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by Mark Hofer Mark Hofer No Comments

The SAT Resurrection

The pressure is on. 
The high school classes of 2021 and 2022 will provide invaluable evidence regarding the SAT/ACT and whether these tests actually predict future college success. While it is common knowledge that antibiotics kill viruses (they don’t) and SAT and ACT scores indicate future success in college (they don’t), the college classes of 2024, 2025, and 2026 may provide substantial and invaluable evidence about the efficacy of the SAT/ACT. Although the usefulness of antibiotics on viruses can be directly tested, the validity of the SAT and ACT as predictors of college success continues to be one of the most influential, highly controversial, contentious, and likely tendentious questions in education. 

First, it just isn’t true. The College Board has pushed their SAT exam as the primary indicator of academic college success on students, schools, and even national and state governments for decades. Currently, over two million high school juniors spend countless hours studying, practicing, and stressing, all in the hopes of increasing their SAT/ACT score-even though most evidence shows that these tests don’t predict much of anything, yet alone future college success. 

It is not standardized. The name, format, scoring, length, and even the definition of what the SAT purports to measure has been notoriously and continuously ephemeral. The College Board has changed the definition and name of the SAT-and what it purports to measure-no fewer than four times. Originally the “School AptitudeTest” became the “Scholastic Assessment Test,” only to be changed to the “SAT I: Reasoning Test,” and most recently, the nondescript “SAT.” Why the changes? After College Board’s own multiple failures over many decades to validate the SAT exam as a measure of anything associated with academics or college potential, they did what any ethically bound non-profit organization would do-they repeatedly changed the name of the test. After these multiple band-aid monikers the College Board ultimately decided to stop wasting their money trying to validate the test and finally acknowledged publicly-the SAT could not authentically be called the Scholastic Assessment Test, and that the “letters SAT did not stand for anything.” And still, many colleges require these tests to apply to college, but more disturbingly, exam scores are directly tied to merit scholarships. 

It’s about equity. In 2020 and 2021, nearly all colleges and universities did the right thing and did not requirestudents to submit standardized test scores as part of their college applications because the global pandemic severely limited the administration of standardized tests (SAT, ACT, AP). Of course, some colleges and universities had to be courageous enough to be first and lead the way for others to do the right thing, and some schools only did so after extreme social pressure and duress. However, schools still used test scores as the main consideration for which students received merit scholarships. That’s correct, the clear inequity that underserved students experienced in opportunities to take the SAT/ACT was recognized by schools as directly influencing admission evaluations…but not evaluations for merit scholarships. For example, although none of the Ivies provide any appreciable merit money, the University of Denver is “test optional;” however, they are openly intrepid about providing merit money to only those applicants with high SAT/ACT scores. As Todd Rinehart, vice chancellor of enrollment states, “We could say we’re not going to play in this space because we see the inequity, but if we want to have a competitive chance of enrolling them (high potential students as defined by DU) we better pay market value.” 

Now the clock is ticking. What will the numbers say? Will students who were admitted to schools be more, less, or equally successful in college even though they were evaluated without an SAT/ACT score? There will, undoubtedly, be arguments about the definition of success (freshman GPA, sophomore retention rate, four-year graduation rate, admission to grad school, job acquisition post three-month graduation, ad infinitum). 

And while we wait for these metrics to reveal how the class of 2026 ultimately fairs, human and institutional laziness will surely creep back in. Schools will passively return to what was easy, safe, and predictable. Actually, the SAT/ACT application requirements for 2021 applicants have nearly returned to pre-COVID-19 state already. Why? Because numbers are clear, safe, and schools will again bask in the simple verisimilitude that a 1470 SAT score is patently better than a 1100 SAT and indicates higher academic potential and future college success. Once again schools will admit those applicants with higher SAT scores and provide them with more and higher merit scholarships. Using convenient test scores is much easier, quicker, cheaper, and more effective to hide the sausage making than employing a truly holistic evaluation of each applicant. While a school can be called to the floor (or courtroom) for admitting a student who has evidence for more academic curiosity, gumption, and moxie-no one seems to question an admission based on a 1470 vs. 1100. Even David Coleman, the President of the College Board stated, “We must certainly ask ourselves if we are, together or as a group, doing all we can to advance equity and excellence…because if you look around, it sure doesn’t look like it.” Clearly, if there is any hope to achieve some modicum of equity on the path to college, the SAT and ACT will have to be taken out of the college admissions and financial aid equation.

Do well Class of 2024 and 2025! You represent the best SAT/ACT experiment and stress test to date. Make us proud. Provide us with clear evidence that numbers alone do not define a student’s future potential. Show us all that your admission to college was not a mistake, no matter who you are or which school you attend. 
The pressure is on.

by Mark Hofer Mark Hofer No Comments

Are You Curious?

Colleges want to know if you are curious. But what are they really looking for, and where can you provide evidence of your curiosity?

“I have no special talents. I am only passionately curious.” 
-Albert Einstein

The Oxford English Dictionary defines CURIOSITY as “A strong desire to know or learn something.” However, current research provides a much more complex and multifaceted picture. There are different types of curiosity: epistemic, empathic, and diversive—and the motivation for each is quite different. 

First, there is epistemic curiosity. This is the drive to know more about something. For example, you know that deep, dark rabbit hole you fall into on the internet when you become obsessed to eliminate gaps of information … just because it feels satisfying? That satisfaction is your brain being stimulated by a squirt of dopamine, quenching a chemically induced thirst in your brain. Google, Netflix, Snapchat, Instagram, YouTube, and all the other players know exactly how to stimulate and feed your epistemic curiosity, but fortunately colleges won’t be evaluating your Google search history. However, when you are driven to know more about “the right things” and feed that kind of specific curiosity (e.g. – when to use an SN2 reaction in organic chemistry, when Boolean logic is appropriate, or why the ideal gas law is so awesome)—that kind of curiosity is labeled as productive learning, and colleges want to see evidence of that behavior.

“Much of what I stumbled into by following my curiosity and intuition 
turned out to be priceless later on.” 
– Steve Jobs

The second type of curiosity, empathic, is the drive to know other people and understand how they think and feel. When you build relationships and are comfortable in your empathic ventures, it is psychologically and physically pleasurable. Again, research has found this empathetic state and the drive to reproduce the feeling is driven by high releases of dopamine. Colleges also look for evidence of this type of curiosity in applicants’ essays, letters of recommendation, and in the extracurriculars you choose to participate. Why? Because socially successful and empathetic-rich students are often more successful in college, in and out of the classroom.

“In business it’s about people. It’s about relationships.” 
– Kathy Ireland

There is also a third type of “curiosity” that some researchers have suggested—diversive curiosity. This is when you search your phone looking for new messages just to keep from actually thinking or reflecting about something of value. But colleges aren’t concerned with your need for likes or your Twitter feed desires. My suggestion—derail that habit and evoke your epistemic curiosity instead.

“A few years ago, users of internet services began to realize that 
when an online service is free, you’re not the customer. 
You’re the product.” 
– Tim Cook

Okay, so there are three kinds of curiosity, but what kind of curiosity are schools looking for, and why?

Colleges are struggling with a new era of applicant evaluations that does not include standardized testing metrics, most notably the SAT and ACT. Metrics are safe. Evaluations can be justified with reference to a number. This includes numbers that are known to provide spurious correlations—such as higher SAT scores = greater college success—that have buoyed inequitable evaluations for college admission and financial aid awards for decades. Moreover, The College Board and standardized tests are currently falling out of favor for many reasons, including access inequity during COVID. It is hard to take a test if your area doesn’t provide one and you can’t travel to take it. For that reason, colleges are anxiously looking for other indicators of future college success. Enter the search for natural, self-driven, curious students.

Colleges are looking for students who can provide evidence for being self-driven learners. Do you ask questions and does your curiosity drive you to learn on your own? Do you find opportunities outside the classroom such as internships, jobs, and opportunities to mentor? Most of our education system is based on responding to someone else’s questions and agenda, but that isn’t what many industries need or want. There is a growing need for those who can ask better questions and look for innovative solutions, on their own. College are looking to steward such students.

Schools are increasingly searching for students who take ownership of their education and apply their learning beyond the classroom. For example, a student that learns to code and then applies that knowledge to solve a community need or to share their new skills by teaching other students, has moved from Bloom’s taxonomy of merely understanding knowledge, to the application and synthesis levels of understanding. Colleges have observed that students with these curiosity-driven learning/application/synthesis behaviors become the most academically and socially successful at their schools.

Curiosity is surely embedded deep in the nature vs. nurture spectrum—partially inherited, and some learned. Like most behaviors, curiosity is likely a combination of many different factors including genetic predisposition, environment, practice, and encouragement. But no matter why a student exhibits curiosity, colleges are looking for evidence in essays, resumes, and letters of recommendation that show an applicant is exercising that muscle.

As an educator I strive to engage students and inspire their curiosity; however, you can lead a student to a good quandary, but you can’t make them think. Some students are naturally curious. Or are they? Nearly all the best scientists and engineers I have worked with ask questions and are driven to find answers. Almost to a person, they note this behavior was either practiced by their family, a family member, or a mentor/teacher who challenged them to ask questions and seek useful answers. While there may be a genetic predisposition to be curious, the habit is a learned—and often modeled—behavior.

Being curious is simply asking questions. The scientific method is, foundationally, asking questions in a systematic format. Questions can be inspired by the surrounding world, other people, or a new piece of information or experience. However, cognitive dissonance (when the brain is faced with a situation that does not match current understanding or expectation) there are two options: dismiss the misalignment, or seek to understand. Colleges have mounting evidence that suggest that students who naturally seek to understand and cannot allow cognitive dissonance to exist are academically more successful. They are looking for students who like to think.

All areas of STEM industry are founded on asking questions—being curious. Who? What? Where? When? Why? How? Good scientists continuously ask these questions about everything. The next step is developing a way to answer questions in a clear, concise, and cogent method. The scientific method is one systematic way to do just that. However, daily life is filled with questions and problems that successful people answer and solve. Students applying to college will be much more competitive if they just practice being more curious.

“Learning is by nature, curiosity.” 
– Plato

For more information about curiosity and how to develop it, you might enjoy:
Britannica’s Curiosity Quiz

Astrophysicist and curiosity addict, Mario Livio’s book – 
Why? What Makes Us Curious.

A formula for asking good questions: Warren Berger’s book – 
A More Beautiful Question.

by Mark Hofer Mark Hofer No Comments

Learning vs College Applications

“What should I do during vacation… you know, to look good on college applications?”

I hear this question often. Students and parents usually want to know if attending an organized camp, traveling far away to help people, or taking a college class will look good on college applications. I first acknowledge that each of these experiences can be valuable—and then suggest that painting a house, babysitting, publishing a blog, getting a j.o.b., learning an instrument, taking a bike apart, learning to sew, taking a daily walk, volunteering, speak (and think!) only in Spanish for a week, or even becoming a busker… can be just as valuable, when approached with the right mindset and two questions.

“Never let formal education get in the way of your learning.”

– Mark Twain

Okay, what are these questions that lead to college application success?

  1. Why am I doing this? (No, really, why?)
  2. What did I learn today?

A student who habitually keeps these two questions front of mind, every day, will shine on any application. “Why did I take X class, program, job, internship, trip?” And “What were the most important things I learned, and why are they important?” Document answers. Share answers with others. Apply what you learned. Applicants will quickly separate themselves from all the other outstanding academics and test takers by providing clear evidence of self-driven and intentional choice-making, and authentic reflection.

However, this isn’t just about college applications. We would all be more effective if we started the day by asking “Why am I doing this?” and finishing with “What did I learn?” Unfortunately, the competition, hype, and unwarranted focus on admission to elite colleges has derailed all of us from attending to Why? and What? But colleges and universities are now looking beyond GPA and SAT scores. Spurred by increasing student depression, anxiety, and suicides, schools are shifting evaluation criteria and now actively seek students who routinely ask these important questions. Why? Because student who ask these questions make better choices, and are more successful in college. They become intentional learners and make thought(filled)-driven choices.

“My grandmother wanted me to have an education, so she kept me out of school.”

– Margaret Mead

The most competitive college applicants will provide clear evidence for attending to Why? and What? questions. Can a student effectively communicate why they did X, and what they learned? Students who provide consistent evidence of these behaviors will stand out like a beacon in a sea of sameness. Where students go during vacations or what they do is secondary to what they learn. Learning to effectively communicate their intentional, self-driven, and courageous growth is the best way a student can… you know, look good on college applications.

“Education is what remains after one has forgotten what one has learned in school.”

– Albert Einstein

by Mark Hofer Mark Hofer No Comments

The Honor Code

I just returned from the land of over a thousand, small, outstanding, liberal-arts colleges. I believe it is called… Minnesota. Okay, that might be hyperbole, but Minneapolis is loaded with academic opportunity. Think of Boston, but with wheat fields and friendly cows. While I found the landscape beautiful, the people incredibly friendly, and the cheese sublime, one thing definitely stood out.

by Mark Hofer Mark Hofer No Comments

New Day Northwest – Preparing for College Applications

Educating students and families about the college application and admissions process is my professional mission, and a good way to reach students and families is… on TV! Margaret Larson graciously invited me to her show, New Day Northwest, to talk about reducing the stress that students and parents experience during the college application process. Although there are only a handful of steps associated with applying to college, knowing those steps: GPA, SAT/ACT, essays, recommendations, extracurriculars, FAFSA/CSS, and developing an appropriate college list, one of the most critical parts in creating a competitive application is starting early! If you are a sophomore, or even a freshman, there are many things you can start doing now to prepare for college applications and to be much more competitive for admissions… and scholarships. Don’t delay, reach out to those who know the current application process, the culture and mission of individual colleges and universities, and can help guide you to the best possible college for you and your family.

by Mark Hofer Mark Hofer No Comments

Early Admission Applications: The Gap Widens

There it went, November 1st, 2019—The Early Decision & Early Action, Crazy Train.

Yes, the strong seem to get more
While the weak ones fade
Empty pockets don’t
Ever make the grade

Billie Holiday and Arthur Herzog. Jr. – God Bless the Child

As a certified educational consultant who serves students and families during the college admissions process with advice, counsel, and support… I am part of an education system that is actually widening the gap between classes. Conversely, I also spend much of my time and energy trying to level the field for students and families whose main barrier to competing for higher education opportunities is one thing: information. My hope is to provide information to all families and decrease the widening gap of equal college access. But the deck is increasingly stacked against a majority of high school students and families.

Stanford University recently published their findings on the most important indicators for college success, and they don’t focus on GPA and SAT/ACT test metrics. According to the university with the most selective admissions, “We encourage students and families to look beyond rankings in the college search process, and instead to seek a school where students can participate fully in academic, civic, and social life in order to thrive both during the college years and beyond.” Unfortunately, parents and students often fail to pay heed to such advice and even when they do, they often apply from a disadvantaged position.

While I can’t make a teen study, I can show them where the exam will be given, provide directions and resources to study, and highlight a calendar of important dates to target. Unfortunately, in my experience, there are a lot of talented students who don’t even know the importance of this high stakes exam until it is often too late, and others have already been preparing/prepared for many years. The remedy can be as simple as alerting students and families how to prepare early enough to be competitive in the testing and application process.

Stanford University is expected to have less than a 4.5% admission rate this year; however, based on historical trends, it will provide >9.5% admission to those brave—and more importantly, prepared—students who apply through Stanford’s Early Decision but non-binding application program on November 1st. Harvard University, on the other hand, will likely have an equally ridiculous (competitive?) general admission rate of ~4.5%; however, if you apply to Harvard through Restrictive Early Action, your chances for acceptance may dramatically increase to almost 15%. Unfortunately, only those students who: A. know about Early Action application process, and B. have the support to get application materials in on time, will be able to take advantage of those increased acceptance rates.

Other elite (ultra-low acceptance) schools provide an even more dramatic admissions picture. University of Pennsylvania fills approximately 55% of its freshman class with Early Action applicants who enjoy a 22% acceptance rate rather than the highly competitive General Admission rate of about 7%. Ultimately, this results in many more applicants who will be applying for fewer spots during the General Decision period. Again, if you know this Early Action opportunity exists, are supported in your application development and can apply on time, the admission rate is over 200% more favorable than in the General Decision application pool.

What could possibly be wrong with this system? Nothing, as long as all students have equal access to information, resources, and support. But they don’t. It isn’t even close.

The shrinking middle class leaves a large portion of students and families unable to afford full tuition for college, and the extraordinary and stifling costs associated with elite, low-admission schools places them beyond consideration. This new normal leaves a large population with increasing competition for financial aid and admission. While many families are willing to gamble finances, savings, and even retirement for their child’s education, many pieces of the admission and financial aid system are stacked against those who do not have access to appropriate, current, and timely information about applications, admissions and financial aid. Timeliness is incredibly important when saving for education, and knowing the importance of taking tests early and often, and why applying during the early admissions cycle can be critical to admission and scholarships.

Two metrics function as the primary filter for admission at many of the most prestigious (I did not say all and I did not say best) colleges and universities—GPA and SAT scores. These two qualifying numbers are the result of… what? What do they actually measure and indicate? They are cited by colleges and test companies as indicators of academic potential and future success in college, right? Unfortunately, while they are used for these evaluation purposes there is little data to support that SAT is a strong and valid indicator of future college success. Similarly, any teacher will acknowledge that grades are a poor and highly variable indication of academic potential. I was a classroom teacher for nearly a decade and there are far too many confounding variables that strongly influence a student’s GPA over time, including: school funding, teachers, class rigor, grade inflation, academic support, family expectations, psychosocial and emotional support, family finances, food insecurity, state funding differences, cultural differences, language fluency, travel, and many, many others. Colleges also know there is rampant grade inflation and variation between states, schools, and even classrooms and try to artificially norm those variables once they receive applications and transcripts. But what about the SAT?

SAT and ACT, the two powerhouses of standardized tests used by a majority of colleges and universities, play a critical role in admissions. One of the most important and correlative ways that students improve their SAT scores is by taking multiple practice tests and strategically studying those specific areas they have not mastered. In some cases, students take the SAT years in advance, identify those areas they need to study, take test prep courses, take many more practice tests, take more test prep classes, and may end up sitting for an official SAT four, five, or even more times—with only the six most recent scores remaining on record. Conversely, hundreds of thousands of other students, most of whom are unaware that such preparations are an option or even available, sit for the SAT once and often with little or no preparation. How can such a testing system possibly provide a valid measure of a student’s potential? How can such a testing system provide an equitable measure of future academic success?

If a student has a GPA of 3.0 at the end of their freshman year, they will not be truly competitive for any of the low acceptance rate schools (<15%) even if they maintain 4.0 GPA the following two – three years. The competition is far too high. These same students will also have a hard time competing for merit aid. As a high school teacher, I know the percentage of students who would have studied more, even if they had known about and understood the very real ramifications, is likely lower than we would hope. However, I have also witnessed that a supported, informed and incentivized student from any background can meet nearly any standard or expectation. High quality support and awareness are key, and more often than not that support and awareness of the system correlates to a family’s economic status.

The student to counselor ratio for US public schools is 482 to 1 (the suggested guideline is 250 to 1)students for every counselor. That number is an order of magnitude lower for those students in private schools. When public school counselors are completely overwhelmed by the psychosocial needs of a small percentage of students, there is little time to provide students with a long-view and detailed runway to successfully navigate college applications and admissions. That personal contact and service can mean everything in preparing for the SAT/ACT, identifying which colleges to apply to, and why. As Stanford’s report suggests, finding a true match between student’s needs and the opportunities provided by schools is more important than forcing GPA and test metrics to make the selection.

I hope by sharing this information with students and families who cannot afford individual counseling how the system works, the deadlines they should aim for (and why,) and how to prepare and compete in the application process, the balance can shift. While I may not be able to provide the individualized service for every student and family, I can illustrate the game, the rules, and how to best prepare. Now it’s time to promote those colleges that refuse to use SAT, GPA, and early action application programs as the primary gateway to admission and use alternative evaluations to identify and admit students.

by Mark Hofer Mark Hofer No Comments

A Funny Thing Happened on the Way to LA

I just presented at the IECA—International Educational Consultants Association—National Conference in Los Angeles. My session was titled “Critical Considerations in STEM Education.” Unfortunately, my presentation immediately followed “Grieving the Loss of Idealized Adolescence,” something I hoped was not a harbinger of things to come. In an attempt to lift the spirits in the room and support my views regarding science education, unicorn and rainbow emojis were showcased in my slide deck.

I opened the presentation with a statement of dissension against the acronyms STEM, STEAM, and even STREAM. One of my very smart friends wisely summed my own feelings about these unfortunate acronyms when she said, “When are they just going to call it ‘Good Education’?”

While we try to silo and compartmentalize science and distance it from language, the arts and other parts of a broader and enriching education, good educators know better. Good scientists know even better. The preeminent scientist, Edward O. Wilson, had a word for this, consilience. He valiantly and convincingly argued that those with the broadest, foundational knowledge who can see the connections between seemingly disparate pieces of information… often provide the most extraordinary insights and breakthroughs. And yet society feels the need to dissect information into nice, seemingly more comprehensible, little pieces. Silliness.

“Art without engineering is dreaming. Engineering without art is calculating.”
– Steven Roberts

However, that was not my main message for the presentation. After spending years teaching, hiring, mentoring and working with hundreds of incredible scientists, I wanted to provide other college admissions counselors with examples of underrepresented skills that would prepare their students to be more competitive in science schools, internships, jobs, and possibly life. Many of the skills have nothing to do with science but everything to do with being a good scientist and a likable person that people want to work with. These skills include seemingly mundane traditional practices such as a good handshake, capitalizing “i” in business/formal emails, holding the door, and saying please, thank you, and you’re welcome. Although these practices are not seminal for illustrating science knowledge and its practical use, they say a lot about being a considerate human being. And while these behaviors may not be important for solving math-based challenges, they have everything to do with the health, cohesiveness, and the productivity and lifespan of a group.

In closing my presentation, I suggested some resources for counselors to offer their students. There were academic sources such as Khan Academy and MIT OpenCourseWare as well as things to inspire building, such as Arduino and Raspberry Pi computer interface modules, but more importantly—in my opinion—I suggested counselors recommend a couple of books to their students: Seven Habits of Highly Successful People, and How to Win Friends and Influence People. My justification for these books is simple. If you don’t know the importance of “First Things First” or “Establish Empathy” then a student who knows the Ideal Gas Law and Euler’s Equation will not be nearly as successful as they could be.

by Mark Hofer Mark Hofer No Comments

University of British Columbia – International College of Mystery

Let’s talk about colleges, Canada, and poutine.

As a Washington State native, crossing the border to Canada has always been a bit of a non-event: passports are not stamped, there are no language challenges, and except for a change in currency – much prettier and 21stCentury than the drab US notes I might add – it feels the same. Yes, there are minor variations in the pronunciation of the words “about,” “water,” and “process,” but you would never know an international boundary had been crossed. I encounter many more language and cultural variations traveling from Seattle to Georgia than visiting our Canadian neighbors. So why is it so mysterious to consider attending a college in Canada?

I just toured the University of British Columbia. It sits on a gorgeous, large peninsula just on the edge of Vancouver B.C., a large and bustling city full of cultural and social activities. With over 44,000 undergraduate students, UBC is a large university by any measure. The campus is rarely quiet and between classes, it is a frenetic movement of people, bikes, skateboards, dogs, and demonstrators. I think I also saw a mime. But the campus, students and culture all feel just like being on campus at the University of Washington, University of Idaho, or the University of Oregon. There are lots of trees, green spaces, brick and concrete buildings, and many students pursuing their educational potential. But there is one major and pleasant difference: poutine. And no, the Disco Fries near Rutgers are not a substitute.

Canada has a number of other hidden college gems, at least they are to Americans who are overly obsessed with the US News and World Report Top 100 Colleges List. Unlike the United States, only ten percent of the colleges and universities are private, leaving ninety percent of their schools serving and funded by the public. Not only does this create a large system of rigorous higher education opportunities, it provides a chance for more students to attend because of a much more palatable (realistic?) price point. For example, the University of British Columbia is a notable bargain, as are the University of Toronto, McGill University and the University of Montreal, just to name a few. Add the current exchange rate and the bargain is compounded. Check them out; they are not mysterious. Just take it easy on the poutine.

by Mark Hofer Mark Hofer No Comments

Colleges in the East…of Washington…State.

I just returned from touring a few of the fine colleges and universities of Eastern Washington and Idaho. As usual, I made a point to look for the best grilled cheese sandwiches and ice cream offerings at each school. In addition, I found out that the University of Idaho’s sororities really are more about community service than social cliques, Washington State University’s campus continues to grow and get more beautiful, and Whitman College’s student body is comprised of nearly 10% international students and has a campus bike shop. A few other pieces of important information:

  • Washington State University’s campus is really hilly, especially when it is 90*! It takes close to 30 minutes to saunter from one end to the other, but it is a very pretty walk.
  • The University of Idaho participates in the  WICHE/WUE tuition relief program (- $13,651) with WA State students. The school also has great grilled cheese sandwiches at Joe’s Cheesy Grill, and bacon is less than a buck extra. However, be warned, the campus and Moscow, in general, is a desert when it comes to good ice cream.
  • Whitman College is offering a leadership scholarship (Paul Garrett & Claire Sherwood Scholarship) and is trying to get the word out. If you have the background and evidence to compete for this scholarship… apply soon! Whitman does offer an Early Decision application process.
by Mark Hofer Mark Hofer No Comments

Too Young to Think About College!

“An eighth-grader should not be thinking about college. They should be focused on being a kid.”

I have heard variations of this statement for years, and as an educator and developmental psychologist, I completely agree. Kids should have the opportunity to be kids. But what if we change this conversation?

What if the opportunities, experiences, and conversations that middle-school students engage in also prepare them, intentionally, for college… and beyond? What if college is approached as just one point along the continuum leading to adulthood? Then yes, developing students before high school becomes a natural and healthy part of that development spectrum.

As college admission becomes increasingly competitive schools recognize that the most successful applicants have actually been preparing and thinking about college for more than eighteen months. Admissions evaluations now include an assessment of “niceness” (no, I”m not kidding) and schools look for evidence of social awareness and respect, things like saying “please” and “thank you,” which are cultivated over years of practice, not learned in a weekend workshop. If the goal is to provide appropriate cognitive challenges and opportunities that celebrate the luxury of being a kid and having fun, then why not focus on a long-term goal… like college, and adulthood?

There is no instant path to successfully applying to college. There just isn’t. There are many steps in the college application process that are accomplished over time and require varying amounts of effort. There aren’t any silver bullets. There are no quick fixes. A student’s college application cannot be saved in a few days… even if parents pay an obscene amount of money. The best approach is a thoughtful, appropriate and intentional series of experiences – some academic, some social, some cognitive – that start even earlier than high school. Entertaining the mind of a third-grader with the right questions during a walk through the zoo can easily inspire a future biology major. But there are also non-academic skills and behaviors that build character and are equally, if not more, important for long-view education goals.

Reflection, goal-setting, empathy, and self-regulation are skills that can be practiced at any age. Colleges know these skills are also associated with self-driven and highly successful students. Subsequently, these same behaviors provide students with a foundation to be internally-driven/directed and seek out healthy challenges.

I have met a handful of eighth graders who are more prepared to discuss long-term goals like college than 90% of the junior high school students I work with. While such students are rare they provide overwhelming evidence that students who have intentionally been asked to reflect and think responsibly – while also enjoying the time before life becomes too serious – are much better prepared to address important choices like college… when the time comes.

For more about intentionally and respectfully preparing students for college and life, I highly recommend: Ready, Willing, and Able: A Developmental Approach to College Access and Success.  By Mandy Savitz-Romer and Suzanne Bouffard

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