Admissions Blog

How to get into the Ivy League – Ethically

Posted on November 5, 2019 by Craig Meister

So much of what you read, watch, or hear in the media is there to make you feel like it’s impossible to get into Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, and Yale without cheating your way in or using some unsavory connection to worm your way in.

Yet, a successful – and ethical – formula for getting into Ivy League colleges does exist and is pretty straightforward.

Below, I share the simple four-step formula for getting into Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, or Yale, which has helped 100% of my students who have followed it get into one or more Ivy.

Step 1: Take Rigorous High School Courses and Get As in Them

Notice how it didn’t say “be smart” or “pursue your academic passions.” Such entreaties sound lovely, but they’re beside the point. The foundation of your campaign to get into an Ivy League college depends on you willingness and ability to consistently take the most rigorous courses at your high school and then earn A grades in all such courses as well as whatever other courses you are also taking. If your school reports A grades via a range (such as A-, A, A+ or 90-100), work your hardest to get the highest As possible (A+ or 97+). If your school grades on a different scale than those mentioned so far, simply aim for the top of it.

Every high school is different, but in many cases, taking the most rigorous courses at your high school is synonymous with one of the below three scenarios (or some combination or permutation thereof):

A. Running the table with as many Advanced Placement courses as you can take each academic year and taking all of your other academic courses at the highest levels on offer

B. Taking the most challenging courses offered to students in your high school during your first two years in high school, then becoming a full-fledged International Baccalaureate® (IB) Diploma Programme (DP) student at the start of your junior year, and finally completing the full IBDP with both predictions and final cumulative scores aligned in the 40-45 range

C. Taking as many Honors, High Honors, Gifted, and/or Dual Enrollment courses as possible throughout your four years in high school

In no grade in high school should you take fewer than five academic courses (though I prefer six if you can swing it), and if you are being strategic about things, no matter the exact curriculum on offer at your school or official names of courses available at your school, at minimum, your four-year academic course load in high school should include the following:

Freshman Year:

Most Rigorous English Course Available to 9th Grade Students – 1 Credit
Most Rigorous Math Available to 9th Grade Students – 1 Credit
Most Rigorous History Available to 9th Grade Students – 1 Credit
Most Rigorous Science Available to 9th Grade Students – 1 Credit
Most Rigorous Foreign Language Available to 9th Grade Students – 1 Credit

Sophomore Year:

Most Rigorous English Course Available to 10th Grade Students – 1 Credit
Most Rigorous Math Available to 10th Grade Students – 1 Credit
Most Rigorous History Available to 10th Grade Students – 1 Credit
Most Rigorous Science Available to 10th Grade Students – 1 Credit
Most Rigorous Foreign Language Available to 10th Grade Students (Same Language as Last Year) – 1 Credit

Junior Year:

Most Rigorous English Course Available to 11th Grade Students – 1 Credit
Most Rigorous Math Available to 11th Grade Students – 1 Credit
Most Rigorous History Available to 11th Grade Students – 1 Credit
Most Rigorous Science Available to 11th Grade Students – 1 Credit
Most Rigorous Foreign Language Available to 11th Grade Students (Same Language as Last Year) – 1 Credit

*Or, if an IBDP student:

-Three HLs in areas you are most passionate about and that are likely to align with your potential college major(s)
-Three SLs in areas you are also deeply passionate about
-Of your six IB courses, only one (max) should be arts-related unless you plan to major in one or more art in college
-If your school offers Mathematics: analysis and approaches HL, you should take it and get an A (or Predicted 5+ minimum) in it

Senior Year:

Most Rigorous English Course Available to 12th Grade Students – 1 Credit
Most Rigorous Math Available to 12th Grade Students – 1 Credit
Most Rigorous History Available to 12th Grade Students – 1 Credit
Most Rigorous Science Available to 12th Grade Students – 1 Credit
Most Rigorous Foreign Language Available to 12th Grade Students (Same Language as Last Year) or Double Up on English, Math, History, or Science, but only with an Advanced/AP/IB/Honors+ Course – 1 Credit

Or, if an IBDP student, continuation of * detailed above.

Notice how I didn’t mention elective/arts courses. They are nice to take too, especially if you need to or want to pursue your passions through them and have the horsepower to do so, but to be completely honest, Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, and Yale are focused on your academic courses, not PE, Health, Arts (except for AP or IB), Personal Finance, etc. courses.

Remember, the above academic course progression is only a minimum goal; you can always do more, and that would be great – just keep earning As if you take on more rigor/courses than the progression outlined above.

Step 2: Score Very Well on the SAT and/or ACT

To be blunt – aim for 1450 on the SAT or 33 on the ACT minimum. To pump up your standardized test profile also aim to take and submit scores of 750 or higher on at least two SAT Subject Tests. For most people this requires a great deal of studying and a history of actually being a serious student in school. Do students get into Ivy League colleges with lower scores than those stated above? Yes. You should assume that you are not going to be one of them.

– Time Out –

Before we move on to Step 3 and Step 4, I should note that many students around the world are able to beautifully accomplish the aforementioned Step 1 and Step 2; yet, the majority of such students will not get into Ivy League colleges even if they try. This is for the same reason that most professional baseball players have no problem hitting a double but very few will ever hit an inside-the-park home run: they are unable or unwilling to go past second base. Below you will learn how to go beyond second base and return to home plate without being called out.

FUN FACT: the majority of students, parents, talking-heads/influencers complaining about how hard it is to get into an Ivy League college are doing so because they don’t want to or don’t know how to put in the effort necessary to complete Step 3 and Step 4 below.

Step 3: Strategically Differentiate Your Life

Everyone wants to win the lotto these days (hit the jackpot without the effort). But, again, if we are being real, very few billionaires just fell into their money. They or their predecessors developed a plan and executed on it in order to make it big.

The same idea applies to getting into Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, or Yale. You need to sit down like a young adult, think critically, develop a plan, and execute on it if you are going to give yourself the best shot of getting into an Ivy League college.

What should the plan look like? It should not look like any other student’s plan, that’s for sure. That’s why sitting down like a young adult and attempting to think critically all alone is often not enough for many teens with Ivy League dreams. Most teenagers with big goals really do need to sit down with at least one older and wiser strategic thinker in order to game plan out a strategy that can be tactically and earnestly implemented.

Sadly, many students only turn to a mom, dad, sibling, friend, or teacher who means well but doesn’t know much about what Ivy League colleges are really attracted to in students. Other students go to their high school’s college counselor hoping he or she will be the “older and wiser strategic thinker” that they are so desperately looking for in order to give themselves the best shot of Ivy League college admission. Pretty soon most students figure out (if they do at all) that even if their college counselor is well-meaning and knowledgable (the student would actually be very lucky to find these characteristics in his or her college counselor), very few high school-based college counselors have the time, interest, and/or ability to provide the personalized and highly strategic college admissions coaching students with Ivy League goals need.

For example, so many students go to their high school counselors looking for advice on how to get into Ivy League colleges and their counselors summarily advise them to consider other colleges all together because, “fit matters more than rank, Johnny” or, if the students are lucky, maybe the counselors will advise the students to become extracurricular leaders! Woopdidoo!

Both scenarios make my blood pressure rise, though at least in the latter case the counselors are respecting students’ questions and goals. Yet, as attractive as student leaders are to Ivy League colleges, there is a very important characteristic that trumps leadership in the eyes of Ivy League college admissions officers:

The earlier in high school you can sit down with someone who actually knows what he or she is talking about and has the time and interest to get to know you and your goals well the more likely you will be able to strategically differentiate your life choices over the course of your high school career while also aligning your life choices to your unique value system. This in turn will allow you to stand out for all the right reasons to Ivy League admissions committees and ultimately reach your full college admissions potential.

Step 4: Communicate Like a Teenager from a Bygone Era

There has been a complete implosion of English instruction in K-12 education. As I have alluded to before: most students capable of getting straight As in high school English classes can’t write well or speak well. This is because most students capable of getting straight As in high school English classes have never learned how to think critically, which is a prerequisite for eloquent writing and speaking. Many students get As in English – even AP-level English – without actually being able to think, write, or speak that well.

Layer on top of that travesty the advent of smart phones and other forms of electronic communication, which have corrupted teenage minds and writing skills over the past twenty years, and you have a nightmare scenario for the future of humanity.

Yet, in this living nightmare there is an opportunity for those high school students who have actually – miraculously – been taught how to think, write, and speak clearly – like mere peasants, high school dropouts, and ragamuffins could in 1938. I mean this seriously. I was looking through an English test that my grandmother had to take in eighth grade in a Baltimore public school, and it was far harder than any English test I EVER took in high school or college. As a point of reference: in the last twenty years I’ve earned an MA in Education Administration and a BA in History (the latter from Penn no less…). Maybe I would have been better off being born in 1922 and simply graduating high school in 1940 (as long as I survived the war)? I digress.

If you are in high school and open to actually learning how to think clearly and write and speak articulately, the world is your oyster. Frankly, the Ivy League would be luck to have you – and their admissions officers know it. Thus, if you pull off high level thinking and communicating in your application to an Ivy League college, you are going to set yourself apart from the average Ivy League applicant.

Many students (and their parents) realize that they need help in the communication portion of their college applications. That’s why every year in late spring I start getting calls from rising high school seniors and their parents begging me to help edit college applications – specifically extracurricular resumes and college application essays.

Frankly, I find providing developmental editing, substantive editing, copy editing, proofreading, and constructive critiquing for rising seniors generally tedious and often painful because it’s pretty time-consuming and emotionally draining for me to fix over a several-week period what took twelve years to do to you, namely, destroy your ability to communicate effectively. That’s why I much prefer meeting with students early in high school in order to start the important process of teaching them how to think deeply and write and speak well. This is also a reason why I developed the How to Build and Extraordinary Extracurricular Resume short course; creating a good resume is pretty much a science, but it’s a repetitive one. I would never create an online course for college application essays, though, because college application essays need to be so personalized and well-tailored that any prefab online course teaching you how to create “a perfect college application essay” isn’t capable of being bespoke enough to help a student knock out an Ivy League-level college application essay. Only personalized coaching can get you there – especially if you have not benefited from the rare instances of proper English instruction that still remain in this anti-intellectual age. As such, I do still take on a limited number of clients each year for ongoing, as needed, or intensive application communication support (resumes, essays, and interview prep) even though such work becomes harder each year because of the daily devolution of institutionalized K-12 education.

Long story short, the earlier you become a master communicator the more likely you will actually be able to share both your own voice and a voice worth listening to on your college applications and in college admissions interviews.

Conclusion

It’s really that simple. If you can tackle the four steps above with grace and gusto (and dare I suggest, gravitas), you are extremely likely to get into Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, or Yale. Yet, even more important than getting into any Ivy League college, if you can accomplish all of the above, you will have learned a lot and grown a lot as a person and remained ethical in so doing.

Princeton University

When an Ivy is a Target

Posted on September 18, 2019 by Craig Meister

An Ivy League college is pretty much always going to be a reach on a student’s college list. Yet, there is one scenario when an Ivy League college can actually be considered a target (somewhere between a reach and a safety).

Click here to learn about two scenarios when an Ivy League college could be considered a safety on a student’s college list.

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An Ivy as a Safety?

Posted on September 17, 2019 by Craig Meister

It is exceedingly rare for an Ivy League college or university to be considered a safety on a student’s college list, but it does happen on rare occasions. Don’t hold your breath that you’ll find yourself in one of these two scenarios, but if you do, consider yourself lucky.

Scenario 1 when an Ivy League college COULD be a safety:

Scenario 2 when an Ivy League college COULD be a safety:

Click here to learn about a scenario when an Ivy League college could be considered a target (a college in the section of your list between the safety colleges and the reach colleges) on a student’s college list.

College Application Completion Playlist: Top 20+ Tracks to Get Inspiration to Get Into College

Posted on August 27, 2019 by Craig Meister

Picture it. You are all alone in your bedroom at 11:47 p.m. on a Tuesday night.

By day you are an overloaded high school senior year who feels dominated by IB or AP course assignments, juggling the responsibilities that come with leading four time-sucking extracurricular activities, and cramming to get an 800 on your fourth SAT Subject Test.

Unlike your classmates who could best be described as one or more of the following —

Ivy League legacies
Recruitable athletes
Paying unscrupulous New York, LA, or Palm Beach consultants to write their applications for them
Paying dastardly ‘doctors’ to write faux concussion, migraine, or Crohn’s Disease sick notes for them in order to secure very real SAT or ACT extended time testing accommodations
Underrepresented minorities who, ironically, also happen to be children of doctors, lawyers, bankers, bureaucrats, or other assorted white collar professionals
Full-pay international students
Completely disinterested in college (and, as a result, probably far smarter than you give them credit for)

— you are going to have to actually earn your way into an Ivy on your own! So, you find yourself staring at your computer screen at nearly midnight and into the abyss that is the Common Application filled with various application supplements that you have yet to complete.

By night, you must shift into truly high gear. You need inspiration. You are tapped out from doing summersaults throughout high school but you can’t afford to get tired now when there are so few spots at America’s ‘top’ colleges for students who actually have to earn their way into them on their own – with their own wits and moxie. Your fate will depend on your wisdom and your will – and whether or not a lot of legacies et al. are applying to your first choice college this year.

You have to work for at least two more hours to draft essays if your final essay drafts will ever be of the quality that they need to be to get you in. You turn to YouTube for a song or a soundtrack to pump you up; yet, most of the tracks that pop up aren’t capable of taking you to the level that you need to be at in order to pump out what you need to pump out tonight – and every night – between now and November 1, the date when you aim to submit all of your college applications to your one Early Decision, five Early Action, two Priority, and two Rolling admission colleges.

You turn to Google to find inspiration and you type in, “College Application Completion Playlists” or “Motivational Songs” or “EDM Motivation” or some other search query that gets you to this blessed page where you find yourself right now.

Lucky you.

Without further ado, here they are – the top 20+ tracks to have playing in the background as you complete your college applications, especially the essays, if you are serious about doing all that you can do to get in by virtue of your work ethic alone:

21. T-Pain – Best Love Song ft. Chris Brown

You really do need to consider your college application supplemental essays as individualized ‘love songs’ to each college on your list. If you write a generic love note or song to a potential love interest, he or she is not going to take your seriously, and the same goes with colleges getting a generic supplement from you. This track underscores the point that you are in the love song writing business until you are finished each and every app that has supplemental writing.

20. Johnny Nash – I Can See Clearly Now

That feeling you get either when your writer’s block clears or you realize the sun is rising and school starts in two hours.

19. Alex Gaudino feat. Crystal Waters – Destination Calabria

Because, let’s face it, even if you put in 200% effort over the coming nights, the “destination [is] unknown” and you very well may end up at Michigan or Wisconsin.

18. Ida Corr vs Fedde Le Grand Let Me Think About It (Extended)

What the heck is your favorite word and why? Come on UVA! “Let me think about it.”

17. Better Off Alone

No. You won’t be better off alone. The very thought of a gap year “alone” scares/inspires you to complete a better application during the dead of night. Plus, you can’t afford a gap year to find yourself like Malia or your lax-playing buddies.

16. Gina G Ooh Aah Just A Little Bit

This one’s good because it reminds you that one day this will all be over. You can do it! “Just a little bit” more.

15. Viola Wills – If You Could Read My Mind

Why can’t the admissions officers “just read my mind” instead of forcing me to communicate well in 650 words or fewer? After all, you’ve likely endured an extremely poor education in English throughout your K-12 career due to too many English teachers being focused on serving up critical theory rather than traditional literary analysis, strong writing instruction, or any sort of celebration of the best works of Western Civilization. By the way, there are a lot of versions of this song, but we chose this one because Viola Wills put her soul into it – just like you will need to put your soul into your apps.

14. Lighthouse Family – High

“When you are close to tears remember, someday it will all be over, one day we’re going to get so high!” Enough said, but don’t do drugs, even if it’s legal.

13. Don’t Stop Believin’

Don’t stop believin’ that you will get in…unless you are honest and of Asian heritage, in which case, just stop believing because the Ivies value ‘diversity,’ which is code for ‘they have more Asians than they currently wish to accept.’ Your only hope is the Supreme Court.

12. The Jacksons – Can You Feel It [Audio HQ] HD

Can you feel the acceptance notifications coming your way?

11. Cass Elliot – Make Your Own Kind of Music (HQ)

Because, really, you do need to be true to who you are and utterly unique if you are going to have any chance of getting into Harvard, Princeton, or Yale without any of the characteristics mentioned in that bulleted list above.

10. One Day More! – Les Misérables – 10th Anniversary Concert

Only play this one on October 31 – or the day before you know you will be finished your dastardly applications once and for all.

9. Michael Ball, Alfie Boe – He Lives In You (From “The Lion King” / Lyric Video)

Indeed, you must, “have faith” and “he does live in you!” You need to draw on generations of your ancestors to find strength. After all, if they could get through famines, wars, living without an iPhone, you can complete a few college applications.

8. Avicii – Levels

You need a good feeling or two right about now.

7. Jason Derulo – “Want To Want Me” (Official Video)

“It’s too hard to sleep…” Please, Columbia and Brown, I just “want you to want me”…despite you preferring well-connected social justice activists and loaded legacies…or better yet, those who check both of those boxes. :-/

6. Deorro x Chris Brown – Five More Hours (Official Video)

Whether you are up against the deadline on November 1 with just five more hours to go or “you are just getting started,” this one works.

5. P!nk – So What (Official Music Video)

“So, what?” Even if I have to go to Emory, “I’m still a rockstar!”

4. Bob Seger – Hollywood Nights (Lyrics)

At least you can comfort yourself knowing that you are not Aunt Becky or a Desperate Housewife out in “Hollywood” bribing the powers that be at USC for the honor of living in Compton for four years.

3. Let It Be (Remastered 2009)

Try your best and all, but maybe it’s time to just “let it be” and settle for Barrett Honors College at ASU?

2. Eric Prydz – Call On Me (Official Music Video) [HD]

You can always “call on me,” Craig Meister, the CollegeMeister, the best and most refreshingly honest college admissions consultant on the planet. Cue this EDM classic.

1. Kygo & Whitney Houston – Higher Love (Official Video)

Okay, it’s a complete visual knockoff of Eric Prydz’s song above, but the vocals are pure – early Whitney Houston – and the accompaniment is rock solid and by Kygo. And it’s 2019, so it’s current combined with classic. Not to mention the lyrics are perfect for ascending to the ‘higher’ level that you to need to reach in order to at least get into Cornell or Dartmouth.

P.S.: As you wait for your admissions decisions, or as an alternate to some of the options above, how about playing a one-hour constant loop of “High Hopes” by Panic! At The Disco?

P.P.S.: Do realize that the above list is completely subjective and somewhat satirical – just like the crazy college admissions process at America’s most selective colleges; therefore, I apologize in advance if your favorite songs didn’t make the cut, if you don’t get in where you want, and/or if you are offended. Life’s unfair like that. Just remember that if you don’t get in, you need to sing this one last song out loud whenever your friends – and frienemies – get into their top choices:

You will survive!

The Most Essential College Admission

Posted on March 15, 2018 by Patrick O'Connor

He was on his way home from just having dropped all his classes at the local community college. Having graduated from high school sixteen months ago, every one of his postsecondary plans had failed to come to fruition, and the drive home from campus gave him time to ponder what would come next.

As it turns out, he didn’t have to ponder long. He came across a home construction site on the route home, and had always had an interest working with his hands. He swung his car up to the site, got out, and asked the first hard-hatted worker just what it might take to get a job like this. The worker turned out to be the contractor, who said that anyone who had the guts to pull up and ask was worth taking a chance on. Find yourself a good pair of boots, he was told, and come back tomorrow.

That was the beginning of a postsecondary plan that stuck. At age nineteen, he took on a job that paid $42,000, less than the median household income for his state, but far more than he would have earned working at the local sandwich shop. His brief stint at community college left him little debt to be concerned with, and while his short-term plans doubtlessly included continued residency with his parents, it wouldn’t be long before he could afford an apartment of his own—and after that, his own home.

This is a remarkable story for several reasons, but what’s most noteworthy is the response this story receives from the school counselors and college admissions officers who hear it. To nearly a person, they are convinced this young man has thrown away his future. Citing countless personal and professional histories, they speak with clear certainty that he will regret his choice by the time he’s twenty-eight, only to find himself saddled with a mortgage or the well-being of a young family, unable to go back to college on a full-time basis, and therefore destined to be trapped in a job that appeared to pay well in his youth, but will limit his opportunities later in life.

This story comes to mind as we are weeks away from headlines that decry a different kind of postsecondary story: the headlines of another round of record applicants to a handful of the most selective colleges in America, where statistics suggest admission is less likely than being struck by lightning. Every seat in these colleges will be filled this fall by a promising, eager student, but the headlines turn their attention to the vast majority of exceptionally bright students who also had the potential to do great things at these colleges—except the college ran out of room before they ran out of quality applicants.

The way most stories tell it, these hapless applicants are victims of the postsecondary wheel of fortune, destined to try and make do at a college that likely is still highly regarded, but not quite as highly regarded, forced to devote part of their lives to perpetually looking back, and wondering what would have been if they had been one of the fortunate few whose cell phone had played the school’s fight song when they opened their emailed admissions decision.

Much has been written about the need for reform in America’s higher education system, and while there is ample agreement that the current system has need of correction, there is no clear consensus what that correction should look like. Not surprisingly, testing companies insist the answer is more testing at an earlier age, while advocates of test-less admissions policies are convinced their approach is the only one that will open the gates of higher learning to a wider audience. Others advocate for stackable college credentials that measure a semester’s worth of work as the only way to make college affordable, while developmental purists fret this approach would reduce the developmental benefits young people receive in the delayed gratification that is part of the four-year college experience.

These arguments make for interesting intellectual exercises, but they do little to help the students who had to “settle” for studying at the honors college of a four-year public university, or the students whose knowledge of geometry put college out of reach, but made them experts at framing walls and cutting pipe. Our current system of higher education has many challenges, but the biggest one lies in changing the perception that there can only be a handful of winners once high school is over. Different talents and different needs require different plans, and honoring those differences doesn’t require us to sacrifice the quality of the unum, simply because we honor the talents of the pluribus.

Our country is supposed to be a tent of opportunity. Let’s advance that idea by seeing all our high school graduates as residents of the big top.

Analysis: Ivies’ Inconsistent Need-Blind Review Policies

Posted on October 2, 2017 by Craig Meister

For years, the eight institutions that make up the Ivy League have loudly touted how they review undergraduate applications in a need-blind manner, which gives many families the impression that a family’s financial circumstances will play no role in its student’s chances of admission into one of these very selective institutions.

Yet, the Ivies have need-blind policies that are not so black and white. In fact, if families read the fine print, they will find that many members of the Ivy League engage in a hybrid of review policies depending on students’ citizenship or U.S. residency status. Five out of the eight members of the Ivy League review first-year applicants in either a need-blind manner or need-aware manner depending on an applicant’s citizenship or U.S. residency status. The other three are need-blind for each and every first-year applicant.

Below, Admissions Intel provides a breakdown of the distinct review policies for the eight members of the Ivy League.

University of Pennsylvania
Penn offers probably the most interesting need-blind review policy. An applicant to Penn will be reviewed in a need-blind manner if the student is a citizen or legal permanent resident of the U.S., Canada, or Mexico. Why Canadians or Mexicans are reviewed on a need-blind basis is not explained, though of course these countries share borders with the U.S. Canadian and Mexican taxpayers certainly don’t fund the millions of dollars worth of research that Penn engages in each year; American taxpayers do. Students living in the U.S. illegally (if they are honest about their status and not from Mexico or Canada) are reviewed in a need-aware manner. As are students from all other countries so far unmentioned. One could make the argument that Russia (close to Alaska) and the Bahamas (close to Florida) have reason to complain to Penn that Canada and Mexico get special treatment but they don’t.

Cornell University
Cornell is one of four Ivy League colleges that actively reward illegality with its need-blind admissions policies. Cornell is need-blind for all U.S. citizens and permanent residents and for those with DACA (Deferred Action for Childhood Arrivals) status. That last group includes many teenage children of parents who entered the U.S. illegally when their children were younger. While the children are also officially illegal residents of the U.S. the Obama administration created DACA to “bring out of the shadows” individuals brought to the U.S. illegally by their older family members. All other international applicants to Cornell are reviewed on a need-aware basis.

Brown University
Brown takes Cornell’s policy one step further by reviewing not only all U.S. citizens, permanent residents, and DACA recipients in need-blind manner; Brown also reviews all undocumented students in a need-blind manner. This raises the question, why would a student who wants to go to Brown but who doesn’t have the financial means just cross into the U.S. illegally through the Canadian or Mexican border before applying to Brown? Brown’s admissions committee rewards law-abiding international students with the gift of being reviewed in a need-aware manner.

Columbia University & Dartmouth College
Both Dartmouth and Columbia are need-blind for U.S. citizens, undocumented students, and eligible non-citizens residing in the U.S. This latter group includes:

-U.S. nationals (includes natives of American Samoa or Swains Island).

-U.S. permanent resident with a Form I-551, I-151, or I-551C (Permanent Resident Card, Resident Alien Card, or Alien Registration Receipt Card), also known as a “green card.”

-Individuals who have an Arrival-Departure Record (I-94) from U.S. Citizen and Immigration Services (USCIS) showing:

>“Refugee,”

>“Asylum Granted,”

>“Cuban-Haitian Entrant,”

>“Conditional Entrant” (valid only if issued before April 1, 1980), or

>“Parolee” (you must be paroled for at least one year, and you must be able to provide evidence from the USCIS that you are in the United States for other than a temporary purpose with the intention of becoming a U.S. citizen or permanent resident).

-Individuals who hold a T nonimmigrant status (“T-visa”) (for victims of human trafficking) or your parent holds a T-1 nonimmigrant status. Your college or career school’s financial aid office will ask to see your visa and/or certification letter from the U.S. Department of Health and Human Services.

-Individuals who are a “battered immigrant-qualified alien” who is a victim of abuse by your citizen or permanent resident spouse, or you are the child of a person designated as such under the Violence Against Women Act (VAWA).

-An individual who is a citizen of the Federated States of Micronesia, the Republic of the Marshall Islands, or the Republic of Palau. If this is the case, you may be eligible for only certain types of federal student aid:

>Citizens of the Republic of Palau are eligible for Federal Pell Grants, Federal Supplemental Educational Opportunity Grants, and Federal Work-Study.

>Citizens of the Federal States of Micronesia and the Republic of the Marshall Islands are eligible for Federal Pell Grants only.

-To qualify for federal student aid, certain eligible noncitizens must be able to provide evidence from the USCIS that they are in the United States for other than a temporary purpose with the intention of becoming a U.S. citizen or permanent resident.

-Certain Native American students born in Canada with a status under the Jay Treaty of 1789 may also be eligible for federal student aid.

All other applicants to Columbia and Dartmouth are reviewed in a need-aware manner.

Harvard, Princeton, & Yale
This Holy Trinity is need-blind for everyone! That’s right, Harvard, Princeton, and Yale don’t care if you are Brazilian, Burmese, Byelorussian, or Baltimorean. You’re all going to be reviewed on a need-blind basis. Congrats for keeping it consistent Big Three.

Important Final Note
The above discussion only applies to how these eight schools determine whom to review on a need-blind or need-aware basis. Once a student is accepted, the Ivies make every effort to meet 100% of demonstrated need. The trick, of course, is getting in first, thus the discussion above.

Good luck!

Yale finds creative use of technology opens new possibilities for admissions

Posted on June 14, 2017 by Nancy Griesemer

Yale University.

Yale University is experimenting with the role digital media can play in college admissions. Using technology advanced last year by the Coalition for Access, Affordability, and Success, Yale’s admissions readers in some cases became admissions viewers and experienced what will likely become a third dimension in college admissions—the creative use of media to present the case for admission to a highly selective institution.

Staying on the cutting edge of technology is challenging in any field, but changes in college admissions since the introduction of the electronic application are almost beyond description. Stacks of manila folders tucked into walls of file cabinets have been replaced by application “platforms” configured to align with enrollment management software, which oversees a process that is increasingly data-dependent and data-driven.

And the work has become less cyclical and more continuous as applicants have the luxury of starting applications earlier by entering information that “rolls over” from one year to the next. Marketing begins with the administration of the first PSAT, with even the earliest scores sold to colleges anxious to get their names before potential applicants. There’s hardly a moment to reflect on successes and failures before it’s time to gear up for the next group of recruits turned applicants.

But as almost anyone involved in college admissions would agree, something isn’t quite right with this picture—the entire college admissions process is due for a major overhaul. And a handful of deans and enrollment management experts are ready to try.

“Technology has transformed how we process applications and how we read applications, but not how we create content for these applications,” commented Jeremiah Quinlan, Yale’s dean of undergraduate admission.

Like many others charged with overseeing admissions, Quinlan felt the time had come for Yale to experiment with application content that responded to the pervasiveness and availability of digital media. While the Common Application set the standard, others saw a market ripe for innovation.

“I really felt we needed to make a change. We were looking at more and more essays that felt like they had been written by 47-year olds and not 17-year olds,” said Quinlan. “We thought we needed more material—different material—in the review process.”

Enter the Coalition application. Born out of concern that reliance on a single electronic application was a risky proposition and developed with a view toward attracting a wider, underserved audience, the Coalition application as built by CollegeNet looked for ways to integrate creativity and give colleges the kind of basic flexibility they wanted in an application platform.

“After the fall of 2013, we needed to bring more options into the application space,” Quinlan explained. “We thought giving students a choice of applications would be better for colleges and better for applicants.”

One of over 90 colleges that originally joined the Coalition and 47 that actually launched applications for 2016-17, Yale viewed this as an opportunity to design a substantially different set of application specifications from those contained in the Common Application.

Students applying to Yale could choose to write two additional 200-word essays (beyond the personal statement and other short-answer questions) for the Common Application or they could choose to write one 250-word essay and provide an upload related to that essay on the Coalition application.

While many Coalition members chose to simply replicate requirements laid out on the Common Application, Quinlan decided to offer alternate but not totally different requirements on Yale’s Coalition application. He kept the prompts the same for both applications, but used the Coalition application’s functionality to support links to digital media.

“It was critical to our review process that we not give preference to one application type over another. Our results from the first year bear this out; the rate of admission for students who submitted the Common Application and for students who submitted the Coalition Application were nearly identical.”

Nevertheless, the results were exciting. While only about one percent or 300 of Yale’s applicants used the Coalition application, the advantage of providing students with a choice of how to present themselves was clear. In some cases, the online media helped “separate” a student or verified some element of the application that didn’t come through strongly enough in a recommendation or through a student’s writing.

“We found certain situations, for example, where a video component made a difference—showed examples of kinds of characteristics we’re looking for.”

To illustrate his point, Quinlan talks about an application Yale received from Justin Aubin, an Eagle Scout who lives and attends high school in the southwest suburbs of Chicago. Justin’s recommendations were excellent, and he was an outstanding student. But Yale has lots of those applicants.

What made Justin stand apart was a video his older brother filmed to document the construction of Justin’s Eagle project. In this distinctly amateurish record of decisions made as the work progressed, the Yale admissions office could easily see how Justin managed and supervised younger scouts and how he exhibited compassionate leadership, which inspired respect from the group as a whole.

The additional essay Justin provided put the video in context. But most importantly, he presented information that highlighted and underscored character traits Yale values and wants to bring to campus in the classes they admit. Other information on the application suggested this was possibly the case, but the video nailed it.

Justin Aubin was eventually admitted and will be attending Yale in the fall as a member of the class of 2021. And Quinlan credits Justin’s creative use of digital media—submitting the video—as making the difference

In all fairness, Yale isn’t the first institution to allow videos and other digital media to be submitted as part of an application for admission. Goucher College in Maryland and George Mason University in Virginia and others have video options available through institutional applications.

And it’s not all that unusual for colleges to offer several different application formats with differing requirements. In fact, smaller colleges make clear that their institutional applications are often more popular than the standardized Common Application.

In addition, last year’s applicants could use ZeeMee, an online resume promoted in questions on the Common Application, or SlideRoom—a Common App partner—to provide more visual support for their talents and interests.

But the difference for colleges using the Coalition application was that they could design their own questions and media integration. They didn’t have to rely on a third-party website that might encourage more “freeform” or off-message responses.

Yale’s new application was no more difficult for staff to review than the two-essay Common App version and could be scripted to allow for comparable responses across applicants using either platform. Linking the digital media to an essay prompt was key to the success of the experiment.

“Staff enjoyed doing something else. It was a way to experiment with new ways of interpreting new kinds of application content.”

Quinlan has a great deal of respect for the Common Application and has no interest in changing that relationship, which has worked very well for Yale. But he does want to offer students a choice of application platforms.

“We want the two applications to be different so students can be thoughtful about which they use and what they decide to present to us.”

While he expects to “tweak” the essay prompts offered in the Yale supplement, Quinlan will continue to provide the digital media option in the Coalition application. “We will maintain the two applications for next year with the same set-up.”

And students will be free to choose the application platform that best presents their credentials and makes their case for admission to Yale University.

For the record, the Coalition application will make available new functionality on June 15. And for the coming year, the roster of institutional members will grow to 135. After July 1, colleges can open individual applications according to their own timelines.

Dear 12th Grader: Don’t Blow Your Ivy Chances Now

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So many high school seniors are still in real contention for an Ivy League acceptance in the first few weeks of twelfth grade. Then, something happens that takes most of these smart and well-intentioned young people out of the running entirely. Don’t let this happen to you. Watch the video below to find out what you must do to give yourself the best shot of closing the deal with the Ivy League or similarly selective college of your dreams during the first few weeks of senior year.

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Posted on January 21, 2017 by Craig Meister

One decision you make in eleventh grade, your third year in high school, will directly influence your chances of getting into an Ivy League or similarly selective college or university when you are a high school senior. If you don’t make time to focus on this one endeavor during your junior year, you won’t be meeting your college admissions potential, thus you will be kissing Ivy League colleges and similarly selective American colleges and universities goodbye.