The College Application - A Review

While each college has its individual level of selectivity, there are certain components of the application that are important to all colleges. The five major components are as follows:

There are often other factors that may come into play in the colleges’ decision making process which include: interviews, portfolios, auditions, legacy, athletic prowess, etc. These additional factors will be discussed at the end of this section.

 

The High School Transcript is by far the most important factor in the admission process and is often the first thing an admissions reader will turn to in a student’s file. The transcript is a three and a half year academic roadmap that reflects how you have performed during your high school career. This document is considered to be the most accurate predictor of success in college. Colleges consider several aspects of the transcript. They look at the overall grade point average (GPA), the rigor of the coursework you have completed and your performance in that coursework. Colleges look for students who challenge themselves by enrolling in a strong academic program. At D-E, all students are required to successfully complete a solid college preparatory curriculum that strengthens their opportunities in the college admission process. The College Counseling Office spends a great deal of time working with colleges and universities to familiarize them with Dwight-Englewood’s rigorous and unique curriculum. Colleges are very interested in how you have availed yourself of the academic opportunities at D-E and will assess your record in that context.  While many students and parents consider junior year to be the most critical in terms of college admission, colleges look at all four years of high school performance, including senior year. All colleges require a final high school transcript with date of graduation prior to matriculation in the fall of one’s freshman year.

 

Standardized Tests attempt to assess a student’s success for college work. As a nationally administered, quantitative tool, colleges require that official test scores be released to their admissions offices directly from the testing agencies. Test scores are used in conjunction with the transcript to evaluate the applicant’s competitiveness within the applicant pool. The most familiar of these tests is the SAT that is designed to measure verbal, mathematical, and writing ability necessary for academic success in college. Another commonly accepted standardized test is the ACT. For a more detailed description of standardized tests, please see the next section of this handbook.

 

In recent years some colleges have begun to place less emphasis, if any, on standardized testing and more on the other components on the application. For a list of colleges that do not require any standardized tests in their admission process we recommend you visit www.fairtest.org.

 

Recommendations describe the student behind the grades and test scores. The Counselor Recommendation is comprehensive in nature as it describes both academic and personal aspects of the student. Composed by the student’s college guidance director, it describes the student as an individual; how he or she has developed and contributed his or her own unique gifts and talents in and out of the classroom. This letter helps the admissions committee to see the student as a citizen in the context of both the school and his/her community.

Teacher Recommendations are required by colleges to gain understanding of the student’s performance within the classroom. Some colleges may only require one such letter, while the more selective colleges require two, written by teachers who have taught the student in one of the five core academic areas in the junior or senior year. During the College Knowledge course in the spring of their junior year, students are matched with one teacher so as to allow adequate time for these letters to be written. We strongly encourage students to consider a second teacher to write on their behalf by early in the fall of senior year so as to be prepared for any college requiring two letters. When identifying a second recommender, students are advised to avoid approaching a teacher in the same department as their first recommender.

 

In some cases, supplemental letters of recommendation are included in a student’s application. These letters are in addition to those sent by the College Counseling Office and teachers and should never take the place of letters that are expressively required by a college. Supplemental letters should not replicate the sentiments or views included in teacher recommendation letters, but should offer a fresh or different side of the student that might not be evidenced in the classroom. Letters from an athletic coach, internship supervisor or employer are appropriate examples of supplemental letters. Letters written by alumni of a particular institution, or by a person of note, are only considered useful if the writer has personal knowledge of the applicant and can speak of their individual character and qualities. It is the student’s responsibility to arrange for the submission of these letters to their colleges.

 

Extracurricular Activities tell a college a lot about a student’s interests, motivations and ability to manage both academic and personal pursuits. Colleges review the level of involvement a student demonstrates as well as his or her variety of activities as a predictor of how involved that student may be at their college. As colleges review applications, they are consciously looking to build a diverse and well-rounded first year class. Extracurricular involvement expands beyond activities at D-E, and may also include independent study, summer work, community service, employment, and involvement in one’s community or house of worship. Quality is better than quantity. A lengthy list is not as impressive as dedicated involvement in a particular interest.

 

The Student Essay is for some the most challenging part of the college application. However, it is many college representatives’ favorite ingredient because the essay is the part of the application where the student’s voice can best be heard. Essays are used to assess the student’s ability to communicate in writing as well as allowing the admissions committee to get “inside the student’s head”. Essay questions are typically open ended to encourage students to be personal in their response. No one topic is considered better than another; the committee is more interested in how the student approaches a topic to share their ideas or way of thinking. It is strongly recommended that students write about topics that they are passionate about, as this will both facilitate the student’s ability to write the essay, and will be more reflective of them as an individual. The most successful essays are those which clearly resonate the student’s voice. The College Counseling Office directors work individually with students to assist them in making decisions about essay topics that will best convey their qualities and personality. It should be noted that while colleges require a longer personal statement in their application, the short answer questions are of equal interest to the admissions committee and should be approached with equal care and consideration. Students will typically need to write several drafts of an essay before submitting it with their application.

Other Factors

There are a number of other factors that may be taken in to consideration by an admissions committee. These factors range from geographic or ethnic diversity, to legacy connections. The following is a sampling of such factors:

 

Typically this is someone from your immediate family, a parent, grandparent, or sibling. Some institutions may ask for legacy information on the application, but it usually is not considered to be a major factor in the admissions process. Applicants must demonstrate their own abilities to be considered competitive.

 

Usually demonstrated in one of three areas, academics, athletics or the arts, talent can sometimes play a significant role in the admissions process. Of the three areas, academic talent usually carries the most importance. Students who are athletically talented should become familiar with the NCAA guidelines (www.ncaa.org) and identify colleges that match the level of their athletic ability. Concurrent conversations should occur between the admissions office and the coaching staff. Recruited athletes should know that the final decision ultimately rests with the admissions office.

Those students who demonstrate significant artistic talent may want to consider applying to a conservatory or art school. In such instances, a portfolio or audition (live or electronic) may be required. Students should consider their depth of commitment and personal and professional goals in regards to selecting which type of school to apply.

 

Many colleges looking to create a more diverse student body recruit students who are members of underrepresented populations. While ethnicity is one aspect of diversity, gender and geographic origin may also be considered. Of course, the diversity of ideas and academic interests is also considered by college admissions committees when shaping a class.