Michele Brown, Senior Assistant Director ◦ The Ohio State University Rae Ann DiBaggio, Senior Associate Director ◦ Case Western Reserve University
What’s the hype with thecollege admission process?◦ Media Attention Headlines “Toughest Year Ever in College Admissions”◦ What does “Holistic Review” really mean?◦ Confusion between “Best Schools” and “Most Selective”◦ We’re here to give the insider’s view on admissions at selective colleges!
Open Admission ◦ HS diploma, accept on first-come first-served basis More Selective ◦ More selective than open enrollment ◦ Look at a variety of factors Very Selective ◦ Small number of schools ◦ Receive 10-15 apps per slot ◦ Tough review process for admission
Admission and Application Process Types of admission: ◦ Early Decision (ED) ED admit/deny ED defer ◦ Early Action (EA) EA single choice – restrictive EA EA defer ◦ Regular Decision ◦ Deadlines vs. Rolling Admission ◦ Final grades do matter
What are we looking for? ◦ strong record of academic performance ◦ enthusiasm for learning ◦ academic promise in part by standardized testing ◦ distinctive achievements or talents ◦ knowledge of self & appreciation for individual differences ◦ demonstrated interest ◦ institutional needs/goals Bottom Line: We want students who will be successful and who will contribute to our community
Review Process First Read: ◦ Typically - counselor assigned to high school ◦ Make admission/scholarship recommendations Second/Final Read: ◦ Another admission counselor – adds another dimension ◦ Approaches review from a non-familiar look at app ◦ Committee: ◦ Some files – borderline cases ◦ All files – some schools may review every app in a discussion environment
Key factors on the transcript ◦ Course selection what is available at your school, and what did the student take? ◦ Grade trends Upward or downward trends Strength or weakness in a subject area ◦ Level of rigor Did the student challenge him or herself? Did the student take the minimum requirements or go above and beyond?
What do admission offices need from high schools? ◦ Grading Scale ◦ Description of rigor Is this an honors or accelerated class? Is it included in the GPA? ◦ School profile Demographic information about your school Course offerings College bound rate of your students Performance on standardized tests
An essay that grabs our attention ◦ Students should be willing to take a risk and talk about something unique An essay that doesn’t just retell information that is already included in the application ◦ Too many essays just list activities and other information that can be found on the transcripts An essay with appropriate topic/subject/language. ◦ Students should consider if they really want the committee to know about this particular topic ◦ Students need to use appropriate format and grammar. We do judge on how the essay is written! ◦ Students should ask - What image is left with the reader? ◦ PROOF READ
Recommendation letters can carry a lot of weight ◦ Tell us information about the student beyond the information in the application ◦ What type of student is this individual? Are there special talents we should know about? Enlist others to help ◦ Ask parents to submit a “brag sheet” to give you a better picture of the student Help other faculty and staff ◦ Develop writing guidelines for teachers and other staff who might write letters of recommendations
Extra-Curricular Activities Leadership Work Race/Ethnicity First Generation Status Socio-Economic Status Geographic Diversity Special talents
College Admission decisions do not happen in a vacuum The institution will have set goals that will affect who is offered admission that can include: ◦ Number of students ◦ Diversity of student body ◦ Types of majors available
Students can control ◦ Academic Performance ◦ Essay ◦ How application is put together Counselors can control ◦ Profile, letters of recommendation College can control ◦ Institutional goals No One Controls the applicant pool
Excellence College ◦ Selective, Private, Liberal Arts College ◦ Admission Rate: 50% Average GPA of admitted students = 3.9/4.0 ACT middle 50% = 27 – 32 ◦ Student Population: 2,500 undergraduates ◦ Available Majors: Traditional Liberal Arts Select 1 student to admit, 1 to deny
Great State University ◦ Public, Selective, Research University ◦ Admissions Rate: 65% Average GPA: 3.7/4.0 ACT Middle 50%: 25 – 30 ◦ Student Population: 25,000 undergraduates, 8,000 professional and graduate students ◦ Available Majors: Arts and Sciences, Business, Engineering, Education, Health Sciences Select 1 student to admit, 1 to deny
Michelle Gregory, Williamsburg, VA, UND ◦ GPA: 3.74, Class Rank: DNR/153; SAT 1300 Stephen Markowitz, Cincinnati, OH, UND ◦ GPA: 3.56; Class Rank DNR/480; ACT 29: SAT 1310