A recent story in the Los Angeles Times reported that Occidental, a small liberal arts school where Barack Obama spent his first two years of college, will have an expected enrollment increase of 21 percent this fall—a rise that may be largely attributable to the so-called O-O connection. Many incoming students were attracted to the college because Obama once went there; for some, attending the same school is both inspiring and legitimizing, particularly when explaining their college choice to family and friends.
But is choosing a school because someone famous once attended it a good plan? Similarly, should students apply to—and decide to attend—a college that, for whatever reason, is suddenly the place to go? A school's popularity or transitory fame shouldn't be a factor when contemplating choices in higher education, yet it often is. Each year college counseling offices are faced with multitudes of seniors applying to the same highly sought-after school—even when the college in question doesn't fit the students' goals and even though the students realize that only one or two applicants from the same high school will be admitted.
Of course, among the incoming Occidental class will be students who were searching, say, for a small college in Southern California offering an excellent liberal arts education and who heard of the school or had their interest piqued because of Obama's attendance there—a different situation entirely from those who applied simply because it was one of the President's alma maters.
The popularity of any given college waxes and wanes, typically for reasons having nothing to do with the school itself. But just because a college is in vogue or someone famous went there doesn't necessarily make it a good choice.
Showing posts with label College Admissions. Show all posts
Showing posts with label College Admissions. Show all posts
Economy's Effect on College Plans May Not Be All Bad
It's no secret that the economy has wreaked havoc on many students' college plans. With parents' savings severely depleted or even exhausted, college-bound seniors are having to consider less-expensive schools, as this recent story reports.
Although being unable to attend a dream school with a tab of more than $50,000 per year can initially seem heartbreaking, this increasingly common predicament can galvanize students (and their parents) into analyzing and focusing on what they really want and need from a college education. Too often students are swayed by a school's ranking, popularity, or prestige. Instead of taking a close look at their own personal and educational goals, high school seniors often become prematurely attached to a particular school that, objectively speaking, isn't the best—or even a good—choice.
When financial realities enter into the picture, students are forced to examine their plans carefully. Does a goal of becoming a journalist, for example, necessitate attending Northwestern's Medill, or could that plan (especially for an in-state resident) be accomplished just as well at the University of Missouri? Does it make more sense to forgo attending a top-tier school with a hefty price tag and skimpy financial aid package and instead choose a solid, well-regarded college whose scholarship award will make graduating four years later debt-free a reality?
Of course, these are the sorts of questions students should be asking themselves long before acceptances and rejections roll in—and not just in a tanking economy. Even though having constricted choices can be disappointing, it can also be an opportunity for mature consideration of goals and, perhaps more important, an essential life lesson. Much as we might wish them to be otherwise, options and resources are limited, and being able to work within those limitations is a skill every bit as valuable as anything learned in college.
Although being unable to attend a dream school with a tab of more than $50,000 per year can initially seem heartbreaking, this increasingly common predicament can galvanize students (and their parents) into analyzing and focusing on what they really want and need from a college education. Too often students are swayed by a school's ranking, popularity, or prestige. Instead of taking a close look at their own personal and educational goals, high school seniors often become prematurely attached to a particular school that, objectively speaking, isn't the best—or even a good—choice.
When financial realities enter into the picture, students are forced to examine their plans carefully. Does a goal of becoming a journalist, for example, necessitate attending Northwestern's Medill, or could that plan (especially for an in-state resident) be accomplished just as well at the University of Missouri? Does it make more sense to forgo attending a top-tier school with a hefty price tag and skimpy financial aid package and instead choose a solid, well-regarded college whose scholarship award will make graduating four years later debt-free a reality?
Of course, these are the sorts of questions students should be asking themselves long before acceptances and rejections roll in—and not just in a tanking economy. Even though having constricted choices can be disappointing, it can also be an opportunity for mature consideration of goals and, perhaps more important, an essential life lesson. Much as we might wish them to be otherwise, options and resources are limited, and being able to work within those limitations is a skill every bit as valuable as anything learned in college.
Motivation for College: From Homeless to Harvard
In a particularly inspiring college admissions story, the Los Angeles Times recently reported that Khadijah Williams, an 18-year-old with a long history of family instability and homelessness, will be attending Harvard this fall. Recognizing her intelligence after scoring in the 99th percentile on a standardized test in third grade, Williams took pride in her achievement and worked hard to keep herself in the gifted programs of the countless schools she attended over the years.
Her story may have many parents wondering how it is that someone with the deck so stacked against her could overcome the almost insurmountable odds of getting into Harvard (or any other top-ranked school—Williams was also accepted by more than 20 other colleges, including Brown, Columbia, and Amherst), while their own children, who hold all the cards, seem far less motivated and don't fare nearly as well.
Part of the answer may lie in Williams's circumstances themselves and her sense of self-efficacy. The life dictated by her mother's choices and actions was a powerful negative motivator—Williams knew she didn't want that kind of existence for herself. Moreover, she realized that the one thing she did have—her intelligence—could, combined with hard work and perseverance, be her ticket to better things. In other words, Williams recognized that she had control over this one area of her life and that she could, with help from other adults, largely determine her own future.
Obviously such rags-to-riches stories aren't the solution for relatively unmotivated, underachieving privileged students. But they do suggest that being handed everything on a silver platter—and then pressured by parents to make use of the advantages they confer—may not be the best way to foster children's self-determination and academic achievement.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
Her story may have many parents wondering how it is that someone with the deck so stacked against her could overcome the almost insurmountable odds of getting into Harvard (or any other top-ranked school—Williams was also accepted by more than 20 other colleges, including Brown, Columbia, and Amherst), while their own children, who hold all the cards, seem far less motivated and don't fare nearly as well.
Part of the answer may lie in Williams's circumstances themselves and her sense of self-efficacy. The life dictated by her mother's choices and actions was a powerful negative motivator—Williams knew she didn't want that kind of existence for herself. Moreover, she realized that the one thing she did have—her intelligence—could, combined with hard work and perseverance, be her ticket to better things. In other words, Williams recognized that she had control over this one area of her life and that she could, with help from other adults, largely determine her own future.
Obviously such rags-to-riches stories aren't the solution for relatively unmotivated, underachieving privileged students. But they do suggest that being handed everything on a silver platter—and then pressured by parents to make use of the advantages they confer—may not be the best way to foster children's self-determination and academic achievement.
(NOTE: Original comments on this post could not be transferred but may be viewed by clicking here.)
What's Missing from College Rejection Letters
Recently the Wall Street Journal published an article on college rejection letters, citing some of the most praiseworthy (and infamous) among this year's crop. Even the kindest—and perhaps wisest—of these, from Harvard ("Past experience suggests that the particular college a student attends is far less important than what the student does to develop his or her strengths and talents over the next four years"), doesn't acknowledge the inherent subjectivity, randomness, and fallibility in college admissions.
The fact is, for every student admitted to any given college, many more are equally qualified and deserving but simply weren't lucky enough to get in. Although college admissions officials are typically highly dedicated professionals who work long and hard to make their task as objective as possible, the fine-level distinctions they ultimately make among highly qualified applicants simply aren't defensible from a scientific standpoint.
As I discussed in my previous post commenting on Barry Schwartz's Huffington Post piece titled "Why Selective Colleges—and Outstanding Students—Should Become Less Selective," his solution—that colleges should randomly admit students from their groups of "good enough" applicants—is not only sensible but more humane. Every year thousands of high school seniors are rejected from schools they had the grades, test scores, recommendations, essays, and extracurriculars to be admitted to.
These rejections are frequently traumatic and can have long-lasting effects, in part because colleges don't acknowledge the luck factor, which is far greater than most applicants or their parents suspect. Even rejection letters that pay lip service to unprecedented numbers of highly qualified applicants don't admit to the elements of chance, although doing so would be more honest and forestall much personal suffering on the parts of rejected students.
Some years ago in Admissions Confidential, a controversial book by a former admissions officer at Duke, Rachel Toor recounted her experiences in the field, revealing just how imperfect and random college admissions decisions can be. It's time for rejection letters to acknowledge this fact. Instead of claiming that only the "best" and "most qualified" applicants could be admitted (e.g., "The deans were obliged to select from among candidates who clearly could do sound work at Bates"), rejection letters should concede that the processes used to choose among highly qualified students are fallible and subjective, and that in the vast majority of cases, the determining factor was simply luck.
The fact is, for every student admitted to any given college, many more are equally qualified and deserving but simply weren't lucky enough to get in. Although college admissions officials are typically highly dedicated professionals who work long and hard to make their task as objective as possible, the fine-level distinctions they ultimately make among highly qualified applicants simply aren't defensible from a scientific standpoint.
As I discussed in my previous post commenting on Barry Schwartz's Huffington Post piece titled "Why Selective Colleges—and Outstanding Students—Should Become Less Selective," his solution—that colleges should randomly admit students from their groups of "good enough" applicants—is not only sensible but more humane. Every year thousands of high school seniors are rejected from schools they had the grades, test scores, recommendations, essays, and extracurriculars to be admitted to.
These rejections are frequently traumatic and can have long-lasting effects, in part because colleges don't acknowledge the luck factor, which is far greater than most applicants or their parents suspect. Even rejection letters that pay lip service to unprecedented numbers of highly qualified applicants don't admit to the elements of chance, although doing so would be more honest and forestall much personal suffering on the parts of rejected students.
Some years ago in Admissions Confidential, a controversial book by a former admissions officer at Duke, Rachel Toor recounted her experiences in the field, revealing just how imperfect and random college admissions decisions can be. It's time for rejection letters to acknowledge this fact. Instead of claiming that only the "best" and "most qualified" applicants could be admitted (e.g., "The deans were obliged to select from among candidates who clearly could do sound work at Bates"), rejection letters should concede that the processes used to choose among highly qualified students are fallible and subjective, and that in the vast majority of cases, the determining factor was simply luck.
A Solution to the College Admissions "Arms Race"
It's mid-April, and we're at the end of another college admissions season. Admissions committees have spent thousands of hours winnowing their choices; high school seniors have devoted a huge percentage of their time and energy for more than a year to college application–related matters. Is all this effort worth it? According to a recent essay by psychologist and writer Barry Schwartz in The Huffington Post, the answer is no. Here's an excerpt from his provocative post:
Schwartz argues that admissions committees should screen applications to decide which students are "good enough" to be admitted. Then, instead of spending countless hours in an ultimately futile effort to select the "very best" of these good enough students, committees should narrow the pool by randomly selecting the "winning" final group to be offered admission.
This inspired idea would save everyone, especially students, a lot of grief. And, as Schwartz speculates, if "talented and hard working people are forced to confront the element of chance in life's outcomes when they (or their kids) fail to get into the 'best' college, they may be more inclined to acknowledge the role of luck in shaping the lives of the people around them"—which may, in turn, "make them a good deal more empathic toward others, and a good deal more committed to creating more room, for themselves and others, at the top."
So we are collectively engaged in a college admission "arms race" that is almost a complete social waste, for once a set of "good enough students" or "good enough schools" has been identified, it probably doesn't matter very much which one you choose; or if it does matter, there is no way to know in advance what the right choice is. Hair-splitting to distinguish among excellent students (or schools) is a waste of time and effort; the degree of precision required exceeds the inherent reliability of the data.
Schwartz argues that admissions committees should screen applications to decide which students are "good enough" to be admitted. Then, instead of spending countless hours in an ultimately futile effort to select the "very best" of these good enough students, committees should narrow the pool by randomly selecting the "winning" final group to be offered admission.
This inspired idea would save everyone, especially students, a lot of grief. And, as Schwartz speculates, if "talented and hard working people are forced to confront the element of chance in life's outcomes when they (or their kids) fail to get into the 'best' college, they may be more inclined to acknowledge the role of luck in shaping the lives of the people around them"—which may, in turn, "make them a good deal more empathic toward others, and a good deal more committed to creating more room, for themselves and others, at the top."
Public University or Private College? Top 10 Tips for Deciding Which to Attend
As college admissions decisions roll in, some students may find themselves facing a particularly difficult decision: Should they attend their state university with all expenses paid for four years, or should they (and their parents) spend thousands of dollars and/or take on massive debt to attend a top-tier private college or university? Although at first glance this choice may seem simple—and, in some cases, may be dictated by family circumstances—in actuality, it can be very complex.
The decision will affect students and their families not just for the next four years but, in varying degrees, for the rest of their lives. Imagining or attempting to predict the personal and financial ramifications of this choice 10, 20, or even 30 years down the line is a daunting task, but failing to do so increases the risk of making a poor decision.
So what factors should you weigh before choosing? Here is a list that can help make the decision easier:
In the end, deciding where to attend college can be extremely difficult, especially when no choice seems ideal. If, after carefully considering all the factors and consulting with your parents, you find that you still can't choose, flip a coin. Decision theorists say that when two options seem equally desirable, allowing heads or tails to determine the choice is not only reasonable but rational.
The decision will affect students and their families not just for the next four years but, in varying degrees, for the rest of their lives. Imagining or attempting to predict the personal and financial ramifications of this choice 10, 20, or even 30 years down the line is a daunting task, but failing to do so increases the risk of making a poor decision.
So what factors should you weigh before choosing? Here is a list that can help make the decision easier:
- Consider your goals for college. Are you mainly looking to get a degree in a certain subject, or do you view college more as an opportunity for expanding your horizons and personal growth? Although both can be accomplished in either setting, the former may tip the scales toward the state university, whereas the latter might lead you to choose the private college.
- Does the school's size matter to you? A large state university may have many more offerings in all areas but also usually has many more students—meaning larger classes and more competition to get into popular courses or majors. But a small college could seem limiting and, if your interests change (as they do for many students), may not even offer the major you ultimately choose to pursue.
- Whom do you want to attend college with? If you go to your state university, most of the other students—some of whom will likely become lifelong friends—will come from your home state, and many even from your high school. If you'd like more geographic diversity, attending an out-of-state school may be the way to go.
- Where do you want to be? If staying close to home is important or you want to develop and solidify local personal and professional relationships, the state university may be your best choice. However, if you feel you've outgrown your location and want to experience something completely different, the private college in a far-off state may make more sense.
- Which school do you want to "take with you" for the rest of your life? Either way, you'll be listing that school on your resume, receiving that school's alumni publications, and otherwise hooked into that school's personal and professional network for years to come.
- What near-term financial effects will attending the school have on you? An all-expenses-paid four-year stint at the state university will free you from having to take part-time jobs during the academic year and full-time employment in the summers; you'll also graduate debt-free. Attending the private college, however, may put significant financial pressure on you while you're in school and burden you with thousands of dollars in debt by the time you're done.
- What about long-term financial effects? Graduating from college debt-free means you'll have more options when it comes to subsequent employment or education. You won't be forced to take a less desirable but higher paying job after graduation to make your monthly payments, and you'll be freer, if necessary, to take on debt if you decide to pursue an advanced degree. You also may be able to do such things as buy a house or start a business sooner. The converse is true if you already have major debt from your college education.
- How will your choice affect your parents' financial situation? Your parents may be more than willing to spend hundreds of thousands of dollars so you can attend whatever college you choose, but can they really afford to? Some parents will seriously compromise their own financial futures for their children, but what will this mean down the line? They may not have enough money to live on, and you may find yourself wanting or needing to help support them later on.
- In terms of your professional future, will it really matter which school you attend? Although many people still believe that attending a prestigious top-tier college is the ticket to personal, professional, and financial success and the only way to get into top graduate and professional schools, this is an outdated misconception. Success is much more a function of your personal qualities, effort, and luck than of where you decide to go to school—and highly competitive graduate programs regularly admit students from state universities.
- Will you regret your decision? Some people are more prone to regret than others; if you're one of them, you may want to choose the school that you believe, in your heart of hearts, is meant for you. Studies have shown that in later life people regret their inactions (the road not taken) more than their actions, so forgoing that expensive dream college in favor of the more prudent state university may set you up for major regrets when you're older—but then again, so could going thousands of dollars into debt.
In the end, deciding where to attend college can be extremely difficult, especially when no choice seems ideal. If, after carefully considering all the factors and consulting with your parents, you find that you still can't choose, flip a coin. Decision theorists say that when two options seem equally desirable, allowing heads or tails to determine the choice is not only reasonable but rational.
College Admissions: Making the Most of Your Opportunities
Yesterday a former admissions officer at Harvard spoke at a local school about college admissions. One of her main points was that what Harvard and other selective schools want to see is that applicants have made the most of whatever opportunities have been available to them. This means that where you've gone to high school doesn't matter nearly so much as which classes you've taken and your level of involvement with any extracurricular activities you've chosen, given the particular resources of your school.
As an admissions interviewer I've met with countless students from well-endowed top private prep schools to underfunded, languishing public schools. Although I'm always struck by the range of experiences students from the former often present, I'm just as impressed with what students from the latter have been able to achieve despite much more limited options.
In a very real sense, students who've had relatively few possibilities open to them and little personal attention over their high school careers may actually be better prepared for the real world. Because they've essentially had to forge their own way in high school, from appropriate course planning and selection to the entire college admissions process, they may well be more able to cope with the challenges of independent adulthood in college and beyond.
Students who have attended high schools with abundant academic, extracurricular, and personnel resources, however, have often been able to go further academically. Moreover, because of the wealth of their personal experiences, such students frequently offer a broader, more contemplative (as opposed to pragmatic) perspective on life.
The best thing about college is that students from diverse types of schools and dramatically different walks of life end up there together. No matter how limited or plentiful the opportunities were at your high school, the entire playing field is leveled once you arrive at college. And having to interact with students from very different backgrounds than your own is just as much of an education—and, often, stretch—as the classes themselves, regardless of where you went to high school.
As an admissions interviewer I've met with countless students from well-endowed top private prep schools to underfunded, languishing public schools. Although I'm always struck by the range of experiences students from the former often present, I'm just as impressed with what students from the latter have been able to achieve despite much more limited options.
In a very real sense, students who've had relatively few possibilities open to them and little personal attention over their high school careers may actually be better prepared for the real world. Because they've essentially had to forge their own way in high school, from appropriate course planning and selection to the entire college admissions process, they may well be more able to cope with the challenges of independent adulthood in college and beyond.
Students who have attended high schools with abundant academic, extracurricular, and personnel resources, however, have often been able to go further academically. Moreover, because of the wealth of their personal experiences, such students frequently offer a broader, more contemplative (as opposed to pragmatic) perspective on life.
The best thing about college is that students from diverse types of schools and dramatically different walks of life end up there together. No matter how limited or plentiful the opportunities were at your high school, the entire playing field is leveled once you arrive at college. And having to interact with students from very different backgrounds than your own is just as much of an education—and, often, stretch—as the classes themselves, regardless of where you went to high school.
Let Students Manage the College Application Process Themselves
Yesterday I had an opportunity to attend a talk given by an admissions representative from an Ivy League university. He addressed many aspects of the college selection, application, and decision processes, and the meeting was well attended by parents, mostly of high school juniors.
One of his more interesting comments concerned the involvement of today's parents in their children's college choices and applications. A case in point is the parent who speaks for the child when, after a tour, they stop by the school's admissions office and talk to the staff about applying. Another example is the parent who has a heavy hand in writing application essays—or hires someone to assist the student with that often onerous task.
Sitting in the audience, I realized that the talk itself was something that simply wouldn't have occurred in my day and age. Although I attended a top-notch private school, there wasn't a single meeting designed to familiarize and help parents with the college admissions process. Such meetings were reserved for students; although some may have received assistance from their parents with applications, most managed the entire college application process on their own.
This isn't to suggest that parents today shouldn't help or offer assistance—certainly, as the admissions representative noted, parents can be very supportive by helping their children think through goals and clarify the sorts of things that are important to them in a college. But for the choice to be truly a student's own—and for the student to feel excitement and ownership of the final decision—parents must step back and allow their children to explore schools and manage their college applications themselves.
One of his more interesting comments concerned the involvement of today's parents in their children's college choices and applications. A case in point is the parent who speaks for the child when, after a tour, they stop by the school's admissions office and talk to the staff about applying. Another example is the parent who has a heavy hand in writing application essays—or hires someone to assist the student with that often onerous task.
Sitting in the audience, I realized that the talk itself was something that simply wouldn't have occurred in my day and age. Although I attended a top-notch private school, there wasn't a single meeting designed to familiarize and help parents with the college admissions process. Such meetings were reserved for students; although some may have received assistance from their parents with applications, most managed the entire college application process on their own.
This isn't to suggest that parents today shouldn't help or offer assistance—certainly, as the admissions representative noted, parents can be very supportive by helping their children think through goals and clarify the sorts of things that are important to them in a college. But for the choice to be truly a student's own—and for the student to feel excitement and ownership of the final decision—parents must step back and allow their children to explore schools and manage their college applications themselves.
When to Start the College Search
As children enter high school, parents often begin wondering when to start the college search. Usually a school's college counseling program has a formal beginning and end to the process, typically starting sometime in the junior year.
But parents may worry that by then, there won't be enough time to become familiar with all the different options, visit schools, and narrow down the choices to a reasonable number (say, ten). So, assuming a child isn't being pressured, there's no harm in starting the college search informally much earlier—in the freshman year or even in middle school.
One way to do this is by making a point of seeing any colleges that happen to be near home or the family's vacation spot. This doesn't mean signing up for formal tours, but rather simply driving by a school or around its grounds to take a quick look. Mentioning a couple of interesting facts about the college and restricting the number of school drive-by visits to perhaps one or two per vacation can help kids remember what they've seen.
Another informal way to start the search process with younger students is by asking them what part of the country they might like to attend college in or whether they've ever considered going abroad for their studies. Similarly, encouraging them to reflect on the kinds of places they feel most drawn to—such as urban versus rural environments, or big versus small schools—can be another unstressful way to start thinking about colleges.
The biggest risk to beginning the search process earlier than the junior year is that, despite parents' best intentions, students may end up feeling pressured. If this happens, it's probably best to forgo any future visits or conversations until the student either expresses an interest or starts the formal process at school.
Keep in mind that choosing a college involves many stages—things that seem important to younger students may be totally irrelevant to them a few years later. But watching how their thinking progresses over time can add interest (and fun) to the entire college search process—not just for parents, but for children as well.
But parents may worry that by then, there won't be enough time to become familiar with all the different options, visit schools, and narrow down the choices to a reasonable number (say, ten). So, assuming a child isn't being pressured, there's no harm in starting the college search informally much earlier—in the freshman year or even in middle school.
One way to do this is by making a point of seeing any colleges that happen to be near home or the family's vacation spot. This doesn't mean signing up for formal tours, but rather simply driving by a school or around its grounds to take a quick look. Mentioning a couple of interesting facts about the college and restricting the number of school drive-by visits to perhaps one or two per vacation can help kids remember what they've seen.
Another informal way to start the search process with younger students is by asking them what part of the country they might like to attend college in or whether they've ever considered going abroad for their studies. Similarly, encouraging them to reflect on the kinds of places they feel most drawn to—such as urban versus rural environments, or big versus small schools—can be another unstressful way to start thinking about colleges.
The biggest risk to beginning the search process earlier than the junior year is that, despite parents' best intentions, students may end up feeling pressured. If this happens, it's probably best to forgo any future visits or conversations until the student either expresses an interest or starts the formal process at school.
Keep in mind that choosing a college involves many stages—things that seem important to younger students may be totally irrelevant to them a few years later. But watching how their thinking progresses over time can add interest (and fun) to the entire college search process—not just for parents, but for children as well.
College Choice: Attitude Is Key
Recently I had an opportunity to listen to a panel of college students talk about their college admissions experiences. The high schoolers and parents in the audience heard many valuable insights from this diverse group of college admissions "survivors." One of the most important was that in some ways, college choice almost doesn't matter—students can get a great education at many schools, but having the right attitude is key.
So what is the right attitude? It's recognizing that a school's rank or popularity has nothing to do with whether the school will be a good choice for you. Even the most prestigious colleges have dissatisfied students who would have been happier elsewhere.
It's also being open-minded about the school you end up attending if it wasn't your first choice. Although getting past the disappointment of being rejected by a college you've fallen in love with can be difficult, focusing on the reasons why you applied to the school you're going to can help you move on and enjoy your college experience.
Finally, having the right attitude means finding out exactly what your school has to offer and taking advantage of those things. Joining clubs that sound fun, signing up for interesting courses, and planning for study abroad will get you involved with your school quickly and make you feel part of your new community.
And if, for some reason, you still end up feeling that you'd be happier elsewhere—perhaps at a bigger school with more course offerings or in a sunnier or more urban location—you can always transfer. But having the right attitude to begin with can go a long way toward increasing the chances that the college you start off at is the one you graduate from—happily—four years later.
So what is the right attitude? It's recognizing that a school's rank or popularity has nothing to do with whether the school will be a good choice for you. Even the most prestigious colleges have dissatisfied students who would have been happier elsewhere.
It's also being open-minded about the school you end up attending if it wasn't your first choice. Although getting past the disappointment of being rejected by a college you've fallen in love with can be difficult, focusing on the reasons why you applied to the school you're going to can help you move on and enjoy your college experience.
Finally, having the right attitude means finding out exactly what your school has to offer and taking advantage of those things. Joining clubs that sound fun, signing up for interesting courses, and planning for study abroad will get you involved with your school quickly and make you feel part of your new community.
And if, for some reason, you still end up feeling that you'd be happier elsewhere—perhaps at a bigger school with more course offerings or in a sunnier or more urban location—you can always transfer. But having the right attitude to begin with can go a long way toward increasing the chances that the college you start off at is the one you graduate from—happily—four years later.
How Important Is the College Admissions Interview?
As we move into December, January, and early February, the interviewing process for regular-decision college applicants goes into high gear. In what can be a stressful experience, high school seniors meet in person or speak by phone with on-site admissions representatives or alumni interviewers nationwide.
How important are these interviews? In a nutshell, it depends. For some students, barring exceptional circumstances, the college admissions interview will have little or no effect on the outcome of their applications. Such students are already clearly destined for either the "admit" or "reject" pile.
Most students, however, fall somewhere in between—decisions about their applications could go either way. For these applicants, the interview can be very important, helping to make or break a case.
For colleges, the interview is a way of finding out additional information about an applicant that might not be revealed by grades, test scores, essays, or recommendations. For students, it's an opportunity to put one's best foot forward and convey knowledge about, enthusiasm for, and "good fit" with a particular school.
Given the potential stakes, determining how important an interview is likely to be to your particular application is a smart first step. Because the fall quarter of senior year is an extremely busy time, few students applying to multiple colleges will be able to prepare equally well for all interviews.
Focus your attention on schools in the middle part of your list, not the "reaches" or "safety schools," which you can deal with later as time permits. That's where the interview will be most important—and where being thoroughly prepared will serve you best.
How important are these interviews? In a nutshell, it depends. For some students, barring exceptional circumstances, the college admissions interview will have little or no effect on the outcome of their applications. Such students are already clearly destined for either the "admit" or "reject" pile.
Most students, however, fall somewhere in between—decisions about their applications could go either way. For these applicants, the interview can be very important, helping to make or break a case.
For colleges, the interview is a way of finding out additional information about an applicant that might not be revealed by grades, test scores, essays, or recommendations. For students, it's an opportunity to put one's best foot forward and convey knowledge about, enthusiasm for, and "good fit" with a particular school.
Given the potential stakes, determining how important an interview is likely to be to your particular application is a smart first step. Because the fall quarter of senior year is an extremely busy time, few students applying to multiple colleges will be able to prepare equally well for all interviews.
Focus your attention on schools in the middle part of your list, not the "reaches" or "safety schools," which you can deal with later as time permits. That's where the interview will be most important—and where being thoroughly prepared will serve you best.
The Myth of the "Perfect" College
By the fall of their senior year, many seniors have narrowed down their college choices and have their hearts set on one particular school. For whatever reason—an intangible "feeling," reputation and prestige, innovative curriculum, family alumni, and so on—a student may decide that one (and only one) college is "perfect."
Why does this happen so often? In part, it can result from an insufficiently wide initial search. Perhaps the student only wants to attend a "top tier" school and isn't open to considering slightly less competitive colleges that might be just as good a fit.
Adolescents, too, are more prone to romanticize, sometimes seeing things through rose-colored glasses. Although this tendency often inspires admirable endeavors, focusing the power of youthful idealism on college choice is risky. Each year thousands of students are crushed when they don't get into their first-choice school, and the effects of this heartbreak can sometimes last a lifetime.
What can parents do when their child has fallen in love with a school? First, try to impress upon the student that no college is perfect. Just like people, all schools have their good points and bad points—perfection is a myth. Point out possible shortcomings of the top-choice school.
Second, actively seek out and thoroughly investigate alternative choices. Encourage the student to remain as open-minded as possible and to create a list of schools with similar features.
Finally, talk to students at all the colleges a student is considering. Visit as many schools as possible and try to stay a while. If in-person visits aren't possible, find a way to connect with current students on line or by phone. Not only will the prospective student gain valuable information about what the colleges are "really" like, simply deepening one's knowledge and understanding of other schools will reduce the power of the perfect college myth and increase the odds of a happy outcome—no matter where the student gets in.
Why does this happen so often? In part, it can result from an insufficiently wide initial search. Perhaps the student only wants to attend a "top tier" school and isn't open to considering slightly less competitive colleges that might be just as good a fit.
Adolescents, too, are more prone to romanticize, sometimes seeing things through rose-colored glasses. Although this tendency often inspires admirable endeavors, focusing the power of youthful idealism on college choice is risky. Each year thousands of students are crushed when they don't get into their first-choice school, and the effects of this heartbreak can sometimes last a lifetime.
What can parents do when their child has fallen in love with a school? First, try to impress upon the student that no college is perfect. Just like people, all schools have their good points and bad points—perfection is a myth. Point out possible shortcomings of the top-choice school.
Second, actively seek out and thoroughly investigate alternative choices. Encourage the student to remain as open-minded as possible and to create a list of schools with similar features.
Finally, talk to students at all the colleges a student is considering. Visit as many schools as possible and try to stay a while. If in-person visits aren't possible, find a way to connect with current students on line or by phone. Not only will the prospective student gain valuable information about what the colleges are "really" like, simply deepening one's knowledge and understanding of other schools will reduce the power of the perfect college myth and increase the odds of a happy outcome—no matter where the student gets in.
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