In recent weeks, thousands of anxious Early Decision and Early Action applicants have been learning the outcome of their applications. While the news brings excitement and relief to many, even more students find themselves holding letters of deferral or denial—and wondering what went wrong.
The angst has been brought home to us in various conversations with bewildered students and parents over the last six weeks. In all cases, the conversations involved excellent students—young people with strong records and well-developed talents coming from challenging academic programs. By all accounts, they deserved better. Now, however, they are left scrambling to reorient themselves to different options.
In assessing each situation, it is usually easy to spot the reason behind the non-admission—and it often revolves around a lack of purpose or intentionality regarding the submitted application. In other words, the student expected their credentials to stand on their own merit. Instead, the reader of the application would have easily surmised that the candidate expected the sheer weight of good grades, superb extracurricular activities, and worthy goals to carry the day.
At selective institutions, however, those characteristics (good grades, etc.) do little more than put the student on the “competitive playing field” with hundreds or, in many cases, thousands of other equally qualified applicants. Their credentials are strong enough to start the conversation but often fall short of “clinching the deal.”
Consider, for example, the highly involved student whose application failed to convey the generosity that shaped their character or the student who neglected to mention that the absence of a foreign language on their senior year schedule was due to a conflict with a course they are taking at a local college. Imagine the difference a personal interview would have made for the student whose life circumstances had affected their performance in the classroom, or the impact a thoughtfully developed personal statement could have had in place of the hastily completed essay that was deemed “good enough” by its author.
In each case, the lack of intentionality—the failure to “connect the dots” of one’s life experiences—brought the candidate up “short” in the end. Perhaps, most often overlooked is the opportunity the students have to demonstrate the synergy that exists between themselves and the institutions to which they are applying. In response to the typical “Why do you want to attend our school?” essay, a rather gratuitous response citing the school’s ranking and the prestige of its faculty reveals nothing about the student’s sense of purpose.
On the other hand, had the student reached beyond the obvious to reveal the synergy—in real and personal terms—between the student’s aptitude, goals, and learning style and the institution’s ability to complement them, they would have positioned himself much more effectively, especially in the competition for admission at colleges that must make fine distinctions between great candidates.
Quite often, then, the difference between acceptance and non-acceptance boils down to the student’s ability—and willingness—to be thoughtful and intentional in the presentation of their application. The winners in this competition are typically those who recognized—and seized upon—the opportunity to “connect the dots” of their applications to present themselves in a thematically cohesive manner. More than qualified, they made themselves into compelling candidates by giving admission officers greater insight into the unique perspectives and defining influences in their lives.
While there is not much current seniors can do to change the presentations of their submitted applications, the lessons learned in the process are worth passing forward to those who can benefit from them as they prepare their college applications. Start now to make note of how you want to approach the presentation of your credentials when the time comes. You will have that opportunity before you know it!