Admissions Blog

5 American Colleges with the Most Grueling Standardized Testing Requirements for First-Year Applicants

Posted on June 17, 2025 by Craig Meister

The 2025-2026 college admissions process is almost upon us. This means it’s an important time for members of the high school Class of 2026 – especially those who want to run the gauntlet this admissions cycle – to be aware of the the five colleges with the most grueling standardized test requirements for first-year admission.

My selection is based on institutions with rigorous and in-demand STEM or academic programs, mandatory test submission policies, and high score thresholds. I’ve prioritized schools with explicit requirements for SAT/ACT scores (and in one case AP/IB exam scores) with high benchmarks for scores earned on these tests.

1. California Institute of Technology (Caltech)

Standardized Test Expectations: SAT/ACT required for Fall 2025 entry. No minimum score, but admitted students typically score in the top 1% nationally (SAT: 1580+ median, ACT: 35-36). Caltech superscores SAT but not ACT, considering the highest section scores across test dates.

AP/IB Scores: Students who’ve taken AP or IB exams are asked to submit all scores by the application deadline (November 1 for Restrictive Early Action, January 3 for Regular Decision). Note that a score of 5 on AP Calculus AB/BC, AP Chemistry, AP Physics 1/2/C, or 6/7 on IB Higher Level (HL) Math, Chemistry, or Physics can also substitute for missing high school courses, with documentation of unresolvable issues (ex: course unavailability at your high school). This implies high scores are expected for competitiveness. Why Grueling: Caltech’s low acceptance rate (3.1% for Class of 2027) and STEM focus demand near-perfect scores. The expectation to submit all AP/IB scores for those who’ve taken them, combined with the need for 5s (AP) or 6/7s (IB) for course substitutions, sets a high bar. Learn more about Caltech’s switch from test-blind to test-required on steroids in my video here:

2. Massachusetts Institute of Technology (MIT)

Standardized Test Expectations: SAT/ACT required for 2025-2026. Admitted students typically score SAT 1540-1600 or ACT 35-36 (top 1%). MIT superscores both tests, taking the highest section scores across all test dates.

AP/IB Scores: Students are encouraged to self-report all AP and IB scores on the application. While not strictly required, MIT’s 2025 policy states students “should” report these scores, implying a strong expectation, especially for STEM subjects like AP Calculus BC, AP Physics C, or IB HL Math/Sciences, where scores of 5 (AP) or 6/7 (IB) are typical for admitted students.

Why Grueling: MIT’s 4.1% acceptance rate and emphasis on STEM excellence demand near-perfect standardized test scores. The expectation to report all AP/IB scores, combined with the need for high scores in advanced STEM subjects, makes the testing requirements intense. The focus on integrating IB Extended Essays or AP coursework with STEM extracurriculars adds pressure.

3. Yale University

Standardized Test Expectations: Yale’s “test-flexible” policy for 2025 requires an SAT, ACT, AP, or IB score. Students with AP-designated courses are recommended to submit corresponding AP scores (even if using SAT/ACT), and those opting for AP/IB scores alone must submit all exam scores taken. Admitted students typically score SAT 1500-1580, ACT 33-35, or AP 5s/IB HL 6-7s in multiple subjects.

Why Grueling: Yale’s policy shift to require some standardized test score (including AP/IB as alternatives) and the expectation to submit all AP/IB scores for relevant courses create a high bar. The need for multiple 5s (AP) or 6/7s (IB) in rigorous subjects (e.g., math, sciences, humanities) alongside a 3.7% acceptance rate makes this quite demanding.

4. Georgetown University

Standardized Test Expectations: SAT/ACT required for 2025-2026. Admitted students typically score SAT 1410-1550 or ACT 32-35. Georgetown does not superscore but reviews all test attempts, expecting consistently high performance.

AP/IB Scores: Students in AP curricula are as of now “encouraged” to submit AP scores to supplement their application, implying an expectation for those who’ve taken AP exams, especially in core subjects like math, sciences, or history. Scores of 4-5 are competitive, with 5s preferred for selective programs like the Walsh School of Foreign Service.

Why Grueling: Georgetown’s 12.3% acceptance rate (higher than others but still selective) and requirement to submit all SAT/ACT attempts, combined with the expectation of AP scores for those in AP courses, demand strong performance across multiple tests. The focus on holistic review with high scores in relevant subjects (e.g., AP Economics for international economics) adds rigor.

5. Dartmouth College

Standardized Test Expectations: SAT/ACT required for 2025-2026. Admitted students typically score SAT 1500-1580 or ACT 33-35. Dartmouth superscores both tests, considering the highest section scores.

AP/IB Scores: Students with AP scores are “strongly encouraged” to submit them via the Common App’s Tests section, implying an expectation for those who’ve taken AP exams. Competitive scores are 5s (AP) or 6/7s (IB HL), particularly in subjects like math, sciences, or humanities, aligning with Dartmouth’s academic rigor.

Why Grueling: Dartmouth’s 6.2% acceptance rate and reinstated SAT/ACT requirement, combined with the strong encouragement to submit AP/IB scores, create a high expectation for multiple near-perfect scores. The emphasis on rigorous coursework (e.g., AP Calculus, AP Physics) and high test performance makes this challenging.

Why These Colleges?

These institutions were selected for their:

Mandatory Test Policies: All require SAT/ACT or, in Yale’s case, allow AP/IB as alternatives, with Caltech, MIT, Yale, and Dartmouth explicitly encouraging or requiring AP/IB score submission for those who’ve taken them.

High Score Expectations: Admitted students consistently score in the top 1-5% (SAT 1500+, ACT 33+, AP 5, IB 6/7), reflecting intense academic standards.

STEM/Academic Rigor: Caltech and MIT focus on STEM, requiring high AP/IB scores in math and sciences; Yale, Georgetown, and Dartmouth demand excellence across disciplines, relevant for programs like international economics.

Low Acceptance Rates: Ranging from 3.1% (Caltech) to 12.3% (Georgetown), these schools are highly selective, amplifying the importance of top scores.

Final Notes

Caltech’s Unique Policy: Caltech stands out for its explicit requirement to submit all AP/IB scores for those who’ve taken them, with a clear benchmark (AP 5, IB 6/7) for course substitutions, making its expectations particularly grueling.

Trend Toward AP/IB: Since the College Board discontinued SAT Subject Tests in 2021, top colleges have shifted to valuing AP/IB scores more heavily, especially for STEM or specialized programs.

Holistic Context: High scores alone aren’t enough; these schools expect strong GPAs (4.0-4.2 weighted), rigorous coursework, and extracurriculars, but test scores are a critical filter.

Top 20 Undergraduate Business Programs at Mid-Sized Colleges in the U.S. South

Posted on April 25, 2025 by Craig Meister

Southern Methodist made the list.

Do you want to study business at a college in the U.S. South that’s not too big and not too small and (in many cases because of scholarship offers and/or in-state tuition) not too expensive? You’ve come to the right article, Goldilocks.

Below is my top 20 list spotlighting programs with strong reputations, AACSB accreditation, and important metrics like job placement, curriculum quality, and alumni networks – not to mention, the sweet spot of size, location, and strong return on investment. But, first, why am I focused on this size college and this region in particular? I’m so glad you asked. I find this is the sweet spot size and location for so many because:

The Mid-Sized Advantage
The 3,000–7,000 range strikes a balance between the intimacy of small colleges and the resources of larger universities. Business students benefit from robust facilities (e.g., trading rooms at SMU) and personalized attention, unlike at massive schools where they might feel lost.

Southern Growth
The South’s economic expansion (e.g., tech in Austin, finance in Charlotte) makes it a strategic region for business students aiming to enter dynamic markets without the saturated competition of Northeast or West Coast hubs.

Cultural Fit
Students who value community, tradition, or a slower-paced lifestyle may prefer Southern schools over urban Northern or Western institutions, while still accessing high-caliber business education.

With that said, there are always trade-offs. While these schools may have less national name recognition than Ivy Leagues or large publics (e.g., UT Austin), their regional clout and personalized education often outweigh this for career-focused students.

Yet, students should research specific programs to ensure alignment with their goals (e.g., finance at Richmond vs. music business at Belmont) and visit campuses to confirm cultural fit.

In short, a mid-sized Southern college offers a business student personalized education, strong regional networks, affordability, and a supportive environment, all in a region with thriving economic opportunities.

My Top 20 Undergraduate Business Programs in the U.S. South at Colleges with 3,000–9,000 Undergraduates…In No Particular Order…

1. Wake Forest University – School of Business (Winston-Salem, NC)
Undergrad Enrollment: ~5,400

Why: Offers a personalized business education with small classes and a focus on leadership and ethics. Strong career services and experiential learning, with 98% of graduates employed or in grad school within six months.

Acceptance Rate: ~21%

Net Price: ~$26,000

Standout: Emphasis on character development and global business.

2. University of Richmond – Robins School of Business (Richmond, VA)
Undergrad Enrollment: ~3,200

Why: AACSB-accredited with a liberal arts-integrated curriculum. Strong finance and marketing programs, with excellent internship opportunities and a tight-knit alumni network.

Acceptance Rate: ~24%

Net Price: ~$29,000

Standout: High job placement rates and proximity to business hubs.

3. Southern Methodist University – Cox School of Business (Dallas, TX)
Undergrad Enrollment: ~7,000

Why: Renowned for finance and entrepreneurship programs, with strong ties to Dallas’s business community. Offers hands-on learning through the Business Leadership Institute.

Acceptance Rate: ~52%

Net Price: ~$45,000

Standout: Access to energy and tech industries.

4. Elon University – Martha and Spencer Love School of Business (Elon, NC)
Undergrad Enrollment: ~6,300

Why: AACSB-accredited with a focus on experiential learning, including case competitions and study abroad. Strong in marketing and entrepreneurship.

Acceptance Rate: ~74%

Net Price: ~$39,000

Standout: High student satisfaction and engaged faculty.

5. Trinity University – School of Business (San Antonio, TX)
Undergrad Enrollment: ~3,500

Why: Small, AACSB-accredited program with strengths in accounting and finance. Emphasizes leadership and analytics, with robust career support.

Acceptance Rate: ~31%

Net Price: ~$30,000

Standout: Personalized attention and strong regional reputation.

6. College of William & Mary – Raymond A. Mason School of Business (Williamsburg, VA)
Undergrad Enrollment: ~6,800

Why: AACSB-accredited with a rigorous curriculum blending liberal arts and business. Strong in accounting and consulting, with high job placement rates.

Acceptance Rate: ~33%

Net Price: ~$22,000 (in-state)

Standout: Historic prestige and global business focus.

7. Furman University – Department of Business and Accounting (Greenville, SC)
Undergrad Enrollment: ~3,500

Why: Liberal arts approach with a focus on sustainability and ethics. Strong internship programs and alumni connections in the Southeast.

Acceptance Rate: ~57%

Net Price: ~$35,000

Standout: Small classes and community engagement.

8. Rhodes College – Department of Business (Memphis, TN)
Undergrad Enrollment: ~3,600

Why: AACSB-accredited with a focus on analytical skills and leadership. Strong in finance and management, with access to Memphis’s business community.

Acceptance Rate: ~54%

Net Price: ~$30,000

Standout: Interdisciplinary curriculum and career prep.

9. Samford University – Brock School of Business (Birmingham, AL)
Undergrad Enrollment: ~3,800

Why: AACSB-accredited with strengths in entrepreneurship and finance. Offers hands-on learning through the Brock Family Entrepreneurship Center.

Acceptance Rate: ~83%

Net Price: ~$31,000

Standout: Faith-based approach and regional networks.

10. Lipscomb University – College of Business (Nashville, TN)
Undergrad Enrollment: ~3,700

Why: AACSB-accredited with a focus on innovation and ethics. Strong in accounting and marketing, with connections to Nashville’s growing business scene.

Acceptance Rate: ~61%

Net Price: ~$27,000

Standout: Entrepreneurial focus and career services.

11. Millsaps College – Else School of Management (Jackson, MS)
Undergrad Enrollment: ~3,200

Why: AACSB-accredited with a liberal arts foundation. Strong in finance and management, with personalized advising and internship opportunities.

Acceptance Rate: ~68%

Net Price: ~$24,000

Standout: Small size and regional business ties.

12. Hampden-Sydney College – Department of Economics and Business (Hampden-Sydney, VA)
Undergrad Enrollment: ~3,400

Why: Focus on leadership and ethics in a small, all-male setting. Strong alumni network in finance and consulting.

Acceptance Rate: ~50%

Net Price: ~$28,000

Standout: Unique liberal arts-business blend.

13. Centre College – Economics and Business Program (Danville, KY)
Undergrad Enrollment: ~3,300

Why: Liberal arts focus with strong finance and management tracks. High job placement and study abroad opportunities.

Acceptance Rate: ~62%

Net Price: ~$23,000

Standout: Personalized education and alumni support.

14. Sewanee: The University of the South – Department of Business (Sewanee, TN)
Undergrad Enrollment: ~3,600

Why: Integrates business with liberal arts, focusing on sustainability and leadership. Strong regional reputation and alumni network.

Acceptance Rate: ~52%

Net Price: ~$36,000

Standout: Scenic campus and ethical focus.

15. Belmont University – Jack C. Massey College of Business (Nashville, TN)
Undergrad Enrollment: ~7,000

Why: AACSB-accredited with strengths in entrepreneurship and music business. Strong ties to Nashville’s economy.

Acceptance Rate: ~83%

Net Price: ~$34,000

Standout: Unique music business program.

16. Christopher Newport University – Luter School of Business (Newport News, VA)
Undergrad Enrollment: ~4,500

Why: AACSB-accredited with a focus on leadership and analytics. Strong internship programs and career outcomes.

Acceptance Rate: ~85%

Net Price: ~$25,000

Standout: Public school value and small classes.

17. Mercer University – Stetson-Hatcher School of Business (Macon, GA)
Undergrad Enrollment: ~4,800

Why: AACSB-accredited with strengths in finance and entrepreneurship. Offers experiential learning and strong regional ties.

Acceptance Rate: ~74%

Net Price: ~$22,000

Standout: Affordable and career-focused.

18. Rollins College – Crummer School of Business (Undergraduate Programs) (Winter Park, FL)
Undergrad Enrollment: ~3,700

Why: AACSB-accredited with a focus on global business and leadership. Strong in marketing and international business.

Acceptance Rate: ~61%

Net Price: ~$35,000

Standout: Florida location and alumni network.

19. Stetson University – School of Business Administration (DeLand, FL)
Undergrad Enrollment: ~3,900

Why: AACSB-accredited with strengths in finance and entrepreneurship. Emphasizes experiential learning and ethics.

Acceptance Rate: ~81%

Net Price: ~$24,000

Standout: Small size and personalized education.

20. Oglethorpe University – Hammack School of Business (Atlanta, GA)
Undergrad Enrollment: ~3,500

Why: Focus on leadership and innovation in a liberal arts setting. Strong internship opportunities in Atlanta’s business hub.

Acceptance Rate: ~70%

Net Price: ~$22,000

Standout: Affordable and urban access.

Some final tips to keep in mind:

Remember, fit matters! As you narrow down your list, consider campus culture, location (e.g., urban access in Dallas or Atlanta vs. smaller towns), and specific concentrations (e.g., finance, entrepreneurship). Visit campuses if possible, as smaller schools like Rhodes or Furman offer unique vibes.

Always keep look at job placement rates and alumni networks, especially for schools like Wake Forest or SMU with strong corporate ties.

Public options like Christopher Newport or in-state tuition at William & Mary offer value, while private schools like Mercer or Oglethorpe are more affordable among private peers.

Big Takeaway
Studying business at an undergraduate school with 3,000 to 7,000 students in the U.S. South is a wise choice for many high school seniors seeking a personalized and career-focused education in a region with booming economic opportunities. Schools like Wake Forest University (5,400 undergrads) or Elon University (6,300) offer small class sizes and low student-to-faculty ratios, fostering close relationships with professors who provide mentorship and hands-on learning through case studies, internships, and business simulations. This intimate environment ensures students aren’t lost in the crowd, allowing them to build strong peer networks and take on leadership roles in business clubs or entrepreneurial ventures. The U.S. South, with thriving business hubs like Dallas, Atlanta, and Nashville, provides access to robust regional networks, internships, and job placements in industries such as finance, tech, and healthcare. For instance, programs at Southern Methodist University (~7,000 undergrads) leverage Dallas’s corporate landscape, connecting students with alumni and employers for real-world experience, making these schools ideal for launching a successful business career.

Beyond academics, these mid-sized Southern schools offer a balanced lifestyle and affordability that appeal to many seniors. Institutions like Mercer University (4,800 undergrads) or Christopher Newport University (4,500) combine AACSB-accredited business programs with vibrant campus communities, where students can enjoy Southern hospitality, diverse settings (from urban to scenic), and a sense of belonging. With net prices often lower than those of larger or elite private schools—Mercer at $22,000 or William & Mary at ~$22,000 for in-state students—these universities provide strong value and return on investment, especially given their high job placement rates (e.g., Wake Forest’s 98% employed or in grad school within six months). The interdisciplinary focus at schools like Rhodes College (3,600 undergrads), blending business with liberal arts, equips graduates with critical thinking and communication skills, preparing them for leadership roles in a dynamic global economy. For seniors prioritizing personalized education, regional opportunity, and a supportive environment, these schools are a strategic and rewarding choice.

Forget the Rankings: Ditching Prestige for Purpose in the College Search

Posted on July 10, 2024 by Jared Epler and Jen Vallieres

To those teens and their loved ones who have placed their worth in the hands of a college admissions officer, we are here to remind you that you are so much more than an acceptance letter.

The Square That Defined Me: Jen’s Story

My high school had its own version of the Instagram commit page before Instagram even existed – a bulletin board boasting a mosaic of senior names and the college they planned to attend. It lived in a heavily trafficked hallway where, multiple times a day, thousands of teenagers passed by with an insatiable curiosity to find out where their peers would be going. I lived in a community that instilled the importance of my name attached to a university’s name. The small square had an unspoken meaning that carried a heavy weight. I still have my square decorated in my college’s colors.

I believed one little square defined all my hard work in high school. I applied but was not admitted early decision. In December of my senior year, I watched my friend’s names populate the board. Yale. Williams. Harvard. Brown. Penn. I watched, holding my deferral letter in my hands, questioning what was wrong with me. I waited until the spring for my square to appear, and when it did, I felt like I couldn’t participate in the prestige parade in the same way as my peers. The university name was posted, and little did I know, this core memory would shape my values, impacting my career choices and my intentions for my future family. I walked through the next two decades of my life slightly less confidently. Looking back, my story led me to major in cultural anthropology (which I would never change); I think in part to understand people’s life stories and how the culture of one’s life, down to the smallest moments in a high school hallway, could send rippling effects through their lives.

As a school counselor, I see the weight that my students carry. While I cannot change the relentless pursuit of prestige alone, I am working to shift the narrative for future generations. It’s time we celebrated college acceptance for the right reasons. Let’s teach our students to define what is important to them and discover universities that share those same values. Let’s make an Instagram page celebrating students’ discovered values and authentic identity. Let’s skip the prestige parade. In fact, let’s protest it.

Rolling Out The Red Carpet For All: Jared’s Story

One of the most powerful lessons I have learned as a college counselor happened in 2010 when I was working for a non-profit organization in Philadelphia. One of my students was anxiously waiting to hear if she had been admitted early to Yale.

Together, we made a plan.

On the day decisions were released, we would use a code to share the results. Our plan was to go for ice cream. If she arrived at my office and said “vanilla,” I knew that the results would not be what she had hoped for. “Vanilla” meant that we wouldn’t talk about it, but we would walk to the closest ice cream shop and feel our feelings as we ate three or four scoops. “Chocolate” meant that Yale said yes. We would still get ice cream, just with a little more pep in our step as we walked down the block.

I’ll never forget the day she came to my office, stood by my desk, and simply said, “Chocolate.”

I screamed. I jumped out of my chair, gave her a hug, and danced around my office, cheering. We ate ice cream and celebrated her accomplishment. She was my first student to be accepted to an Ivy League university.

The lesson came less than 48 hours later.

One of my other students popped by my desk.

“Where’s my ice cream?”

“I’m sorry, what do you mean?” I replied.

The student reminded me that she had been accepted to the junior college in our area the week before. She asked why she, too, didn’t get hugs, cheers, and ice cream. I felt so small in that moment, deservedly.

That day, I learned a powerful lesson, one I share with my graduate students every year. I now roll out the red carpet for every student. Every achievement matters. We shouldn’t only applaud our students when they are accepted to colleges that society has deemed “prestigious.” It’s time we shift the narrative and help our students see they are worth much more than an acceptance letter.

Reframing the College Conversation: Tools for a Values-Centered Approach

“Why do you want to attend [insert prestigious school name]?”

The student shifts in their chair and nervously looks at their family, “Because it is a good school.”

We press with curiosity. “What makes it a good school?”

The student clears their throat and looks over again at their parents, “Because it’s ranked high.”

“How does the ranking support your growth and help you meet your goals more than another school?”

Silence. There is almost always silence.

With more than 30 years of collective experience, we have pushed students and families to answer these types of questions, embracing the uncomfortableness that follows. Often, we are led to believe that a name equals success. It’s time we question this idea and embrace what truly matters: finding a college that sparks your student’s passion, nurtures their growth, and sets them up for a fulfilling life. When we speak with families about their hopes for their students, more often than not, they name happiness, physical and mental well-being, individual growth, the ability to face challenges and solve problems, and kindness toward others.

The college admissions process is a whirlwind. For parents and teens alike, it’s easy to get swept up in prestigious institutions’ rankings, reputation, and allure. However, this narrow focus can overshadow what really matters. Worse, the pressure surrounding college admissions has a significant and detrimental effect on mental health.

First, we invite you to consider how parents can unintentionally increase their children’s anxiety:

1. Prioritizing results over the learning process: Focusing on grades, scores, and rankings rather than the effort and growth a child demonstrates can create pressure and undermine the joy of learning.

2. Equating worth with achievement: Defining a child’s value by their academic or extracurricular performance neglects the importance of curiosity, intrinsic motivation, and emotional development, which are stronger predictors of long-term success.

3. College is a stepping stone, not the ultimate goal: While college is one of many bridges to a fulfilling life and career, it is not the ultimate goal. Instead of solely focusing on college admission, students should view their education as a means to set themselves up for long-term success in both their personal and professional lives. We must encourage students to think beyond their college years and consider how their education will contribute to their overall life goals and values. College is just one chapter in a person’s life story, and it’s crucial to keep the bigger picture in mind.

4. Oversimplifying with labels: Using terms like “good/bad school” or “high/low score” creates an all-or-nothing mindset that fuels anxiety and ignores the nuanced reality of each student and their learning journey.

5. Overemphasizing achievement in conversations: When academic discussions dominate parent-teen interactions, it overshadows other important aspects of well-being, such as emotional health and personal interests.

By becoming aware of these tendencies, parents can shift their approach to foster a healthier, more supportive environment that reduces anxiety and promotes the holistic development of their children.

The Values-Driven Approach

Instead of fixating on getting into “the best” school, help your teen focus on finding the “best fit” school. Shift the conversation towards exploring their values, interests, and what kind of environment would allow them to thrive.

Here’s a framework for a values-driven approach to the college search:

1. Self-Reflection: Encourage thoughtful introspection with questions like:

What makes you feel excited and energized?
When do you lose track of time because you’re so engrossed in something?
What kind of people do you want to surround yourself with?
What kind of impact do you want to have on the world?

2. Defining “Best Fit”: Use those reflections to consider their ideal college environment:

What kind of extracurricular scene excites you most: Division 1 sports, quirky clubs, or a thriving arts community?
What kind of weather and outdoor activities do you picture yourself enjoying during your college years?
What kind of student support services do you think you’ll need to thrive academically and personally?
Do you learn best through hands-on projects, discussion-based seminars, or traditional lectures?
In terms of size, do you see yourself at a college where you’ll recognize most faces or one where you can blend into the crowd?

3. The Search – Broadening Horizons

Lean into resources like Forget The Rankings: The Values-Driven College Search to think beyond prestige and find hidden gems.
Embrace Exploration: Visit a variety of schools, not just the usual suspects. Never heard of a school? Give it a chance!
Do more than tour. Sit on campus. Observe the students. Try to catch the vibe.
Talk about values with your teen. What do you value? How is that reflected in your career? How do the colleges you are considering connect with the things your teen values?
Student Voices: Read student blogs, campus newspapers, and social media for real student perspectives on campus life.

By shifting the college conversation from prestige to values, you equip your students to make a well-informed, self-assured decision. They’ll find a place where they can learn with joy, form meaningful connections, and prepare for a life filled with purpose.

—–

Jared Epler has worked as a counselor for over 15 years in K-12 schools, higher education, community-based organizations, and private mental health practices. Jared specializes in career and college counseling for youth and adults, mental health counseling, and burnout and self-care in helping professions. He currently works as a public high school counselor, is an adjunct faculty member at the University of Pennsylvania, and is a co-founder of Forget The Rankings: The Values-Driven College Search.

Jen Vallieres has worked in education and counseling since 2007, when she began her career in Jackson Hole, Wyoming. She has worked with students from preschool through high school in school settings, community-based organizations, and community mental health organizations. She works with youth and adults and specializes in general mental health counseling and college/career counseling. Currently, Jen is a high school counselor and co-founder of Forget The Rankings: The Values-Driven College Search.

In Search of New Mexico’s Most Beautiful College Campus

Posted on February 16, 2023 by Craig Meister 2 Comments

Flag of New Mexico.

Today’s reader question comes from Jay in Flagstaff, Arizona:

Question: After living in Arizona with my mom most of my life, I’ve decided I want to go to New Mexico to college to live in the same state as my dad and my dad’s family. I am interested in history, philosophy, English, and maybe political science. But unlike a lot of guys, what’s really most important to me is beauty – I want to live on a beautiful college campus. I am very creative, and I am inspired when I am surrounded by beautiful things. So, what’s your pick for the most beautiful campus in New Mexico?

Answer: Well, this is an interesting question that I’ve never been asked, but I’ll give it a go by focusing on what I deem to be New Mexico’s best three colleges: New Mexico State University Las Cruces, University of New Mexico in Albuquerque, and St. John’s College in Santa Fe.

New Mexico State University (NMSU) is a land grant university located in Las Cruces, New Mexico. I would describe its campus as beautiful and sprawling. The university has a rich history and offers a wide range of academic programs to its students, so when you are not admiring your surroundings, you have a lot of academic options to choose from.

Las Cruces, New Mexico is home to NMSU.

The campus spans over 700 acres and is filled with lush green lawns, trees, and scenic views of the surrounding mountains. The university has a mix of old and new buildings, with some of the buildings dating back to the early 1900s and others being recently constructed.

One of the most prominent buildings on campus is Corbett Center Student Union, which serves as a hub for student life and activities. The building houses a food court, a student lounge, meeting rooms, and a ballroom, among other facilities.

Another notable building is Milton Hall, which is the oldest building on campus and home to the university’s main administrative offices. The building features beautiful brick architecture and a clock tower that has become an iconic symbol of NMSU.

New Mexico State University’s campus looks good to me.

The university has several residence halls that provide on-campus housing to students, including Garcia Hall, Mohr Hall, and Zuhl Library. The residence halls are equipped with modern amenities and offer a safe and comfortable living environment for students.

The university also has a number of academic buildings, including O’Donnell Hall, which houses the College of Education, and the College of Business, which is located in Paul L. Kirkpatrick Hall. These buildings are equipped with state-of-the-art classrooms, labs, and facilities for students.

The campus also features several athletic facilities, including Aggie Memorial Stadium, the Pan American Center, and the Intramural Field Complex. These facilities are used by the university’s athletic teams and are available for student recreation and fitness.

Overall, the campus of New Mexico State University is a beautiful and well-maintained environment that provides students with all the resources and amenities they need for a successful college experience. A lot of films are also shot in and around Las Cruces because of the region’s natural beauty; therefore, you can experience a pretty environment on and off campus. Learn more about undergraduate admissions to NMSU here.

The University of New Mexico is located in Albuquerque, New Mexico, and encompasses over 600 acres of land in the heart of the city. The campus is known for its distinctive southwestern architecture, including its iconic Hodgin Hall and Zimmerman Library, as well as its lush landscaping, which features lush greenery, colorful flowers, and plenty of open spaces for students to relax and enjoy the beautiful New Mexico weather.

At the center of the campus is the main quad, which is surrounded by many of the university’s key buildings, including the Student Union Building, the Fine Arts Center, and the Mitchell Hall administration building. The quad is a popular gathering place for students, and is often used for outdoor events, such as concerts and festivals.

The Duck Pond on UNM campus.

In addition to its beautiful outdoor spaces, the University of New Mexico is also home to a variety of academic buildings, which house a range of disciplines, including arts and humanities, sciences, engineering, and business. Some of the most notable academic buildings on campus include the Centennial Engineering Center, the Biology Building, and the George Pearl Hall.

The university also has a number of state-of-the-art athletic facilities, including the Dreamstyle Arena, the WisePies Arena, and the Isotopes Park baseball stadium. These facilities are used by both students and members of the community, and are a hub of activity for sports fans and fitness enthusiasts alike.

The view above University of New Mexico.

Overall, the University of New Mexico is a vibrant and dynamic campus, offering a wealth of resources and opportunities for its students, faculty, and staff. Whether you are exploring the beautiful outdoor spaces, participating in one of the many student organizations, or taking advantage of the cutting-edge academic and research facilities, there is something for everyone at UNM. Learn more about undergraduate admissions to UNM here.

Finally, St. John’s College in Santa Fe, New Mexico is a small liberal arts college that is known for its unique curriculum and focus on the Great Books of Western Civilization. Do note that the college has a sister campus in the capital city of Maryland: Annapolis. The Santa Fe campus is actually located on the outskirts of Santa Fe and is surrounded by the stunning natural beauty of the southwestern United States.

St. John’s College Santa Fe Campus

The campus itself is comprised of a number of historic buildings, including the main administration building, which dates back to the early 20th century, and several smaller residential buildings that were built in the Spanish Colonial Revival style. The buildings are set among lush gardens and open spaces, creating a serene and peaceful atmosphere for students and visitors alike.

One of the most distinctive features of St. John’s College is its commitment to a “tutorial” mode of instruction, in which students engage in one-on-one discussions with their professors and participate in small, seminar-style classes. This approach to learning is designed to foster critical thinking and close engagement with the texts, and is a hallmark of the St. John’s College experience. Based on your potential interest in majors, I think this college may really speak to you since its curriculum dives into “The Great Books.”

In addition to its academic facilities, the campus of St. John’s College in Santa Fe also features several student life amenities, including a dining hall, a student lounge, and a library. The library is an important resource for students, and is home to a collection of over 50,000 volumes, including many of the Great Books that form the basis of the college’s curriculum.

Another view of St. John’s College Campus in Santa Fe, New Mexico.

The campus of St. John’s College is also surrounded by the rich cultural heritage of Santa Fe, with its many museums, art galleries, and historic landmarks. The city is known for its vibrant arts scene, and students at St. John’s College have access to a wide range of cultural events and activities, from classical music concerts to contemporary art exhibitions.

Santa Fe, New Mexico is known for some of America’s most distinctive architecture.

Overall, the campus of St. John’s College is a unique and inspiring place, offering a rich educational experience in a setting that is both intellectually stimulating and aesthetically pleasing. Whether you are a student, faculty member, or simply a visitor, you are sure to be impressed by the beauty and charm of this one-of-a-kind college. Learn more about undergraduate admissions to St. John’s College here.

Both of the state universities mentioned above are not only pretty – they are also relatively easy to get into. NMSU accepts roughly 57% of applicants while UNM accepts roughly 65% of applicants. St. John’s accepts a similar percentage of students but attracts a very small sub-set of applicants to begin with; let’s just say it has a far smaller appeal in today’s pre-professionally focused world of higher education. With that said, I love all of these colleges for the right student. While I know you are prioritizing beauty, at some point you may also want to consider cost of attendance and student life outside of the classroom as well. But, drumroll please…Here is my answer to your question: In my opinion, I think St. John’s College has the best campus for you because both the campus itself and its surroundings in Santa Fe are gorgeous. I’d probably rank NMSU second most beautiful campus and UNM third for beauty. Yet, really, they all are pretty easy on the eyes.

And, remember, beauty is in the eye of the beholder! Now that I’ve given my perspective, I strongly encourage you to take a road trip and see these three colleges for yourself, as I always say there is no such thing as a wasted college visit and you would always test drive a car before buying it so you should do the same with college you plan to invest your time and money into for the next four years of your life. Good luck.

The Birthrate Crisis, and How Colleges Should Respond

Posted on December 30, 2022 by Patrick O'Connor Leave a Comment

The biggest stumbling block in education research is its lack of replicability. In science, the same amount of vinegar plus the same amount of baking soda gives you the same result—and the same-sized result—no matter who does the experiment. But take someone else’s methods and teaching materials, implement them the exact same way the first experimenter did, and you will likely get nothing even close to the same result.

A happy exception to this “it’s never the same” rule occurred in the 90s, when a number of studies showed, time after time, there was a way to significantly improve student learning—and it had nothing to do with changing curriculum, retraining teachers, or extending the school day. This swath of studies showed, beyond a reasonable doubt, that the best way to improve student learning—especially in grades K-3—is to follow the magic recipe of 15 students or less with one teacher in one classroom. Do that, and great things happen.

What has happened to this rare pillar of education reform? Well, not much. Once the magic recipe was discovered, administrators scoffed at the idea of dropping class size that low. For that matter, so did taxpayers, who didn’t take long to realize that lower class size meant more classrooms and more teachers—and both cost more money. As a result, education has largely turned its back on this piece of magic, except for some not-so-clever administrators who believe they can keep 30 kids in one classroom with a teacher and an aide and still maintain the ratio.

Since all three parts must be honored, this would be like doubling the baking soda and eggs in a cookie recipe without increasing the amount of flour. You get something different, but you don’t get better cookies. The magic recipe failed on its promise to deliver because the people in charge of schools—administrators and taxpayers—decided the change wasn’t worth the cost, offering instead some sleight of hand with ratios that satisfied most everyone, largely because Americans really don’t understand mathematics.

The leaders of our higher education systems are on the verge of making a similar error, with far more serious consequences. It’s no secret that the birthrate in the US declined about 20 years ago, and is headed for a serious nose dive of the number of high school graduates in about 2025. Since this isn’t exactly new news, one would think colleges would be looking at these numbers and saying something like “Fewer high school graduates means fewer college freshmen. What should we do about it?”

Like the K-12 class size issue, the answer here is pretty easy. No every high school senior goes to college right after high school, so there’s plenty of room to increase the number of college-bound seniors, and still maintain strong college enrollments. The trick here lies in talking to students who don’t see college as part of their futures, and getting them to change their minds. If every high school student already went straight to college, this couldn’t be done; but that just isn’t the case.

As is often the case with answers that appear easy, this one has at least one major snag. A very close read of most college recruiting literature shows it’s based on one big assumption; the student or family reading the literature is already convinced a four-year college is the answer for them, and they now simply need to sort out which ones they’ll consider. They know about testing and application essays and degree requirements and different application deadlines, so it isn’t a question of “If College”. It’s a question of “What College”.

Any student unsure about the benefits of four-year colleges would look at this admissions information and feel like they’ve walked into the middle of a three-hour movie; they know they have some catching up to do, but no one seems to want to help them, since they’re too busy watching the movie themselves. Given that mindset, you’d think most colleges—especially those that experienced freshman enrollment declines of up to 40 percent during COVID—would move heaven and earth to make sure they don’t end up as losers in the birthrate lottery. A few new pamphlets, a different kind of open house, a new video or two, and a little admissions training, and you’re all set.

To date, that has not been the response of the higher education community. Senior admissions officials tell me the general overall response has been to double down on an admissions strategy that includes making their institution the best choice, a strategy that turns what could be a bona fide effort at expanding college access into a zero-sum game. This approach seems to glean support from the national papers who have always covered college admissions like there are only 25 colleges in the country. The more “Ivies Report Record Application” stories they print, the more they feed the attitude that asks the question “Enrollment problem? What enrollment problem?”

The real irony here is that the creation of a “Why College?” campaign for students new to the idea is fairly affordable and relatively easy. Colleges that have like-minded missions and student bodies tend to be in the same athletic league. Imagine what could happen if all colleges in one league pitched in a couple of admissions officers and a modest amount of cash to create, for example, The Big Ten Guide to the Benefits of College. Since the goal of the campaign is informational, this wouldn’t constitute monopoly-building, and could even be overseen by the US Department of Education, which has a vested interest in making sure the college market doesn’t shrink.

The magic recipe of 15 students didn’t generate the results it was capable of for one reason—in the end, most people didn’t really care about fixing the problem. The difference with the birthrate decline is that a lack of students means more than a few colleges will wither, or even die. That would be a shame, but the only way to get something different is to do something different. Are colleges wise enough to realize this, and innovate?

To The Media: End the College Application Nightmare Stories

Posted on August 3, 2021 by Patrick O'Connor Leave a Comment

It figures that August 1 landed on a Sunday this year. What used to be just another beach day took on special significance a few years ago, when Common Application chose August 1 to launch its updates for the coming school year. It’s exciting to be sure, but with a hint of melancholy, as a few overly enthusiastic parents use the occasion to tell their high school seniors “Summer’s over”, while the seniors meekly head towards the nearest computer, even on a weekend, muttering “But what if I don’t want it to be?”

Happily, more than a few colleges agree with the seniors. While there was a stream—OK, a torrent—of colleges Twittering students on Sunday to hurry up and apply, more than a few colleges said “Start today if you want to, but our deadline isn’t until January. Take your time.” I had planned on thanking each of those colleges for posting such a message in the face of application mania. I’m pleased to say there were too many to do so.

But this is just the start, and here’s hoping more colleges get on board. The last two years of schooling have left this year’s seniors in pretty bad shape. Day after day of waking up to find out if school is in person, online, both, or neither may have left them flexible, but it has also left them exhausted. Students who fit every element of one (and certainly not the only) likely college-bound profile—from the suburbs, in a college prep curriculum, with two well-off parents who went to college—are saying out loud they just don’t think applying to college is worth the hassle. That’s not because of the Delta rebound; it’s because their last couple of years of school have left them unsure of themselves and their ability to control their destiny. Since any college admissions rep will tell you the key to a successful application is to let the student drive the bus, this is a huge problem.

Part of the solution lies with us. August is peach and melon season in Michigan, a time when very rational people who never eat fruit feel a swelling in their taste buds that can only be satiated by interaction with produce that is truly a little slice of heaven.

This same thirst wells up in the media every August, but it isn’t for fruit—it’s for stories about the confusing, terrifying, uncertain world of college admissions. With a new crop of high school seniors every year, journalists eagerly seize on their newness to college admissions, highlighting profiles of bright young people who find themselves flummoxed over how to apply to college, and when to apply to college. Curiously, these stories rarely display a student’s confusion over where to apply to college, since the media only covers students who are considering the same 25 colleges ever year that admit about 5 percent of their applicant pool. “She’s a National Honor Society president, but she can’t get her arms around Yale’s application.” Of course, these same students would be equally baffled by using a plumber’s wrench for the first time, and they easily get the hang of this college thing two weeks into the process. But apparently, that’s not the point. The very first time they do something new, they don’t completely understand it. My goodness.

The impact of this approach to college application coverage can’t be understated. Thousands of students have already had to give up most of their summers at the insistence of parents who have caught the angst early, eager to make sure that college essay sparkles, unaware that the number one cause of weak essays isn’t underwriting, but overwriting.

Parents who haven’t been on their seniors about college since Father’s Day read these August articles and panic, fearing their child is now “behind”. They plop their senior in front of a computer screen and tell them they can’t come out until an application is finished—for a college that doesn’t even start reading applications until January 10.

Parents whose children really understand themselves, and had no intention of applying to these schools, now feel their child is “losing out” on something, and suddenly insist that an application or two to the Big 25 is a good idea, “just to see what happens”, even though their student is well aware of what will happen.

This brand of media attention has never served high school seniors well, and it’s likely to make matters even worse for this year’s seniors, who are looking to gain their footing after two years of scholastic uncertainty. In the interest of their well being—or, to use a phrase that is on the verge of becoming unimportant due to its overuse, their mental health—how about a few less media stories on the impossibility of getting into college and its excessive expense, and a few more stories about the 75% or so of colleges who admit more than 50% of their applicants, and the many colleges who are forgiving institutionally-based student loans? Could the media finally discover the urban and rural colleges whose buildings have not a hint of ivy that are turning around the lives of students who didn’t have the opportunity to take 7 AP classes in high school, students who are shining academically? How about the students who are making community college work, earning a degree that costs less from start to finish than one year of Harvard, all while the students typically work about 30 hours a week?

It’s certainly true many people turn to the media to read stories that will fuel their dreams—that’s why so many people follow the Olympics, and replay the video of the woman who was reunited with her dog after two years. But stories about the uncertainty of the college selection process don’t feed students’ sense of the possible; they nourish their nightmares. They’ve had enough of that these past two years, and may be headed for more. The best thing the press can do for them, and for our society, is to admit there are more than 25 good colleges in this country, and wake the students to a better vision of how to apply to college, other than run a gauntlet that, at the end of the day, is largely of the media’s own making.

What Needs to Change in College Admissions

Posted on June 3, 2021 by Patrick O'Connor 1 Comment

The ups and downs of the quarantine gave college admissions officers and school counselors a taste of application life to come, as the birth rate for high school graduates continues to slide, and the need to develop new approaches to recruit students increases. As the profession continues to try and improve college access, and knowing that small differences can make a big difference, here are some considerations for both sides of the desk to ponder this summer over a well-deserved glass of lemonade:

Colleges—move your deadline dates. November 1 (early applications), January 1 (regular applications), and May 1 (many deposits) are all big dates in the college application world—and they all fell on a Sunday or a holiday this year. I don’t understand this, since the admissions offices weren’t open, and the vast majority of high school seniors had no access to counselors or other application helpers the day of and before the deadlines.

This needs to change. Yes, students need to be responsible, and should learn to plan ahead—but perhaps that lesson is better applied to deadlines for things they’ve done before (like papers), not with things they are doing for the first time (like applying to college). The first Tuesday in November, the second Tuesday in January, and the first Tuesday in May would solve this problem nicely, increasing the quality and quantity of applications to boot. Georgia Tech made the move, and they get kaboodles of applications. It’s an easy, but important, change.

High Schools—stop working holidays. Moving the January 1 deadline to a date when high schools are in session is also overdue for school counselors, who have taken a serious shellacking this year with all the student mental health issues arising from COVID. School counselors have always been overworked, but never able to use the December holidays to recover, since they were expected to help their students make January 1 college deadlines.

It’s time to take a stand. Assuming the colleges move their deadlines, counselors need to learn to let go. Send a note to all senior families early in November, letting them know your vacation is—well, a vacation. If you really can’t let go of your students for that long—or if the colleges unwisely cling to January 1– set two days of vacation for online office hours, and take a breath all the other days. You have mastered online office hours this year. Let them be your friend.

Colleges—keep innovating. One (and perhaps the only) upside of the quarantine was the ability of college admissions offices to adapt major chunks of their traditional approach to recruitment. Test optional, drive-thru tours, and online high school visits suggested it might be OK for everyone to get their hopes up, that some real college admissions reform was in the air.

Yes. Well.

In a post-vaccine world, we see more signs of returning to “normal” than creating new normal. Reinventing the entire admissions process is no easy feat, to be sure, but how hard might it be for admissions offices to spend half a day this summer doing “What ifs” to one part of the application process? Do that for five years, and you have a new admissions paradigm, and a more accessible one—the thing you say you keep wanting.

High schools— mental health and college access aren’t either/or. I will legitimately blow my top if I read one more post from a high school counselor insisting that the increase in COVID-related mental health needs makes it impossible to do any effective college counseling.

School counseling as a profession has long been showing a mental health bias at the expense of quality college counseling, and this year just seems to have widened the gap. Counselor training programs plant the seeds of this bias— training programs devote about 7 classes to mental health training, and none to college counseling—and all of this must stop, if only because the dichotomy is a false one.

Discouraged, depressed high school students light up like a hilltop church on Christmas Eve when I tell them college gives them a fresh start to life and learning, proof enough that college counseling affects mental health. That, plus the American School Counselor Association says college counseling is part of the job. Counselors truly are overworked, so they can’t do everything they want in any part of counseling. That said, college can still be part of a key to a better self. More counselors need to see that, and act on it.

Everyone—stop beating up on the Ivies. The Ivies and their equally tough-to-get-into institutions largely decided to go test optional this year. For some reason, this gave a lot of students with B averages the hope that they too could pahk the cah in the yahd, now that they didn’t have to reveal their test scores.

So—more students applied to the Ivies this year than last year. The Ivies didn’t admit more students this year than last year. That means their admit rate had to go down, and more students were denied.

That isn’t news—it’s math. And if you want to blame the Ivies for encouraging students to apply who didn’t really stand a chance of getting in, you’re going to need to make a thousand more jackets for that club. If you think the Ivies take too few Pell-eligible students, say that. If you think they admit too many legacies, stay that. But don’t beat them up for proving the laws of basic ratios. Any other college in their shoes would have to do the same thing. (Besides, it’s the national media who has left our society with the impression that there are only 25 colleges in America.)

Everyone—about Kiddos. It’s no secret that college is largely a time of youth, especially with the expansion of adolescence into the early twenties and beyond. But college is also a time to help young people embrace the opportunities of adulthood, skills and attitudes that sometimes require setting the desires of self to one side.

This goal would be more easily achieved if we saw students—and if they saw themselves– as capable of embracing a larger sense of self by referring to them as students, not Kiddos. They don’t need to grow up in a hurry or, with the right kind of help, succumb to the media images of college choice as a high stakes pressure cooker. But they also need something more than just a pat on the head and a verbal affirmation that’s the equivalent of a lollipop. Let’s try calling them students.

College Admissions and the Eyes of a Child

Posted on April 14, 2021 by Patrick O'Connor Leave a Comment

There were only eight in the box, but Billy didn’t see it that way. To him there wasn’t anything he couldn’t draw. Especially anything red. Shoes. Birds. Strawberries. Even dogs. Look at it the right way, and anything could be red.

Mrs. Struthers understood that, and loved to see Billy in class every day. Together, they discovered all kinds of things that turned out to be red. As the year went on, Mrs. Struthers showed Billy how many other things were a mix of red and one of the other colors in his box of crayons. By May, Billy was working with just green, and just yellow, and just about every other color. But once kindergarten was over, it was the red crayon that had been worn down to a stub.

Coloring somehow became both less important and more important as school went on. By second grade, the box had grown from eight to twenty-four, but there was less time to color in school. Billy had rearranged the box to keep his favorite eight colors together, in the front row.

During one of those rare times drawing was allowed, Billy was relishing the chance to draw another cardinal, when Mr. Tyler walked by his desk.

“Cardinals aren’t really red, you know” he said.

Billy kept drawing, and looked up. “What do you mean?”

“They’re actually their own color. Cardinal red. You have that in your box. It’s in the top row of colors.”

Mr. Tyler walked away. Billy kept drawing with red.

The last time Billy saw a box of crayons in school was fourth grade, when the box had grown to 64. Billy had no idea what to do with a crayon named Salmon—wasn’t that a fish?—and the two named Yellow Orange and Orange Yellow looked exactly the same. Why take up space with two crayons of the same color? Billy brought his box of eight crayons from home. The red was getting very small.

There wasn’t time for coloring again until eighth grade, when Billy took an art class in middle school. The crayons had been replaced with pastels that were thicker, and moved across the paper differently than crayons. Suddenly, Billy’s crisply drawn cardinals were fuzzy, and smeared, and looked a little more like smushed raspberries. Billy waited until the end of class to ask his teacher about this, and how could he draw crisp cardinals with pastels.

The teacher frowned. “We didn’t draw cardinals today” she said, “we were drawing mosaics. Did you draw mosaics?”

Billy put his head down. After school, he took his crayons home, and put them in the back of a desk drawer.

The counselor opened up the file on his lap and smiled. “The career tests suggest you have an exceptional talent for art. Have you considered a career in graphic arts?”

The student across from him stared at his blank phone screen.

“Billy, did you hear me?”

“Yeah” Billy said, not looking up.

“Your records say you haven’t taken an art course since eighth grade. There’s room for one in your schedule next year as a senior. What do you say?”

Billy’s eyes were frozen on the ground.

“Mrs. Jefferson is a great art teacher. She taught me how to cross hatch. Have you ever tried that?”

The counselor pulled out a blank piece of paper, and opened the top drawer of his desk. It was filled with crayons.

The squeak of the drawer made Billy look up. “They’re all green” he said.

“Yeah” the counselor chuckled, “I had this thing for green crayons when I was a kid, and it’s stuck with me all these years. I had a couple of teachers try and talk me out of it, but when you love something, you just stick with it, you know?”

Billy looked away for a minute, then pulled out what looked like a pack of cigarettes from his pocket.

“Uh, Billy—” the counselor said.

Billy flipped open the top of the box, revealing a dozen crayons of different heights. All red.

“Do they teach art in college?”

Making a Calm College Decision

Posted on March 22, 2020 by Patrick O'Connor Leave a Comment

This is typically the week many high school seniors are a little tense about their college plans. The last few colleges are sending out decisions this week, and they tend to be the colleges where the admit rates are a little less than getting struck by lightning, so the hopes are high, while the odds remain low.

Now that the big week is finally here, here’s a quick list of things you should focus on to make a quality decision for life after high school:

What you do with the college experience matters more than where you go. Most counselors save this advice for the end of articles like this, but these are unusual times. Chances are, if you’ve applied to a highly selective school, you have what it takes to do well there—it’s just that the college runs out of room before they run out of great applicants. This means that the talents, habits, interests, and way you look at the world has prepared you to do great things wherever you go. The college you attend won’t automatically make you a success; that will still be up to you. So your future will still be in your hands, no matter what the colleges have to say this week.

It looks like another record breaking year. There are fewer students graduating from high school this year, but that isn’t keeping many colleges from seeing new highs in applications—and some that are seeing declines are still admitting less than 20 percent of their applicants. Combined with an increase in the number of students many colleges took through early action and early decision plans, that leaves precious few seats to give out this week.

Yes, No, or Maybe, read the entire letter. A student I am close to—OK, it’s my son—was so happy to read he was admitted to his first choice school he didn’t bother to read page 2 of the acceptance letter. I did, and it’s a good thing, since it included information on the merit scholarship that made his attendance their possible. Other yes letters have information about when deposits are due, and those are important as well.

Letters that waitlist you are even more important to read, since staying on the list may require you to do something—email, send back a card, update your application—by a specific date. Even the letters of denial could give you information about transfer options that may now come into play. So read the letter from start to finish, and have a parent do the same.

Read, and update, your financial aid information. There’s a good chance all your colleges are going to be sending financial aid packages this week. These are based on the financial aid information you gave them two months ago, when the world was a quiet place, before the stock market lost 30 percent of its value—and possibly before you or your parents lost their job.

The only way a college will know your financial picture has changed is if you tell them, and this is college—so it’s not time to be shy. Pick up the phone, call financial aid, tell them your new story, and be ready to send supporting documents. You’re this close to making the dream real. Keep working.

File financial aid for the first time. It’s certainly true most colleges have given all their aid away to students who applied for it in February, but many of those students turn down packages, or go to a different school. If you now need help paying for college, get the forms in yesterday—check the college’s website to find out all the forms they need, and where you should send them. Calling to ask is an even better idea.

Ask for an extension to the May 1 deposit. Many colleges understand that this spring isn’t exactly normal, which is why they are moving their deposit deadlines to June 1 or later. If your college isn’t doing that, you can still call and request an extension for personal reasons. They might say no, but the only way they say yes is because you ask—kind of like the only way they admitted you is because you applied. Make. The. Call.

Apply to more colleges. Except for the Top 50, every college in this country is still taking applications for fall admission—and, as mentioned before, some will still have financial aid to offer you. If you’re looking at changing your college plans due to all the changes in the world, lots of colleges are eager to hear from you for the first time…

Consider transferring …and thanks to some pretty strong transfer options, you could still end up graduating from your dream school, even if you can’t start there. The best way to plan a transfer is to call the college where you want to finish, and ask about transfer options. Building the plan from the end means you know where to start, and what classes are best to take to minimize the credits you’ll lose when you make the shift. Ask for transfer admissions when you call.

Talk to your counselor. One upside of all of this is that counselors now have more time than ever to talk college with you, since they don’t have to do lunch duty. I know, I know—they have 8,000 students on their caseload, and they might not know you well. They will once you tell them who you are, and what you need—and that window is now more wide open than ever before. Most schools have sent students direction on how to reach out to counselors. As is the case with most things in life, what you do with that information is now up to you.

Remembering Tom Weede, and Calling on the Next Tom Weedes

Posted on July 16, 2019 by Patrick O'Connor 5 Comments

I could tell this was not going to be a typical meeting with a college representative. He walked into my office with absolutely no hurry, as if this was all he had to do all day, and talked about his school from the heart, not from a memory-committed checklist of things someone else told him to say. When I asked questions, he left a space between when I stopped talking, and when he started his answer, never once referring me to the school’s website, or the college catalog. This was clearly a guy who knew his school as well as he knew his middle name.

It was also notable that he didn’t talk about his school in some theoretical abstract. We do that a lot in college admissions, where we talk about a college in the third person, like it’s some kind of god. He mostly talked about the students at his school, what they were doing, what they liked about being there. He knew that’s what makes the college experience work for a student—who you go to school with. He wasn’t going to waste my time reciting scores and rankings, because Rugg’s could tell me about scores, and rankings were, well, pretty pointless. If you have time to talk with someone face-to-face, the conversation should be a giving of self, not of data, and that meant talking about things that mattered. What matters most in college is the students.

After he said everything he thought I should know, he got up and gave me his card. As I recall, he said something about how he’d like to hear from me, but the university had made it kind of hard to get hold of him, with a student aide and a secretary standing between him and every incoming call, but he urged me to persist. After he’d left, I read his card, and realized I’d just spent forty-five minutes talking to a Director of Admissions who had made a cold call to my high school.

That was my introduction to Tom Weede, who passed on earlier this month, leaving this world and our profession all the poorer. The outpouring of loss has come from all circles of our field, and it all contains one common message; Tom was the rare person who not only felt you mattered; he made sure you knew you mattered. He trusted you with his opinion, and trusted that you would step up and let him know how you felt in turn, even if you saw things differently. His advocacy in the profession was focused on students, and when he engaged you in conversation, you felt, as George Bailey once said, that he knew you all the way to your back collar button.

Tom’s come to mind quite a bit this summer, and not just because of his passing. I’ve been besieged by a number of students and parents flooding my office with requests to make college plans, and they’re all ninth and tenth graders. One father called and insisted he had to meet with me right away, since his son was a junior, and had no college plans at all. The student’s name wasn’t familiar to me, so I looked him up. Turns out he was a sophomore, but since his father called the day after school was over, calling his son a junior made things sound more important, I guess.

That’s the kind of month it’s been. One parent wants to meet to talk about “college strategy,” another one is convinced his ninth grader’s chances at graduate school are already shot because the student has no plans for this summer. It’s easy enough to get caught up in the mania the media is peddling as college readiness, but it’s never hit the ninth and tenth graders like this before. Worse, it seems to be hitting their parents, and too many of them are succumbing to the herd mentality of college angst, abandoning their post as sentinels of their children’s youth.

If there’s any remedy to this, I’d like to think it’s the calm, listening voice of the Tom Weedes that are still with us. Tom did most of his preaching to admissions officers, and none of us were smart enough to ever ask him if he’d thought about saying this to kids and families. Since similar voices are doing the same thing, it’s time to ask them to broaden their scope, before SAT flash cards become the in gift for bar mitzvahs.

Voices like Ken Anselment, Heath Einstein, and Tamara Siler do a very nice job of reminding colleagues that that the college selection process is all about the kids. What’s needed now is for them to share their insights with a larger audience, giving kids permission to be kids. It would be a great way to honor Tom’s memory. Better still, it would be the right thing to do for our world.