 Harvey Mudd College—the nation’s top ranked liberal arts college, according to Niche.com—was chartered in December 1955 and bills itself as the nation’s top liberal arts college of engineering, science and mathematics. Harvey Mudd opened its doors two years later in 1957. Its founders had a vision—to attract the nation’s brightest students and offer them a rigorous scientific and technological education coupled with a strong curricular emphasis in the humanities and social sciences. Graduates of Harvey Mudd earn PhD degrees in science and engineering at one of the highest rates in the nation.
Harvey Mudd had an enrollment of approximately 900 students for the 2024 - 2025 academic year. The student to faculty ratio at Harvey Mudd is 8:1. The most popular majors at Harvey Mudd are: Computer Science, Engineering, Computational and Applied Mathematics, Physics, Mathematics, and Bioinformatics. In addition to being ranked the 16th best college in the United States overall, Niche.com ranks Harvey Mudd as the seventh best school overall in the nation for Physics, 16th for Math, and 16th for Chemistry. Harvey Mudd students have a choice of approximately 14 possible majors. According to its website, the founders of Harvey Mudd believed that integrating the humanities, social sciences and the arts into a rigorous and cross-disciplinary undergraduate STEM curriculum was key to creating the next generation of well-rounded leaders and compassionate problem solvers. The community of Harvey Mudd is guided by the following ten statements: 1. Joyful, Powerful Liberal Arts STEM Education 2. Innovation and Scientific Discovery 3. Inclusive Excellence and Social Justice 4. Empowering Faculty as Teacher-Scholars 5. Teaching and Experiential Learning 6. Integrity, Shared Governance, and Leadership 7. A Healthy and Vibrant Campus Community 8. An Outstanding Place for Staff to Work 9. Elevating Our Brand and Reputation 10. Philanthropic Call to Action Harvey Mudd’s mission statement touts its blended focus on the mathematics and the sciences as well as the humanities and the arts: “Harvey Mudd College seeks to educate engineers, scientists and mathematicians well versed in all of these areas and in the humanities, social sciences and the arts so that they may assume leadership in their fields with a clear understanding of the impact of their work on society.” How difficult is it to be admitted to Harvey Mudd? Here is an overview of its admissions statistics: ADMISSION BY THE NUMBERS For the class of 2028, the Harvey Mudd received 5,094 applications for its incoming freshman class, an 6.3% increase of applications from the previous year. From those applications, Harvey Mudd selected 12.4% of them for admission. AVERAGE GPA & STANDARDIZED TEST SCORES The average GPA for students admitted to Harvey Mudd is 4.17. Admitted students will have taken the most rigorous coursework possible in high school with a strong showing of AP/IB courses on their transcripts. The average SAT score for applicants admitted to Harvey Mudd is 1530. Though Harvey Mudd has a test-optional policy for the submission of standardized test scores, potential applicants should have at least an SAT score of 1530 to be thought of as serious contenders. The average ACT score for applicants admitted to Harvey Mudd is 35. Though Harvey Mudd has a test-optional policy for the submission of standardized test scores, potential applicants should have at least an ACT score of 35 to be thought of as serious contenders. RECOMMENDED COURSEWORK Applicants admitted to Harvey Mudd are required to have acquired the following credits in high school: • one (1) year of calculus; • one (1) year of chemistry; and • one (1) year of physics. Applicants admitted to Harvey Mudd are recommended to have acquired the following credits in high school: • four (4) years of English; • two (2) years of social science, including history; and • two (2) years of a foreign language. APPLICATION DEADLINES Harvey Mudd has three admissions deadlines. Applicants seeking to apply to Harvey Mudd during the Early Decision I round must apply by November 15th. Early Decision II and Regular Decision applicants must apply by January 5th. Early Decision I applicants are generally notified by mid-December. Early Decision applicants are generally notified by early- to mid-February. Regular Decision applicant are notified by mid-March. MERIT-BASED SCHOLARSHIPS Harvey Mudd also has numerous merit-based scholarships for its applicants. For many of its merit-based scholarships, candidates are automatically determined upon applying to Harvey Mudd. Please see a list of these scholarships by clicking on the link below: Harvey Mudd Merit-Based Scholarships Students and families seeking a highly competitive and specialized program on an intimate campus should strongly consider Harvey Mudd as a potential candidate when considering selective colleges.
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 PLEASE NOTE: This month's post is a repost of the August '24 The Ivy Edge blog post updated with relevant edits.
August is Back to School Month! Now is the time of year summer vacations are winding down. Ads for school supplies and new clothes are everywhere. And families with school-age children are shifting out of a more carefree routine and readying themselves for the more formal scheduling the academic year brings. Back-to-school time is particularly important for families with high school students. Extracurricular activities such as sports or school clubs tend to start before the new year. Students look forward to seeing friends they haven’t connected with in months. And there is a sense that their time of youth is winding down. High school is the last time most of these students will be together on a daily basis. After graduation, they will go their separate ways. Some will enter the workforce, some will enlist in the military, and some will be off to college. It is an exciting time of year for students. It is an anxious time of year for students. The focus of this month’s blogpost will be on what students in each high school class should think about for the start of school. The Class of 2025 is now in the history books, and now is time to focus on the classes of 2026 - 2029. Each grade provides a different set of needs and goals to be met. I will discuss these needs and goals in the context of students who are planning to attend college, particularly if they are interested in attending a selective college or university. Let’s begin by thinking through the freshman year. THE FRESHMAN YEAR The freshman year of high school (or Upper School, for those attending private schools) is the foundation year for success in the selective college admissions process. I would argue that students enter freshman year with the highest mix of anxiety and excitement. With respect to college admissions, this is when grades start to matter; admissions officers review transcripts only from freshman to senior year. So while applying to college may be a few years away, freshman year is the time students can start putting fundamentals in place to create strong study habits that will serve them throughout their high school career. If a student has had a successful academic experience in middle school, freshman year is when they should build upon this success and start taking the most challenging classes possible. Students should also start to integrate into the high school culture by participating in one or two extracurricular activities that are aligned with their interests, and will help them build community. This is a critical step as it is best for students to “jump” into the high school experience rather than take a “wait-and-see” approach. Enterprising students may also want to use their freshman year to think long term about their academic success. For instance, if a student is strong in STEM and plans to pursue a STEM field in college, they may want to know what will be the prerequisite courses they need to take in order to qualify for more academically rigorous courses during their later years in high school. The same holds true for students planning to pursue the arts or social sciences. Students may even want to think about taking one or two Advanced Placement courses during the freshman year if they are available and are eligible. Also, during freshman year, students should work to establish positive relationships with their teachers and the administration. High school staff members are always seeking to identify the next group of student leaders. It is a worthwhile endeavor for freshman year students to set up meetings with their academic advisor or guidance counselor to find out how high school works, what summer programs might be available to them, and receive advice about the best academic course of action. Lastly, students should seek to make new friends and strengthen their bonds with existing friends. Healthy, positive friendships make the high school experience more engaging and joyful. Students may also decide to reinvent themselves in high school and try new activities in order to meet new people. Freshman year is almost like a clean slate where students can take control of their high school careers and start preparing themselves to be competitive candidates for selective colleges in a few years. THE SOPHOMORE YEAR Conventional wisdom says that the junior year is the most important year in high school when preparing to apply to college. I have a different point of view. I believe that students cannot have a successful junior year if they do not build a strong foundation for it in the sophomore year. During the sophomore year, students interested in attending selective colleges and universities will have more opportunities to enroll in advanced or honors classes, such as Advanced Placement (AP), International Baccalaureate (IB), or College Prep (CP) courses. Students should take full advantage of these opportunities. Students may also wish to engage in online learning opportunities if their high school curriculums will not provide them with the rigorous coursework needed to be competitive in the selective college admissions process. This is also the year students should start to think critically about how their coursework aligns with what they plan to study in college. Students should also seek leadership positions during the sophomore year as well, and increase their involvement in club and/or extracurricular activities. Students may also want to think about starting leadership initiatives outside of school by focusing on community service or independent research projects. Now that students have one year of high school behind them, they are more comfortable with the experience. This comfort should lead to an increased sense of confidence, which will allow them to take more risks in launching and defining their leadership endeavors. Sophomore year is also the time when students seeking to apply to selective colleges should start to distinguish themselves from their classmates. This is a critical part of the Ivy Edge Method, cultivating something I like to call distinguished excellence. During the adolescent years, teens have a development inclination to participate in the same activities as their peers. Students desiring to attend selective institutions must behave counterintuitive to this inclination and think about how they intend to follow their own unique, individual path–wherever it may lead them. Students should define one of two areas in which they decide to fully invest their time and resources, and work to cultivate a sense of excellence in those areas. Lastly, students should invest in their relationships with teachers and administrators during the sophomore year. These are the people who will eventually submit letters of recommendation on the student’s behalf when it is time to apply to college. Teachers and administrators are able to craft stronger and more compelling letters of recommendation if they have known a student well for a few years as opposed to not. Students should also identify peers that share similar collegiate goals. They should build and strengthen relationships with them in order to create a sense of community within the larger framework of high school. These relationships may evolve into future partners or collaborators on ideas and leadership initiatives. As the old saying goes, birds of a feather do indeed flock together! THE JUNIOR YEAR The junior year receives the most scrutiny from admissions officers, particularly those admissions officers at selective colleges and universities. This is the year students should plan on taking the most rigorous academic coursework possible. Junior year is also the last full year students have to develop and demonstrate their leadership abilities, so they should maximize this by choosing to hold a higher office in a club or organization. If a student is involved in athletics, the performing arts or other extracurricular activities, junior year is not the year to quit. Junior year is the year to remain consistent and build upon what has been done in the previous two years. Seeking consistency and growth in an applicant is a key part of the adjudication process of college applications. So even if challenges arise while participating in these activities, students should lean into the challenges and learn how to grow from them. Such challenges may later become valuable experiences that are shared with admissions officers through either the Common App personal statement or supplemental response questions. Junior year is also the year when students should develop and execute a standardized test prep strategy. Selective colleges have started to revert back to pre-COVID admissions policies and require the submission of standardized tests. I predict this trend will continue for the upcoming application season and beyond. Students should plan to take either the Scholastic Aptitude Test (SAT) or the American College Test (ACT) during the junior year and not wait until senior year to try and achieve the desired score. Students should also start to generate a preliminary college application list during the junior year as well. Students should start researching different college programs and familiarize themselves with the admission requirements for those programs. If they learn they are falling short of the admission requirements of a particular set of programs, junior year is the time to course correct and ensure all admission requirements of desired programs are being met. This is also the year students and families may wish to plan college visits. If that is not affordable or feasible, then students should follow programs on the college lists on social media outlets, such as Instagram. Colleges and universities–particularly the selective ones–regularly host Instagram live chats to answer questions about the admissions process to their schools. THE SENIOR YEAR Senior year is go time! Students planning on applying to selective colleges should begin preparing for it as early as the end of junior year. It takes about four to six months to truly craft a compelling Common App personal statement, so students should start working on it as soon as possible. The goal is to submit an application package that best reflects who they are and who they will be on a college campus, so by this point, students should have a very clear idea on where they intend to apply to college and have their college application list set. They should also make sure they have completed all of the admission requirements of the programs they intend to apply to, and work to fulfill those requirements if there are any gaps. Students should also be very aware of application deadlines and make sure they are managing the application process accordingly. Good time management skills are critical to the process and students should invest in developing them if they have not done so by this time. Students should also decide which colleges they intend to apply to in the early round. It is a little kept secret, but most selective colleges are starting to accept the bulk of their applicants during the Early Action/Early Decision round. The acceptance rates for the early round tend to be higher than the Regular Decision round, so students should apply early to their top choice schools. Some of the most selective programs have now placed restrictions on where students can apply during this round, so students must be sure of their choices and have honest conversations with their families–and themselves–about their chances of admission to these programs and plan accordingly. Senior year is also the last opportunity students have to take standardized tests. If a student has not yet achieved their desired score on either the SAT or ACT, then they should register to take the test in late summer and/or early fall. They should prioritize preparing and studying for these tests and make adjustments to their schedules as necessary in order to maximize their probability of achieving their desired score. In addition to the Common App personal statement, students should also review the supplemental questions for all of the schools on their application list. They should start to make choices about what will be the most appropriate responses to these questions, how those responses will augment the Common App personal statement, and work on crafting those responses as soon as possible. October is the month students should be working on final revisions of their personal statements and supplemental essays as November 1st is generally the first application deadline for the early round. Students should also identify the teachers they wish to write their letters of recommendations at the beginning of the year and ask them if they would like to do so. The more students give teachers and administrators time to write the recommendation, the more likely it is that teachers and administrators will write compelling recommendations; they will have been given the time to do so. Before students submit their applications, they should take the time to re-read and proofread their applications. They may want to enlist the help of a trusted advisor to review their application (the Activities section as well as the written portions) and incorporate any positive comments. Again, in the fall of senior year, applying to college is the priority, so students should manage and make adjustments in the schedules accordingly to ensure final reads and proofs are completed to their satisfaction. After the application is submit-ready, students may start to focus on scholarship applications and–if applicable–working with their families to fill out financial aid forms, such as the FAFSA or CSS/PROFILE. Students will also need to keep their academics strong throughout the year as it is very possible that poor grades in the senior year may result in an admission offer being rescinded. SUMMARY Back-to-school time is both exciting and anxiety-inducing. But if students use the remaining days of summer to think about what their top-level goals need to be before school starts, it can be an enjoyable time as well. I hope the tips and thoughts I have shared in this blog post have been valuable to both students and families alike. I wish all the students starting school in a few weeks a happy and successful school year!  Harvard is the brand name that sets the gold standard worldwide for excellence in higher education. Founded in 1636, Harvard was the first college to be founded in the newly-formed American colonies. Harvard consistently ranks among the top research universities in the world. According to Niche. Com, Harvard is currently ranked as the 4th Best College in America and 2nd only to MIT in the Commonwealth of Massachusetts. Harvard is known for the strength of its undergraduate school, Harvard College, as well as its graduate and professional programs. It is home to such renowned programs as the Harvard Business School, the Kennedy School for Government, Harvard Law School, its Medical School, and the School for Public Health, all of which are highly-regarded in the respective fields.
Harvard has an undergraduate enrollment of approximately 7,00o students and a graduate student body of approximately 17,500 students. The student-to-faculty ratio for the undergraduate population at Harvard is 7:1. The following are among the most popular majors for undergraduates: Chemistry, Computation and Applied Mathematics, Computer Science, Economics, History, Mathematics, Neuroscience and Neurobiology, Political Science and Government, Research and Experimental Psychology, and Social Science Research Methods. Niche.com ranks Harvard as the top program for Biology, Economics, and Math, and the 2nd top program for Chemistry, History, Political Science, and Religious Studies. Undergraduates studying at Harvard have a choice between 61 concentrations—or majors—among its 13 schools. In addition to its graduate and professional programs, Harvard also offers executive education programs, certificate programs, and online learning opportunities. According to its website, teaching and research are an integral part of the Harvard experience. Students learn from world-renowned faculty members, conduct their own cutting-edge research, and make significant academic contributions of their own. The Houses at Harvard College are an important of the experience as well. Students live and learn alongside their peers in a smaller home within the College and University where they may grow as individuals and as members of their community. Harvard is proud of its nearly 400-year history of shaping the future. Through engaging in intellectual vitality and establishing a culture in which all members speak, listen, and ask questions of each other – and themselves – with curiosity and respect, Harvard is committed to helping students undergo an intellectual, social, and personal transformation far beyond the traditional college experience. Also from the website, here is Harvard’s mission statement where it highlights its commitment to being an institution of higher learning dedicated to transforming the world: “The mission of Harvard College is to educate the citizens and citizen-leaders for our society. We do this through our commitment to the transformative power of a liberal arts and sciences education. Beginning in the classroom with exposure to new ideas, new ways of understanding, and new ways of knowing, students embark on a journey of intellectual transformation. Through a diverse living environment, where students live with people who are studying different topics, who come from different walks of life and have evolving identities, intellectual transformation is deepened and conditions for social transformation are created. From this we hope that students will begin to fashion their lives by gaining a sense of what they want to do with their gifts and talents, assessing their values and interests, and learning how they can best serve the world. Harvard College sets the standard for residential liberal arts and sciences education. We have committed to creating and sustaining the conditions that enable all Harvard College students to experience an unparalleled educational journey that is intellectually, socially, and personally transformative.” So, what does it take to get in to Harvard? Here is an overview of its admissions statistics: ADMISSION BY THE NUMBERS For the class of 2028, Harvard received 54,008 applications for its incoming freshman class, a 5.4% decrease of applications from the previous year. From those applications, Harvard selected 1,970 students—or 3.6% of its applicants—for admission. 15% of the students for the Class of 2028 were from countries other than the United States, the one of the highest percentages of undergraduate international students for Harvard ever. AVERAGE GPA & STANDARDIZED TEST SCORES The average unweighted GPA for students admitted to Harvard is between 3.9 and 4.0. Admitted students will have taken the most rigorous coursework possible in high school with a strong showing of AP, IB, or other college-level courses on their transcripts. The average SAT score for applicants admitted to Harvard for the Class of 2028 was 1520. Like most selective colleges in the post-COVID years, Harvard again requires its applicants to submit a standardized test score along with their application. The average SAT range for students admitted to Harvard is 1500 – 1580. The average ACT score for applicants admitted to Harvard for the Class of 2028 was 34. Like most selective colleges in the post-COVID years, Harvard again requires its applicants to submit a standardized test score along with their application. The average ACT range for students admitted to Harvard is 34 – 36. REQUIRED COURSEWORK According to Harvard’s website, there is no “one-size-fits-all” rule when it comes to high school course requirements. Students should strive to take the most rigorous courses possible across all disciplines. APPLICATION DEADLINES Harvard has two admissions deadlines. Applicants seeking to apply to Harvard during the early round must apply Restricted Early Action by November 1st. Regular Decision applicants must apply by January 1st. Restricted Early Action applicants are generally notified by mid-December. Regular Decision applicants are notified by the end of March. MERIT-BASED SCHOLARSHIPS Harvard does not offer any merit-based scholarship. All aid offered by Harvard is based on an applicant’s ability to pay full tuition. Could the storied Harvard University be a right-fit school for you or your child? While it is intimidating for most to consider, Harvard does accept applicants every year. If you believe you meet the admission criteria and see it as a good fit, then Harvard might be the place for you!  This time of year brings the end of the academic year for most schools across the country. And the end of school brings another start to the summer season. Most students have already secured their summer plans or are looking to make them, whether it be attending summer camps, going to academic enrichment programs or finding a summer job. Particularly when it comes to high school students seeking to attend a selective college or university, choosing summer plans that remain aligned with the student’s collegiate goals is important. And the truth is, there are some summer opportunities that are looked upon more favorably by selective college admissions committees than others.
The purpose of this blogpost is to highlight nine of the most prestigious summer programs in the country. The following programs are highly competitive, some of them even requiring an application process similar to applying to college. They are academically rigorous and signal to selective college admissions committees the high intellectual caliber of their participants. Read below to learn more about each of them and see if any of the following programs might be a summer opportunity worth pursuing. 1. ANNENBERG YOUTH ACADEMY FOR MEDIA AND CIVIC ENGAGEMENT Only 26 students are selected every year to attend the Annenberg Youth Academy for Media and Civic Engagement. Talented high school students from the communities surrounding the USC University Park and Health Science Campuses are selected every year to participate. Students engage in college-level coursework while developing a better understanding of the role media communications and journalism play in shaping civic-minded thought leaders and innovators. Participants also develop skills in writing, critical thought, public speech and debate, multimedia production, interviewing and ethnography. They also get the opportunity to meet innovative scholars and practitioners who are shaping the future of communication, journalism and public relations. The cost of the program is free. 2. ANSON L. CLARK SCHOLARS PROGRAM The Anson L. Clark Scholars Program is an extremely competitive program that attracts students to Texas Tech University every summer. Each year, only twelve students are selected from a pool of applicants nationwide to spend seven weeks conducting research on a variety of subjects such as biology, chemistry, computer science, and history. According to its website, the Clark Scholars program “is designed to attract gifted students from around the nation and globe…and [allow] students the opportunity to work hand-in-hand with outstanding faculty on the general academic campus…in a research-intensive setting.” The program also includes weekly seminars, discussions, and field trips. Program participants must be at least 17 years of age by the start of the program each summer. The cost to attend the Clark Scholars program is free. 3. BERKELEY BUSINESS ACADEMY FOR YOUTH The Berkeley Business Academy for Youth (B-BAY) selects 50 students from around the globe each year to live on the campus of UC-Berkeley for two weeks to learn about the power of entrepreneurship. Participants of B-BAY immerse themselves in the cultural life of Berkeley and learn directly from Berkeley Haas professors and their real-world experience. During the program, students are put into teams to create a comprehensive business plan. The teams’ business plans are presented at the end of the session. Students participating in B-BAY will also learn the following: how to build confidence through teamwork; enhance their communication skills; explore a wide variety of business subjects; learn how to write a business plan; and develop a network of like-minded students from across the globe. The cost for California residents is approximately $6,300 while the cost for out-of-state students is approximately $7,300. 4. ECONOMICS FOR LEADERS Economics for Leaders (EFL) is a selective summer program that teaches student leaders to integrate economics into decision-making. The week-long program occurring at colleges and universities across the country, and gives future leaders hands-on experience using economics in the decision-making process. EFL’s goal is to equip promising students with leadership skills and the ability to apply economic analysis to public policy decisions. Approximately 25 – 40 students are accepted at each site, and there are approximately 15 sites across the country, some holding multiple sessions during the summer. There are also virtual programs available as well. High school sophomores and juniors are eligible to participate. Applications are accepted on a rolling basis until each site is filled with qualified participants. The cost to attend varies between sites and ranges anywhere from $900 - $1,500. 5. JACKSON LABORATORY SUMMER PROGRAM The Jackson Laboratory Summer Student Program (SSP) is designed for students who want to immerse themselves in genetics and genomics research. Approximately 40 undergraduate and high school students from all across the country are selected to participate in SSP on either one of two campuses: the Jackson Laboratory in Bar Harbor, Maine; the other in Farmington, CT at the Jackson Laboratory for Genomic Medicine. Students participate in an ongoing research program with the support of an experienced scientific mentor. They develop an independent project, implement their plan, analyze the data, and report the results. At the end of the summer, they present their findings to researchers, other students, and parents. The cost of the program is free and students are awarded a stipend of $6,500 for participating. 6. MINORITY INTRODUCTION TO ENGINEERING AND SCIENCE (MITES) MITES is a six-week residential program that immerses students from across the country in life at MIT. During the course of the summer, students will take five rigorous courses—in math, science, and the humanities They also participate in lab tours and gain firsthand insight into the value and reward of pursuing a STEM degree. Students who participate in MITES have gone on to attend some of the most prestigious colleges in the country, including MIT, Harvard, Princeton, Brown, and Stanford among others. High school juniors from from underrepresented and underserved backgrounds are strongly encouraged to apply. The cost of attending MITES is free. 7. RESEARCH SCIENCE INSTITUTE (RSI) Each summer, 100 of the world's most accomplished high school students gather at the MIT for the Research Science Institute (RSI). RSI is a five-week program in which students experience the entire research cycle from start to finish, review the most current literature in their field of chosen research, and deliver oral and written reports on their findings. Attending RSI is highly competitive. Prospective students must submit a response to an essay prompt, standardized test scores, high school transcripts and teacher recommendations as a part of the application process. The cost of attending RSI is free and is only for eligible high school juniors. 8. STANFORD INSTITUTES OF MEDICINE SUMMER RESEARCH PROGRAM (SIMR) There are eight areas of research available for students to participate in attending the Stanford Institutes of Medical Summer Research Program (SIMR): immunology, neurobiology, cancer biology, bioengineering, stem cell and regenerative medicine, cardiovascular biology, bioinformatics, and genetics and genomics. SIMR is an eight-week program in which its participants perform basic research with Stanford faculty, postdoctoral fellows, students and researchers on a medically-oriented project. Rising high school juniors and seniors are eligible to participate, however, priority is given to Bay Area students as well as students from groups underrepresented in biomedical research. The cost of attending SIMR is free and approximately 60 students from across the globe are selected to participate each year. 9. TELLURIDE ASSOCIATION SUMMER SEMINAR (TASS) The Telluride Association Summer Seminar (TASS) is a prestigious summer program that allows high school sophomores and juniors with diverse backgrounds from around the world to study how power and privilege shape social structures through courses in humanities and social sciences. TASS prepares and inspires promising young students to lead and serve through transformative educational experiences rooted in critical thinking and democratic community. Participants must be at least age 15 and no older than age 18 at the start of the program and either rising juniors or rising seniors in high school. The cost of the program is covered by the Telluride Association and runs for approximately four weeks during the summer. TASS admits approximately 50 – 70 students to participate in one of two seminars: Critical Black Studies (TASS-CBS) and Anti-Oppressive Studies (TASS-AOS).  Founded by the nation’s third President—Thomas Jefferson—the University of Virginia is consistently ranked as one of the top public universities in the country. According to Niche.com, the University of Virginia is currently ranked as the third-best public university in the country and is on the list of the top 50 Best Colleges in the nation, coming in at 27th overall. It also has the distinction of being ranked as the #1 college in the state of Virginia. The University of Virginia is also home to several graduate and professional programs. Standouts among them include UVA’s Darden School of Business, its School of Education and Human Development as well as the UVA School of Law; all three programs are highly ranked and well-regarded in their respective fields.
UVA has an undergraduate enrollment of approximately 18,000 students and a graduate student body of approximately 8,500 students. The undergraduate student to faculty ratio at UVA is 14:1 with 48% of its classes holding less than 20 students. The most popular undergraduate majors at UVA are: Liberal Arts & Humanities, Economics, Criminal Justice & Safety Studies, Management Science & Information Systems, and Biology. Niche.com ranks UVA as the fifth best school overall in the nation for Kinesiology and Physical Therapy, 13th for Business, and 14th for Architecture. UVA’s undergraduates have a choice ranging from 82 possible majors, 32 minors and six certificate programs. According to its website, the University of Virginia aspires to be a community of learning that:
Also from the website, here is the University of Virginia’s mission statement where it highlights its commitment to being an institution of higher learning dedication discovery and innovation: “The University of Virginia is a public institution of higher learning guided by a founding vision of discovery, innovation, and development of the full potential of talented students from all walks of life. It serves the Commonwealth of Virginia, the nation, and the world by developing responsible citizen leaders and professionals; advancing, preserving, and disseminating knowledge; and providing world-class patient care. We are defined by:
So, what does it take to get in to UVA? Here is an overview of its admissions statistics: ADMISSION BY THE NUMBERS For the class of 2029, the University of Virginia received 64,463 applications for its incoming freshman class, an 8.5% increase of applications from the previous year. From those applications, UVA selected 15.37% of them for admission. 66% of the students for the Class of 2029 were from Virginia. 97 countries outside of the United States are represented in the Class of 2029 as well. AVERAGE GPA & STANDARDIZED TEST SCORES The average GPA for students admitted to UVA is 3.85. Admitted students will have taken the most rigorous coursework possible in high school with a strong showing of AP/IB courses on their transcripts. The average SAT score for applicants admitted to UVA for the Class of 2029 was 1470. Though UVA does not require the submission of standardized test scores for admission, potential applicants should have at least an SAT score of 1470 to be thought of as serious contenders. The average ACT score for applicants admitted to UVA for the Class of 2029 was 33. Though UVA does not require the submission of standardized test scores for admission, potential applicants should have at least an ACT score of 32 to be thought of as serious contenders. REQUIRED COURSEWORK Applicants admitted to UVA are required to have acquired the following credits in high school:
APPLICATION DEADLINES The University of Virginia has three admissions deadlines. Applicants seeking to apply to UVA during the early round must apply Early Decision or Early Action by November 1st. Regular Decision applicants must apply by January 5th. Early Decision applicants are generally notified by December 15th. Early Action applicants are generally notified by February 15th. Regular Decision applicant are notified by April 1st. MERIT-BASED SCHOLARSHIPS UVA also has numerous merit-based scholarships for its applicants. For many of its merit-based scholarships, candidates are automatically determined upon applying to UVA. Please see a list of these scholarships by clicking on the link below: UVA Merit-Based Scholarships Could the University of Virginia be a right-fit school for you or your student? Students and families seeking a competitive public option would do well to consider UVA among such list of candidates as part of the review process.  INDUSTRY OVERVIEW
The independent education consultant industry has steadily been on the rise since the mid-2000s. According to Independent Education Consultants Association (IECA), in 2010, there were an estimated 1,500 full-time independent education consultants (IECs) in the United States, another 150 international IECs, and approximately another 4,000 IECs working part-time. In 2015, the IECA estimated that there were now about 3,500 full-time IECs in the US, 5,000 IECs working part-time, and approximately 350 IECs working internationally. At the close of 2024, IECA estimates that there are now anywhere between 8,500 – 10,000 full-time IECs in the states, about 1,500 IECs working internationally, and approximately 10,000 – 15,000 IECs working part-time. In addition to the IECA, there are three other associations that provide support to IECS: the National Association for College Admissions Counseling (NACAC), the Higher Educational Consultants Association (HECA), and the American Institute of Certified Educational Planners (AICEP). Any student or family seeking the services of an independent education consultant should check to see if the IEC they are considering are members of any one of these organizations. CHALLENGES IN THE COLLEGE ADMISSIONS PROCESS What explains this proliferation in independent education consultants? There are a few reasons. First, the admissions standards for colleges—particularly selective colleges—have changed dramatically over the past few decades. It used to be that strong academic performance and high standardized test scores were a reasonable predictor as to what students would be admitted to what colleges; this is no longer the case. There are now many more factors that go into the decisions admissions committees as to what type of students are selected. Unfortunately, those factors remain opaque for many students and parents. Good IECs are very aware of what those factors are and guide their clients in successfully navigating those factors to help students present themselves as strong applicants for admission. Second, high school guidance counselors are extremely overworked and cannot possibly provide students in their charge with the individualized guidance needed to be competitive in the process. The current ratio of public high school students to guidance counselors is 491:1; the ratio is 251:1 for private schools. In addition to college counseling, high school guidance counselors are responsible for overseeing behavioral issues of students, how well students are socially integrating, all while ensuring each student is on track to meet the requirements for graduation. Competent IECs are aware of the lack of individualized support guidance counselors are able to provide students and work to fill the gap to make sure students are receiving the necessary support needed to achieve their collegiate goals and aspirations. Last, the competition to get into college—in particular, selective programs—has increased tremendously over time, especially in the years since COVID. One reason for the increase in college applications is the ease of the process. The Common App and other online portals have made it easier for students to apply to their member colleges. Paper applications caused students to be more discerning about where they applied to college because of the difficulty in doing so. Online application portals allow students to streamline the process and select a wider range of colleges. Post-COVID test-optional policies also have helped to increase the number of applicants, particularly to selective programs. While the test-optional trend now seems to reverting back to pre-COVID standards of requiring them as a part of the application process, there are still many schools that have kept their test-optional policies in place, at least for the time being. Good IECs are aware of sheer volume of applicants to college and work to help their students individualize themselves in competitive applicant pools. They understand that students are not competing against the large application numbers as a whole, but against a very small subset of similar applicants within those large applicant pools. So, while there are many reasons to work with an independent education consultant, I would like to focus on nine particular reasons why working with an IECs is a wise investment for students and parents alike. 1. SERVE STUDENTS AND FAMILIES AS TRUSTED ADVISORS Unfortunately, as with most things these days, there is a lot of misinformation and disinformation floating around about how to best prepare students for applying to college. Busy parents often do not have the time to properly research available information to discern fact from fiction. Students themselves can fall into the trap of misadvising each other as they are still developing their critical thinking and reasoning skills. And, as I have already mentioned, guidance counselors do not have the bandwidth to offer individual attention to each student in their charge. Independent education consultants serve as the “go-to” person for students and parents alike. It is often the sole relationship in the lives of both students and parents dedicated to this complex task. Trust is what makes the relationship between IECs and their clients work, so it is important for all parties (students, parents, and IECs alike) to lay everything on the table and commit to honest, direct, and clear communication before starting any work together. 2. PROVIDE STUDENTS ONE-ON-ONE GUIDANCE On average, students spend about 38 minutes meeting with their high school guidance counselors over the course of four years. 38 minutes is hardly enough time to create an individualized plan to become a strong applicant in competitive college applicant pools. In addition, each student presents a variety of needs that must and should be address when thinking about what colleges are the right best fit for them. The individual attention IECs offer can prove to be invaluable for students seriously thinking about their futures and seeking to use their high school careers to prepare themselves for the road ahead. There are a range of options of colleges available to students. If a student not only knows that they intend to apply to college, but also know what type of college experience they are seeking, then it is important for them to know what they will need to accomplish to get there. Rather than applying a “one-size fits all” approach to the preparation process, IECs can and should be able to flex their services to the needs of each individual student. With the proper guidance and support, partnerships with IECs will help students by meeting their varied needs during the course of an engagement. 3. REDUCE STRESS AND TENSION DURING THE PROCESS One of the most telling benefits of an independent education consultant comes from one of my past clients. She once told me that the most valuable aspect of hiring me to work with her son is that it allowed her to “just be Mom” instead of being a de facto guidance counselor to get him through the process. Most times, the parent relationship is the most influential relationship in a student’s life, especially during the high school years as a young person is seeking to establish his/her/their independence. That relationship also comes with an emotional history that is difficult for both students and parents to separate in the preparation process of applying to college. That history can sometimes leave both students and parents frustrated in the process, especially if they don’t always see eye-to-eye. Strong IECs can act as healthy disruptors of that dynamic. They can provide both students and parents with a sometimes much-needed neutral perspective. They are able to advise both parties and make recommendations on what is the best roadmap to help students achieve their collegiate goals without the emotional history that exists in the parent/child dynamic. Students value that there is another adult in the process that also has and keeps their needs front and center while parents value that there is another adult in the process dedicate to helping their child do his/her/their best in high school. 4. PROVIDE EXPERTISE IN THE COLLEGE ADMISSIONS PROCESS Unlike applying to colleges in other countries, successfully applying to colleges in the United States requires more than just good grades and strong test scores. There are many nuances involved in the admissions process such as teacher recommendations, extracurricular and academic activities as well as personal statements and interviews. Particularly with selective colleges, admissions officers want to see how much as student has worked to develop themselves for future career fields by using whatever resources are available to them. Unfortunately, colleges do not publish a playbook on what it takes to be truly competitive in their applicant pools, so students and parents often find themselves flying blind to understand what it takes to be admitted. It is the role of the IECs to know what these opaque nuances are guide their clients accordingly. IECs are experts in the field of college admissions; they study trends, attend conferences, build relationships with admissions officers, and stay informed on the industry as a whole. They help students identify what colleges are the right best fit for them, help them meet all of the qualitative and quantitative requirements for admission, and navigate students’ high school careers to eventually be competitive in the college application process. They also work closely with their students on their college applications to make sure students are presenting themselves to admissions committees in the best and most compelling light. 5. ADVOCATE FOR STUDENTS' SELF-DISCOVERY As I mentioned earlier, trust is at the heart of any student/parent/IEC relationship. Honest, direct, and clear communication between all parties helps to establish that trust. When that trust is built, IECs can help students think about their futures from a deeper perspective. When students trust that an independent education consultant is truly there to help them not only navigate the college admissions process, but help develop them into their best selves, they tend to open up and accept the IEC as a true partner in their development process. IECs who are able to develop this sense of trust with their students can help them think critically about the academic choices, which extracurricular activities best align with students’ core values, and encourage students to step out of their comfort zones and take risks. IECs can also help students develop their leadership skills and advise them on how to do so, whether it is starting a club, running for an office or launching a service project. Good IECs will also help student connect their activities in high school with their professional aspirations and help them make choices that align with those aspirations. 6. ASSIST WITH CAREER PLANNING Unlike prior generations, current high school students are more connected to the world at-large than ever before. They have the ability to research prospective career paths from the comfort of their homes via the internet. With social media apps like TikTok and YouTube, curious students can learn about potential career paths directly from those currently working in professions in which they may be interested. IECs can help students with this by doing such research themselves and make recommendations to students about what might be the most appropriate channels to follow. IECs can also help students connect to potential career paths by determining which programs (i.e. – summer programs, science fairs, academic competitions, etc.) are the best fit for students’ professional aspirations. IECs may also help students by advising them on which programs to avoid, might not be worth the investment, or ultimately might not be the right fit. They can also inform students which extracurricular programs are the most impressive from an admissions officer’s perspective and work with them to successfully apply to such programs. 7. RESEARCH SCHOLARSHIP AND FINANCIAL AID OPTIONS The cost of college looms large for most students and families these days. Year after year, millions of dollars of scholarship money goes unclaimed because students do not apply for them. IECs can help students and families offset the cost of college by helping students know what types of scholarship are available to them and help them fill out scholarship applications. IECs also should know which schools offer merit-based scholarship and, as a part of the process, help students not only be strong applicants for admission to college, but strong applicants for merit-based aid as well. There are also financial aid options that IECs can help students and parents know of. Some schools—particularly the more selective schools—often have generous financial aid packages in order to attract the best talent to their programs. If IECs are true experts in the college admissions process, they will know which schools offer the most generous aid packages and can help students and parents use this as a determining factor for which schools ultimately end up on a student’s application list. IECs can also help students and parents navigate the sometimes-complex process of applying for aid and make the proper recommendations accordingly. 8. DETERMINE RIGHT-FIT COLLEGES FOR APPLICATION LIST The most important part of the college application process is for students to apply to colleges that are the right best fit for them. It can be a challenge for both students and parents alike to know exactly what that means. The United States is home to not only some of the best colleges in the world, but also home to many different types of colleges, each specializing in different programs with unique and distinct cultures. From the plethora of choices available to them, how are students to know which set of colleges are the right best fit for them? It is the work of IECs to be experts in programming and cultural fit, and help their students know which colleges are most aligned with not only the student’s choice of major, but also aligned with their core values, interests, and strengths as well. By helping students know what their core values are gain clarity as to what they want for their collegiate experience, IECs are able to help students to narrow down their college application lists to a good set of choices. Aligned college list choices increase the likelihood a student will have success in the application, and IECs can play a key role in this determination. 9. INCREASE CHANCES OF ADMISSION Any good IECs will tell students and parents that, even with the best and most polished applications, they cannot guarantee any admissions decision; that decision solely rest with each college’s admissions committees. What good IECs can do is work with students to make sure they put their best foot forward in the application process, and work with students on a granular level to make sure each student presents themselves in the best light possible. After grades, the most important factor in college applications admissions officers look for what is what a student says about themselves in their responses to the essay questions (and also college interviews, if applicable). IECs should work with students to help them really understand what each question is asking and develop compelling narratives in response to each question, whether the word count limit is 50 words or 650 words. IECs should also help students list their high school activities in order of importance on the application and make sure activity descriptions are equally compelling. IECs can also help students in the college application process by preparing them for the interview portion by conducting mock interviews and strengthening their verbal and nonverbal communication skills. SUMMARY The college admissions process is a complex one, with many moving parts and goalposts that seem to change with every admissions cycle. Understandably, it can create stress and anxiety among even the brightest students and most well-prepared families. Investing in a partnership with an IECs has many benefits and should be something students and families who are serious about the college application process should consider. The earlier students and parents begin work with an IEC during the high school years, the better the outcomes that can be expected from the process. So remember, do your homework, ask the right questions, and find an IEC that is the right best fit your student’s and families’ needs. Good luck!  Located in Winston-Salem, N.C., Wake Forest University is a private institution founded on February 3rd, 1834. According to Niche.com, Wake Forest University currently ranks as one of the top 50 Best Colleges in the nation--coming in at 48th--and as the 4th Best College in the state of North Carolina. While Wake Forest College is at the center of WFU’s academic and cultural life, the University also boasts several graduate and professional schools with strong reputations, such as the Wake Forest Law School, its School of Medicine, and the Wake Forest School of Divinity.
Wake Forest has an undergraduate enrollment of approximately 5,400 students and a student to faculty ratio of 11:1. The most popular undergraduate majors at Wake Forest are: Business, Finance, Political Science & Government, Communications, Economics, and Psychology. Niche.com ranks Wake Forest as the third best school overall in the nation for Kinesiology and Physical Therapy, 18th for Accounting and Finance, and 24th for Business. Overall, Wake Forest’s College of Arts and Sciences has 29 academic departments and 16 interdisciplinary programs. According to its website, Wake Forest College aspires to be a community of learning that: • combines the pedagogical intimacy of a liberal arts college with the academic vitality of an internationally recognized research institution; • emphasizes exceptional teaching, discovery, and student/faculty engagement within a dynamic academic community; • fosters the discussion of ideas and issues, modes of expression, and artistic and cultural exchange; • attracts a diverse community of the brightest scholars and students from throughout the country and the world; • encourages international education and experiences for its students and faculty; • links intellectual curiosity with philosophical reflection, ethical deliberation, and a commitment to service. Also from the website, here is Wake Forest University’s mission statement where it elucidates its commitment a liberal arts education for its students, belief in cultural diversity and focus on in-depth interdisciplinary study: “Wake Forest College stands as the cornerstone of Wake Forest University. It is a distinctive academic institution that values and maintains the liberal arts tradition within the context of an internationally recognized research university. The College embraces the teacher-scholar ideal, valuing exceptional teaching; a commitment to outstanding and innovative research, discovery, performance, and creative activities; and personal academic interaction between students and faculty both in and out of the classroom. The College honors the ideals of liberal learning, which encourages habits of mind that ask “why,” that evaluate evidence, that are open to new ideas, that attempt to understand and appreciate the perspectives of others, that accept complexity and grapple with it, that admit error, and that pursue truth. Liberal education also entails commitment to teaching the modes of learning in the basic disciplines of human knowledge; advancing the frontiers of knowledge through in-depth and interdisciplinary study and research; transmitting cultural heritages; developing critical appreciation of moral, ethical, aesthetic, and religious values; and using knowledge in the service of humanity. The College believes in the development of the whole person and is committed to sustaining an environment where beliefs, assumptions, and ideas are examined thoughtfully and critically in a climate of academic freedom. The College embraces the challenges of cultural diversity and pluralism in all their forms and is committed to addressing these challenges through the cultivation of diverse learning communities that reflect the world in which students and faculty live. To fulfill the ideals of liberal education, Wake Forest students, staff and faculty must bring with them differences to be shared and explored. The College promotes a vibrant scholarly community and integrates academics into a broad-based program of intellectual engagement with community service and extracurricular activities. While Wake Forest College has attained a national presence and constituency, its sense of self is shaped by cultures that are distinctively southern and North Carolinian, cultures which value service. To this end, the College takes seriously its commitment to serve the community and region wherein it resides and endeavors to expand its awareness and extend its influence by emphasizing international study and international understanding. The College strives to be a dynamic and diverse learning community, valuing knowledge, experience, and service for the benefit of humanity, thus preparing students to be active and informed members of the world in which they live.” So, what does it take to get in to Wake Forest? Here is an overview of its admissions statistics: ADMISSION BY THE NUMBERS For the class of 2028, Wake Forest College received 18,735 applications, a 7% increase from the previous year. From those applications, Wake Forest selected 22% of them for admission to their incoming freshman year class. Students for the Class of 2028 were represented from all 50 states as well as 39 countries. 37% of the members of the Class of 2028 were members of historically underrepresented groups. AVERAGE GPA & STANDARDIZED TEST SCORES The average GPA for students admitted to Wake Forest is 4.01. Admitted students will have taken the most rigorous coursework possible in high school with a strong showing of AP/IB courses on their transcripts. The average SAT score for applicants admitted to Wake Forest for the Class of 2028 was 1450. Though Wake Forest does not require the submission of standardized test scores for admission, potential applicants should have at least an SAT score of 1410 to be thought of as serious contenders The average ACT score for applicants admitted to Wake Forest for the Class of 2028 was 33. Though Wake Forest does not require the submission of standardized test scores for admission, potential applicants should have at least an ACT score of 32 to be thought of as serious contenders REQUIRED COURSEWORK Applicants admitted to Wake Forest are required to have taken the following courses in high school: • Four (4) years of English; • Three (3) years of math; • One (1) year of science; • Two (2) years of a foreign language; and • Two (2) years of social studies. APPLICATION DEADLINES Wake Forest has four admissions deadlines. Applicants seeking to apply to Wake Forest during the early round must apply Early Decision I or Early Action by November 15th. Regular Decision and Early Decision II applicants must apply by January 1st. Early Decision I applicants are notified on a rolling basis. Early Action applicants are generally notified by January 15th. Early Decision II applicants are notified by February 15th and Regular Decision applicant are notified by April 1st. Need-based aid applicants will receive an award notification as early as December 1st if applying Early Decision I or Early Action, February 1st for Early Decision II applicants, and April 1st for Regular Decision applicants MERIT-BASED SCHOLARSHIPS Wake Forest also has several merit-based scholarships for applicants to consider. Those scholarships are as follows: • The Guy T. Carswell Scholarship is awarded to applicants with outstanding qualities of academic promise, leadership, and talent. Carswell Scholars are typically been leaders in a variety of extracurricular pursuits and won recognition for their interests at the regional, state, or national level. Carswell Scholarships provide up to five scholarships to cover the annual cost of tuition, room and board, plus $3,400 for personal expenses. • The Joseph G. Gordon Scholarship is awarded to students who show exceptional promise and achievement and who are members of constituencies traditionally underrepresented at Wake Forest. Gordon Scholars receive the annual cost of tuition, room, and board, plus $3,400 for personal expenses. • The Graylyn Scholarship is offered to one student each year and recognizes leadership and academic excellence, with funding provided by and in recognition of the Graylyn International Conference Center of Wake Forest University. Graylyn Scholars receive the annual cost of tuition, room and board, plus $3,400 for personal expenses. • The Leadership and Character Scholarship is comprised of a small, selective cohort of top students from the incoming class. These scholars will participate in leadership and character programming designed specifically for them, and they will be offered experiential learning opportunities to practice leadership and character in service to our campus and within the greater community as well as receive a full scholarship for their educational costs. Students must apply for, and qualify for, need-based financial aid in their first year. • The Nancy Susan Reynolds Scholarship is awarded to students who are excellent students, but are also creative leaders who are able to influence others in directions likely to benefit society. Reynolds Scholars have typically been leaders in a variety of extracurricular pursuits and won recognition for their interests at the regional, state, or national level. Up to five Reynolds Scholars are selected each year and receive the annual cost of tuition, room, and board, plus $3,400 for personal expenses. • The Stamps Scholarship is awarded to about fifteen entering first-year students who demonstrate outstanding academic achievement, a high degree of intellectual curiosity and scholarship, exceptional promise in leadership, service and social responsibility, perseverance, character, integrity, and innovation. Stamp Scholars receive the annual cost of tuition, fees, room, and board, and includes a $3,400 allowance for books and personal expenses. Stamps Scholars also join a larger Stamps network of approximately 1,000 current undergraduate scholars around the world. So...do you have what it takes to be a Demon Deacon? Hopefully, this information help qualified potential applicants consider Wake Forest University as a highly selective university with much to offer its student body.  Happy 2025!
The 2024-2025 college application season, for the most part, has come to a close. Families are back to normal routines after the holiday season, and students have returned back to school. The start of a new year is always a good time to reset, recalibrate, and think about which long- and short-term goals you intend to accomplish during the year, and make plans to do so. The intention of this month’s blogpost is to provide students in each grade level with some actionable ideas that may help them in the goal-setting process for the new year! FOR FRESHMEN The most important thing freshmen thinking about applying to selective schools a few years from now can do is keep their grades up. Do this by solidifying, improving upon, or developing good study habits. As freshmen progress to higher grade levels and become busier with other activities, having foundational study habits will be key in allowing them to juggle it all. Students in their freshman year should also think about joining school clubs this semester if they have not already done so. School clubs are a great way to meet new people as well as start to develop academic and extracurricular interests. Joining school clubs during freshmen also potentially puts students in the leadership pipeline for that club during a later date in high school if they become and stay active members. It is also important for students to really get to know their teachers during freshman year as well. At times, students at this stage in high school may find their instructors intimidating or don’t know how to form relationships with them. The easiest way to do this is participate in class discussions; get to know your teachers by letting them get to know you. Classroom conversations become gateways of getting to know instructors who, one day, might be the very ones writing stellar recommendations for your college applications! FOR SOPHOMORES The start of second semester sophomore year is all about standardized test prep! At this point, some students may have already taken the PSAT 9 or PSAT 10 (generally offered fall semester, sophomore year), and have their scores. The start of second semester sophomore year is when I recommend students commit the entire year to studying for taking either the SAT or ACT. Particularly if considering selective school, I recommend students achieve their desired standardized test score by the end of the first semester of junior year. So now, sophomores, is the time to get a plan together and start studying! Sophomores should also think about taking a leadership position within a school club or organization. The best way to gain leadership experience is through trial and error, so even if a student doesn’t feel “ready” for a leadership role, pursue it anyway and see what happens! Showing interest in and pursuing leadership positions during sophomore year is also a great way to start differentiating from fellow classmates. School educators and administrators are always looking for the next round of student leaders, so sophomores should not be afraid to raise their hands for leadership positions and be seen! Sophomore year is also a great time to start something new. This is a great time to think about finding a community service project or organization that is aligned with core values. It is also a great time to start a school club or organization if there isn’t one that truly represents a student’s interest. Starting something new also helps students grow beyond their comfort zone and is a useful “muscle” to develop as high school continues and college approaches. FOR JUNIORS Juniors considering applying to selective colleges, at this point, should start seriously thinking about their college lists. Now is the time to check and verify the academic requirements of colleges they are considering and ensuring they are staying on course to meet those requirements. This may mean taking either the SAT or ACT at some point during the calendar year before their senior year begins. It also means making sure to keep their grades up and their GPAs high. This year also marks the last summer these students will have before applying to college. Juniors thinking of applying to selective colleges should start solidifying summer plans now. There are a handful of competitive summer programs worth considering; applications for such programs tend to be due this time of year. A summer job, internship or service project may be viable options as well. Regardless, juniors applying to selective colleges should make maximum use of the coming summer break as some selective colleges will ask students how they made use of their summer breaks as a part of the supplemental questions asked on their college applications. Juniors will also need to make a plan to learn more about the selective colleges on their list. This may mean planning campus visits with family during spring break or during the summer. Students should also start following the social media accounts of the colleges on their lists so they get updates on virtual tours or live Q & A sessions, both now commonly held by selective colleges. But most importantly, students should make sure the colleges on their list are all “right fit” schools. Whether they be reach schools, match schools or safety schools, all of the colleges on a student’s list should be schools where they can see themselves living and learning for four years. FOR SENIORS I often tell my clients that if they are applying to selective schools, they don’t get to have senioritis until May. Even though the application season is over, it is imperative that students keep their grades up for the entirety of their high school career. As a stipulation of admission, some colleges will request a final transcript. If there is a significant drop in a student’s academic performance in the last semester of high school, admitted students run the risk of having their offers of admission rescinded. So, keep those grades up seniors! Several scholarships also have deadlines that occur in the spring semester. If a student is seeking to offset the cost of tuition with scholarships, then now is the time to make researching and applying to scholarships a priority. According for Forbes magazine, close to $100M in scholarship and grant money goes unclaimed every year due to a lack of applicants. Students should work to find scholarship for which they are strong candidates with the same enthusiasm and diligence as they did in determining their college application list. And last, but equally important, students should make the most of their last days in high school. Going off to college is a huge step in a young person’s life, so students should make time to spend it with friends, thank teachers for all of their help, and make lasting memories that they will enjoy for years to come. When admission offers come in the spring, there may be some tough decisions to make, so for now, seniors should cultivate patience and enjoy their final days as high school students as best as possible. I hope these tips are helpful for students and families alike. So students, no matter the grade level, should set some tangible goals for the new year, work hard to achieve them, and enjoy the process along the way. Good luck!  Colleges and universities all across the country are releasing the early round admissions decisions over the next two months. Some high school seniors will receive terrific news; others, not the news they were hoping for. And as for the rest? They will have to wait until Spring 2025 to learn their final fate in the college admissions process. For this month’s blogpost, I will discuss the different types of decisions high school seniors that applied to the early round and their families have to make. I will also list the reported drop dates for early round admission decisions for the top colleges in the country. ACCEPTED: EARLY DECISION Congratulations! The college you said “Yes” to has also said “Yes” to you, too! For students that exercised the Early Decision option, being accepted to a college under that policy is binding. Generally, applicants are instructed to withdraw their applications from other schools and formally accept the offer. Applicants also generally apply Early Decision to a college that is his or her top choice. So, if you are one of the lucky students in this application cycle to be accepted Early Decision, your college application season has come to an end; a great gift just in time for the holidays! ACCEPTED: EARLY ACTION Congratulations are also in order for students accepted to college (or colleges) under the Early Action policy. Unlike the Early Decision policy, an acceptance by the college is NOT binding. This gives students a choice: they can either move forward and accept the offer (and subsequently withdraw themselves from consideration by other colleges) or they can wait until the spring and make a decision after learning about Regular Decision application statuses. This news also makes for a good holiday season for students who likely applied to a top choice school during this round. Like Early Decision applicants, they may choose to wrap up their college application process now or continue applying to other schools Regular Decision. DEFERRED A significant portion of early round applicants will receive an admission decision of deferred. This means the admissions committee has postponed making a final decision on the application until the spring. This news can create a lot of mixed emotions, but it can be useful in deciding next steps. At times, a deferral decision in the early round can bring clarity to an applicant: do I wait until the spring or decide to withdraw my application (particularly if there are some early round acceptances in play). Other times, an applicant deferred from an Early Action or Early Decision school (usually a first-choice school) may decide to pursue an Early Decision II option with another program. Early Decision II deadlines are there for this purpose, particularly among the more selective schools. A deferral decision means an applicant is stronger in some respects than an applicant who is denied admission. So, some students--buoyed by this indirect affirmation—will pursue an Early Decision II school that may be their second and third choice in order to increase their odds of being accepted. Remember: choosing an Early Decision option means an applicant is communicating to the school that they will choose them above others if admitted. This may put an applicant in a more favorable light with the admissions committee. Regardless of the choices in front of them, each individual will process what a deferral decision personally means for them. Process whatever emotions and thoughts a deferral decision brings up and move forward in the direction that makes the most sense. DENIAL Also, for a significant number of applicants this cycle, they will receive the unfortunate news that they were not offered a seat at a college to which they applied. As with receiving a notification of a deferral, applicants should be encouraged to process their feelings without judgment, be reminded that a college notification—in either direction—does not define their inherent worthiness, nor does it (in)validate all of the work they put in to be the strongest candidate. There are all kinds of reasons admissions officers select one candidate over another, but it serves no good purpose to focus on the reasons why. Encourage applicants who do not get into the college of their choice at this time to surround themselves with people and things that bring them joy, enjoy the end-of-year and holiday activities, and move forward with the Regular Decision applications as best possible. NOTIFICATION DATES Below are the some of the early round notification dates of the most selective schools in the country. If you know of someone waiting to hear back from one of these schools over the next few weeks, this guide will help you know when might be a good time to reach out to them and see how the process went. Best of luck to all the high school seniors and their families getting notifications from the early round college applications soon!
 Last week, a college friend reached out to me to get some advice on her daughter’s college application. The student was stuck thinking about how to answer a particular supplemental essay. After a few moments of investigation and conversation, I was able to provide both mother and daughter some context and direction about how to approach answering this particular essay. Fingers crossed that my advice works out, and my advice helps this student get admitted to the school where she applied.
That conversation had me thinking that this might be a good topic for this month’s blogpost. In addition to the Common App personal statement, supplemental essays are another written portion of a college application submitted by an applicant. Supplementary essays play a very important function in the overall adjudication of an application. I would even argue that over the past few years, the responses applicants give in the supplemental essays may carry even more weight in an admissions decision than the 650-word personal statement. Supplemental essays serve as the gatekeeper questions in a college application. They help admissions officers determine just how well of a fit an applicant will be at their school. Supplemental essays also serve to give a fuller picture of an applicant; one that grades, test scores, and an activities list cannot provide. Supplemental essays allow admission officers to learn about a student from their own words. They can also reveal just how much research a student has put into understanding a particular college and/or program, as some supplemental essay questions will ask applicants to directly address that so admission officers can know if the applicants themselves have done the work to determine if they themselves are a good fit for the school or not. Most supplemental questions can be grouped into one of five categories: the “why this college” essay; the academic interest essay; the extracurricular interest essay; the short answer essay; and the community/cultural fit essay. Let us review each one of the five categories, understand what each type of question is asking, and discuss the best way to answer it. THE “WHY THIS COLLEGE” ESSAY When it comes to lists of globally top-ranked institutions of higher learning, the US has more than its fair share of colleges and universities that rank near the top of such lists. Because of this, most American schools have the privilege of asking this question of its applicants: why do you want to attend school here? American schools–particularly selective ones–receive applications from all over the world. It is one of many reasons why admit rates at these schools have been on the decline over the past decade. In short, in order to be considered for admission, you must tell these schools exactly why you believe–among all other applicants–-that you will be a great fit for their program. In the responses, admissions officers are looking to see which applicants have done their homework and know what their particular school has to offer. Admissions officers are also seeking to know how much an applicant knows themselves and if their core values, passions, and interests align with the school’s core values, resources, and program offerings. If students are not able to demonstrate that in a “why this college” supplemental essay in a substantive way, chances are high that the applicant will not be offered a spot in the incoming freshman class. Here’s an example of how the “why this college” question may come into play and how admissions officers may think about it. A couple of years ago, I worked with a client who was outstanding in many respects. In fact, she was admitted to Stanford University through its Restricted Early Action round. She went on to apply to a number of other top-tier colleges, Princeton University being one of them. What made this candidate so spectacular was her early commitment to pursuing a STEM-related professional career. In fact, before she graduated high school, she had already published three peer-reviewed articles on STEM-related subject matter–one of which was promoted on the Center for Disease Control website. An amazingly impressive STEM-student if there ever was one. When this student received her Regular Decision responses, she was accepted to every top school on her list…except Princeton. Her mother called me, confused, as to why every school on her daughter’s application list said yes, but Princeton had said no. I explained to the mother that while I wasn’t in the room when the admissions officers at Princeton made their deliberations, I could make a pretty good guess as to why her daughter was declined admission. Princeton University is known for many things, but being the strongest STEM-focused school among the most elite programs in the country is not one of them. I surmised that, more than likely, even with her impressive accomplishments, her daughter was not able to answer the “why Princeton” question to the admissions committee’s satisfaction. It was a question I put to the student myself before assisting her with putting together the application. The response the student submitted to this question was quite compelling, but again, more than likely demonstrated to the admissions committee that her academic interests were not uniquely aligned with Princeton’s academic priorities, programs, and resources. The takeaway from this story is that it does not matter how strong an applicant is in many respects, if the student cannot answer the “why this college” question in a way that demonstrates unique alignment, then the student’s chances of being admitted drop considerably, regardless of grades, test scores, activities or recommendations. THE ACADEMIC INTEREST ESSAY The academic interest supplemental essay question is a fairly standard question selective programs ask their applicants to answer. Admission officers want to know not only more about an applicant’s intended area of study, but why it is of interest to the applicant and how that interest was explored during the high school years. That said, there does not necessarily need to be a correlation between an applicant’s academic interest and the applicant’s choice of major. At times, students may be undecided about the choice of major at the time of applying to college or they may have two or three competing academic interests they wish to explore in college before making a final decision. Regardless, students should approach the academic interest question from a few angles. First, applicants should use the academic interest question to let admission officers know why they are passionate about a particular subject matter. Was it because they found a particular class engaging? Was there a life circumstance that brought the academic interest into sharp focus? Getting clarity on the why will help admission officers understand an applicant’s academic interests from a more personal context. Next, the academic interest question should be answered with respect to how the school’s resources will help advance the applicant’s interest in developing an academic passion. Is there a lab or department that has produced research aligned with the applicant’s academic interests? Does the school have a notable faculty member that specializes in what an applicant wishes to study? And lastly, applicants should be able to describe how pursuing a particular academic interest will help them achieve their professional goals. THE EXTRACURRICULAR INTEREST ESSAY The extracurricular supplemental essay question allows applicants to elaborate on one or more extracurricular activities in depth. This may include elaborating on an activity listed on the application or another activity that is not mentioned elsewhere in the application. Again, what admission officers want to know about is why an applicant chose to pursue a particular activity, among other things. With the extracurricular activities supplemental essay, it is an opportunity for an applicant to share how a particular activity has shaped them and/or their worldview. For example, how did playing on the football team help an applicant better understand conflict and collaboration? How did playing the piano for twelve years develop an applicant’s creative instincts and discipline? How did participating in a science fair boost an applicant’s confidence and strengthen their understanding of how the scientific method works? The extracurricular activities supplemental essay is also an opportunity for an applicant to share if they plan to pursue the same or similar extracurricular activities in college. However, this can be a bit tricky. Applicants should make sure they do their homework to know if an extracurricular activity they are passionate about is even offered at the college of their choice. It will be a red flag to an admissions committee if an applicant expresses their intent to pursue a particular activity in college and the college doesn’t offer it. It may seem pretty obvious, but it would be surprising to know the number of times I have had to ask my clients to double-check this on their applications. Remember: admission officers are looking for an applicant’s alignment with the school’s offerings. When answering the extracurricular activity question–as with the other supplemental essays–applicants should make sure their responses demonstrate such alignment. THE SHORT ANSWER ESSAY With the short answer supplemental essays–if one can even call the responses “essays”–admissions officers are seeking both brevity and brilliance. These prompts usually ask students to respond to a supplemental question in as few as 25 words or as much as 100 words. What possibly can an admissions committee glean about an applicant from such short responses. Plenty, I would argue. Short answer essays allow applicants to demonstrate a few things. Applicants can demonstrate their efficiency with language: how can one get across a complex idea in as few words as possible. Short answer essays also serve to challenge applicants to demonstrate how creative they can be in their responses. Short answer essays are also an opportunity to get a quick-hit sense of an applicant’s personality. Is the short answer more serious in tone? Humorous? Sarcastic? Using short answers to highlight personal qualities comes down to the word choice and the word order. This is where understanding syntax and diction will help an applicant’s responses stand out from the rest. Regardless of how an applicant chooses to approach tackling a short answer supplemental essay, the response must be given as much care and thought as a 400- or 500-word essay. THE COMMUNITY/CULTURAL FIT ESSAY Admission officers want to know how well applicants are going to play in the campus sandbox. The community essay question gives applicants an opportunity to share with the admissions committee their experiences in community: how they see themselves in relation to a particular community and how particular communities have shaped their thinking and world view. There are a few ways applicants may be asked to approach this question. They may be asked explicitly how they personally define community and what communities have profoundly shaped their life experience. They may be asked about what it means to belong to a particular community and share that story. Applicants may also be asked to think about their future college community and what role they intend to play in that community once on campus, be it the college community as a whole or a specific subset. Oftentimes, applicants will see the word “diversity” present within a community essay question. Since the SCOTUS decision that repealed the use of race as a factor in adjudicating a college applicant, this has been a more common occurrence. In the majority opinion of Students for Fair Admissions, Inc. v. President & Fellows of Harvard College and SFFA v. University of North Carolina, college applicants were given some wiggle room; applicants could discuss their race–among other things–in college essay questions in the context of community. Many colleges used this “loophole” in the opinion to revise their supplemental essays and, based on the wording, invited applicants to highlight their racial backgrounds in their responses to the community essay question. This paradigm shift in supplemental essay questions has allowed colleges, for the most part, to maintain the levels of diversity on campus they enjoyed before SFFA. Community essay questions also served to help determine if applicants will be a cultural fit for the institution. As with any organization, college communities operate on a set of shared values. Those shared values are the basis by which the culture of a college rests. Through the community essay, applicants may be asked to address how they believe they will fit into a college’s particular campus culture. For example, some programs operate on an honor code; applicants would need to demonstrate how honor has been a core value they have expressed during their high school years. Other programs value opposition of thought, justice, or service to others. Applicants’ responses should demonstrate they are not only aligned with these values, but how they intend to express these values once on campus. SUMMARY The most important thing for college applicants to do when responding to the supplemental essay questions is to prepare for them as much as they did for the Common App personal statement. Applicants should not let shorter word count limits hinder them from telling complete and compelling stories with their responses. Also, be sure to answer the specific question being asked and do not swerve off on tangents. Be bold, be brief, and be brilliant. Compelling and effective supplemental essay responses may mean the difference between being accepted to a college or denied an offer of admission. Good luck! |
Aaron A. Shipp, PCCFounder & CEO, The Ivy Edge; Selective College Admissions Expert Archives
September 2025
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