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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

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

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

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.

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