How are admission decisions really
made?
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UC Acceptance Stats from 2009
CSU Admissions Counselor
•
Louis Martin
Admissions Counselor
The Office of Admissions
California State University Monterey Bay
Private and Selective Colleges and Universities
•
Ellen Masten, NCC
How are admission decisions really made?
Each college and university has its own system to
determine the fit of a applicant for admissions to
their freshmen class. However, there are some
general criteria many selective colleges and
universities use to determine who to admit to their
school.
Goals for Every College
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The ultimate goals for every college are the same:
• Admit a freshman class with many different dimensions
• Admit students who will make good use of the available
resources
• Admit students who will help meet the institution’s
obligations.
All schools look for a “national” student body
Common Beliefs
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I am the valedictorian of my high school.
I have top SAT scores.
I am a great athlete and musician.
I am my high school class president.
I am the lead in every play
I am the editor of the school newspaper
I can afford to pay the tuition/ or I am legacy.
I can fill out 20 applications.
As a result of a low acceptance rate...
Many applicants with strong GPAs and test scores feel
that they have been treated “unfairly.”

Perfect Test Scores?
“In each of the past few years Harvard has received
more than 500 applications with double 800 scores and
has accepted just under half of them.”

Harvard University
“Why Didn’t I Send Him to Mali?”
“You’re a parent watching your child, so proud, and so
worried. Your neighbors’ son was a nationally ranked
swimmer, straight As, great boards, nice kid.
Got rejected at his top three choices, wait-listed at two
more.
Who gets into Yale these days anyway? Maybe they
should have sent him to Mali for the summer to dig wells,
fight Malaria, give him something to write about in his
essay.”
“Who Needs Harvard?” Time Aug. 2006
“What’s the Bottom Line?”
“…Admissions decisions often reflect the effort on
the part of an admissions committee to ‘build in’
diversity, and that sometimes results in some
students with better ‘numbers’ (i.e. SAT scores or
class ranks) being denied in favor of students who
can bring a special talent or geographic, cultural,
ethnic background to campus...”
Princeton University
Selectivity is based on the # of applications
received and the # admitted
Ivy League

Harvard
Princeton
Yale
Brown
Dartmouth
Columbia
U. of Pennsylvania

Cornell
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2007
2009
9.1%
10.9%
9.7%
14.6%
16.8%
10.4%
21.0%
24.3%
7.65%
9.93%
9.09%
13.52%
11.97%
10.97%
16.93%
20.66%
Selectivity of the Schools
Where PCS Student’s like to Apply
(2009 selectivity)
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Stanford
Georgetown
MIT
UCLA
UCSB
UC Davis
San Jose State
SF State
Whitman
Occidental
9.49%
18.83%
11.86%
23.57%
54%
58.61%
64.3%
66.77%
44.79%
42.91%
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Pomona
15.59%
Swarthmore
15.73%
Cal Tech
17.36%
UC Berkeley
23.22%
UCSD
41.63%
UCSC
81.13%
Cal Poly
68.79%
Humboldt
82.39%
Lewis & Clark
58.13%
Evergreen State
94.32%
Reality Check –
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25,000 high schools in the country, each with top ten list of
students
20,000 students applying to the same group of 8 Ivies and
highly selective schools like UCLA and CAL
15,000 students over UC capacity applied so they had to
waitlist qualified students for the 1st time this year
Top students from San Jose, Santa Cruz, and Cupertino may
become “typical-looking” in this group
Perfect scores on the ACT/SAT not unusual in this group
Admissions Index (Stanford)
Academic Profile: 9 being the highest possible score
Programs:
PCS Profile & student’s PCS
transcript,
Cabrillo, UCSC classes
9 x 2 = 18 possible points
Performances:
GPA – upward trends
9 x 2 = 18 possible points
SAT I or ACT:
9 x 2 = 18 possible points
SAT Subjects:
9 x 2 = 18 possible points
Admissions Index
Personal Profile:
Activity List Resume:
= 9 possible points
Essays: personal statement,
supplemental essays
= 9 possible points
Letters of Recommendation:
1 math/science
1 English/history/language
1 counselor
= 9 possible points
Total Score (Academic + Personal) =
99 possible points
Test Score Index
SAT1
ACT
Points
780+
750+
720+
690+
36
34 - 35
33
31 - 32
9 points
8 points
7 points
6 points
660+
640+
620+
30
29
28
5 points
4 points
3 points
600+
27
2 points
590 or below
26
1 point
Course Requirement Comparison
Subject
PCS
UC
Harvard
English
4
4
4
Math
3
3
4
History
3
2
4
Science
3
2
4
Foreign
Language
3
2
4
Electives
3
2
Optional
“But I’ve Always Had
Straight A’s!”
“The primary criterion for admission is academic
excellence, and the most important single credential is
the transcript. Our ablest candidates have mostly “A”s in
their courses, but we do find that some students with
lower grade averages may show more real promise for
strong college level course work than some students with
high averages. We find the same may apply with regard
to test scores—very high scores, though they may in
many cases confirm scholastic promise, do not guarantee
admission to Stanford.”
Stanford University
16 solids with 1420/2130
12
Advanced Chorus
10
A
A
10
AP World History
10
A
A
12
AP Calculus BC
10
A
A
10
Chemistry
10
A
A
12
AP Chemistry
10
A
A
10
Dance Studies
10
A
A
12
AP English Literature
10
A
A
10
English 10
10
A
A
12
Spanish 1
10
A
A
10
Geometry
10
A
A
12
Teaching Asst. - Performing Arts
5
P
P
10
Latin 3
10
A
A
11
AP Biology
10
A
A
9
Advanced Chorus
10
A
A
11
AP English Language
10
A
A
9
Algebra 2
10
A
A
11
Dance Studies
10
A
A
9
Conceptual Physics
10
A
A
11
Pre-Calculus and Trigonometry
10
A
A
9
English 9
10
A
A
11
Teaching Asst. - Math Dept.
5
P
P
9
Latin 2
10
A
A
11
US History AP
10
A
A
17 solids with 1270/1970
12
AP Biology
10
B
B+
10
Algebra 2
10
B
C+
12
AP English Literature
10
A-
A-
10
AP World History
10
B+
B
12
AP Government & Politics Comp
5
.
A
10
Chemistry
10
B
B
12
AP Government & Politics US
5
A
.
10
Drama 3
10
A
A
12
AP Statistics
10
B
B-
10
English 10
10
A
A-
12
Video Production
10
A
A-
10
French 2
10
B
A-
11
AP English Language
10
A-
A
9
Algebra 1
10
B
B
11
Dance Studies
10
A
A
9
Chorus
10
A
A
11
French 3
10
A-
A-
9
Conceptual Physics
10
B-
B+
11
Geometry
10
A-
B+
9
English 9
10
B
A
11
Rhetoric & Oratory
10
A-
A
9
French 1
10
B+
B+
11
US History AP
10
A-
A-
9
World History - Medieval
10
B-
A
21 solids with 1570/2210
12
AP Chemistry
10
A
A-
10
AP Biology
10
A
A
12
AP English Literature
10
A
A-
10
AP World History
10
A
A
12
AP Statistics
10
A
A
10
English 10
10
A
A
12
Focus Project - Science
10
A
A
10
Music 3/Symph
10
A
A
12
Rhetoric & Oratory
10
A
A
10
Pre-Calculus and Trigonometry
10
A
A
12
Spanish AP
10
A-
B+
10
Spanish 2
10
A-
A
12
Teaching Asst. - Math Dept.
5
P
P
9
Chemistry
10
A
A-
11
AP Calculus BC
10
A-
A
9
English 9
10
A
A
11
AP English Language
10
A
A
9
Geometry
10
A
A
11
AP Environmental Science
10
A
A
9
Music 2
10
A
A
11
Music 3/Jazz
10
A
A
9
Spanish 1
10
A
A
11
Spanish 3
10
A
A
9
World History - Medieval
10
A
A
11
US History AP
10
A
A
21
How Applicants Are Evaluated?
The Reading Process: Academic Scores (1 – 5)
Academic 1:

A student who has taken 5–6 solids, has 5-7 scores over
700, probably a 4.0 GPA, and at least 20 solids. (AP
schedule)
Academic 2:

A student who has taken 5-6 solids, has 5-6 scores over
700, probably a 3.9 GPA, and at least 20 solids.
(AP/honor schedule)
The Reading Process:
1.
2.
3.
4.
5.
Each applicant is given two numerical grades
1. Academic
2. Extracurricular (and Personal Quality)
The application is read by two readers.
The application is discussed in a subcommittee.
The application is discussed in a full committee.
A final vote is taken. (Majorities rule!)
How Applicants Are Evaluated?
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The Academic Performances
The Evaluative Measures
Personal Background
Geographic Considerations
Extracurricular Activities
Extenuating Circumstances
Recommendations
Fit/match Considerations
Education Environment
Academic Performances:
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Re-calculated academic GPA
Pattern of grade improvement in high school
Quality of curriculum:
• Solid college-prep curriculum (4 yrs in each subject)
• Strength of senior year courses
• Core courses beyond core curriculum
• AP, IB, and honors/college courses
Test scores (ACT, SAT, SAT II, AP, TOEFL, etc.)
Academic interest
Class rank
How Applicants Are Evaluated?

Re-calculated academic GPA (Scale of 0-4)
Subject
9
10
11
Average
English
Math
Science
History
Foreign Language
“Unweighted” Core Subject
GPA =
“Is a ‘B’ in a Hard Course Better Than an ‘A’ in an Easy
Course?”
“Be careful not to assume that the world is divided between
students who take difficult courses and get Bs and the students
who take easy courses and get As. Most of our applicants are
able to take difficult courses and receive As.
If you can handle the work in honors and AP, take at least a
few of them. If it is obvious from your transcript that you are
taking a lighter load than you can handle, admissions officers at
selective colleges are going to wonder about your motivation.
Grades from the junior and senior year are most important.”
Stanford University
How Applicants Are Evaluated?
Grade Improvement:
4
3.5
3
2.5
2
GPA
1.5
1
0.5
0
9
10
11
12
How Applicants Are Evaluated?
Grade Pattern:
4
3.5
3
2.5
2
GPA
1.5
1
0.5
0
9
10
11
12
How Applicants Are Evaluated?
Grade Pattern:
4
3.5
3
2.5
2
GPA
1.5
1
0.5
0
9
10
11
12
How Applicants Are Evaluated?
Is it better to take easier courses and get As…?:
Selectivity
Schools
Levels
Grades
Most
Harvard, Stanford,
Caltech, Princeton, Yale,
MIT…
AP &
honors
As
Highly
Cornell, Duke, Chicago,
Georgetown,
Northwestern,
Middlebury…
AP &
honors
A-s and As
Very
Wash U, Wellesley, NYU,
Wake Forest, Emory,
Reed, Rice, Boston
College…
Majority
AP and
honors
An
occasional
B is ok
Good
Boston U, Union College,
Lehigh, U of Miami…
Some AP
and
honors
50/50 split
between
As and Bs
How Applicants Are Evaluated?
The Reading Process: Non-Academic Scores (1 – 5)

Non-Academic 1:
You must have done something truly exceptional.
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Non-Academic 2:
State and regional accomplishments.
Non-Academic 3:
Class President; Team Captain; Paper Editor
Non-Academic 4:
Club VP; Active, but not a leader
Non-Academic 5:
Little or no achievement
How Applicants Are Evaluated?
What are the readers looking for?
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Represent the school council
Distribute monthly student publications
Sit on committee to improve the quality of food
Provide the glue that holds the community together
Show a leader’s concern for people other than himself
Evaluative Measures:
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Academic recognition and awards
Artistic, writing, and other talent
Depth in one or more academic areas of student interests
Evidence of academic passion
Grasp of world events
Independent academic research
Intellectual curiosity
Writing quality: content, style, originality, risk taking
Personal Background:
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Alumni, faculty, and staff connections
Cultural awareness/experiences
Socioeconomic and educational background
• First generation to go to college
• Low economic family background
• Economically disadvantaged region
• Underrepresented minority
• Underrepresented high schools
• Personal disadvantage
Academic diversity
Military veteran/Peace Corps, American Corps, etc.
How Applicants Are Evaluated?
Geographic Considerations:
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In-State resident
Under-represented geographic area
From schools with few or no previous applicants
Extracurricular Activities:
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Awards and honors (athletic, artistic, musical, civic)
Quality and depth of involvement
Leadership
Community services
Impact student’s involvement had on school and/or
community
Scholarship athlete
Work experience
How Applicants Are Evaluated?
Non-Academic: Case Studies
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Jason’s Activities:
Three years as a member of the French Club, and one year
as Vice President, first violin in the orchestra, and two-year as
a cashier at a pharmacy.
Jennifer’s Activities:
One year as a member of the Spanish Club, one year in the
band, one year playing on the JV volleyball team, and three
months volunteering at the Children’s Discovery Museum.
Extenuating Circumstances:
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Overcome personal adversity/unusual hardship
Language spoken at home/ESL
Frequent moves/many different schools
Recommendations:
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Context
Student comparison
Rigor of the course load and selection
Intellectual independence/enthusiasm for learning/risk taking
Creativity/other talent
Concern for others/community
Leadership potential/maturity/responsibility
Fit Considerations:
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Demonstrated interest in college
Good match
Educational Environment:
(High School Profile)
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Strength of curriculum (incl. availability of AP, IB, Honors)
Average SAT I and/or ACT scores
Percentage attending 4-year colleges
Competitive grading system in high school
•
(AP Exam Scores verify your grades)
Competitiveness of class (merit scholars, etc.)
Academically disadvantaged school
How do colleges know all of the
high schools in the country?
High School Profile:
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School information: community, location, study body, faculty
School size and graduating class
Comparative data on GPA/grade distribution
Average test scores (SAT, SATII, AP)
Course options, including # of AP and honor courses
Extracurricular opportunities
College placement information
High School Profile: Pacific Collegiate School
Grade Distribution for 10th & 11th grades
Subject
%
Grade
A
Grade
B
Grade
C
Grade
D
English
60
23
15
2
History
41
28
24
4
Language
35
38
20
3
Math
33
28
29
4
Science
37
32
23
3
V and P Arts
66
27
6
0
Overall
47
29
19
3
High School Profile:
Pacific Collegiate School
SAT 1 2009 & 2010
Critical Reading
Math
645
626
680
663
Writing
Combined Scores
634
1905
671
2014
High School Profile:
Pacific Collegiate School
SAT Subject – Class of 2010
Subject
Mean
English Literature
666
Chemistry
681
Biology - Ecology
692
Math Level II
657
U.S. History
678
World History
681
Admitted Student Profile

An honor student, Kate Tinker was president of her
class for three years, captain of the tennis and soccer
teams, and president of the National Honor Society.
She was co-chairperson of the Citizens' Scholarship
Fund and on the school newspaper for three years
(editor her junior year). For three years, she
participated in the Chemistry Olympiad and the New
England Math League, and was a member of the
Taconic quiz team. She was presented a leadership
award from her community and was selected to study
at RPI during the summer…
Admitted Student Profile

Sean Hirsh, who finished first in his class, was the
winner of the Archie Roberts Award presented
annually to the top scholar/athlete in Western
Massachusetts. He was president of the National
Honor Society, a member of the Student Council, and
a delegate to Boys' State where he was elected to
the House of Representatives. A National Merit
Scholarship finalist, Sean won the Mass Book Award,
and medals for the highest academic achievement in
six different subjects. He was an All-Star League
defensive back in football…
Admitted Student Profile

Jessica Owen who finished third in her class, was
the vice-president of the class and the representative
to Massachusetts Girls State. She was the winner of
numerous awards including the "Classmates
Today/Neighbors Tomorrow" Award, the Bausch &
Lomb Science Award, and the College Book
Award. She participated in track & field, was a
member of the first place team in the Academic
Decathlon, and won the first place for Graphic Art at
the National Latin Conference (as well as the silver
medal on the national Latin examination).
Admitted Students: Things in Common
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Scholars
Something unusual
Sustained commitment
Increased level of responsibility
Leadership
Sheer ability
Positive image
Things to ask yourself while applying for
college



Do you have special talents?
• Academic, non-academic, and personal
Do all the pieces of your application fit together?
• Others see you as you see yourself
Would you make a good addition to campus?
• In the classrooms, labs, dorms, activities, and
organizations
PCS
1/23/2008
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