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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.

Lafayette College Elevates Equity Over Extracurricular Achievements

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Lafayette College, a small private college in Easton, Pennsylvania with a reputation for solid undergraduate engineering and liberal arts programs, used the launch of the 2023-2024 Common Application as an occasion to get media attention for its decision – taken in partnership with the Common App itself – to review the common portion of the Common App in a unique way for those high school students applying to join Lafayette’s Class of 2028.

In an effort “to create a more equitable admissions process,” Lafayette President Nicole Hurd declared that her college, “will now only consider up to six activities rather than the 10 available through the application form.”

The common portion of the Common App, when initially conceived and launched, and for years thereafter, was common (in this context, meaning “the same” or “equal”) for all colleges that accepted it. Yet, in an equity-prioritizing environment, even standard English definitions (SAT and ACT analogy questions were earlier victims of the same ideology) are fair game for reconsideration. What, after all, does SAT stand for anymore? It once stood for “Standardized Aptitude Test.” Now it stands for literally nothing other than “SAT.” The powers that be at the Common App must have determined that the word “common” needed a rebrand. Maybe the word “common” was just exhausted from years of emotional labor trying to be something that it really wasn’t?

The clues, after all, where there. Several years ago certain colleges started opting out of reading the Common App’s formerly required essay. This change allowed Common App to bring on big additional members that were financially and strategically beneficial to have on board. Though the common portion of the Common App was showing cracks, at least when certain Common App colleges don’t require or review the essay with students’ overall applications, the writing page of the application explicitly names these colleges at the top of the section where students copy and paste or type in the essay if such colleges have been added to students’ Common App.

President Hurd, on her college’s extracurricular activities decision, went on to add, “We want to let students shine and not send them a message that holds them back or creates unneeded anxiety…The current application, which allows for up to 10 activities, can suggest to our students and families that quantity matters more than quality, that getting into college is about filling in blanks. Suggesting that students should pursue 10 activities while in high school and producing a great academic record does not make good sense to us. We want to make it clear to students that what matters to us are the activities and passions in which they are deeply invested.”

Setting aside the implication that a high school senior is unable to have been deeply invested in more than six activities from the summer before ninth grade through the beginning of twelfth grade, nobody completing the Common App’s activities page in recent years has been under the impression that anyone at the Common App or the majority of colleges that accept the Common App cares much about the actual quantity or quality of applicants’ extracurricular activities.

If the Common App did care about such matters, it would give applicants more space within the activities page of the Common App to list all of their activities (beyond ten for those who have more) and elaborate on the nature of their unique responsibilities or achievements within each individual activity entry. Yet, the Common App activities page limits applicants to a paltry 300 characters (not words, but characters) to describe each of their up to ten activities.

A significant number of students engage in more than ten extracurricular activities during the course of their years in high school. Many others could write far more than 300 characters about their various responsibilities, roles, accomplishments, and achievements within however many activities they choose to report in the Common App. Years ago, the Common App did allow students to upload a full resume to the common portion of the application, but since that option was eliminated only a small minority of colleges have continued to invite students to upload full resumes to their Common App supplements. Lafayette was once included in that small group of colleges.

Jenny Rickard, President and CEO of Common App, hailed the decision by Lafayette: “While the ‘activities’ section of the Common App is a great place for students to show colleges how they contribute to their families, school, and community, the focus should always be on the substance of the activities rather than the number…Common App data show that there are stark and substantial differences in the total number of activities applicants report across nearly every measure of race and income level.”

The Common App does allow all applicants to utilize an additional information section within the Common App’s writing page – a page best known for also being the location into which students copy and paste or type their essays in the personal essay section – to share additional details about whatever they like in up to 650 words. Most applicants do not take advantage of this opportunity and share nothing in this often-overlook field of the application.

Yet, as of August 4, 2023, nowhere on the current Common App or Lafayette supplement is there any mention that Lafayette will only be considering the first six activities listed on the activities page of the Common App. In fact, Lafayette College still has instructions on its supplement to the Common App that read as follows:

Share More: If you wish to provide details about your identity, background, experiences, and/or qualifications not reflected already in your application, please use the Additional Information short response option in the Writing portion of the Common Application.

The Common App went live for first-year applicants on August 1. Over 1.2 million first-year applicants used the Common App to apply to college last admissions cycle. This included a 31 percent increase by what the Common App refers to as underrepresented minority students and a 36 increase by what the Common App refers to as first-generation applicants over the 2019-2020 admissions cycle. Lafayette accepts applications for Early Decision (11/15/23), Regular (1/15/24), and Early Decision II (2/1/24) deadlines. The latest public statistics from the college’s website indicate that 11% of incoming students were first-generation college students, 25% were domestic students of color, and 8% were international in fall of 2022.

In promoting the college’s extracurricular activity-free (beyond six) decision on the news section of the college’s website but not on the application to the college itself, Forrest Stuart, Lafayette’s Vice President for Enrollment Management, added, “We believe that access and opportunity are about more than a strong financial aid and scholarship program…When we evaluate a student’s readiness for Lafayette, the depth of activities is more helpful than the raw number. For example, some students have ample opportunities to be involved in a number of activities. This is great. However, more and more students find their ability to spread themselves across a number of activities to be limited due to family, economic, and other obligations. As a college dedicated to helping students find affirmation and agency through this stressful application process, we are excited for students to share with us what matters most to them.”

Over twenty-four hours before the publication of this article, an email was sent by the author of this article to Stuart and his colleague, Lafayette Dean of Admission, Krista Evans, in search of responses to specific follow up questions. So far, that email remains unacknowledged. Should responses be forthcoming after publication of this article, they will be added here.

Taken to its logical conclusion, Lafayette’s decision to disregard students’ extracurricular achievements beyond the first six mentioned in the activities section of the Common App, if actually implemented, will certainly bolster the college’s “commitment to making college more accessible and the process more inclusive for students” if one interprets such a statement to mean a commitment to lowering the ceiling of how impressive certain applicants can appear while simultaneously suspending the concepts of evaluating holistically individual applicants and being able to accurately compare applicants to each other. Nothing was stopping Lafayette in previous years from putting a student’s stated extracurricular output into the overall context of what opportunities the student may or may not have had at his or her disposal, but apparently now that task should not fall on Lafayette’s admissions officers as it relates to extracurricular activities. Instead, simply no student will be allowed to share too much.

In the meantime, many high school seniors around the world are drafting their college applications now. It would be wonderful if Lafayette College became more proactive about communicating its new application parameters to prospective applicants who are currently filling out the Common App so these prospective applicants would be able to make informed choices about how best to proceed with their applications.

Study Abroad Programs: Short-Term vs. Long-Term Courses

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In our globalized world, international education is more than just a trend; it’s an opportunity. Students worldwide have been seizing the chance to experience new cultures, learn new languages, and engage in a rich and diversified academic environment. Among the plethora of options available to these intrepid learners are study abroad programs of different durations. These range from short-term courses, such as summer or winter sessions, to long-term programs, including full degree courses. Understanding the nuances and benefits of both these options is key to making an informed decision.

Delving into Short-Term Study Abroad Programs

Short-term study abroad programs typically run for a few weeks up to three months. They are excellent options for students looking for a quick immersion into another culture or a brief but intense academic experience. Some of the key benefits and considerations for these programs are:

Flexibility and Variety

Short-term programs usually take place during academic breaks, such as summer or winter sessions. This flexibility allows students to study abroad without disrupting their regular academic schedules at home. Furthermore, these programs often cover a wide range of topics, from intensive language learning to specialized courses in fields like business, art, or environmental science. This variety enables students to select a program that aligns with their academic or career interests.

Cultural Immersion and Personal Development

Even though these programs are brief, they offer a unique opportunity for cultural immersion. Living and studying in a new environment, students can develop a global perspective, foster intercultural skills, and grow personally. Despite the short duration, these experiences often leave lasting impressions on participants.

Affordability

Generally, short-term study abroad programs are more affordable than long-term programs due to their shorter duration. This accessibility can be a deciding factor for many students, making international education more attainable.

Venturing into Long-Term Study Abroad Programs

Long-term study abroad programs encompass full semesters, academic years, or full-degree courses, such as a BA or an MS in the USA. The extended period allows students to immerse themselves deeper into the academic and cultural life of their chosen destination. Let’s explore some of the key benefits and aspects of these programs:

Comprehensive Academic Experience

Long-term programs offer comprehensive academic experiences, providing students with the opportunity to fully explore their chosen field in a different educational system. This deeper academic engagement can enhance the value of their degree and improve their career prospects.

Profound Cultural Immersion

Living in a foreign country for an extended period allows for a deeper understanding and appreciation of the host culture. Students become more proficient in the local language, build long-lasting relationships, and experience personal growth that can only come from overcoming the challenges of living abroad.

Achieving a Degree Abroad

Enrolling in a full-degree program abroad, particularly for international students looking to get their degree in the US, allows such students to obtain a degree from internationally recognized universities. This accomplishment can make a significant impact on a student’s career trajectory, as employers often value international experience and education.

Choosing Between Short-Term and Long-Term Courses: What to Consider?

Choosing between short-term and long-term Study Abroad Courses largely depends on a student’s personal circumstances, academic goals, and career aspirations. Here are some factors to consider:

Time Commitment and Flexibility

The choice between short and long-term programs often depends on how much time a student can commit. Short-term programs can be squeezed into academic breaks, while long-term programs require a more significant commitment and potential disruption to a student’s home university schedule.

Financial Considerations

Long-term programs, particularly full-degree programs, can be costly. However, they can also be seen as investments, given the potential return in terms of enhanced career prospects. Short-term programs, on the other hand, offer an affordable way to gain international experience.

Academic and Career Goals

For students who want to specialize in a particular field, long-term programs like an MS in USA can provide in-depth knowledge and exposure. Meanwhile, short-term courses can complement a student’s current study program or allow them to explore new academic areas.

The Impact of Global Perspective

Regardless of the length of the program, one of the key takeaways from studying abroad is the development of a global perspective. This broader viewpoint can positively affect a student’s professional and personal life.

For those attending short-term programs, even a few weeks abroad can expose students to different ways of thinking, various cultural practices, and diverse societal norms. This exposure can enhance students’ adaptability and flexibility, valuable traits in today’s globalized world. It can also inspire students to think more internationally in their studies and future career.

For students embarking on long-term programs, they have the opportunity to delve even deeper into the culture and society of the host country. They get a chance to participate in local events, form deeper relationships with locals, and perhaps even become part of the community. They also have a longer duration to observe and understand the socio-political and economic aspects of the host country. This in-depth understanding can be particularly valuable for those planning to work in fields related to international relations, social sciences, business, or politics.

Extensive Language Learning Opportunities

Studying abroad provides an unparalleled opportunity for language learning. For short-term programs, the immersion in a foreign language, even if for a few weeks, can significantly boost language proficiency. Intensive language courses, often a part of short-term programs, coupled with daily practical usage, accelerate the learning process.

Long-term programs, on the other hand, allow students to achieve near-native fluency. Continuous exposure to the language, both in academic and social settings, ensures comprehensive language learning. Proficiency in a foreign language can be a significant advantage in many career fields, adding to the professional value of study abroad programs.

Building an International Network

Another significant advantage of studying abroad is the chance to build an international network. In short-term programs, students meet and interact with a diverse group of peers from around the world, fostering friendships and connections that can last a lifetime.

In long-term programs, students have even more opportunities to network. They can establish professional connections in their field of study through internships, research opportunities, or university networking events. Furthermore, they can build stronger relationships with faculty members, which can open doors to further academic or career opportunities.

Personal Growth and Independence

Studying abroad encourages personal growth and independence. For students in short-term programs, the experience of living abroad, albeit briefly, often forces them out of their comfort zones. They learn to adapt to a new environment, navigate unfamiliar places, and handle unexpected situations.

In long-term programs, the extended duration amplifies this growth. Living independently in a foreign country for months or years, students become adept at handling various challenges, from managing finances to dealing with culture shock. This experience cultivates resilience, self-reliance, and problem-solving skills, valuable traits that can greatly contribute to personal and professional success.

The Unmatched Experience of Studying Abroad

In conclusion, both short-term and long-term study abroad programs offer valuable experiences that contribute to academic growth, career enhancement, and personal development. Whether one opts for a short summer course in Italy or decides to pursue an MS in USA, the experience is bound to be life-changing. By carefully considering their personal circumstances, financial capacity, academic objectives, and career goals, students can select the program that best suits them and embark on an unforgettable educational journey.

Rice University adds new 500-word required essay to its application

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Rice University in Houston, Texas has decided to add a new essay requirement to its first-year application that explicitly mentions race just weeks after The Supreme Court of the United States ruled that colleges can no longer admit students on the on the basis of race.

Previously, Rice only had two 150-word short answer response requirements on its supplement to the Common Application. Now, it also gives students a choice between responding to one of two new prompts in up to 500 words.

2023-2024 Rice Supplemental Essay Prompts

1. Please explain why you wish to study in the academic areas you selected above.

2. Based upon your exploration of Rice University, what elements of the Rice experience appeal to you? Required (150 words max)

3. Please respond to one of the following prompts to explore how you will contribute to the Rice community:

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The two prompt options from which first-year applicants have to choose are interestingly phrased. The first requires the respondent to show himself or herself sharing traditions, experiences, or perspectives with fellow future Rice students, while the second only requires that respondents share perspectives shaped by their background, experiences, upbringing, and/or racial identity that inspires them to join a future community of change agents at Rice. The reason this distinction is important is that it could be read as meaning Rice will be assessing respondents to the first option based on what they choose to share with future fellow students while assessing respondents to the second option based only on their choice of

“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.”

I wish students good luck as they draft their responses, and I also wish Rice admissions officers good luck with adhering to the law, internal directives, and their consciences when assessing these essay responses as part of their holistic review process.

As the vast majority of high school seniors applying to Rice do so through the Common Application, most Rice 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 Rice.

Digital SAT: All You Need to Know

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I’m excited to announced that on August 8, 2023 at 9:00 a.m. Eastern Daylight Time in the United States I plan to live broadcast here a deep dive conversation with test-preparation expert Brian W. Stewart, M.Ed., president of BWS Education, who is also the author of Barron’s Digital SAT Study Guide Premium 2024, which is now available. Stewart has over 30,000 hours of direct instructional experience with a wide variety of learners from all over the world. He is the author of several best-selling Barron’s books, and though we’ve already published valuable first impressions about the digital SAT, I’m eager learn from Stewart more about this new standardized testing experience and how it differs from the soon-to-be-retired paper SAT. I’ll also ask Stewart to share what he knows about plans for a future digital ACT and related topics and to give his views on the overall current admissions and standardized testing landscape – including the test-optional and test-free movement.

To view the entire conversation live or after it takes place, click the video below or view it on my YouTube channel.

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In response to the College Board’s decision to make international SAT testing digital by 2023 and all SAT testing digital by 2024, Barron’s, which is a leading publisher of test-preparation materials, announced earlier this year that it would be publishing a premium study guide for the new exam on August 1 – and August 1 has arrived.

This means the book, entitled Barron’s Digital SAT Study Guide Premium 2024 (Barron’s Educational Series, August 1, 2023), is now available, and having reviewed an advanced copy, I recommend it highly.

“Barron’s has been helping students prepare for important tests for more than 80 years,” says Angela Tartaro, director, Barron’s Publishing. “We are confident that the SAT test change to a digital format is an improvement that will benefit test-takers. But here’s one constant in a time of change: When students know what to expect on test day and have the chance to prepare and practice, they have the opportunity to do their personal best. Barron’s has worked diligently to provide quality materials written by experts, and families know they can trust our decades-long track record of preparing students for challenging tests like the SAT. We take great pride in helping all students reach their full potential.”

For those who didn’t catch it when stated earlier in this article: the digital SAT is already in use internationally, and the College Board, publishers of the SAT, will transition American test takers to the digital SAT at the start of 2024. As a result, the time is now for American students in the high school classes of 2025 and younger to start seriously familiarizing themselves with the digital SAT. International students in the high school class of 2024 (rising or current 12th grade students) who still plan to sit for the SAT also need to get up to speed on the digital SAT as soon as possible if they haven’t already done so.

In addition to the expert overview of the changes to the SAT, the book also includes updated guidance on test scoring methods that align with the new digital format, as well as advice on college admissions requirements.

“Colleges and universities are always making adjustments to admissions requirements, so it’s vital for students and their parents to have the most accurate, expert, and up-to-date information,” says Stewart. “For instance, some schools employ super scoring that takes the best section score from each time a student takes the SAT. The book helps navigate subtleties like this to maximize student performance and success.”

Practice for the SAT has always been an important part of test prep, and this comprehensive edition — available in both print and ebook formats — continues this tradition. The book contains hundreds of practice questions, advanced drills for students aiming for scores between 1400 and 1600, detailed answer explanations for all practice tests and questions, and extensive vocabulary resources to prepare for words-in-context reading questions. The book also features four full-length practice tests, including one diagnostic test to assess skills and focus studying, and one print adaptive test designed like the digital SAT.

One of the most significant updates in this guide is the inclusion of valuable online resources. Each student who purchases the book will have access to 300 targeted practice drills with scoring and a downloadable strategy guide for taking the adaptive tests, which includes tips on using the tools in the digital interface, test-preparation calendars to organize study plans, ideas for dealing with test anxiety, and more.

Stewart is enthusiastic about the benefits of these new digital assets and the new SAT itself. “We live in a digital age and these changes to how the SAT is administered are what so many test prep experts have wanted for years. This book, with its best-in-class digital resources, will set students up for success on test day.”

Barron’s Digital SAT Study Guide Premium 2024 is available now. The current Barron’s SAT Study Guide Premium 2023 will remain on sale through the final U.S. administration of the paper and pencil version of the SAT in December 2023.

SAT® is a trademark registered and/or owned by the College Board, which was not involved in the production of, and does not endorse this product.

Johns Hopkins Introduces New Supplemental Essay Prompt for 2023-2024

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Johns Hopkins University in Baltimore, Maryland has released a new supplemental essay prompt for students applying during the 2023-2024 admissions cycle.

All first-year applicants to Johns Hopkins (JHU) will now have respond to a prompt that explicitly references race even after The Supreme Court of the United States ruled in June that colleges can no longer admit students on the on the basis of race.

2023-2024 JHU Supplemental Prompt

Tell us about an aspect of your identity (eg. race, gender, sexuality, religion, community, etc…) or a life experience that has shaped you as an individual and how that influenced what you’d like to pursue in college at Hopkins.  (This can be a future goal or experience that is either academic, extracurricular or social).  300 word limit (though currently the Common App provides 350 words for students to respond to this prompt).

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Last year’s Johns Hopkins’ first-year applicant essay prompt read as follows:

Founded in the spirit of exploration and discovery, Johns Hopkins University encourages students to share their perspectives, develop their interests, and pursue new experiences. Use this space to share something you’d like the admissions committee to know about you (your interests, your background, your identity, or your community), and how it has shaped what you want to get out of your college experience at Hopkins. (300-400 words)

A new year, and new JHU! As most high school seniors applying to JHU do so through the Common Application, most JHU 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 JHU.

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

WashU unveils new supplemental essay prompts for 2023-2024 admissions cycle

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Washington University in St. Louis (WashU) has released new supplemental essay prompt options for students applying during the 2023-2024 admissions cycle.

In addition being required to respond to the first prompt, which is a returns from last year, all first-year applicants to WashU will now have the opportunity to respond in 250 words or fewer to one of the additional three optional prompts.

2023-2024 WashU Supplemental Prompts

REQUIRED: 1. Please tell us what you are interested in studying at college and why. Undecided about your academic interest(s)? Don’t worry—tell us what excites you about the academic division you selected. Remember that all of our first-year students enter officially “undeclared” and work closely with their team of academic advisors to discover their academic passions. You can explore all of our majors and programs on our website. (200 words max)

OPTIONAL: 2. WashU is a place that values diversity of perspectives. We believe those perspectives come from a variety of experiences and identities. Respond to one of the following prompts to help us understand “Who are you?”: Optional (250 words max)

Option 1: Discuss a fresh perspective or opinion you brought to a collaborative setting or project.

Option 2: Describe a community you are a part of and your place within it.

Option 3: Tell us how your identity has impacted the way you view or interact with your community.

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This is the first time that WashU has asked applicants about their identity in an essay prompt, which is ironic considering The Supreme Court of the United States ruled in June that colleges can no longer admit students on the on the basis of race.

WashU also gives students the chance to upload a short video on the WashU Pathway portal after they submit their application, and within its supplemental instructions WashU notes, “If you prefer, you may focus your optional 90-second video submitted through the WashU Pathway on addressing one of these three questions.” Students who choose to submit a written response to one of the optional prompts may still opt in to sharing an optional video.

As most high school seniors applying to WashU do so through the Common Application, most WashU 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 WashU.

Good luck to all those students applying to join Washington University in St. Louis’ Class of 2028. Start drafting engines!

Penn unveils new supplemental essay prompts for 2023-2024 admissions cycle

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University of Pennsylvania has released its 2023-2024 supplemental essay prompts for first-year applicants.

All first-year applicants to Penn will complete several Penn-specific short essays; yet, for the first time, the exact prompts students respond to will depend on the school within the university that they are applying to.

2023-2024 Penn Supplemental Prompts

Required of All Applicants:

1. Write a short thank-you note to someone you have not yet thanked and would like to acknowledge. (We encourage you to share this note with that person, if possible, and reflect on the experience!) (150-200 words)

2. How will you explore community at Penn? Consider how Penn will help shape your perspective, and how your experiences and perspective will help shape Penn. (150-200 words)

Required of College Applicants Only:

3. The flexible structure of The College of Arts and Sciences’ curriculum is designed to inspire exploration, foster connections, and help you create a path of study through general education courses and a major. What are you curious about and how would you take advantage of opportunities in the arts and sciences? To help inform your response, applicants are encouraged to learn more about academic offerings within the College of Arts and Sciences at college.upenn.edu/prospective. This information will help you develop a stronger understanding of how the study of the liberal arts aligns with your own goals and aspirations. (150-200 words)

Required of Engineering Applicants Only:

3. Penn Engineering prepares its students to become leaders in technology, by combining a strong foundation in the natural sciences and mathematics, exploration in the liberal arts, and depth of study in focused disciplinary majors. Please share how you hope to explore your engineering interests at Penn. To help inform your response, applicants are encouraged to learn more about Penn Engineering and its mission to prepare students for global leadership in technology here. This information will help you develop a stronger understanding of academic pathways within Penn Engineering and how they align with your goals and interests.

Required of Nursing Applicants Only:

3. Penn Nursing intends to meet the health needs of society in a global and multicultural world by preparing its students to impact healthcare by advancing science and promoting equity. What do you think this means for the future of nursing, and how do you see yourself contributing to our mission of promoting equity in healthcare? To help inform your response, applicants are encouraged to learn more about Penn Nursing’s mission and how we promote equity in healthcare here.  This information will help you develop a stronger understanding of our values and how they align with your own goals and aspirations. (150-200 words)

Required of Wharton Applicants Only:

3. Wharton prepares its students to make an impact by applying business methods and economic theory to real-world problems, including economic, political, and social issues. Please reflect on a current issue of importance to you and share how you hope a Wharton education would help you to explore it. To help inform your response, applicants are encouraged to learn more about the foundations of a Wharton education here. This information will help you better understand what you could learn by studying at Wharton and what you could do afterward.

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Penn also has additional essay requirements for first-year applicants applying to its highly selective special programs, which include DMD: Digital Media Design Program, DMD: Digital Media Design Program, Huntsman: The Huntsman Program in International Studies and Business, LSM: The Roy and Diana Vagelos Program in Life Sciences and Management, M&T: The Jerome Fisher Program in Management and Technology, NETS: The Rajendra and Neera Singh Program in Networked and Social Systems Engineering, NHCM: Nursing and Healthcare Management, Seven-Year Bio-Dental Program, and VIPER: The Roy and Diana Vagelos Integrated Program in Energy Research. 

As most high school seniors applying to Penn do so through the Common Application, most Penn 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 Penn.

Good luck to all those students applying to join Penn’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, and Yale have now also been released. Only Princeton has yet to release its supplemental essay prompts for the 2023-2024 admissions cycle.

Brown University 2023-2024 Supplemental Essays: A Real Bear

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Brown University in Providence, Rhode Island.

Brown University’s 2023-2024 supplemental short essay prompts for first-year applicants have now been made public as a result of the Common Application’s launch for the 2023-2024 admissions cycle.

All first-year applicants to Brown will write responses to the following seven Brown-specific prompts. With these responses, applicants now have up to 1,003 additional words to further differentiate their applications for first-year admission. This compares to only three required supplemental essay prompts seeking up to 750 words from applicants on last year’s Brown supplement to its first year application. This makes the 2023-2024 Brown supplement a real bear (Brown’s mascot is Bruno the Bear, a brown bear). We kid – have a sense of humor!

2023-2024 Brown Supplemental Essay Prompts

1. Brown’s Open Curriculum allows students to explore broadly while also diving deeply into their academic pursuits. Tell us about any academic interests that excite you, and how you might pursue them at Brown. (200-250 words)

2. Students entering Brown often find that making their home on College Hill naturally invites reflection on where they came from. Share how an aspect of your growing up has inspired or challenged you, and what unique contributions this might allow you to make to the Brown community. (200-250 words)

3. Brown students care deeply about their work and the world around them. Students find contentment, satisfaction, and meaning in daily interactions and major discoveries. Whether big or small, mundane or spectacular, tell us about something that brings you joy. (200-250 words)

4. What three words best describe you? (3 words)

5. What is your most meaningful extracurricular commitment, and what would you like us to know about it? (100 words)

6. If you could teach a class on any one thing, whether academic or otherwise, what would it be? (100 words)

7. In one sentence, Why Brown? (50 words)

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As most high school seniors applying to Brown do so through the Common Application, most Brown 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 Brown.

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

Meanwhile, the 2023-2024 supplemental essay prompts for students applying to be first-year students at fellow Ivy League institutions Columbia, Cornell, Dartmouth, Harvard, Penn, and Yale have now also been released. Only Princeton has yet to release its supplemental essay prompts for the 2023-2024 admissions cycle.