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by Mark Hofer Mark Hofer No Comments

Holistic Applications

As some schools attempt to move away from a highly metrics-only evaluation of applicants to a more holistic assessment, students are challenged to provide a clear, concise, and cogent view of their character and academic potential in different ways. How can students provide this evidence—and where can it be presented most effectively?

The main criteria for admissions evaluations still focuses on weighted GPA and evidence for being a curious, self-driven learner who is also inquisitive about the world; however, a holistic review also looks for the candidate who can authentically reflect, has taken an active participation in multiple communities, sought additional or unique experiences, and is well-rounded in their perspectives, interests, and pursuits.

A student’s weighted GPA is paramount, and thoughtful recommendations are very significant, as are well written and supported essays. But school representatives often note that two common attributes of the strongest and most successful applications are consistency and uniqueness. Does the entire application appear to support the same person? Are strong attributes and characteristics consistently highlighted, and do examples from essays, recommendations, and extracurricular activities correlate and support each another? And, what separates this student from all the other highly qualified students and the sea of sameness?

Providing evidence to address these questions will make an application more powerful and effective.

Some schools fervently promote the use of a holistic view in application evaluations, but what does that mean, and how can students effectively provide the information representatives want to see? How can students create consistency and provide evidence that evaluators are looking for in an application?

There are three main places that an applicate can highlight and support qualities with examples and qualifications:

  • Essays
  • Recommendations
  • The Activity List

These three sections offer extraordinary opportunities. When all three components resonate the same message and story, it is a force multiplier and is more powerful than the sum of the individual statement. Again, consistency is essential and very powerful in holistic evaluations.

Highlighting the same information multiple times, in different ways, supported by different sources is much more effective than sharing it once. Research at Yale University shows that multiple, multifaceted presentations of information will help to fill in information gaps, increases understanding, and promotes empathy. Marketing leverages a communications suggestion that a person needs to hear the same message seven times before they really pay attention to it. While a college applicant may not be able to provide seven points of reference in their application, two or three repetitions from different perspectives will dramatically influence the probability that a characteristic, trait, or behavior associated with college readiness will be remembered by the evaluator.

Consistency is critical. A similar and supporting statement outlined in multiple ways and provided from diverse sources is invaluable. Consistent statements that help support and provided evidence of a student’s character and behaviors are invaluable. While a student can provide relevant examples for their “good leadership skills” a recommending teacher can provide specific examples they have personally observed when the applicant practices and employed “good leadership skills.” In addition, the Activities List is another place to provide supporting evidence of statements. It is much more powerful and effective to “show” (through supporting examples) rather than just “tell” the evaluator that “I am a leader.”

How do you increase consistency over the breadth of your application? Intentionally, thoughtfully, and strategically align your essays, recommendations, and school list information so they resonate with each other.  Be intentional and align your messaging and examples in all areas.

Essays –

Schools look for many things—some you provide on purpose, some you unknowingly provide—in your essay. Your essay theme, the vocabulary you use, tone, examples, references, maturity, and perception of yourself, are all clearly represented in your essays. Take the time to be intentional about what you write and how you write it. This includes providing information that you want to stress to evaluators, then highlight these same things in your Activities List and ask teachers to note them in their recommendations by providing a thoughtful and intentional Brag Sheet. (see below)

Choose those personal character traits and how you perceive yourself, other people, and the world around you very intentionally. Your essay theme is an important vehicle, but the theme is only a vehicle. Identify what you want the evaluator to know about you and then build a story using a theme that can effectively convey that information, thoughtfully and purposefully.

Recommendations –

Schools look for supporting examples and substantive corroboration of your character through the recommendations your teachers provide. If their recommendations mirror and reinforce your stories and information (essays and activities list) evaluators will be more likely to remember—and believe—those traits and behaviors. In addition, teacher recommendations provide another perspective of your college readiness, potential, and authenticity…especially if your recommenders have known you for multiple years and in different classes and/or social settings.

But how do teachers know what you are going to write about in your essay or list in your activities list?

YOU TELL THEM!

On our podcast, Anna Ren and I talk about the power of the Brag Sheet, and how to provide information for your recommenders to highlight. We outline and discuss four main ways your Brag Sheet can help you help your recommenders support you. Please know that teachers want to make the most of their time and be able to support you as effectively as possible. Help them, help you!

The information that you provide in your Brag Sheet will help teachers highlight, confirm, and provide a different and supporting perspective for information you outline in your essays and activities list. Be sure to provide teachers with a minimum of:

  • Your Activities List –
    • This provides specific and accurate information about how you spend your time and what kind of activities are most important to you. Teachers can use this as a guide to make specific references and provide current and accurate examples.
  • Why you are going to college and What you want to learn/study –
    • If a teacher can reference your specific intentions and mirror your statements in other parts of your application (usually essays), that will provide credence for your first-person statements about your academic, professional, and personal goals.
  • Your character traits and strengths –
    • This is not a time to be humble. What do you do well and what are those characteristics you will be highlighting in essays (leadership, tenacity, courage, curiosity) and are also represented and supported by your Activities List?
  • What you would like teachers to stress –
    • This is also not a place to be humble. Be very specific about information that will be highlighted in your essays and activities list. If appropriate, describe a specific event or experience you will be referencing in your essays that the teacher may/may not be aware of. Give your teachers a chance to make you shine and make the most of their time in writing an outstanding and powerful recommendation for you.

Choose your recommenders carefully. For example, many coaches are also teachers. A coach/teacher who can speak to your maturation and evolution as an athlete, student, and leader over four years is a golden opportunity for a powerful and effective recommendation letter. Think about those teachers who know you best and in as many settings as possible—including academics, sports, arts, and as an active part of your community.

If you have an opportunity to submit an additional recommendation, it is best to capitalize on that opportunity and ask for a recommendation from a third (non-academic) recommender. That person may be able to provide additional and important references and examples that will buoy statements about your character and academic/professional intentions. Having an external reference can greatly increase a holistic view of who you are and what makes you tick.

Activities List –

Some college representatives/evaluators openly acknowledge they like to read the activity list entries more than any other section of the application. Why? The activities list can say a lot about the applicant by how items are presented, the order activities are listed, what information is highlighted for specific activities, the breadth of curiosity and courage to try new things, which activities an applicant identifies as most important to them, and what they think colleges want to see and hear. Again, evaluators are gathering information about who you are and how you think as much as they are about what you have done.

Above all, take time to reflect and identify your greatest character strengths and specific examples that highlight those specific strengths, character traits, and behaviors. You only have 150 characters—make every character count.

Your list of activities also provides a timeline and evidence for how you have chosen to spend your time during high school. Evaluators can cross-reference the statements in your essays and recommendations to see if your statements are also supported by the activities you list and the amount of time you have devoted to each. Your list also provides evidence for the number of activities you have tried and how much time you have spent on each, as well as your role and responsibilities in those activities. Then they can examine your level of participation, the duration you have participated, and if you have actively pursued increasing roles of responsibility as a participant…or leader.

For example:

  • Don’t just tell… “I am a leader”…but show
    • “As a junior class ASB treasurer I gathered peers together to conduct three projects that raised over $10,000 for 5 local community organizations including X, Y, and Z.”
  • Don’t just tell… “I am passionate about politics and civic engagement”…but show
    • “During the past 4 political mid-term and two presidential cycles I have volunteered for 6 campaigns and have been placed in roles of greater responsibility including X, Y, and Z.”
  • Don’t just tell… “Cross country runner”…but show
    • “Varsity & JV runner; lead league in 9th/10th; recruited 19 new runners, current co-captain; 3rdat state championships (2021) & invited to 2022 Nike Nat’l XC Invitational”

As more schools are overwhelmed by applications, finding a way to separate yourself from “the sea of sameness” is becoming increasingly important in the application evaluations process. Take the time to look at your application components as an intentional, thoughtful, and cohesive singular statement. Create a powerful and effective holistic application by highlighting your unique character and experiences through different perspectives and evidence from multiple views and sources.

by Mark Hofer Mark Hofer No Comments

I Did vs. I Can’t

One student wrote, “I couldn’t do anything.”

Another student said, “I did this,” and quickly outlined five things they made and did over the last year, enthusiastically adding details about what they learned in the process.

Which student do you think was accepted to more colleges and provided more financial aid?

The year of 2020 – 2021 was a year of challenges and hopefully many changes in perspective. I have worked with teens for over twenty-five years, and they are my continuous and highly vocal barometer of social trends, the incoming cultural perspective, parenting standards, and fervent offerings of the current “song of my generation” – Pursuit of Happiness by Kid Cudi, seriously? Teens are amazing, when they want to be. I have witnessed this often. However, this past year has provided teens (and parents) with a blatant choice to seize this odd period and seek out treasure—or gravitate towards the human default statement: “I can’t.” 

I have seen more teens flush more time down the toilet in the past year because of one thing—apathy. While NetFlix and Forge of Empires are definitely part of the equation, apathy is the driving variable. In its most basic definition, apathy is the mental default to laziness and pessimism. Conversely, I have seen an equal number of students discover more about “learning more with less” than ever before. More than ever—and now buoyed by the evidence I have witnessed this past year—it is clear that the “apathy vs. intellectual resourcefulness” behavior is not genetic; it is learned.

While Carol Dweck opened the conversation about growth-mindset, I think there is much more value in helping students develop curiosity and gumption…and embrace a good failure now and again. Failure can be solid evidence for the pursuit of a worthy challenge, and gumption. One good failure is much better than a year of “I couldn’t.” Fail forward. Communicate learning and growth. Dare to look and be foolish.

I don’t like to frame everything for teens around college applications, or even education. That only diminishes self-driven and curious learners who later become thoughtful and intentional voters. However, I take great joy in helping students showcase their character, skills, interests, and talents in pursuit of higher education and financial support. And while colleges require evidence for academic challenge and metrics of success, good schools increasingly value and reward curiosity, gumption, and even failure. 

Most college admissions representatives are authentically open about what they look for in applicants and applications. While they admit being held hostage to metrics such as GPA and test scores, the best of them will openly admit they are human. They want to find a diamond. They want to champion the underdog. And they admit, a student who “did something” gains more empathy than one who “couldn’t do anything” every time. A student who can clearly and convincingly communicate what they learned when failing to create a sourdough bake bread starter, building a loom, creating a YouTube channel, starting an Etsy business, taking the free Harvard CS50 class online, or toilet training their cat, is going to gain more empathy and support in the evaluation and admission process than a student who announces, unapologetically, “I couldn’t do anything.” Carpe diem.

For those who want to be a student who says “I did,” or help support one:

by Mark Hofer Mark Hofer No Comments

School Culture?

Who creates a school’s culture? Given that the first tenet of modern psychology is: “Human behavior is consistent and predictable,” school culture has traditionally been created through decades of consistently modeled student behaviors. But what happens when culture cannot be observed or modeled?

“We seldom realize, for example, that our most private thoughts and emotions are not actually our own. For we think in terms of languages and images which we did not invent, but which were given to us by society.” — Alan W. Watts

High school and college administrators recognize there is an opportunity to create an entirely new school culture every four years. Administration can strategically guide and encourage the behaviors of entering freshman who will be role models for the next year’s class. Rinse and repeat for three years and you can develop a new school culture. But what if upper classmen are not present to model the accepted, promoted, and perpetuated cultural norms?

“Cultures grow on the vine of tradition.”– Jonah Goldberg

Here’s a thought: What if schools are unable to open in 2021? Given the current trends, this is not inconceivable—actually, it is more probable each day. But what would that situation look like and what kind of impact would it have on school culture?

A majority of this year’s college freshman will not “go” to college. They are experiencing college academics virtually, without any exposure to campus culture or traditions. In addition, last year’s freshman were on campus for six months or less. That wasn’t enough time to find the best grilled cheese sandwiches and gelato, yet alone learn why a class starting before 8:00 a.m. is a rookie mistake. For all intents and purposes, in September of 2021, half of all college students will have no personal experience with the culture of the school they have “attended” for two years. In addition, upper classmen will have been absent from the campus for two years and clueless about what upper classmen are supposed to do, because they haven’t had anyone model those behaviors for them. Then—hopefully— there will be a full reboot of colleges and universities in September of 2022.

“If you always do what you always did, you will always get what you always got.”
— Albert Einstein

In 2022, three years of students—freshman, sophomores, and juniors—may join seniors on campuses. However, many seniors will have been absent from campus for two years and be completely unpracticed in modeling the ways of the school and its culture. Juniors were only on campus for six months, and then away from the school for two years. And freshman and sophomores will be completely ignorant about the school’s culture. Also keep in mind that most sophomores and freshmen never even visited their school for a campus tour during COVID. What do you call this? An opportunity.

“Two roads diverged in a wood, and I took the one less traveled by and that has made all the difference.” — Robert Frost

Never before have students had such an opportunity to develop the culture of their schools. This cultivation will be happening at nearly three thousand schools across the United States—and in other countries. Untangled and freed from the shackles of tradition and circumstance, the question is…who creates a school’s culture? Who will lead? Administration? Professors? Students?

“The best way to predict the future is to invent it.” — Alan Kay

by Mark Hofer Mark Hofer No Comments

Commencement for 2020

Congratulations, you have graduated. Your academic achievements are documented and you have attained a level of understanding and mastery that is recognized…by someone. Your parents are thrilled. Your relatives are impressed. You, however, are confused. What about graduation? Where is the party? Where are the jobs you were promised?

After years in academic isolation and having only to focus on the next test, paper, project, party, or quiz, you are now free to roam about life as you please. That is, if you can find a job. If you can pay rent, bills, and be able to put food on the table—the world is now your oyster. Carpe diem.

But wait, what about these student loans: numbers that seemed so inconsequential four and a half years ago and were associated with words such as subsidized and unsubsidized, compound interest, and accruing. Surely the stock market will continue to grow and the economy soar, it has for as long as you can remember, right? Why would anything change? But then, everything changed. In one month—everything changed. 

No last semester. No graduation, celebrations, or good-byes to professors, friends, and fellow graduates. Internships and jobs just disappeared. But loans don’t care, and they don’t disappear. Why didn’t someone tell you about all these loans? Sure they talked about minimizing student loan debt. Sure they mentioned that any debt accrued translates into a lifestyle assumed. But why would you listen? These issues were four and a half years in the future and everyone appeared to be making six figures the day after graduation. And then, they weren’t.

When your path to adulthood only knows a strong economy and increasing prosperity, it is hard to imagine anything different. How can you be expected to prepare for something you have never experienced? Is this why your grandparents save twist ties, reuse tea bags, save containers, reuse everything, and seem to actually know thier neighbors? Now, after months of shelter in place, mandatory masks, and a very unsure future—old people’s strange habits are starting to make sense.

There were financial recessions in 1981, 1991, 2001, again in 2008, and now in 2020. Any card-counting gambler would suggest there is a trend. One might argue that this recession was caused by unprecedented forces, but so were the dot-com bubble, and the mortgage and financial crisis. The point is, recessions happen, and we should train our children to prepare for them. But humans are shamelessly optimistic to a fault and want to believe in an endless parade of unicorns. This, unfortunately, has not prepared our 2020 graduates for the current perfect storm—a 25% increase in the cost of college since the 2008 recession, an average student loan debt of over $35,000, and an unemployment rate steadily climbing above 15% as they received their diplomas.

As an educational planner I see this current situation as an opportunity to do something valuable as we recover from the impacts of COVID-19. As a nation we can hit the reset button and reflect on how we value education and its relationship to college debt. Are we doing our children a favor by pushing them into increasing levels of obscene debt, or worse, are parents taking on a financial burden that is unsustainable? 

I leverage two simple questions when I work with students and their families as we identify the best possible college for them. Why? and What?—Why do you want to go to college? and What do you want to learn or do while you are there? Is your goal to take on huge debt and graduate with a degree that you probably won’t use from a college that is known to everyone? By the debt levels of 2020 graduates and their families, you would think this was paramount. But with history as a guide and prudence to harness the unicorns, we can do better. We have to do better.

Be a bad cop, a benevolent dictator, the devil’s advocate. Have “the talk” with your teens about compounding interest, and that debt dictates your lifestyle. Rein in the butterflies and rainbows just a little bit. Explain the pay-offs to studying and well-used time, and model those habits. As an educator I can tell you, teens are incredibly observant, even if you don’t see it. Confidently explain to teens that they can be exposed to the same information at almost every college or university, but how they choose to understand and use that information is up to them. Information is tuition blind. And most importantly, explain the value in preparing for a rainy day and making appropriate choices now, because the recession of 2030 is coming.

by Mark Hofer Mark Hofer No Comments

Professing vs. Teaching

As an educational planner I work with teens who are contemplating their next important academic and life step, college. We work diligently—sometimes for years—to identify the college experience they want and the types of programs and opportunities they hope to experience. Much of our time is spent qualifying important college attributes such as school size, location, programs, classes, and school culture. But there is one salient school attribute that we rarely discuss: professors, and the quality of their teaching.

Doesn’t that seem backwards?

First, there is a vast difference between professing and teaching. Most high school teachers—especially those who are Nationally Certified—have rigorously trained in and practiced practical pedagogy skills. Often, college professors have little or no training or background for effectively conveying information or how to authentically assesses a student’s understanding of information. This isn’t the fault of professors, most were hired because they are effective researchers, not teachers. High school students do not realize this…until they get to college. Shifting the responsibilities for understanding information from the teacher (in high school) to the student (in college) can be a shocking and unexpected revelation for many college freshman.

In addition to acquiring academic and practical experience, one would think—possibly even assume—that college professors must also have a background in cognitive development, teaching models and methodology, curriculum design, and even authentic evaluation with rubric/syllabus design. They have a position of great influence and power over the development and future paths of hundreds, if not thousands, of students. Surely, they have been trained in the craft of teaching and learning, right? This is actually quite rare. Ask any college student, especially those who attend large research universities. Some schools, however, have professors that are much more prepared to, and invested in, effectively sharing their expertise, experience, and understanding with students. This invaluable and important quality should be at least as valuable as the quality of the dorms and variety of cuisine, shouldn’t it?

I provide students and families with a “College Tour Tip Sheet,” that includes who to talk to and questions to ask. These questions are specifically developed to tease out the culture, rigor, and attributes of a school. However, I have recently added a few questions to my list for students and families to ask students on campus:

  • How many of your classes are taught by professors, rather than assistants?
  • How many of your professors have you spoken with personally?
  • Do your professors appear to have an authentic interest in your education?
  • How many professors do you think know your name?
  • Do your professors actually care about you and your growth as an academic and person?

In many cases, professors are researchers first, and mold students’ minds second—sometimes, far second. Many talented and passionate researchers are pressed to lecture and may even resent having to spend time away from what they love. For that reason, lectures, preparation, and students’ learning and understanding are not a priority. And, at some schools, professors are not required to take vested interest in student academic success. However, this highly significant variable in student learning, understanding, growth, and progress is rarely discussed in the college identification and application process.

Although there are many resources for knowing tuition, financial aid metrics, numbers of campus clubs, and even school traditions, there are few reliable measures of professor effectiveness available to students searching for colleges to effectively prepare them for the world. While there are some reliable resources that accumulate and aggregate students’ evaluations of professors (e.g. Niche.com), these are first order approximations at best. In order to get real feedback about professors requires a real conversation with students. This is just one more important reason to tour college campuses and talk with end users (students) about the product (education) they are receiving.

by Mark Hofer Mark Hofer No Comments

Assumptions vs. The Python

And then dad said,…

“$400… for Uber?! Are you kidding me?”*

An important and unsettling disconnect—and in some cases, a blatant clash—often exists between new college students and their parents. This discord usually stems from undefined assumptions for what is, or is not “acceptable” and “appropriate.” Often, neither party is even aware that this situation exists until the illusion is disrupted.

“You skipped class to go hiking for a week?!”*

A rational approach would include preemptively discussing the most common misunderstandings, but as one parent recently told me, “I would rather talk about STDs than money with my kids.” With that revelation as a guide I am not surprised how many freshman college students tell me during winter break, “My parents took away mycredit card.”*

“$372 for groceries?!…

… because the cafeteria doesn’t have food you like?!…

… so now now you are a vegetarian?”*

Initially, I have students complete a few exercises to authentically identify why they are pursuing college and what they want to learn or do before graduating. These two simple surveys provide invaluable and mandatory information to—hopefully—get the application and admissions process right, the first time. The most disheartening situation occurs when parents’ views about college are diametrically opposed to those of their children. Diverging perspectives most often include, but are in no way limited to, topics of: money (allowance), travel options, study behaviors, grade expectations, social activities, weekends, credit card use, and most recently… Uber/Lyft.

If you are a parent who is preparing for the college application and admissions process, please read the following ‘Open Letter to Parents.” Answer these questions as honestly as possible, and then, share your answers with your children. Hopefully, there will be few surprises or disagreements. However, with history my guide, I think you may uncover some interesting perspective asymmetries.

Dear Parents,

I trust this note finds you well. Thank you for allowing me to serve you in finding the best possible college for your family. To provide you with the most appropriate advice, please take a moment and answer these questions as truthfully and thoughtfully as possible. Then, share your answers with your future college student now, before starting the college application process. Please note any distorted expressions, unnatural sounds, or loud phrases of disbelief. Do not run. Teens sense fear as clearly as a bloodhound can smell bacon.

  • Why do you (really) want your child to go to college?
  • What are the five most important things youfeel your child should learn or do before they graduate?
  1. X
  2. X
  3. X
  4. X
  5. X
  • What is a realistic amount of debt after graduation? (Explain why, with examples.)
  • Is a name brand school (one you have heard of) important to you? Why?
  • Do you have a preference which degree your child pursues? Why?
  • Are grades important, and if so, how high, and why? If not, why not?
  • Is the location and proximity of the school important to you? Why?
  • What is an appropriate allowance (per week) for your college student?
  • About that college debt…who is responsible for how much?

College is one of the most formative and important social and financial commitments teens and their families will ever make together. However, very few families have discussed college finances, debt, or academics and social expectations. This disconnect can create incredible stress for parents and students that will ultimately influence the quality and success of a student’s college experience.

Take the time to reflect and answer these questions. Discuss them beforestarting the college application and selection process. Discussions you have now may save you from unpleasant conflicts in the first few months, and subsequent years, of college.

“My parents won’t let me keep the python?”*

For more information about having thoughtful discussions with teens about hard topics, I recommend: A Survival Guide to Parenting Teens – by Joani Geltman

 

*Direct quotes from parents/students.

by Mark Hofer Mark Hofer No Comments

Recommendations Rule

Colleges are concerned. An increasing number of students provide amazing applications but arrive on campus unprepared for the challenges and stress of college life and rigorous academics. In addition, many students are also unable to make good social choices and lack many important foundational skills needed to independently navigate daily life.

On a recent tour of Georgia colleges and universities, an admissions representative told me, “We are very concerned about the number of admitted students who arrive broken. They are stressed and anxious even before classes start. We are looking for better indicators of college preparedness.” This is now a common—and pressing—quest for most colleges. Which parts of the college application can identify students who are prepared for the rigors of college and will ultimately graduate successfully? Increasingly, colleges are looking to recommendations for these indicators.

Recommendations and the personal statement essay have traditionally combined for as much as 30% – 40% of the overall application evaluation. In the last three to five years admissions representatives say these two components, especially recommendations, are being examined more closely for indicators of college preparedness, maturity, niceness, and most importantly, the ability to build close social relationship with others—an effective social support network.

How are colleges specifically using recommendations?

  • Recommendations are increasingly important in providing evidence of: personality and character (maturity, responsibility, humility, courage, executive functions)
  • Letters act as a platform of evidence (specific stories/examples) to support other parts of the application, especially essays and short answer questions.
  • References can provide evidence for relationship building and collegiality with peers and near-peers, teachers, administrators and the rest of the community.
  • Good recommendations provide examples of character that might not show up anywhere else in the application process, things such as: specificanecdotes of charisma, leadership, support of/from the community, humor, and niceness—the catchall category for practicing the social graces.

With this increased importance on recommendations, how should students select teachers to write college recommendations? First, they should identify two to four teachers—usually in core classes: math, science, language arts and history—who know themwell. Then, focus on three things: 1. the teacher should write well, 2. have written recommendations previously, and 3. can provide specific examples of your work ethic and character. In addition, I tell students that a good recommending teacher should be able to describe your sense of humor.

Freshman and sophomores should understand that learning to build rapport with teachers and other adults is an extremely important life-skill, and eventually, is an integral piece of the college application process. Admissions representatives commonly note that evidence for building meaningful relationships with adults and creating social support networks with others while in high school are valuable indicators that students can and will do the same in college. In addition, they note that good recommendations can often act as a tipping point between two equally impressive candidates. Unfortunately, an underwhelming recommendation can play this same role.

As a former high school teacher, I know that some teachers actually like to write recommendations in the summer. Students should ask teachers about recommendations early, before the end of junior year. If possible, provide each teacher with a “Brag Sheet” that outlines: “Why I want to go to college,” a list of target colleges and why each is specifically favored, what they hope to learn over the next four years, and specific examples of their high school experience they are proud of and highlight their growth. Even if teachers don’t write recommendations over the summer, they can read a student’s Brag Sheet and be thinking about what they will write, but more importantly they will and appreciate a student’s responsibility and thoughtful respect to ask with plenty of time to write a good recommendation. A rushed recommendation isn’t good for anyone.

While recommendations are an important part of a student’s college application campaign, they are also needed for academic and financial aid scholarships, specific programs, and even for internships in college. Building a strong relationship with those who write recommendation letters for college may also be one of the most valuable—and long-term—actions associated with completing your college application. Schools are quickly discerning that it isn’t just the information in the recommendation that is most valuable for their evaluation, it is the relationship-building skills, maturity, thoughtfulness and reflection that are developed to generate the recommendation that indicate college readiness… and niceness.

by Mark Hofer Mark Hofer No Comments

Earbuds, Isolation, and Relationships

I am concerned. Students tell me they are excited to go to college to make new friends and build relationships. However, when I visit campuses I quickly encounter barriers that squelch impromptu conversations, the basic foundation for making new friends and building relationships. These barriers are everywhere.

Beats by Dre and Apple Airpods

Although research provides substantive evidence that teens are increasingly isolated, depressed, and plagued by anxiety in high school and college, incentives to connect with others in person are decreasing. And while there is no definitive correlation between depression and screen time, social media, smartphones, Netflix binging, video games, or earbuds, the temptation exists to suggest that one of them—or a combination—is an 800 lb. gorilla. But that is not what this post is about.

I tell students (and parents) that the best way to really discover a school is to visit the campus and talk to students, professors, campus police, groundskeepers, and local police. Each of these unique groups provides invaluable and nuanced information about the school’s students and culture. Unfortunately, a quickly growing number of students—the best source of current school culture—walk across campus, through buildings, in bathrooms (I wish I was kidding), and even in classrooms with earphones or earbuds firmly in place. Students with earbuds are, by design, much less aware of their surroundings and other people and rarely take time to initiate a conversation. Consequently, earphones and earbuds dramatically decrease opportunities to meet people and build relationships, the very reasons students attend college. More importantly, earphones don’t just decrease socialization, they increase isolation, one of the most commonly referenced indicators of teen depression.

Sometimes, however, isolation is what earphone users are seeking. Research on earbuds/earphones and productivity is not conclusive; however, some intentionally use them as a very effective barrier to social interaction. While earphones may be used as a social shield to interaction, most people are polite and do not like to intrude, impose, or disturb others. This is especially true when someone indicates they are engaged, and headphones provide that indicator, intentionally or not. This creates an interesting social dilemma.

While the proliferation of personal music/content devices and earphones or earbuds is relatively new the social expectation surrounding their use is still evolving, but not as fast as sales. Increasing content and better technology are driving sales upward, rapidly. In the meantime, increasing social anxiety, depression, and suicide on college campuses suggest we are not socially, culturally, or psychologically prepared for the isolation students are experiencing.

The current digitally connected and socially unprepared generation of high school graduates is eagerly heading to college, ready to meet people, build relationships, and grow as individuals. But maybe they should leave the earbuds out for a bit. Be brave. Practice conversational skills to build the relationships they crave. Research shows strong, lasting relationships are directly linked to physical and mental health indicators like anxiety and depression. And if the Harvard Grant Study is right, if we want to increase happiness, health, and longevity, taking out the earbuds and learning to cultivate deep and meaningful relationships might be a great place to start.

For more on the recent behavioral and cultural trends among teens, I recommend iGen, by Dr. Jean M. Twenge.

by Mark Hofer Mark Hofer No Comments

Admissions Scandal vs. The Real Scandal

A salacious scandal can be so very captivating, and Operation Varsity Blues definitely qualifies as a good scandal. It highlights many unsavory human characteristics, such as greed, power, deceit, cheating, personal gain at all costs, vainglory, and incredulity… just because it’s fun to say. But the real scandal in college admissions isn’t the tiny percentage of fraudulent student applications. The real scandal is something much larger, covert, and devastating to students and families preparing for college honestly. The scandal is, access to information.

This post is about much-less-exciting issues associated with the college application and admissions process that has recently fallen from grace. These issues are, however, much more important than the high profile scandal currently distracting us from looking behind the curtain of the college applications and admissions process. Pay no attention to those levers, just keep your eyes on the big money and Hollywood glitter.

Here is a perspective from ten-thousand feet on this current issue and situation.

Admissions…the reality –

  • There are over 3,000 four-year colleges in the US, not just the 100 that US News and World Report would like us to believe.
  • Eighty percent of US colleges accept at least 50% of their applicants
  • There are only about 30 schools with an acceptance rate of less than 15%, with Stanford/Harvard hovering around 4.5%, but Curtis Institute of Music leading the pack at 4.3%.
  • Over 2 million students apply to college each year.
  • If the Varsity Blues “scandal” includes more than a 1,000 students—and it won’t—that would still only be a tiny fraction of 1% of students applying and getting accepted to college. It is a tiny fraction even if we only looked at 100 of the schools with the lowest acceptance rates.

Standardized Tests… the reality –

  • Over 1.6 million students take the SAT each year and about the same number take the ACT. (The College Board, the company that provides the SAT, is an incredibly profitable not-for-profit company with high-paid lobbyists and its not-for-profit status is regularly called into question.)
  • The scandal shouldn’t be that people can and did cheat on the SAT, the scandal should be that the SAT is not a predictor of future college success and yet it is one of the most important evaluation components at many universities and colleges.
  • Over 1000 US schools have dropped or don’t require the SAT/ACT admissions requirement. Even well-known schools such as: (U of Chicago, Wesleyan, George Washington, Brandeis, Pitzer, Bowdoin, etc.) don’t use the SAT for admissions evaluation. And there are many more schools following suit. The College Board is not pleased…and shouldn’t be given they make hundreds of millions of dollars from the SAT each year. I would be remiss not to mention that the ACT is run by a reputable not-for-profit organization and doesn’t employ lobbyists to promote their test like The College Board (SAT) does.
  • The number of incidents involving fraudulent ACT/SAT tests is a fraction of a fraction of a percent. Does bribery—or rather, debauchery, because it’s more fun to say—occur? Sure. Is it wide-spread? No. Is it statistically significant? Definitely, No. Is it salacious? Absolutely!

Coaches and Admissions Representatives… the reality –

  • To believe, or even assume, that there are more than a handful of fraudulent coaches and admissions representatives at colleges in the US is offensive to those thousands of coaches and college admissions representatives who are doing great work for students, families, and colleges/universities. Do cheaters exist in those professions? Yes. Would more than a handful be able to operate without being caught? Not a chance.

Then what should students and families focus on in order to make a college application as strong and competitive as possible? What are the best ways to develop appropriate, effective, and competitive applications (and test scores) through diligence, planning, and study… that are much more productive than focusing on the incredibly small number of bad actors?

Rather than focus on the titillating things, focus on positive things that all students and families can control, things like tenacity, integrity, perseverance, hard work, creativity, mission alignment, and most importantly, preparing a plan early. Research the college application process early and get advice on how to prepare. Again, rather than focus on debauchery, take a step back and acknowledge the much more important and positive ways to spend our time and energy.

Your Story –

Admissions representatives and application evaluators consistently identify a student’s story, academic record, and recommendations working together as a “cohesive and unified statement” as the most effective and influential part of a competitive college application.

Essay + Recommendations + EC’s = Your Story. All application components should strongly resonate the same story and build a clear picture of who you are, what is most important to you, your character, sense of humor, and yes…even those things you need to work on. Providing evidence of “Humble Swagger” is something that college admissions representatives will not only appreciate, but they will also champion.

Time and Preparation –

When I work with students, the most valuable commodity is… time. Time to prepare a student and time for a student to prepare.

An essay written over a weekend can never be as thoughtful and polished as an essay developed, re-worked, percolated, and refined over a few months and multiple drafts. Again, admissions representatives tell us that drafts and refinement are just as evident as having someone else “over-helping” the process. And yes, they can tell.

When writing a personal statement essay a reader/evaluator should see a clear picture of who you are, what is most important to you, your character, influences, ambitions, goals, and excitement for the future. That is a big burden for a 650-word statement. To do that well requires time, percolation, cogitation and time. Start early. Get feedback. Draft. Draft. Draft.

Consistently studying for the SAT over six months a little at a time will provide much greater results than cramming for a weekend. I know, that’s boring… but true. One of the best correlations to SAT/ACT improvement is the number of practice tests taken. Intentional study of unmastered content identified during practice tests also correlates to improved scores. With dozens of free, online, timed, full-length SAT tests w/answers… there is no excuse not to prepare. I personally know a student who raised their SAT score from 1080 to 1480 in six months using Khan Academy, taking a full-length practice test every other week, and studying for four-six hours on unmastered content between tests. I didn’t think that was possible. I also know many students who have scored 1500+ using only Khan Academy to prepare.

Okay, what SHOULD college-bound students and families be most concerned with? It isn’t Photoshop skills, paying someone to take your SAT, or worrying about cheaters. It is much less glamorous.

  • Know the Early Decision/Action process– unless you know about the different application periods (Early Decision, Early Action, General Admission, etc.,) the pros/cons of each, and have the support and knowledge to complete your application on time, you are at a significant disadvantage for admission. At some schools, the admissions rate it 100% higher during Early Admissions—schools like Stanford. At some schools, your chances are 200% higher applying Early Action – like U Penn. If you have the resources and support—as well as access to navigate and understand the application process— you are at an advantage. People with money often know about this admissions advantage, prepare their students earlier, and apply with a significant advantage.
  • Leverage free resources– If you know about them, they can help you prepare to be competitive. A few include Khan Academy – SAT prep and the podcast College Admissions with Mark and Anna– all things college applications/admissions. (A shameless plug indeed!)
  • Fly-In Programs– “There is no substitute for meeting face-to-face.” Research which colleges provide and pay for visits to their school. (Project Greenlight provides a compiled on-line list of participating schools)
  • Research schools—early and with intention—and know why you are going to college. For example, do you know your personal, academic and professional mission? Are they the same or are they different? The schools you apply to should have “mission alignment” with your mission. When mission alignment is showcased in your application as part of Your Story, schools know that you love them and mean it. That’s when schools not only admit you, they may give you money.
  • Get off the screen, social media, and Netflix. Once addicted, it is hard to fit in all the college preparation—including GPA maintenance—as well as building your “Brand” “Story” “Special Sauce.” Acknowledging the problem is the first step. Teens hate it when we say that. I recommend, iGen – Jean Tenge, and Irresistible – Adam Alter. These research-driven books will radically shift your perspective on our relationship with screens and who/what is turning on who/what.
  • Meet people and build relationships– These people will be your support system, your network, and your recommendations. (If you spend all your time in front of a screen you are not fostering these critical components of your college application…and your life.) I challenge teens with the same challenge I was sagely provided, “Meet a new person every day.” Priceless, but usually not very salacious.
by Mark Hofer Mark Hofer No Comments

How Much Is Too Much?

I recently spoke with a senior attending a prestigious film school in southern California about tuition and student loans. He told me, “My $109,000 college loan debt is just the price of a good education.” Then, I asked him if he knew what compound interest was; he wasn’t quite sure. Actually, he had no idea how his loans were structured, the relative impact this debt would have on his lifestyle after graduation, or why it was or was not a good investment. With a national student loan debt surpassing $1.6 Billion as evidence, I don’t think this knowledge gap is unusual for most students entering college.

There is a simple rule that many college admissions counselors suggest students and families us when considering student loan debt. Do not graduate with more debt than the average starting yearly salary of the occupation you pursue. If you pursue a computer science degree with an average (national) yearly salary of about $65,000 for new graduates, you can afford to take on some debt with some confidence you can pay it back without extraordinary or undue stress. Conversely, if you are getting your teaching degree, a new graduate can expect to earn about $38,500in the first year after graduation. Why is this important? If the boat is leaking faster than you can bail water, you don’t want to be the captain. This is also how compound interest can quickly drown new graduates and their future ambitions.

In addition, students must realize that all degrees—and later, jobs—within a discipline, such as “engineering” or “finance” are not the same. For example, some engineering degrees, such as aerospace, command a significantly higher starting salary ($72,000) than a civil engineering degree ($59,000). In addition, some degrees are worth more in some states than others. A teacher, for example, may have a starting salary of $51,000in New Jersey or Washington D.C., but only $30,000in Montana. That 40% difference is critical when trying to pay back student loans.

As students contemplate undergraduate education it is crucial they consider the amount of debt incurred relative to the earning potential of the skills they will obtain. This valuation is often referred to as the Return On Investment, or ROI. However, to fully establish the ROI for a specific school and specific student, other variables must also be considered. Is the student considering graduate school (and the associated loans/percentages) after receiving an undergraduate degree? Is a graduate degree in the specific area of work sought actually needed? How much will a graduate school degree in that area of study cost? All of these variables create a complex dance between debt, earning power, and time. However, choosing an undergraduate school before considering these questions can quickly create a loan burden that determines a lifestyle for decades.

The current average debt for a student graduating with an undergraduate degree is over $37,000. The average salary of a new graduate is just over $50,000. While this does not seem to present a national crisis, the current national college loan debt is over $1.5 Trillion and that is more than the national credit card or auto-loan debt. Much of this debt is driven by the pursuit of higher education at schools where the high costs of attendance require students to take out large loans to attend. According to the research collected by Frank Bruni, taking on inappropriate debt for undergraduate education has been shown to be a bad investment. Getting the best possible undergraduate education at a school you can afford (through personal finances or through grants and scholarship), getting high grades, and graduating with as little debt as possible is the smart decision and is supported by research and evidence. If you follow this path, graduate with little debt and with marketable skills, you have the choice to enter industry or taking on some debt for graduate school—and graduate school increasingly pays off in most, but not all, professions.

Do the preliminary work and reflection to identify the best college for you and your family and don’t be misled by unsubstantiated pressures to attend brand name, expensive schools. Your future will thank you.

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