already knew that.

Reason number three: Essay recycling. Clearly this is tied in to the large number or apps, partly because the U.C. was a default backup to a range of super-selective Common App colleges (the Ivies, etc); most U.C. applicants were (and still are) applying to a selection of Common App schools as well—and being able to reuse the Common App essay made it all the more easy to add a set of U.C.’s to your average HYPSM application.

I know I already mentioned that, but it’s an important point because, well, they don’t want to feel like your fallback date for the big dance if your true love turns you down, and you can see how the new application is a direct response to essay recycling when you look at the length and at the number of essays now required for the U.C.: very few universities have a 350-word limit for their essays, and very few require this many essays written specifically for them. Of course, the number and range of questions also require you to do a lot more writing about yourself, and they hope that this will help them do a better job figuring out who to admit.

Think about it: if you are at a typical suburban high school, you probably need two hands and both feet to count the number of people at your school who have a 3.8 or above GPA and a 2100 SAT (or 32 ACT). But would you want to share a dorm with all of them? Are some of them not indistinguishable from robots? U.C. truly believes in building a “learning community” and, like all schools, want people who themselves really want to attend, and who have more experiences in their lives than were defined by ten years at Kumon and four years of college counseling. Therefore, the essays, which make it harder to fake it as you show who you are. Though not impossible.

The takeaway is that it’s become much more difficult to reuse another essay directly on the U.C. application—or to use their essays directly on somebody else’s. Stanford, for example: they want 250-word supplemental essays, and while some clever editing might allow some crossover, a 350 word essay cut down to 250 words is a whole new essay.

On the other hand, a school like Harvard has some overlap through their “optional” extra essay (which is not really optional for most students) because it is so open-ended. And there is a degree of overlap between select UC prompts and prompts for a number of U.C. analogs as well as for some excellent, lesser-known choices across the country. So I will address the opportunities for multi-use essays directly in my next post.

For now let’s leave the essay prompts behind and turn to the details on how this came to pass, and on some current data for the U.C. admissions (3.91 average GPA at the two most popular U.C. campuses, for example) read on.

How We Got Here (And Where We Are)

To get a broader picture of where we are, let’s start with a quick look at the ancient past: By the middle of the 20^th Century, the U.C.’s stated mission was to provide higher education to all California students who qualified. For some perspective on what that meant, prior to 1960, the top 15% of all California students were admitted to the U.C. system, and until 1964 the system admitted all students who met its requirements. And this without needing an SAT test. Then, in 1968, a paradigm shift began as Ronald Reagan, governor of California, defined higher education as a privilege that should be defined by the practical and limited to the “deserving” (have a look here for a quick summary of Ronald Reagan’s role in changing the postwar educational paradigm: The Day the Purpose of College Changed).

Flash forward to the early 1980’s and Berkeley was denying admissions to roughly 50% of applicants; by 1990, that number had grown to around 2/3.

Some Current Admissions Data for the University of California

That seemed like tough news in 1990, but it seems fantastic compared to last year’s Berkeley admissions: for the incoming class of 2020: 14.8% of all freshman applicants were admitted to U.C. Berkeley, this coming out of 82,558 freshman applicants. And, oh yes, that average Berkeley SAT of 2093 and ACT of 31 for this year’s incoming freshmen, in addition to that 3.91 average GPA (Which was 3.94 for out-of-state and international students—though there are seats set aside for them which might still result in you getting bumped by an out-of-state student, Oh 3.9 GPA Californian).

Of course, you already knew that U.C. Berkeley and U.C.L.A. were both a bear to get into (No, I could not pass up the chance for a bad pun).

But now, even the so-called second tier campuses appear increasingly difficult for admissions, partly because the ease of spamming applications to all campuses, noted above, but also for the very good reason that the education is superb, and the chances of getting into other big-name university brands is even more brutal—just under 5% last year for Stanford, for example, and 6% admit rate for the tougher Ivies—and, well, Mr. Reagan, who attached the idea that education was special and argued that education should take cuts like everybody else when the budget needed to be balanced, and since the early 1970’s, it’s been about balancing budgets more than addign seats—I add only that this is a short summary but fully factual. You can add whatever politics you like to the facts.

But it could be worse–and there is plenty of room for the top 10% of students in California, at the least, if you are flexible in your U.C. target list. So before you panic, consider a wider field, starting with my favorite dark horse, Santa Cruz, which had an average admit GPA of 3.85 and an overall admit rate of 56.9% last year (with a California admit rate close to 80%). This from a university that the Times International survey has ranked in the top two in the world for research influence over the last couple of years (measured by how often U.C. Santa Cruz researchers were cited by others). Yep, U.C. Santa Cruz, at the top of world rankings for research citations.

As for prestige, in ten years, having a degree from U.C. Merced will be gold to a U.C. Berkeley or U.C.L.A. platinum.

It’s true that the pressure is not going to go away, but the new four-essay admissions strategy is likely to have a dampening effect on the total number of applications, and the additional 5,000 or so California students that the U.C. has agreed to add over the next two years will also have an effect on the chances that a California student will be admitted, as well as on the average GPA and test scores. And let’s look past my Dark Horse to a couple of other options.

In fact, let’s look in the San Jouquin Valley, where Merced’s middle-range GPA’s for students arriving this fall ranged from 3.37 (25^th percentile admitted) to 3.88 (75^th percentile). Which means that Merced looks like Berkeley did when Reagan was governor, in terms of getting in (Historical fact: 1967 was the first year that the SAT was required for U.C. admissions)—though I hasten to add that Merced will also be a large construction site for the next 4-5 years as they build it out into a truly world-class campus.

If construction dust (and valley fever) sound like bad news, have a look further south at U.C. Riverside, which for students enrolling this fall, had a mid-range GPA of 3.52-4.0, a mid-range ACT composite of 27-29 and a mid-range SAT composite of 1490-1915.

And Finally, Back To Those Pesky Application Essays

So what should you do as you begin your U.C. application? Let’s start with Reason 1 for the change in the application: at the most selective U.C.’s, they are having a tough time figuring out who is a robot as they sort through reams of applications containing the life accomplishments of kids who have had fully programmed lives, going to Kumon since age four and starting college activities in 8th grade. So view the essay as a chance to show them why you are unique and would be a real addition to whatever campus(es) you are applying to. But before you do that, compare the U.C. prompts to those used by the other schools you are applying to. Or better yet, wait until next week, when I do some of that for you, as well as analyzing prompts.

See you soon.

What Universities Will Look For This Year In College Applications–A Quick Introduction

June 27, 2013wordguild

What universities are looking for starts with what kind of university you are applying to. In the most basic sense, universities can be divided into two categories when it comes to applications: holistic or objective universities.

In the first case, holistic universities take a “whole person” approach, looking at grades and (usually) test scores, but also looking at other factors, like essays. Whether this measures the whole person or not is open to question.

Objective universities use test scores and grades . . . and that’s pretty much it. With the exception of some specific programs, your academic record is the sole measurement, so no sweating essays and recommendations. On the other hand, with objective schools, you also have little or no chance to persuade somebody to give you a chance if your academic record is a little sketchy. And how well grades and scores reflect your potential is a matter of some debate; I have written about this and about how college applications are evaluated in earlier posts, and I suggest you read this post from last year before reading what I have to say below: How College Applications are Evaluated. I will pause while you click and read . . .

Welcome back.

So let’s turn now to factors that most applicants think are more important than they really are. I must caution you before we proceed to keep in mind that, in this post, I am dealing with aggregated numbers, i.e, with averages. Despite the trends and averages, there are specific colleges which do emphasize elements that other colleges ignore completely–a college that states diversity as a mission will emphasize this in applications, for example, so being the first in your family to attend, or being a first generation American, may give you some sort of boost. Other colleges that have small student bodies, a personal approach and active and committed alumni may put an emphasis on a personal interview–in one specific and extreme case, Deep Springs College requires an extended visit to campus, participation in the work and classes there, and a panel interview that can be, well, a bit confrontational, and this panel, which is dominated by students currently in the Deep Springs program, ultimately determines who is admitted after making it to this second round. But hey, if you do make it into Deep Springs, you are getting a free education at a super elite (and highly iconoclastic) school that sends most of its grads on to the Ivy League or other super-elites for further ausbildung. And schools which put interviews and personal characteristics at the top of their criteria are rare.

In fact, for most universities, in terms of the activities and qualifications that play a role in the application process, interviews and class rank are not of significant importance or are not considered.

Surprised? You have a lot of company. I have some clients who follow their class rank like a gambler staring at the roulette wheel, even after I show them that it won’t really matter, and I have others who really sweat the interview and I have to repeat, over and over, relax, dress decently, smile and all will be well until I have them hypnotized.

While there are probabilities in admissions, your college applications are not a crapshoot, and unless you suddenly turn into Linda Blair in The Exorcist, (Don’t click this link if you don’t like scary pictures) or otherwise go out of your way to offend the interviewer, the interview won’t matter other than as part of your overall expression of demonstrated interest. And demonstrated interest is important, but an interview is only one of the ways to demonstrate interest to the college. Talking to any reps the university sends out on the road, to your school or your region, talking with people in the admissions department and in the various programs, visiting the campus, et al, also fit into the category of demonstrated interest.

The reasons for the decline of the interview are multiple, but most importantly come down to money–with the enormous volume of applicants many universities process, it is, for most schools, too difficult to establish and maintain an adequate pool of good interviewers. Over the years, alumni have become the go-to source for interviewers, but they are often not really vetted because it is hard enough just to find somebody with the time and desire to do the job. Interviewers are not paid or get only a nominal remuneration, for the most part. As applications have soared into the many tens of thousands for elite schools, even after an initial pool of qualified candidates is established, the multiple hundreds to thousands of remaining applicants represent a huge interviewing challenge. So when it comes to interviewing, my advice is to schedule an interview and follow my mantra, above. Oh, and be on time.

The decline of class rank as a factor is more complicated. One reason is the decline in the number of high schools who report class rank. Put simply, high school administrators grew tired of the bloodletting that occurred over class rank as students vied to be valedictorian and salutatorian, and it’s pretty hard to compute rank in a fair way when comparing students who have, say, the same G.P.A. and same number of A.P. classes but have emphasized different areas. How would one fairly compare an exceptional arts and humanities student to an exceptional STEM student? Universities, on the other hand, have de-emphasized class rank for a number of reasons connected to variations in the quality and size of high schools. The third-ranked student at a small school that is mediocre is not likely to be all that competitive with the third-ranked student at a large and very highly ranked high school. Or at least it is not possible for the universities to assess a pair or students like these in an objective and accurate way.

Here is a summary of the trends in interviewing:

In 1993, 42 percent of colleges reported that class rank was of considerable importance. By 2011, that had dropped to 19 percent. In 1993, 12 percent of colleges reported that the interview was of considerable importance. In 2011, only 6 percent did.

A more important issue for admission is also a perennial hot button topic: race (or ethnicity, if you will) which, after this week’s Supreme Court decision, will still be used in admissions–at least in the next couple of years. The very last legal word has not been said on this matter yet . . .

But here is the nut of this issue: ethnicity is not really a major factor in most cases, and for those where it is a factor, this is only true after you qualify and at a particular point in the process with particular schools: before any additional factors are evaluated, the initial pool of candidates is established using GPA and test scores; then essays, activities and other factors, along with race, are used to determine who will be offered admissions, based on a scale that reflects what the university wants and needs. A truly unqualified candidate is not in this initial pool. I have written about this in more detail in the post linked above and also in this post: Seven Rules for College Admissions.

Here is the data that the NACAC study came up with for race and other “personal characteristics” in college applications:

Personal Characteristics and Admissions Decisions, 2011

How Colleges Use Factor	First-Generation Status	Race or Ethnicity	Gender
Considerable Importance	3.5%	4.7%	4.7%
Moderate Importance	22.5%	21.0%	8.2%
Limited Importance	26.0%	21.8%	23.0%
No Importance	48.1%	52.5%	64.1%

For 70-95% or more of the colleges, depending on which factor you look at, it’s not such a big deal, eh?

For the most part, your application essays are far more important than personal attributes like gender or race, and the essays themselves often tie into or show something of your activities and interests, so you can cover a lot of ground with a good essay. Good essays are particularly important when you are likely to be in the middle of the pack qualifying for the pool and need something to stand out. So after grades, test scores and ongoing activities, you should be looking at developing a good set of essays. That, I think, is the takeaway here.

To recap and to wrap this post up, the two most important factors in college admissions are, in this order, grades in college preparatory classes and test scores on the SAT and ACT (AP classes obviously rule the college prep class category, unless you are in an IB program–more about this in a later post). Following grades and tests in importance are essays, activities, teacher and counselor recommendations (I favor getting both, as long as they are specific and solid), and demonstrated interest also matters to many schools; below these factors in importance, for most schools, are subject test scores, portfolios (though portfolios are a must for some programs and do make a difference if you have something remarkable to offer) and, depending on the school, near the bottom of the priority list in admissions are interviews and personal characteristics, with the exceptions I noted earlier. Do read the links I posted above if you haven’t already and stay tuned: I’ll be turning my attention to specific application essay topics in the next two weeks as the universities start to post their essay prompts for 2013-2014.

A word of warning, however: As I start to write about some of the specific posts at elite schools, some of my posts will be available only as excerpted samples on this site; you will need to pay a small subscription fee to gain full access to all posts, via my private site. It’s only fifteen bucks for the full application year, through April, 2014. I call that a bargain. But just to check, feel free to peruse my archives and to click on tags and categories for other posts.