WHAT TO DO WITH ALL THOSE APPLICATIONS? IT’S A BUSINESS DECISION

Reflecting on 2024 Admission Trends 

Each spring, after most decisions are in, the Midwest College Consulting team devotes significant time to reflecting on the application cycle and how emerging and previous admission trends impacted the process and our students’ results. Understanding how events and movements in college admissions alter the landscape and impact outcomes is critical to college advising. Ours is not a formulaic approach; along with our experience, we rely on industry developments to inform our highly individualized guidance for each student. As I sat down to summarize what we learned this season, I realized nearly everything I noticed boiled down to the business decisions colleges needed to make. Needing some separation from the project at hand, I came upon this quote from Leonard Sweet. Initially, I meant to use it as a message to graduating seniors. Upon further reflection, I realized it’s also meaningful to our work as college advisors. Nothing is passive about this job, entering college for the first time, or life. 

“The future is not something we enter. The future is something we create.”  -Leonard Sweet

At MCC, we take enormous pride in our students’ successes. We recognize the hard work they commit throughout high school and the effort and emotion they invest in the application process. We also know most of our students will create their own path in college that leads to their success. If you are a senior accepted to your dream school with a dauntingly low acceptance rate, or you chose a less selective college because it meets your needs in whichever ways are meaningful to you and your family, we congratulate you. 

As college advisors, we bear the challenge of supporting our students’ dreams while managing expectations. The college admissions landscape has made that challenge more pronounced. So, as we navigate this fine line, we turn to recent admission trends to reflect on the college admissions experience for the Class of 2024 and how best to respond as we help the Class of 2025 finalize college lists and develop applications and essays. 

1. Application Volume Surges (Again)

College applications have soared, and there is no sign of a slowdown. Common App’s volume increased by another 7% this year, contributing to the staggering 65% increase since the pandemic. Year-over-year growth occurred in both the number of colleges applied to per applicant and the number of applicants using the platform. So, what’s the impact of these whopping statistics? It’s more difficult to be admitted to popular schools, for one. The vast number of applications also makes it more difficult for colleges to manage their business. And that’s what colleges are, after all–businesses.

2. It’s Not Personal, It’s Business

This increased volume made it difficult for colleges to tell which students would say yes, and managing enrollment is critical to their bottom line. Colleges must protect their yield (percent of admitted students who end up attending) and hence lean on sophisticated predictive analytics to forecast who will enroll. They want each dorm bed to be occupied (but not over-occupied!). They need the right number of students studying various majors (not too many or too few), so tenured professors have full classrooms (but not too full). They also need enough full-paying students to meet tuition revenue benchmarks. All of this is a balancing act. Schools’ institutional priorities drive their decision-making. Top students are sometimes denied because they don't meet the institutional need to fill specific mystery slots. Even if you are a well-qualified applicant, your admission chances may be much lower than the reported acceptance rate when you account for institutional priorities such as geographic location, major and colleges within the university, athletic recruiting, gender, or specific talents. 

3. Deferrals and Waitlists Buy Colleges Time 

Wild percentage increases in applications create unpredictability, so colleges leveraged deferrals and waitlists to see if enough admitted students would say yes so they could then fill potential remaining seats in late spring and summer. The colleges’ yield challenge (is this well-qualified student really going to attend?) and the need to meet specific institutional goals meant more students whose profiles were well within or even exceeded the colleges’ admittance criteria were deferred. Sometimes, colleges genuinely defer students to reevaluate their applications alongside the regular decision pool; however, deferrals and waitlists are also used to gauge the applicant’s interest, appease legacies and donors, and allow colleges to handpick students who fill institutional priorities (think underrepresented majors, unrepresented states, specific talents, first-generation, full pay, and more). While we occasionally witness students accepted from deferrals and, in rarer cases, waitlists, the statistics paint a picture that gives pause. 

*University of Michigan Waitlist STATISTICS

2023: 21,000+ offered spot on waitlist. 15,000 accepted. 77 admitted. Waitlist acceptance rate: 0.51%

2022: 17,805 offered spot on waitlist.  13,000 accepted. 68 admitted. Waitlist acceptance rate: 0.52%

*Source: Common Data Set

CONSIDER OUR ADVICE: Rather than applying to a longer list of similar colleges (e.g., 12 East Coast liberal arts colleges), focus on a few and devote time to learning about them, demonstrating interest, connecting with admissions, and visiting if possible. Prove your fit through your essays and other communication. Five solid applications will yield better results than ten random applications to colleges that evaluate students holistically.

4. Being Qualified or Even Overqualified Isn’t Always Enough

Many private schools filled half (or more) of their class through binding early decision, leaving fewer spaces than ever for regular decision applicants. Even early-round statistics have plummeted (see chart below). With increased applications, it is harder to stand out. This is not to say strong students were not rewarded in the admission process - they often were; however, having a balanced list is more important than ever. 

It’s also important to recognize that every student who applies to a 20% acceptance rate school doesn’t have a 20% chance of being admitted. That holds for applicants to higher acceptance rate schools as well. With vastly increased application numbers at traditional “safety” schools, we can no longer be as confident that a school is a sure bet. It’s also essential to look at recent admission trends and updated admitted student profiles because those statistics have changed dramatically in the past two years.

2023-2024 ACCEPTANCE RATES FROM THREE ELITE SCHOOLS

Vanderbilt Early Decision Acceptance Rate: 15.2% — Regular Decision Acceptance Rate 3.7%

Duke Early Decision Acceptance Rate: 12.9% — Regular Decision Acceptance Rate 4.1%

Yale Restrictive Early Action Acceptance Rate: 9.02% — Regular Decision Acceptance Rate: 2.75%

CONSIDER OUR ADVICE: It’s increasingly important to have safety and target schools, especially for top students, and show interest in those schools. Even schools you consider as safeties or targets defer, waitlist, or even deny overly or highly qualified students as a way to manage their yield. So what should you do?  Show interest! Make them feel they’re your favorite. Visit in person if possible! Interview if given the chance. Don’t view your safety or target as a shoo-in. Being qualified isn’t always enough to gain admission. 

5. Skyrocketing Application Volume at State Schools = Less Predictable Outcomes 

While the meteoric drops in admit rates at elite colleges may claim the headlines, highly competitive schools aren’t the only ones impacted by this growth. Even state flagships formerly considered less selective have seen vast increases in their applicant pools and strikingly low acceptance rates as a result. Requiring test scores doesn’t appear to sway applicant volume negatively. Florida State University saw a 28% increase in applications, with students admitted from the 76k applicants averaging a mean ACT score of 31. Being one of the first institutions to return to requiring test scores did not hinder the University of Tennessee’s growth either. The Knoxville-based flagship received almost 11k more applications than last year, resulting in an even lower acceptance than previously could have been imagined. Tennessee’s 23.7% out-of-state admit rate has propelled it from a long-standing safety school among some of its traditionally more selective neighbors to a school that only students with top statistics are admitted. 

CONSIDER OUR ADVICE: Be open to adding 2-3 less selective colleges in a broader geographic region, particularly if you apply test-optional. Pay attention to testing policies, and know that large universities that require scores rely heavily on them in evaluating applicants. Straight A’s may not compensate for test scores that fall on the low end or below the range for admitted students. Similarly, a high test score does not compensate for a lower GPA than other applicants. Look up last year’s admitted class profile and be realistic about your chances if your scores or grades fall outside the published range. 

6. Alternate Pathways to Admission Rise in Popularity 

Northeastern University, Clemson University, University of Florida, Florida State University, College of Charleston, University of Colorado, Case Western University, Tulane University, University of Miami, Penn State University, Georgia Tech. What do these colleges have in common? They offer some students acceptance with provisional terms. This year, we saw more acceptances conditional on students participating in first-semester or year-long study abroad programs, first-year online learning, summer and spring start programs, bridge programs through community college, and guaranteed transfer offers. Alternate pathways to admission are another response to enrollment unpredictability, providing colleges a way to fill seats vacated by transfer students, students studying abroad, and students who graduated early, and to admit borderline students without having to publish their GPA/test scores or report them to ranking publications.

CONSIDER OUR ADVICE: While these nontraditional offers aren’t necessarily what students hope for, we recommend keeping an open mind. Provided the terms of enrollment don’t impose a cost barrier, they can offer a unique experience and a path to a college you want to attend.

THE DECISION PROCESS ISN’T ALWAYS ABOUT YOU

College applications have continued to spike since the pandemic, and there is no sign of a slowdown. This increased volume meant it was harder for colleges to tell which students were going to say yes, so they leveraged deferrals and waitlists to buy themselves time to fill potential remaining seats in late spring and summer. Some schools deferred and waitlisted students in such astronomic numbers that there is no way they’ll even scratch the surface of admission offers to those non-decisions. The yield challenge and the need to meet specific institutional goals meant more students were also denied from schools they might have been admitted to in the not-so-distant past. Compounding the situation is that some schools admitted fewer students due to housing crunches resulting from previous years’ over-enrollment. 

This year, we heard countless stories from families and colleagues about strong students who were denied to many schools on their overly selective lists. Many private schools filled half (or more) of their class through binding early decision, leaving fewer spaces than ever for regular decision applicants. With increased applications, it is harder to stand out. This is not to say strong students were not rewarded in the admission process - they often were; however, having a balanced list is more important than ever. 

It’s important to recognize that every student who applies to a 20% acceptance rate school doesn’t have a 20% chance of being admitted. That holds true for less competitive schools as well. Just because a school admits 70% of its applicants does not mean every student has a 70% chance of being admitted. With vastly increased application numbers at traditional “safety” schools, we can no longer be as confident a school is a sure bet. It’s also essential to look at recent admission trends and updated admitted student profiles because those statistics have changed dramatically in the past two years, and most data found on the web is outdated. 

As college advisors, we bear the challenge of supporting our students’ dreams while managing expectations. The college admissions landscape has made that challenge more pronounced with application volume, test-optional admissions, and increased emphasis on institutional priorities. Our first priority as advisors is to set our students up for success in terms of results and fit. So, as we navigate the fine line between managing expectations and buttressing dreams, we turn to recent admission trends and how best to respond to ensure better outcomes.

Following are some trends we noticed at MCC, many of which were echoed by colleagues, as well as the actions we recommend students in the class of 2024 take as they finalize college lists and develop applications and essays. 

TREND: Top students not being admitted to selective schools. Just being qualified is no longer enough to get admitted.

RESPONSE: Schools’ institutional priorities drive their decision-making. Top students are denied not because they aren’t qualified but because they don't meet the institutional need to fill specific mystery slots. For example, a selective college in the northeast reported a 9.5% acceptance rate in 2023. However, this acceptance rate can be much lower when you account for institutional priorities. Of the 3230 admitted students, when you account for the need to admit students from underrepresented groups, achieve geographic diversity (admitted students represented all 50 states and numerous countries), fill seats in 3 different colleges and various majors within the university, admit athletic recruits, appease donors and legacies, and represent specific talents in music or the arts, you can imagine how low the admit rate actually is for a student who doesn’t fill one of those needs.

It’s increasingly important to have safety and target schools, especially for top students, and show interest in those schools. Even schools you consider as safeties or targets, especially private ones, defer, waitlist, or even deny overly or highly qualified students as a way to manage their yield - they want to offer admission spots to students they predict will accept. So what should you do?  Show interest! Make them feel they’re your favorite. Visit in person if possible! Interview if given the chance. Don’t view your safety or target as a shoo-in. Being qualified isn’t always enough to gain admission. 

TREND: More unpredictability/selectivity in state schools where application volume is skyrocketing.

RESPONSE: Be open to adding 2-3 less selective colleges in a broader geographic region, particularly if you apply test optional. Pay attention to test-optional policies and know that large universities that require scores rely heavily on them in evaluating applicants. Look up the last year’s admitted class profile and be realistic about your chances if your scores or grades don’t fall within the published range. 

Headlines and class of 2027 admission statistics at three popular universities in the south

TREND: Greater use of non-decisions including deferrals and waitlists

RESPONSE: Rather than applying to a longer list of similar colleges (i.e. 12 East Coast liberal arts colleges), focus on a few and devote time to learn about them, demonstrate interest, connect with admissions, and visit if possible. Prove your fit through your essays and other communication. 5 solid applications will yield better results than 10 random applications to colleges that evaluate students holistically.

TREND: Increased offers of acceptance with provisional terms. This is another response to unpredictability and provides colleges a way to fill seats vacated by transfer students and to admit borderline students without having to report their GPA/test scores for the rankings. More colleges offered conditional admission provided students agreed to spring enrollment, structured/sponsored Gap year or semester programs, or fee-based summer programs.

RESPONSE: While these offers aren’t necessarily what students hope for, we recommend keeping an open mind. Provided the terms of enrollment don’t impose a cost barrier, they can offer a unique experience as well as a path to a college you want to attend.

Planning for Standardized Testing

TEST OPTIONAL

Nearly all colleges adopted a test-optional policy during the pandemic, and most remained test optional for the class of 2023. Some schools were test-optional before Covid as well. However, test-optional does not mean you shouldn’t test or send scores. Some colleges are returning to pre-pandemic testing requirements, including MIT, Purdue, Georgetown, and many large state universities in the South, including the University of Tennessee, the University of Georgia, and all Florida public colleges. We recommend all students prepare for the ACT or SAT and take it more than once. Once your testing is complete, compare those results to the policies and admitted student profiles of your colleges. If your scores fall within the middle 50% of accepted students, it usually makes sense to submit them. If you don’t do as well as you hope, the good news is there will be plenty of colleges to which you can apply without scores. 

TEST PREP 

MCC is extremely fortunate to have test prep expert Kelley Ching on our team. Kelley has prepared students virtually and in person for the ACT, SAT, and PSAT for over 25 years. She takes a highly personalized approach with each student and devises a plan to meet their individual needs and score goals. Kelley earned her master’s degree in education from Stanford University and her BA from UC Berkeley. Kelley’s teaching background and tutoring experience distinguish her from many independent tutors and test prep agencies. Email kelley@midwestcollegeconsulting.com or your consultant to inquire about her availability. 

We recommend test prep before all tests, including the first one. Learning math and grammar content, in addition to strategies for the various sections, is important. It can be helpful to take a timed practice test at home or a proctored/timed practice test for a benchmark score before you begin your prep. Timed practice tests as part of test preparation are critical to preparing for the ACT and SAT. You can find them online or in the study guides.

This ACT study guide is the standard resource many tutors use and is also great for independent studying. Amazon link: The Official ACT Prep Guide. For SAT tests through 2023: The Official SAT Study Guide.

WHEN TO TEST

The ideal testing time frame depends on many factors, including your coursework and commitments outside of school/availability for test prep. For students who have completed Algebra II, it often makes sense to prepare over the summer before junior year and take the first test in July or September. Once those results are available, you can reassess to determine your additional test prep needs and choose retesting dates. If your summer is too busy to devote time to test prep, you can prepare in early fall and take the first test in December. As you plan, also keep in mind that many high schools offer a free ACT or SAT during the school day in February, March, or April.

For specific test dates, you can pay to receive the questions/answers after your test to use for future preparation. We recommend paying the additional fee if offered on your testing date: April, June, and September for the ACT; October, March, and May for the SAT. Please double-check these dates because changes are underway.

An additional factor to consider is that the College Board announced that the SAT is switching from a paper/pencil test to a digital adaptive version. Administrations of the paper test will only be available through the end of 2023. The 2023 PSAT will be administered in the new digital format and may be a good indicator of whether this version is a good fit for you. For more information about the digital SAT, click here. 

WHICH TEST?

While colleges view the ACT and SAT equally, many students prefer one over the other. The choice should be deliberate based on the student’s strengths and preferences. Test prep should focus on either the ACT or SAT, and students should devote their energy towards improvement on that specific test.

REGISTERING

• Plan and register ahead of time! The longer you wait to register, the fewer locations might be available for testing. 

• Use your proper name if you have a nickname. Your name should match the name on your high school transcript.

• During registration, you will be asked to answer many questions for your profile. Many of these questions concern your high school courses, grades, and prospective academic area of interest. You are not required to complete most of these questions. If you decide to enter grades, do so only for A's.

• The SAT eliminated its optional essay section, and most colleges have stopped considering the optional ACT writing section. When registering for the ACT, you can decline to sign up for the optional writing portion unless you are applying to West Point (where as of 2023, it is required).

• AT MCC WE ADVISE STUDENTS NOT TO SEND FREE SCORES TO ANY COLLEGES AT REGISTRATION OR TESTING TIME. Based on the policies of your colleges and whether or not your scores will benefit your application, you can determine which scores to send to which colleges once your testing is complete.

LEARNING DISABILITIES/EXTENDED TIME: If you have a diagnosed LD or health condition with a 504 or IEP, you should request testing accommodations from the College Board and ACT. The process takes time, and a school official must submit the request for accommodations before the late registration deadline for the test (even if a student already receives accommodations at school). Requests can take 5-10 days to process, so don’t delay the accommodations process. In nearly all cases, the College Board and ACT will approve extended time/accommodations only if a plan is already in place and the student is actively using it at school. NOTE: Military Academies do NOT accept scores taken with accommodations.

The Leaves are Changing and so am I

Change is in the air. And if you have a high school senior in the house, that change is more significant than anything you may have experienced before in parenting. November 1st, the most prevalent early deadline for college applications, is less than a week away. If resident senior hasn’t submitted their applications yet, tensions might be peaking louder than the fall foliage outside. 

If there is one thing I’ve learned in nine years of college advising, high schoolers vary widely in how they approach this process. To maintain control, many tackle their essay writing well ahead of time, carefully abiding by self-imposed due dates. Others, much to the chagrin of their parents (and me if they happen to be my client), delay the writing to the last minute, their creative juices flowing solely because DuPont University says it’s time to press submit. And just as you would suspect, parents also handle the stress of college applications and the impending change they represent in very different ways.

These seventeen-year-old planners and procrastinators share something in common: their college application process, especially their essays, belongs to them. 

Having worked with hundreds of students and read thousands of essays, I’ve encountered a compelling variety of work. When I unveil the first draft, I’m always eager to read how a student presents their story on paper, how their words come together. By this point, I have a pretty good grasp of their skill level, having seen their transcripts, resumes, test scores, and email correspondence for the past year or two. So, just like a college admission officer who has most of that same information, backed up by letters of recommendation from teachers and others, I have a pretty good idea of what to expect, skill-wise. Not surprisingly, when I open draft one, expecting B-level seventeen-year-old work, but instead am greeted with a perfectly polished piece, complete with double-spaced sentences and forty-something-ish adjectives, it’s pretty clear whose work I’m reading. I’m calling baloney. Or, to borrow a term from an even earlier generation, snooker. 

This overtaking of student work is problematic on many fronts, starting with the fact that students must affirm their work is their own when they apply. What message are we sending to our kids? That it’s ok in this one instance since so much is on the line? How about the admission officer who is evaluating that essay? Do they view the student in better light suspecting a parent wrote that crafty piece of writing? But the most concerning aspect of parents stepping in to pinch-hit college essays is that it tells that child you don’t trust them to do the job without your help.

By all means, offer to brainstorm ideas. Ask if you can proof their work. And be generous with your opinion, especially so if they ask for it. The college application process may feel like a zero-sum game, but have faith - it’s not. Of course, parents are well-intentioned in their attempts to give their child the best shot possible or simply rescue the procrastinator, but let’s also recognize that you raised these soon-to-be college students to deserve your trust.

Thinking About Going to Law School? “What? Like It’s Hard?”

You may remember this famous line from the movie Legally Blonde, starring Reese Witherspoon. When a classmate says to Reese’s character, “YOU got into Harvard Law School?” She responds by casually stating, “What? Like it’s hard?” 

In reality, getting into a top law school is challenging. However, just like with undergraduate colleges, there are hundreds of programs available with different selectivity rates. If you are considering law school after college, there are some things you should understand about the process to make sure you are prepared to be successful not only with admission but also in the classroom once you get there. 

Although many students who plan on going to law school are political science majors, it is a myth that law schools prefer this major over others. In fact, you can major in practically any subject. Every year there are philosophy, English, psychology, math, and even religion majors who successfully apply to law school. For example, who better than a nursing or health sciences major to specialize as a healthcare malpractice attorney? Law schools look for students who bring different interests, backgrounds, and opinions to their classrooms. At most colleges, pre-law is a track, not a major. This means that students study their selected major, and the school offers special advisors, seminars, and sometimes even LSAT support for students on the track to law school.

Getting into law school does not necessarily indicate how well you will do once there. Law school involves an incredible amount of heavy (and sometimes quite boring) reading and writing. Students who majored in subjects that required in-depth reading and writing and built strong skills in these areas will feel prepared for the workload. Students who did not have these particular academic experiences in college might find the intensive work very difficult.

Students might wonder if law schools are only looking to accept students who went to the more selective undergraduate schools. This is also a myth. Even top-ranked law programs do not only accept students from the most exclusive and selective undergraduate colleges. They want to balance their classes with students from big public universities, small private universities, and schools from all over the country. What matters most is how well the student did at their school. Unlike undergraduate admissions, where applicants are looked at more holistically with their activities, essays, and teacher recommendation letters, law school admissions focuses mainly on GPA and LSAT scores. It is very important to choose an undergraduate school where you can earn a high GPA. Does this mean you should go to a school where you can get a 4.0 GPA with little effort? Absolutely not. You should go to a college where you will be challenged but where you can also thrive in the classroom.

Another thing to keep in mind while in college is that when you apply to law school, you might be required to report any code of conduct infractions or any charges brought against you by the police (even minor ones). Some schools ask for this information, and some do not. Depending on the state in which you register for the bar exam, you may also have to report this information. If you are planning to attend law school after college, the most important thing to remember is to choose an undergraduate major that you are not only passionate about but that will also give significant exposure to reading and writing and that your undergraduate GPA will be a major factor in your admission. If only it could be as easy as Reese’s character makes it look in Legally Blonde.

What do Colleges Look for in Prospective Applicants?

High school grades and rigor of curriculum are universally considered the most important factors among colleges and universities in their evaluation of prospective applicants. Many of the qualities and characteristics valued in college applicants, however, differ among the colleges to which they are applying. Read on to learn about the factors most often considered in college admissions.

GPA: Colleges look at your cumulative GPA and note the presence of dips or upward trends. The method of reviewing GPA varies among colleges. Some will recalculate GPA using their own methodology to eliminate inconsistencies in grade weighting policies among high schools. Others will use the highest GPA presented on the transcript. Some colleges only evaluate grades in core courses.

Rigor of Coursework: Colleges like to see that applicants have pushed themselves and succeeded in higher-level coursework in at least some subjects. This means AP, IB, and/or Honors level classes, depending on what is available at your high school. Higher-level coursework is not just about the bump in your GPA, it demonstrates aptitude, readiness for next-level academics, and a willingness to put in hard work.

Success Within the Context of Your High School: Colleges receive a profile of your high school along with your transcript. Profiles frequently list the AP courses offered, any applicable enrollment restrictions for those courses, graduation requirements, the grade distribution for the most recent graduating class, grading policies, and college matriculation statistics among other information that helps them evaluate applicants within the context of what is available at their high school.

Test Scores: When required or submitted, colleges use test scores to evaluate aptitude and college preparedness. The degree to which colleges value the importance of test scores might be found in the college’s test submission policy language. Colleges that require or encourage test scores likely place a higher value on test scores within their review process.

Essays: Essays provide colleges a window into the applicant beyond the quantitative data provided in transcripts and test scores. Essays can provide insight into an applicant’s motivation, background, passions, challenges, personality, and values. Essays also demonstrate writing skills and, particularly in the case of supplemental essays, connection to a major and “fit” with the college or university.

Teacher/Counselor Recommendations: Personalized references that speak to the student’s academic success, work ethic, classroom engagement, personal characteristics and other qualities can be an important part of the application review. Sometimes teacher and/or counselor recommendations can provide context behind a student’s story that is not found elsewhere in the application.

Prospective Major: At some universities, the major you select can impact your admission decision. In some cases, there is limited capacity for enrollment in a particular major. Some schools review applicants specifically for the major identified on their application and for other schools, the prospective major has no bearing. Colleges often place more weight on math and science proficiency for engineering applicants for example. Although hard to predict, colleges sometimes need to balance departmental enrollment by increasing or decreasing matriculation. It is important to understand how or if the colleges you are considering factor major choice into the review process.

Relationship to Prospective Major: Connection to your prospective major can make a compelling case for admission. Students hoping to pursue nursing or engineering, for example, are expected to demonstrate a connection to the field through projects, service, shadowing/internships, or research. Students who demonstrate passion for their major in many other fields of study can become stronger applicants as a result. 

Impact on Community and Potential to Enrich Campus: Colleges look for students who are engaged and will add value to campus life. The emphasis placed on these qualities varies considerably from school to school, however, it is always a factor for colleges who review applications holistically. 

• Leadership qualities

• Talent brought to campus 

• Depth of impact/involvement in community

• Intellectual curiosity demonstrated through engagement outside of school

Increased Diversity: Colleges often look to enroll a diverse population of students, considering the demographic and personal characteristics of applicants that might contribute to a unique and interesting student body. Sometimes enrollment initiatives to increase underrepresented groups can impact decisions. 

• Racial and ethnic diversity

• Socioeconomic diversity

• Geographic diversity within the US

• International diversity

Demonstrated Interest and Predictability of Enrollment: Many colleges and universities factor the likelihood of enrollment into their review process. For schools that factor demonstrated interest into the review, applicants who engage through visits, registration based virtual experiences, interviews, or admission rep chats, etc. can gain an edge in the admission process. 

Tuition Revenue Goals: Colleges often need to admit students who can pay the full price of tuition to offset aid expenses. In some cases, the ability to pay can be a slight advantage in the admission process.

Other Admission Factors: Many other factors can be considered when colleges are reviewing applicants and crafting a class of students. Some of these include:

• Legacy

• Athletic recruitment

• Donor relationships

• Faculty relationships

• Existing relationships with feeder high schools

• Local community recruitment 

High School Course Selection: Balancing Rigor with Results

Choosing High School Courses

Selecting your courses in high school is a balancing act. And sometimes a juggling act as well. Avoid rigorous courses, and selective colleges will view you as a less competitive applicant. Take courses that are too difficult and risk grades that could bump you out of consideration. The key is to leverage your strengths, recognize where you tend to struggle, and factor in your college goals. When evaluating applicants, colleges look first at the student’s curriculum choices and GPA. They assess the level of rigor relative to the options available to the student. Generally, this means they look at how the student pushed him or herself, especially with honors and AP classes. Colleges will not disadvantage a student whose high school does not offer AP courses, however.

Let's Break it Down by Core Subject

English: English is usually the most straightforward because four years is universally expected among high schools and colleges alike. Your choice here is often between College Prep or Standard, Honors, and AP. If your teacher recommends you for honors early in high school, that’s because they recognize your strengths and believe you will be successful. Honors and AP English provide a strong background for essay writing and standardized testing, improving your vocabulary, reading, and comprehension speed. Advanced classes prepare you for college-level work as well.

Math: Your math track can be established early on and can sometimes be complicated if you veer off the track you’ve been assigned. If adjustments are needed, it’s important to make them as early as possible. In some high schools, changing from an honors track to a college prep track in precalculus, for example, can eliminate course options for senior year. Aim to take a minimum of precalculus in high school if possible. If you plan to major in a STEM discipline, calculus is essential. And a critical point, some colleges do not count high school statistics as a math course even though many high schools do. If it is avoidable, don’t substitute statistics for a traditional math class such as precalculus or calculus. That said, statistics is a great elective option, especially for prospective business majors. Make sure to familiarize yourself with the math track you’ve been assigned and understand when you have choices within that track and the timing and implications of those choices.

History/Social Science: Most high schools have predefined history courses required of students alongside a healthy dose of social science electives. Requirements can vary among high schools, but commonly required courses include World History, US History, and US Government. Economics and Psychology are considered electives, not core history courses. For extra rigor, students can choose AP European History, AP US History, AP Government, AP World, and AP Economics, among other options. Consider your aptitude for reading and writing when deciding which level of history course to pursue.

Science: Colleges like to see the three core lab sciences – biology, chemistry, and physics. Depending on the selectivity level of the colleges at which you are applying, you might be able to replace chemistry or physics with an elective science course such as environmental science or anatomy & physiology. But in most scenarios, it’s best to establish your science foundation with these three classes and choose your electives based on your interests and future plans. Selective colleges look for AP-level science work in prospective STEM majors. If you plan to pursue engineering, consider taking AP Physics, especially if you will be applying to selective colleges. Prospective health science majors should consider AP Biology or AP Chemistry.

Foreign/World Language: This is the subject in which high school graduation requirements and college expectations differ the most. We often hear students say they’ve “finished” their foreign language after they’ve met the high school graduation requirement of two or three years. Language is a core subject in the eyes of college admission officers and barring any LD that exempts a student from taking a world language, it is critical to take a minimum of three years. The most selective schools like to see four years of the same world language. Students can set themselves apart by taking language through the AP level. Some states offer a biliteracy seal for students who test well on the AP exams for world languages.

Achieving Balance: Remember the part about balance and juggling? Well, that's the trickiest but most critical part. It is essential to know yourself and factor in your strengths, areas of potential weakness, goals, and, most importantly, stress level. High school shouldn't be a walk in the park, but it shouldn't make you miserable either. Challenge yourself where you excel and allow yourself to skip the honors course if it's a subject that makes you want to run.

2020-2021 Admission Trends - Advice for Rising Seniors

I joined my first Clubhouse discussion this week, the purpose of which was to discuss admission trends noticed by college consultants, many of whom are thought leaders in the college admissions world. If you aren’t familiar with Clubhouse, it is a social media app that facilitates auditory discussions in live, virtual rooms. Clubhouse is still in Beta form and requires an “invite” from an existing member in order to join. Thankfully these invites aren’t too hard to come by and I am now in possession of several, so if you happen to need one, drop me a line.

The discussion about 2020-2021 trends in admission was consistent with what we noticed at MCC this year including much greater use of waitlists by colleges to combat uncertainty in yielding students. This unpredictability was caused primarily by increased applications - the average student applied to more colleges this year. On a recent webinar, the Common Application announced students submitted 11% more applications but only 1% more students applied to college through the Common App. The impact was more applications and greater selectivity, especially among selective colleges both public and private. For colleges this meant it was harder to tell which students were going to say yes, so they leveraged the waitlist to buy themselves time to fill potential remaining seats in late spring and summer. 

Some students applied to more colleges because of widespread adoption of test optional policies. Many students applied to schools they may not have felt qualified to apply to if scores were required. The uncertainty caused by the pandemic seems to have prompted more applications as well. This led to another trend - greater numbers of denials/deferrals/waitlists among strong students at colleges they might have been accepted to in other years. The Clubhouse discussion addressed the impact on what one consultant dubbed the "4.1" - students who have rigor, strong grades, and strong extracurricular activities, yet were denied to many schools on their overly selective lists. With increased applications, it is harder to stand out. This is not to say strong students were not rewarded in the admission process; it was and is, however, more important than ever to have a balanced list.

Following are some trends I noticed personally, many of which were echoed by colleagues, as well as the actions I recommend students in the class of 2022 take as they finalize college lists and develop applications and essays. 

TREND: More unpredictability/selectivity in selective state schools, particularly a few southern schools, which received huge increases in applications. 

RESPONSE: Be open to adding 2-3 less selective colleges in a broader geographic region, particularly if you are applying test optional. It was harder for some colleges to pivot to evaluating students without scores. The class of 2022 will benefit from what was learned this year. Hopefully, colleges that are test-optional for a second year will improve their ability to evaluate applicants without scores. 

TREND: Greater use of waitlists among elite colleges.

RESPONSE: Rather than applying to a longer list of similar colleges (i.e. 12 East Coast liberal arts colleges), focus on a few and devote time to learn about them, demonstrate interest, connect with admissions, and visit if possible. Prove your fit through your essays and other communication. 5 solid applications will yield better results than 10 random applications to colleges that evaluate students holistically.

TREND: Increased offers of acceptance with provisional terms. This is another response to unpredictability and provides colleges a way to fill seats vacated by transfer students and to admit borderline students without having to report their GPA/test scores for the rankings. Colleges offered conditional admission provided students agreed to spring enrollment, structured/sponsored Gap year or semester programs, or fee-based summer programs.

RESPONSE: While these offers aren’t necessarily what students hope for, I recommend keeping an open mind. Provided the terms of enrollment don’t impose a cost barrier, they can offer a unique experience as well as a path to a college you hope to attend.

TREND: More positive results among students with lower GPAs (and stories to provide context) and students who have faced challenges. 

RESPONSE: Do exactly what we did at MCC this year - provide context behind your academic story. The “additional information” section is real estate to help colleges understand the “WHY” behind your track record and what you learned along the way. 

TREND: Positive results among students who developed authentic applications.

RESPONSE: College essays should not be overly polished or mechanical (grammar proofing aside), they should reveal personality and meaning, maybe even vulnerability. Be open to digging for that reflection, even a little deeper than feels comfortable at first.

TREND: Positive results among students who showed sensitivity and social awareness. This is not just about awareness of current social issues but colleges view this in terms of college readiness - your ability to absorb, respond to, and demonstrate sensitivity. 

RESPONSE: If you participate in marches and social justice causes, share your story and the meaning behind it. If this is not you, know that students contribute to their community in a variety of ways. Think about your actions not just in terms of the hours you spent volunteering or supporting causes but think about the WHY behind your choices. Many colleges have essay prompts asking students to reflect on issues of diversity and discrimination so take the time to consider deeply how your feelings and actions will make a positive contribution to a college campus.

Your WHY is the evidence within your applications that supports your involvement, your academic background, your major, etc. This is demonstrated through your personal statement, supplemental essays, and activity descriptions.

So if you are a rising senior, start thinking about your WHY.

Midwest College Consulting Earns Professional Designation

Cincinnati, OH, December 1 — Midwest College Consulting (MCC), a growing group of professional educational consultants partnering with college-bound students and their families during the college application and selection process, has earned new professional distinctions. Dana Rolander, the founder of MCC, has earned the designation of Certified Educational Planner, and has hired a new associate, Jennifer Moriarty.

Rolander is one of a small group of fewer than two hundred Certified Educational Planners (CEP) in the country. It is a designation awarded to consultants who meet stringent application requirements, including a Master’s degree, specialized training, significant professional experience and involvement in professional activities and organizations. Rolander was awarded this title after passing a board certified examination, covering both institutional and professional knowledge, and signing a pledge to adhere to stringent ethical practices. She will be recertified every five years on the basis of college visits, continuing education hours and other professional endeavors. There are many independent college professionals throughout Cincinnati, but Rolander is the only one with the CEP credential.

To further her mission to help high school students find their “best fit” schools, Rolander has hired Jennifer Moriarty as an independent college professional. In her role, Moriarty will support Rolander in counseling college-bound students on the admissions process. Moriarty joins Rolander also as a member of the Independent Educational Consultants Association and Ohio Association for College Admissions Counseling. Like Rolander, Jennifer is a graduate of College Counseling Certificate Program from UCLA.

“It was important to me to grow my business with the best training and preparation process,” said Rolander. “The college application process is a complicated one, especially in the current environment. Families who choose to use a counselor deserve to partner with professionals who have undergone vigorous professional training and are held to a high standard of ethics,” she explained. 

About the CEP Program

The CEP Program began in 1994 under the sponsorship of the Independent Educational Consultants Association (IECA), an association representing full-time experienced professionals in private practice in the field of college guidance and school/educational program placements. “The CEP designation assures families that they are working with a qualified professional who is committed to maintaining the highest quality of service to their students,” said Mark Sklarow, Executive Director of IECA. Information on the CEP program is available through the American Institute of Certified Educational Planners, 1538 Adams Street, Denver, CO 80206, www.aicep.org.

About Midwest College Consulting

Founded by Dana Rolander, a highly-credentialed independent college admissions advisor, Midwest College Consulting partners with high school students and their families throughout the college admission process. Dana and her team provide individualized guidance, structure and support in the college planning and application process. The firm assists students across the country find their best-fit schools in terms of academics, culture and budget. MCC maintains professional memberships with the Independent Educational Consultants Association, the Higher Education Consultants Association, the National Association for College Admission Counseling and the Ohio Association for College Admission Counseling. The MCC team vigorously and continuously pursues professional development through conferences, workshops, seminars, webinars and frequent in-person visits and outreach with college admissions staff. For more information about MCC, please visit midwestcollegeconsulting.com.

Redefining Expectations: Lessons Learned from Parenting in a Pandemic

Normally my blog is strictly business but these are not normal times so I’m departing from the usual on this post.

The subject of this story as the waterboy for his brother’s lacrosse team. Photo by Steve Spooner.

I saw it out of the corner of my eye and I’m certain he didn’t notice my reaction. I had spent the better part of the day cleaning, quarantine cleansing as it’s called, little bits of his childhood dragged to the curb in the form of obsolete television sets, broken nerf guns and long outgrown lacrosse cleats. I was walking the dog in our neighborhood when he neared from behind in the Suburban he’d reluctantly adopted as his own at age 16. He approached slowly and I know this because a decade old Suburban is not quiet. He waved. And not just a head nod; he produced an actual wave as he maneuvered a wide, respectful swerve, his facial expression revealing the slightest hint of something unfamiliar as he passed.

True, it may have been the dog that induced this trace of emotion from the stoic and often reticent 19-year-old. But I think it was something different. To me it looked like affection.

His freshman year, the part completed on campus anyway, was less than stellar in nearly every sense. Mama H’s “I don’t feel good kit,” his most clever high school graduation gift, was depleted prematurely. Monthly trips to student health and the nearest Little Clinic resulted in diagnoses of sinus infections, viruses, strep throat, pink eye, and culminated in the biggie — mono. Challenged to keep up academically in a competitive program, first semester was a bust and his scholarship was left in limbo. With spring break plans cancelled by overly cautious parents before social distancing was in fashion, he was then forced, along with a nation of peers, to complete freshman year from his childhood bedroom with pitiful wifi and not a sibling in sight.

Despite my overly simplistic recap of the first 2/3rds of his freshman year — my measurement of success had been good grades and good health — I realized I should not discount the fact that he had found community in college, found meaningful friendships, got along with his roommates and basically thrived from a social and mental health standpoint. His thriving despite grade struggles and health issues is a testament to his resiliency. And a reminder to me that my expectations needed to shift, that my definition of success for him is not an accurate or fair measurement.

The last thing on Earth he wanted was to return home early to the scene of high school and of a nagging mother who expected too much and forgave too little.

Stuck at home, with the flexibility of asynchronous learning (who knew that was even a thing?) and nowhere to be, something changed. This was no longer his senior year in high school, spent quarantined in his bedroom by choice with parent interaction being something he took unparalleled lengths to avoid. With our routines completely upended, forced to look inward for sources of entertainment and encouragement, we created a new normal with less room for negativity. As all parents of college students can attest, living away promotes maturity and absence surely makes the heart grow fonder at least as far as parents are concerned, but he returned prematurely. We were just getting into the rhythm of empty nesterhood, our prized vinyl collection hadn’t even fully debuted.

Poking through the pile at end of the driveway, he uncovered a pair of old hockey skates and the discarded lacrosse helmet his brother had backed over in the driveway years ago. It sparked a conversation, mainly about sports but as a mom of three boys I’ll take what I can get. We reminisced and I apologized. And in the absence of distraction, in the middle of a worldwide pandemic, we healed. He came out of his room, he interacted with us, told us stories of college, shared his opinions and sometimes listened to ours. We created a new community, just the three of us. Sure, it was out of necessity and I don’t pretend for a minute he wouldn’t rather be at school with his friends, but somehow two parents and one not so young child let go of expectations and past misgivings and created something new.

Am I ready for our stay-at-home order to be lifted? Sure I am…but can we please have a few more weeks?