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Undergraduate Admissions Uncensored

UMass to Release Regular Decision Notifications on March 5

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UMass Amherst will release Regular Decision (RD) admissions decisions on the evening on Tuesday, March 5, 2024.

In the past, UMass Amherst released RD decisions in waves. This year, all RD applicants will receive their decisions on the same date. RD applicants will receive an e-mail letting them know an admissions decision has been posted. Students are instructed to log into their UMass Amherst admissions portal to check their posted admission decision on the “Student Status” page. RD applicants will receive one of three decisions: Admit, Waitlist, or Deny.

UMass will invite all accepted students to campus shortly after decisions are released.

Earlier this cycle UMass announced that it received a record 30,000+ Early Action applications.

Dartmouth to Request SAT or ACT for First-Year Applicants Again

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Dartmouth College

Dartmouth College has announced that it will yet again require high school students in the United States to share either an SAT or ACT score as part of their application for admission. The change takes effect for students applying for Fall 2025 admission (those students who will begin their applications in Summer or Fall 2024).

“The reactivation [of the test-required policy] has been modeled on a very comprehensive research study by a group of faculty,” said Lee Coffin, Vice President and Dean of Admissions and Financial Aid, in an interview with The Dartmouth.

“We’re getting more and more applications from all around the world, and so in order to find high achieving students, test scores turn out to be a really helpful tool,” said Bruce Sacerdote, Dartmouth Class of ’90, who was part of the research group of faculty. “Our analysis shows that we potentially miss out on some great applicants when we don’t have [test scores].”

“Social science has a concept called the ceiling effect,” Coffin said. “When you plot people in a curve, there’s a cluster at the top of the curve. That’s our applicant pool. Most of the people who apply to Dartmouth are straight A students.”

The New York Times has shared more motivations for the decision, here is the working group’s report, and Dartmouth’s full updated standardized testing expectations for first year applicants, which actually are different depending on whether an applicant goes to high school in the US or goes to high school outside of the US. To learn more about what this means going forward, get my thoughts in the video below.

Dream School spotlights the nightmare the college admissions process has become for too many

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WGCU Public Media in Florida followed six high school students who worked hard to earn a seat at America’s top colleges – and now you can too in the short documentary Dream School.

Reported by Sandra Viktorova, the short documentary below also includes insights from various individuals who work in the higher education industry in America in order to shine light on what for too many has become the high stress world of American college admissions and the various factors that come into play when colleges assess who to accept.

While all those featured in this up close account of the college admissions process make it through in one piece, many viewers will leave wondering why these young adults had to go through so much stress and uncertainty to end up where they did.

University of Maryland’s 650-character leap into lawlessness or a legal loophole?

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For years, University of Maryland College Park emphasized grades and scores in its undergraduate admissions review process for first-year applicants.

Then, a few years back, the university that Testudo the diamondback terrapin calls home added some innocuous and incredibly short answer responses requiring students to complete sentences such as, “The most interesting fact I ever learned from research was…,”  “If I could travel anywhere, I would go to…,” and “Something you might not know about me is…” In past years students have had as few as 160 characters to complete such sentences.

Meanwhile, in 2020, Maryland suspended its requirement that first-year applicants submit either their SAT or ACT scores in order to be considered for admission.

Then, this past June, The Supreme Court of the United States ruled that race-based preferences in college admissions are unlawful. Within hours, University of Maryland College Park’s President Darryll J. Pines and Senior Vice President and Provost Jennifer King Rice published a letter on the Maryland website about the role of race in college admissions. In it, the two said the court’s decision was “disappointing” and that Maryland’s “already-unassailable commitment to a diverse and inclusive campus must strengthen and grow within the bounds of the law.” They added, “Our Enrollment Management team and campus administration have been preparing for this moment, and we are confident in our path forward.”

When the University of Maryland College Park supplement to the Common Application went live in Early August, the ‘complete the sentence’ prompts returned, but their responses were all given new 650-character count limits and they were accompanied by a new prompt unlike any Maryland has included on its first-year application before. The new prompt reads as follows:

“Because we know that diversity benefits the educational experience of all students, the University of Maryland values diversity in all of its many forms. This includes (but is not limited to) racial, socio-economic, gender, geographical, and sexual orientation. We are interested in hearing about your own individual life experiences. In a few sentences, will you please describe how you have learned, grown, been inspired or developed skills through one or more components of diversity.”

In summary, the prompt encourages applicants’ to show fealty to “one or more components of diversity” in up to 650 characters.

Then, in an email sent to counselors on August 11, 2023, James B. Massey, Jr., the director of Maryland’s Office of Undergraduate Admissions, shared the following message:

“The University of Maryland remains committed to a diverse and inclusive campus. As President Pines has stated, ‘we will remain a national leader by encouraging and supporting students of all backgrounds as they apply, enroll and graduate from UMD. The educational value of campus diversity is one we will not sacrifice.’ Our office ‘will multiply our recruitment efforts focused on what UMD offers its students—a commitment to inclusive excellence where all have the opportunity to succeed.’ In addition, within our application we are providing an opportunity for students to share how they’ve learned, grown, been inspired, or developed skills through one or more components of diversity.”

Of course, the new short answer response about diversity is more than an opportunity; it’s a requirement. Since The Supreme Court of the United States ruled in June 2023 that colleges can no longer admit students on the on the basis of race, a number of selective public and private colleges, now including Maryland, have added new required or optional questions or prompts to their 2023-2024 first-year applications, so Maryland is not unusual in this respect. Yet, Maryland’s new prompt is noteworthy because of the way in which it is worded and because applicants are limited to responding in only 650 characters to a prompt that is itself 487 characters long. The high prompt to response ratio, the content of the prompt, the kind of information it is seeking students to provide, and the email to counselors heralding the new prompt combine to make it certainly feel as though Maryland is attempting to use responses to this prompt as a means to “remain” as it was before the ruling. Pines’ and King Rice’s letter stated that before the Supreme Court ruling in June, race was one of “26 unique factors” the university considered in undergraduate admissions. As of October, Maryland’s admissions website indicates it now considers “more than 24 factors” when making admissions decisions, including “Breadth of life experiences,” “Extenuating circumstances,” “Socio-economic background,” and “Special talents or skills.” Is Maryland simply planning to subsume into one of these or other factors considered in its admissions review process a racial experience discussed in an applicant’s response to this new diversity short answer prompt for a student’s self-reported race, which Maryland considered before June’s ruling? And, if so, is that actually legal?

Maryland’s admissions leadership is clearly trying to inspire diverse applicants to write about diversity inclusive of how race may have shaped applicants’ perspectives, character, and overall value systems. Yet, in doing so, how far will Maryland admissions leadership go in taking information provided in applicants’ responses to this prompt to curate what it deems to be a sufficiently diverse first-year class?

Maryland, and all colleges in the US, if they intend to follow the letter and spirit of the law, must adhere to The Supreme Court of the United States’ ruling, written by Chief Justice John Roberts, which included this critical paragraph:

“At the same time, as all parties agree, nothing in this opinion should be construed as prohibiting universities from considering an applicant’s discussion of how race affected his or her life, be it through discrimination, inspiration, or otherwise. See, e.g., 4 App. in No. 21–707, at 1725–1726, 1741; Tr. of Oral Arg. in No. 20–1199, at 10. But, despite the dissent’s assertion to the contrary, universities may not simply establish through application essays or other means the regime we hold unlawful today. (A dissenting opinion is generally not the best source of legal advice on how to comply with the majority opinion.) “[W]hat cannot be done directly cannot be done indirectly. The Constitution deals with substance, not shadows,” and the prohibition against racial discrimination is “levelled at the thing, not the name.” Cummings v. Missouri, 4 Wall. 277, 325 (1867). A benefit to a student who overcame racial discrimination, for example, must be tied to that student’s courage and determination. Or a benefit to a student whose heritage or culture motivated him or her to assume a leadership role or attain a particular goal must be tied to that student’s unique ability to contribute to the university. In other words, the student must be treated based on his or her experiences as an individual—not on the basis of race. Many universities have for too long done just the opposite. And in doing so, they have concluded, wrongly, that the touchstone of an individual’s identity is not challenges bested, skills built, or lessons learned but the color of their skin. Our constitutional history does not tolerate that choice.”

Maryland has not officially stated how applicants’ responses to this prompt will be assessed. So, I emailed the following questions to Shannon R. Gundy, the enrollment management leader at Maryland responsible for all undergraduate admissions:

1. How was the wording of (the new) prompt determined? Who/what offices was/were involved in drafting and approving it to be included in this year’s first-year UMD College Park application?

2. How are University of Maryland College Park application readers/admissions officers being directed to assess student responses to this new short answer prompt?

3. With only 650 characters to work with, students have to take their experience(s) with an important and serious subject and condense it(them) into just a few sentences; therefore, what will be considered a strong response versus a weak response to this new prompt?

4. It certainly feels as though Maryland is attempting to harness many tools, including this prompt, in order to remain as inclusively excellent as it was before the Supreme Court ruling on race in college admissions was released this past June. Will the way students respond to this prompt in any way influence their chances of first-year admission at Maryland? And if so, how?

Gundy did not respond to my email. After three days, I emailed Hafsa Siddiqi, Maryland’s media relations manager, with the same questions. Siddiqi also did not respond to my email.

Therefore, because it’s not clear how responses to this prompt will be assessed by the university’s admissions officers starting in November (Maryland’s Early Action admissions plan, through which the university fills the vast majority of its first-year class, has an application deadline of November 1), members of the public have no way to know whether Maryland’s supplement to the Common App has taken a 650-character leap into lawlessness or into a legal loophole to June’s Supreme Court ruling.

While the court has stated it would be unlawful for undergraduate admissions teams to give applicants’ essay or short answer responses higher or lower consideration based on the racial background or backgrounds applicants choose to write about, what has also become clear since June is that many working in selective college and university admission, and the lawyers and consulting firms advising them, are now doing all they can to draw a distinction between a student’s “racial status” and a student’s “racial experience.” In doing so, certain admissions professionals at selective institutions have publicly stated that Roberts’ opinion gives their institutions the freedom to consider a student’s “racial experience(s)” as much as these institutions would like when making admissions decisions as long as the colleges don’t consider a student’s narrowly defined “racial status.” This perspective may ultimately have its own day in court.

In the meantime, with so few words with which to share anything much of substance in response to Maryland’s newest prompt, the general public – and first-year applicants to University of Maryland College Park in particular – would certainly benefit from knowing exactly how Maryland will be assessing student responses to this new diversity prompt, as 650-characters doesn’t really give anyone the chance to show and tell much at all about an experience, lessons learned, or skills built. Instead, Maryland’s newest application prompt is a recipe for students to only be able to share superficial tidbits about themselves or their experience(s), many of which are likely to only be skin deep.

Did University of Maryland take a 650-character leap into lawlessness or a legal loophole?

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For years, University of Maryland College Park emphasized grades and scores in its undergraduate admissions review process for first-year applicants. Yet, this August, when University of Maryland College Park released its supplement to the Common Application, the university added a new essay prompt about diversity for students to respond to in 650 characters or fewer. Considering the recent Supreme Court ruling striking down race-based preferences in college admissions, how the information provided in student responses to this new prompt is assessed by the university’s admissions officials will determine whether University of Maryland has taken a 650-character leap into lawlessness or a legal loophole to June’s Supreme Court ruling. Read the full article here.

Princeton wants to learn about applicants’ “lived experiences”

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Princeton University has released its 2023-2024 supplemental essay prompts for first-year applicants, making it the final Ivy League institution to do so.

The most notable change in Princeton’s supplement from last year is the addition of a new essay of up to 500 words responding to a prompt inquiring about the applicant’s life so far and how it has shaped the applicant in a manner that will allow the applicant to contribute to Princeton’s campus.

2023-2024 Princeton Supplemental Prompts

A.B. and Undecided Applicants Only

1. As a research institution that also prides itself on its liberal arts curriculum, Princeton allows students to explore areas across the humanities and the arts, the natural sciences, and the social sciences. What academic areas most pique your curiosity, and how do the programs offered at Princeton suit your particular interests? (Please respond in 250 words or fewer)

B.S.E. Applicants Only

1. Please describe why you are interested in studying engineering at Princeton. Include any of your experiences in, or exposure to engineering, and how you think the programs offered at the University suit your particular interests. (Please respond in 250 words or fewer)

Your Voice

2. Princeton values community and encourages students, faculty, staff and leadership to engage in respectful conversations that can expand their perspectives and challenge their ideas and beliefs. As a prospective member of this community, reflect on how your lived experiences will impact the conversations you will have in the classroom, the dining hall or other campus spaces. What lessons have you learned in life thus far? What will your classmates learn from you? In short, how has your lived experience shaped you? (500 words or fewer; new prompt and expanded word count length this year)

3. Princeton has a longstanding commitment to understanding our responsibility to society through service and civic engagement. How does your own story intersect with these ideals? (250 words or fewer; reworded from last year)

Please respond to each question in 50 words or fewer. There are no right or wrong answers. Be yourself!

4. What is a new skill you would like to learn in college?

5. What brings you joy?

6. What song represents the soundtrack of your life at this moment?

—

Since The Supreme Court of the United States ruled in June 2023 that colleges can no longer admit students on the on the basis of race, a number of selective colleges, now including Princeton, have added new essay prompts to their 2023-2024 first-year applications to inspire applicants to write about how their backgrounds – inclusive of race – have and/or will continue to inform their behaviors, perspectives, and priorities.

What remains uncertain is how such essays will be assessed by colleges’ application review committees. If keeping within the letter and spirit of The Supreme Court majority opinion, application review committees will not give applicants’ essays a higher or lower number of points based on the background or backgrounds applicants choose to write about in their essays.

The number of words students have in order to respond to Princeton’s new “lived experience” essay is also notably higher than any essay has been afforded on Princeton’s supplement in recent years when the highest number of words students could write in order to respond to any Princeton prompt topped out at 350 words.

As most high school seniors applying to Princeton do so through the Common Application, most Princeton applicants will also need to respond – and respond well – to one of the Common App’s main essay prompts in order to be considered for admission at Princeton.

Good luck to all those students applying to join Princeton’s Class of 2028. Start drafting!

Meanwhile, the 2023-2024 supplemental essay prompts for students applying to be first-year students at fellow Ivy League institutions Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, and Yale were all released in July or early August.

Northwestern University adds six new essay prompts to its application supplement

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Northwestern University Deering Library

Northwestern University in Evanston, Illinois has added six new essay prompts to its 2023-2024 supplement to the Common Application for first-year applicants.

At the same time, Northwestern becomes the most selective Common App college to no longer require submission of the Common Application main essay in order to be considered for admission. Yet, if a student applying for first-year admission to Northwestern wants the university’s admissions committee to review his or her Common App essay, he or she can still include it when submitting the Common App to Northwestern.

Regarding Northwestern’s supplement, students applying via the Common App or Coalition App must respond to only one of the six new supplemental essay prompts, and applicants can only respond to up to two of the others. This means that smart applicants who want to make their case through their words will be writing three Northwestern-specific short essays (up to 700 words total) in their attempt to earn admission into Northwestern’s Class of 2028.

2023-2024 Northwestern University Supplemental Essay Prompts

The following question is required for all Common Application and Coalition with Scoir applicants (optional for QuestBridge applicants). Please respond in 300 words or fewer:

  • We want to be sure we’re considering your application in the context of your personal experiences: What aspects of your background, your identity, or your school, community, and/or household settings have most shaped how you see yourself engaging in Northwestern’s community, be it academically, extracurricularly, culturally, politically, socially, or otherwise?

The following questions are optional, but we encourage you to answer at least one and no more than two. Please respond in fewer than 200 words per question:

  • Painting “The Rock” is a tradition at Northwestern that invites all forms of expression—students promote campus events or extracurricular groups, support social or activist causes, show their Wildcat spirit (what we call “Purple Pride”), celebrate their culture, and more. What would you paint on The Rock, and why?
  • Northwestern fosters a distinctively interdisciplinary culture. We believe discovery and innovation thrive at the intersection of diverse ideas, perspectives, and academic interests. Within this setting, if you could dream up an undergraduate class, research project, or creative effort (a start-up, a design prototype, a performance, etc.), what would it be? Who might be some ideal classmates or collaborators?
  • Community and belonging matter at Northwestern. Tell us about one or more communities, networks, or student groups you see yourself connecting with on campus.
  • Northwestern’s location is special: on the shore of Lake Michigan, steps from downtown Evanston, just a few miles from Chicago. What aspects of our location are most compelling to you, and why?
  • Northwestern is a place where people with diverse backgrounds from all over the world can study, live, and talk with one another. This range of experiences and viewpoints immeasurably enriches learning. How might your individual background contribute to this diversity of perspectives in Northwestern’s classrooms and around our campus?

—

As most high school seniors applying to Northwestern do so through the Common Application, and most are applying to other highly selective private colleges that require the Common App essay, it’s likely that most first-year applicants to Northwestern will still want Northwestern admissions officers to read their Common App essay.

Since The Supreme Court of the United States ruled in June 2023 that colleges can no longer admit students on the on the basis of race, a number of selective colleges, now including Northwestern, have added new essay prompts to their 2023-2024 first-year applications to inspire applicants to write about how their backgrounds – inclusive of race – have and/or will continue to inform their behaviors, perspectives, and priorities.

What is not yet clear is how such essays will be assessed by colleges’ application review committees. If keeping within the letter and spirit of The Supreme Court majority opinion, application review committees will not give applicants’ essays a higher or lower number of points based on the background or backgrounds applicants choose to write about in their essays. Northwestern’s new essay prompts use the words “diverse” or “diversity” three times, “background(s)” three times, and “community” or “communities” four times.

Previously, Northwestern’s one and only – and now retired – supplemental essay prompt read as follows:

In 300 words or less, help us understand how you might engage specific resources, opportunities, and/or communities here. We are curious about what these specifics are, as well as how they may enrich your time at Northwestern and beyond.

Good luck to all those students applying to join Northwestern’s Class of 2028.

Wake Forest Introduces Exclusive Early Action (EEA)

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Considering how much the word “inclusive” is bandied about these days, Wake Forest University would, at first glance, appear to be taking a big risk by creating a new Early Action admissions option that will be the exclusive domain of only certain applicants based on their demographics alone. Yet, that’s exactly what Wake Forest is doing while promoting its new Early Action admissions option as a tool to promote inclusivity.

On June 29, the day when The Supreme Court of the United States ruled that race can’t be a factor in admissions decisions, Wake Forest University’s President Susan R. Wente wrote, “We write to affirm that Wake Forest University will not waver in its commitment to creating and sustaining inclusive, diverse learning communities; our mission and values have not and will not change. We will continue to recruit and enroll academically qualified students of diverse backgrounds who seek an intellectual home at Wake Forest where they belong and thrive, and in compliance with the Court’s ruling.”

Just a few weeks later, Wake introduced a new essay prompt for first-year applicants to complete during the 2023-2024 admissions cycle that invites students to explain how their identity or lived experience will help them contribute to the Wake Forest community.

Now, Wake Forest has announced a new Early Action admissions option “specifically for first-generation students to provide an additional pathway of opportunity.” Those who are not considered by Wake to be first-generation college students may not apply to Wake using this new Early Action option, thus making it the very definition of exclusive, which is why for the remainder of this article, and in order to differentiate it from traditional Early Action options that do not prevent certain students from taking advantage of them, Wake’s new admissions option will be referred to as Exclusive Early Action, or EEA. Wake’s new Exclusive Early Action applicants must apply by November 15 and will receive their admissions decisions by January 15.

For years, Wake Forest has met 100% of the demonstrated financial need of eligible admitted undergraduate students while also offering Early Decision I (students apply by November 15 and get their decisions by December) and Early Decision II (students apply by January 1 and get their decisions by February 15) application options, both of which are officially binding in nature (meaning a student must attend – in most cases – if admitted), and Regular Decision (students apply by January 1 and get their decisions in late March/Early April), which, just like its new EEA option, doesn’t require admitted students to accept or reject their offers of admission until May 1. Yet, three pathways to opportunity, all of which are open to any and all potential applicants, were deemed insufficient to those making executive level decisions at Wake Forest. Why?

From Wake’s perspective, offering Exclusive Early Action is a way to get “first dibs” on in-demand first-generation students and avoid having to directly compare a cohort of such applicants to applicants with the perceived advantages associated with being born to one or two parents with degrees from four-year colleges.

A critical paragraph of the June Supreme Court majority opinion, written by Chief Justice John Roberts, included this line:

“…universities may not simply establish through application essays or other means the regime we hold unlawful today…'[W]hat cannot be done directly cannot be done indirectly. The Constitution deals with substance, not shadows,’ and the prohibition against racial discrimination is ‘levelled at the thing, not the name.’ Cummings v. Missouri, 4 Wall. 277, 325 (1867).”

US Census data from 2022 indicate that the percentage of adults age 25 and older with a bachelor’s degree or more was 41.8% for the non-Hispanic White population, 27.6% for the Black population, 59.3% for the Asian population, and 20.9% for the Hispanic population. Thus, being a first-generation college student is a real, though imperfect, proxy for race.

Presumably, the upshot for students of applying EEA to Wake will not be learning of their decisions early, as many, though not all, first-generation students will want to wait to compare all of their offers of admission and financial aid. Rather, the upshot for students is that it is likely that the acceptance rate for EEA applicants will be higher than the acceptance rate for those applying in the competitive Regular Decision cycle, as most colleges that offer Early Action and/or Early Decision have higher acceptance rates for such options relative to their Regular Decision options.

Thus, for someone who really wants to go to Wake Forest but who doesn’t want to commit to attending Wake Forest until he or she receives all of his or her admissions and aid decisions, Wake’s new EEA option seems like a great chance to keep one’s options open and increase one’s chances of admission to Wake – and potentially elsewhere since it allows such students to apply to an Early Decision college or two and unlimited traditional Early Action (EA) colleges concurrently – all in one fell swoop. Of course, a lot of high school seniors would like to get in on this. But only some will be allowed to: those considered by Wake Forest to be first-generation college students.

Which brings us to who exactly Wake Forest considers a “first-generation college student.” Colleges have not agreed upon a standard definition of the term, especially since two parents of a child may have very different backgrounds and not all children live with or have relationships with both parents.

Wake, in a statement announcing the new admissions option, and on its admissions site, defines first-generation as follows:

“First-generation students are those whose parents did not graduate from a four-year accredited college or university. First generation can also include the children of parents who earned a degree in another country, immigrated to the United States, and are underemployed in the U.S. Whether domestic or international, if the student resides with and receives support from only one parent, the ‘first generation’ classification is based on that parent’s education.”

Eric Maguire, Wake Forest’s Vice-President for Enrollment Management, in response to an inquiry from the author of this article, further clarified that, “an international student can be considered first generation if their parents did not graduate from an accredited university or if they meet all three of the following criteria: earned a degree in another country, immigrated to the United States, and are underemployed. We would determine ‘underemployment’ based on the accepted definition as found in Merriam-Webster: ‘having less than full-time, regular, or adequate employment.'”

In 2007, right before Wake Forest became ACT- and SAT-optional in its admissions process, first-year student enrollment at Wake was 84% White, 6% Asian, 6% Black, 3% Hispanic, and 1% Native American. In Fall 2022, first-year student enrollment at Wake was approximately 63% White, 11% Asian, 11% Hispanic, 7% two or more races, 6% Black, 2% unknown, and less than 1% Native American. Only time will tell if the latest adjustments to Wake Forest’s first-year admissions process alters the racial or ethnic composition of its future entering classes or inspires other institutions to offer their own versions of EEA.

Wake Forest’s new supplemental essay prompt builds on a trend and guest stars Maya Angelou

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Since The Supreme Court of the United States ruled in June 2023 that colleges can no longer admit students on the on the basis of race, a number of selective colleges have added new essay prompts to their 2023-2024 first-year applications to inspire applicants to write about how their backgrounds – inclusive of race – have and/or will continue to inform their behaviors, perspectives, and priorities.

What is not yet clear is how such essays will be assessed by colleges’ application review committees.

If keeping within the letter and spirit of The Supreme Court majority opinion, application review committees will not give applicants’ essays a higher or lower number of points based on the background or backgrounds applicants choose to write about in their essays.

Yet, if an essay demonstrates certain personal attributes such as grit, perseverance, fortitude, superficiality, immaturity, or poor writing skills – all of which can be demonstrated by applicants of all backgrounds – such attributes can be cause to give applicants’ essays a higher or lower number of points.

The key, of course, will be for review committees not to assign certain attributes on the basis of race, but on the basis of reality, as in what the details included in the application demonstrate about the real character and disposition of an individual applicant. Any such attribute considered can’t simply be a proxy for race.

Enter Wake Forest University, which introduced test-optional admissions into its application process fifteen years ago. At the time, Martha Allman, then director of admissions at Wake Forest, said, “By making the SAT and ACT optional, we hope to broaden the applicant pool and increase access at Wake Forest for groups of students who are currently underrepresented at selective universities.”

On June 29, 2023 the day when The Supreme Court of the United States ruled that race can’t be a factor in admissions decisions, Wake Forest University’s President Susan R. Wente wrote, “We write to affirm that Wake Forest University will not waver in its commitment to creating and sustaining inclusive, diverse learning communities; our mission and values have not and will not change. We will continue to recruit and enroll academically qualified students of diverse backgrounds who seek an intellectual home at Wake Forest where they belong and thrive, and in compliance with the Court’s ruling.”

Just a couple weeks later, Wake revealed its 2023-2024 supplemental short response/essay prompts for first-year applicants, which includes a brand new prompt that guest stars famed American poet Maya Angelou:

1. Why have you decided to apply to Wake Forest? Share with us anything that has made you interested in our institution. (limit 150 words)

2. List five books you’ve read that have intrigued you.

3. Tell us what piques your intellectual curiosity or has helped you understand the world’s complexity. This can include a work you’ve read, a project you’ve completed for a class, and even co-curricular activities in which you have been involved. (limit 150 words)

4. Dr. Maya Angelou, renowned author, poet, civil-rights activist, and former Wake Forest University Reynolds Professor of American Studies, inspired others to celebrate their identities and to honor each person’s dignity. Choose one of Dr. Angelou’s powerful quotes. How does this quote relate to your lived experience or reflect how you plan to contribute to the Wake Forest community? (brand new prompt; limit 300 words)

5. Give us your Top Ten List. (The choice of theme is yours.) (limit 100 characters per line)

Of particular note is the new essay prompt built around a Maya Angelou quote that invites students to explain how their identity or lived experience will help them contribute to the Wake Forest community.

A relatively straight-forward approach many students may take when responding to this prompt will be for them to point to how their expression of their race, religion, or some other identity, experience, or value system will add new dimension or vitality to Wake’s campus; yet, by doing so, this has the potential (in cases where race is the focus of students’ responses) to come perilously close to students making an argument for Wake to do something Wake as an institution can no longer legally do – namely to admit someone on the basis of race.

In response to this prompt, I would encourage students write about attributes they’ve demonstrated that are not race-based, such as persistence, patience, and positivity so that they can be judged on these non-race dependent metrics. This doesn’t mean they can’t focus on these metrics or attributes in the context of discussing their race; race simply shouldn’t be the attribute at the center of students’ responses.

I wish Wake Forest admissions officers good luck with adhering to the law and internal directives when assessing these essay responses as part of their holistic review process, and I hope Wake reveals to the public how responses to this essay prompt will be assessed.

In related news, last week the university has announced a new exclusive Early Action admissions option “specifically for first-generation students to provide an additional pathway of opportunity.” To learn more click here.

Now Open: Application for New UC Berkeley 4-Year Haas Business Program

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The time has finally come.

For years high school students interested in engaging in a traditional four-year undergraduate business program leading to a BS in Business Administration have had to look beyond University of California, Berkeley and its world-renowned Haas School of Business. Well those days are over.

The Fall 2023 admissions cycle is the first admissions cycle when UC Berkeley will be considering first-year applicants for Haas’ new Spieker Undergraduate Business Program for which the first four-year cohort of students will enroll in August of 2024. It’s named in recognition of a $30 million gift from Haas alumnus Warren “Ned” Spieker, and his wife, Carol, and its launch will give future Haas undergrads an additional two years of deeper learning, including career development, study abroad opportunities, entrepreneurship programs, capstone projects, mentorship engagements, and internships.

Previously, the only ways a first-year student could enter Haas earlier than junior year was through the school’s specialized Global Management Program (GMP), a direct-admit program leading to a concentration in global management for students interested in learning about business from a global perspective, and its M.E.T. program, for students who want to learn at the intersection of engineering and business and in the process earn degrees from both the College of Engineering and the Haas School of Business.

“A four-year undergraduate business experience will provide remarkable new opportunities for students,” said Ned Spieker, who is also a Haas School Board member and founder and former Chairman and CEO of Spieker Properties, one of the largest owner-operators of commercial property in the U.S. “My hope is that this gift will help build a program that’s second-to-none in the world, cementing Haas as the top undergraduate business school for generations to come.”

“This is a historic, game-changing investment in undergraduate business education,” said Berkeley Haas Dean Ann E. Harrison. “We are so thrilled that Ned and Carol have made a commitment to Haas toward building the next generation of business leaders.”

Up until this year, students have exclusively applied to the Haas Undergraduate Program as sophomores and enrolled as juniors. While most Haas undergraduates will enter as freshmen in the future, those students already at UC Berkeley and transfer students may continue to apply for acceptance to the program as sophomores for the time being.

Now, let’s get into the mechanics of how applying to Haas’ Spieker Program will work for first-year (mostly high school senior) applicants.

First, such applicants can begin working on the UC application now (it opened on August 1) and must submit the application during the unique two-month window between October 1 and November 30. For the uninitiated, the UCs do things their own way with their own application (no Common App accepted here) and an application submission window that ends at the end of November. UC Berkeley is generally considered the most selective of all the UCs, though UCLA, which has different undergraduate strengths and often attracts different types of undergraduate students, is quite selective as well.

Second, and only after submitting the UC application, applicants must also complete and submit the Haas supplemental application (back in the day many more selective colleges had two-part phased applications). Applicants will receive an email from the UC Berkeley Office of Undergraduate Admissions within five to seven business days after submitting their UC application with information regarding how to start their Haas supplemental application, which includes an essay question and a video interview upload. If prospective students don’t submit a complete the Haas supplemental application by January 5, 2024, their admission to Haas and UC Berkeley will be automatically denied.

Finally, admissions decisions will be released by the end of March and admitted students will have until May 1 to accept offers of admission.

The Berkeley Haas Undergraduate Program was founded in 1898, the same year the business school (then called the College of Commerce) was established. Haas is the second-oldest business school in the United States behind University of Pennsylvania’s Wharton School of Business, which American entrepreneur and industrialist Joseph Wharton established as the world’s first collegiate school of business in 1881.

The launch of Spieker at Haas will surely put Wharton (Penn), Mendoza (Notre Dame), McDonough (Georgetown), Marshall (USC), and Ross (University of Michigan), among others, on notice while attracting some of these same universities’ applicants to take more seriously the Bay Area of California as a strong-fit undergraduate destination.