Information was gathered from University websites. Salient parts have been highlighted. The first section is information from the College Board.

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MEMO TO: RE: NOTES: POLICY COMMITTEE Class Rank from Colleges & Universities Information was gathered from University websites. Salient parts have been highlighted.

com/guidance/applications/rank Why high schools are forgoing class ranking Class rank was once a major component in admission decisions.

1 MEMO TO: RE: NOTES: POLICY COMMITTEE Class Rank from Colleges & Universities Information was gathered from University websites. Salient parts have been highlighted. The first section is information from the College Board. COLLEGE BOARD Why high schools are forgoing class ranking Class rank was once a major component in admission decisions. But according to a recent report by the National Association for College Admission Counseling (NACAC), more than half of all high schools no longer report student rankings. Most small private and competitive high schools have done away with it because they feel it penalizes many excellent students who are squeezed out of the top 10 percent of the class and then overlooked by elite colleges. Although most public high schools still rank students, some now make it optional for students to report their rankings to colleges. Class rank and colleges Due to the tremendous differences in curricula and grading standards at different high schools, many admission officers (especially at selective private colleges) have begun to discount the accuracy and importance of class rank as a factor in evaluating students. Some colleges that used to rely on class rank now use SAT scores and GPA. Most large state universities, however, still require applicants to report class rank (as do many scholarship programs) and rely on it to help sort through the high volume of applications received. At large and small colleges alike, a student's grades in college- preparatory courses continue to be the most significant factor in the admission decision, followed by scores on standardized admission tests and grades in all courses. For more information on admission decisions 1

2 colleges/applying/articles/2010/11/15/8- big- changes- to- college- admissions- in and Less emphasis on high school class rank. Because a more high schools are refusing to rank their students, colleges have little choice but to reduce their weighting of student rank as an admissions factor, says Jim Miller, NACAC president and coordinator of enrollment research at the University of Wisconsin- Superior. The NACAC survey found that the percentage of colleges giving class rank "considerable importance" dropped from 42 percent in 1993 to just 15 percent in Pitt We received over 27,000 applications for approximately 3,800 places in the fall 2013 freshmen class. We operate on a rolling admission policy for these places in our class. This means there is no specific deadline to apply for admission, but it is to your advantage to plan ahead and apply early. This is because some of our graduate school guaranteed admission programs either have deadlines or fill up quickly. With this in mind here are a few things you can do to stay competitive as you prepare to apply to the University of Pittsburgh Honors, AP, International Baccalaureate (IB), and College in High School classes. It s good to take a number of such classes, but don t take so many you can t do reasonably well in them. Advanced level classes. The Committee is looking for a well- rounded curriculum from all applicants. Whenever possible, go beyond the minimum requirements. Four years of French and/or math, for example, looks better on a transcript than three. Taking the SAT or ACT more than once. We recommend that you test once in the junior year and once early in the senior year. We combine your highest critical reading and math sub scores from all tests submitted. We also require that you submit a writing score. Retaking a class with a lower- than C grade. If you earn less than a C grade in a key class, think about retaking the class in the summer. A rigorous senior year curriculum. We recommend a solid curriculum even in your senior year. It is to your benefit in the admissions review. Also, you ll make an easier transition to college- level work during your freshman year. Supplemental Information. A personal essay, statement of academic intent, or some other information about your interests and activities that will reveal more about you to the committee. Letters of recommendation from one to three people who can support your academic and personal objectives are also welcome. Note: If you want to be sure that supplemental information is considered in your review for admission, you should make every effort to submit this information at the same time as your application. 2

3 PENN STATE Admissions Statistics GPA Penn State University Park: Combined SAT Combined ACT Estimating your eligibility Penn State does not have a minimum GPA or standardized test score used for admission: we consider a combination of your GPA and standardized test scores, as well as a few other factors. The high school grade- point average (GPA) accounts for approximately two- thirds of the decision. The remaining one- third is based on other factors, which may include standardized test scores (students taking the ACT are required to complete and submit the writing component), class rank, the personal statement, and activities list. Class rank is also considered for students with honors or Advanced Placement courses whose schools do not supply a weighted GPA. The optional personal statement and activity list are sometimes considered for students whose applications require additional review. WESTMINSTER Admission Requirements High school seniors 1300 SAT or 29 ACT score Minimum 3.7 high school G.P.A. Campus interview with the Ad Hoc Honors Committee (exceptions may be considered) First- year students in the spring semester Minimum Westminster G.P.A. of 3.7 in the fall semester Support form submitted by all professors from the fall semester Interview with the Ad Hoc Honors Committee 3

4 CLARION Clarion University accepts students by considering six areas: Strength of student s secondary school curriculum High school class rank Grade- point average High school profile SAT or ACT test score Recommendations The typical Clarion University applicant: Is in the top 40 percent of his or her class Has a 3.2 cumulative GPA on a 4.0 scale (87 percent average) Achieves a combined reading and math SAT score between a Scores an average ACT score of 21 Submits letters of recommendation Submits a personal essay Evaluation Criteria Context NOTRE DAME Some 17,000 students will be competing for 1,985 places in the incoming First Year class. Most of the students who apply to Notre Dame will be ranked at or near the top of their high school class, will have performed well on standardized tests, and will be highly active in their local and high school communities. As our admissions committee evaluates applications and makes decisions regarding them we make difficult choices among an extraordinary group of students. We assess the following factors and admit students who excel, not just in terms of their personal achievement, but also within the context of our highly competitive applicant pool. Although we are very proud of the class we enroll every year, we also realize that we are unable to admit all of the excellent young people who apply. 4

5 Academic Performance in High School The most competitive students in our applicant pool have taken the most rigorous high school curriculum available to them, have excelled in it, and have risen to the top of their high school class. It is important to realize that student applications are assessed both in the context of his/her particular high school and in the context of an extremely competitive applicant pool. No minimum grade point average or class rank is required to apply or to be admitted to Notre Dame. In general, our office states that the more rigorous your course selection, the better your grades, and the higher your class rank, the more competitive your application will be. Know that our admissions committee will use every means possible to understand your application and to build the best case possible for your admission. Although we require at least 16 academic units for admission, our most competitive applicants will have four units in each major academic area and in the most rigorous level their high school offers. Standardized Tests Either the SAT or the ACT is required for application to the University of Notre Dame. For our evaluation we will use your highest individual SAT Critical Reading, Math and Writing sub scores from multiple testing dates to compute your composite score. Final acceptable testing date for the SAT is 1/25/14. We will use your highest ACT composite scores from a single testing date. We do not require the writing portion of the ACT. Final acceptable testing date for the ACT is 2/8/14. SAT Subject Tests, AP tests and IB tests are only used in the application process if scores enhance an application. They are also used for credit and placement in the First Year of Studies. In addition to our standard application requirements, three SAT Subject Tests, one each in History, Foreign Language, and Science, are recommended for home- schooled applicants. Students may choose the exams they wish to take within these subject areas. If a home- schooled student has an Advanced Placement exam in one of these subject areas, it can substitute for the SAT Subject Test. Extracurricular Activities The most competitive of our applicants are very involved, dedicating time outside the classroom to various clubs, teams, organizations, community service activities, and part- time employment. All of our admitted students display passion for, 5

6 commitment to, and leadership in their activities outside of school. Whether a world- class pianist or a well- rounded senior class leader, Notre Dame students get involved, stay involved, and facilitate the involvement of others. Find activities you love. Dedicate time to them. Take responsibility for them. Then, tell us about them. Evaluations The Office of Undergraduate Admissions requests two letters of evaluation from every applicant. We do not encourage additional letters of recommendation. Your guidance counselor will complete a counselor evaluation, which helps us gauge your performance in your high school environment. Usually guidance counselors will include a short personal letter of evaluation. One of your high school teachers will complete the second letter of evaluation. It will assess your performance in class as well as your character and personality. You may choose any high school teacher to write your letter of evaluation, as long as he or she has taught you in an academic subject area (math, science, English, social science, or foreign language) and knows you well. Essay The Essay portion of both the Common Application and the Application gives our Admission Committee the opportunity to get to know you. Regardless of the length, we find your Essays to be the most enjoyable part of the application reading process. Why? Because we learn about important decisions you ve made, adventures you ve survived, lessons you ve learned, family traditions you ve experienced, challenges you ve faced, embarrassing moments you ve overcome. We do not offer an interview as part of the admissions process, so it is through your essays that we are able to hear your voice, learn your sense of humor, and empathize with your struggles. We get to know YOU, beyond lists of courses, numbers, and activities. Reflect. Have fun. Share yourself with us. Continue to application deadlines. PRINCETON We look for students with intellectual curiosity, who have pursued and achieved academic excellence. We also look for students with strong personal and extracurricular accomplishments. We expect applicants to have taken courses in the following, if possible: English, mathematics, foreign language, laboratory science and history. (Full details are given on the Preparation page.) In addition, we look for applicants who have 6

7 challenged themselves with honors, advanced placement (AP) and dual- enrollment courses available to them. We evaluate International Baccalaureate (IB), A- levels or another diploma within the context of the program s curriculum. Essays We ask applicants to write two essays as part of the application. Students interested in engineering are asked to write an additional essay. This is your opportunity to display your best writing as well as your ability to convey ideas in your own voice. While you may want to have a parent, guidance counselor or teacher proofread your essays, it is extremely important that the essays be your own work. Intellectual integrity is a fundamental principle at Princeton. When you complete your application you are asked to sign a statement certifying that all the information on the application, including the essays, is your own work. Princeton may withdraw the application or revoke the admission of any student whose essays have been written by another source, including essays found on the Internet. Our Advice Instead of worrying about meeting a specific set of criteria, try to create an application that will help us see your achievements inside the classroom and out in their true context, so we can understand your potential to take advantage of the resources at Princeton and the kind of contribution you would make to the Princeton community. Show us what kind of student you are. Show us that you have taken advantage of what your high school has to offer, how you have achieved and contributed in your own particular context. We look for students who make a difference in their schools and communities, so tell us about your leadership activities, interests, special skills and other extracurricular involvements. Tell us if you ve had a job or a responsibility in your home. Most Princeton students were academic standouts in high school. Most of them also invested their energy and talents in significant ways outside the classroom. We want to know what you care about, what commitments you have made and what you ve done to act on those commitments. During the admission process, our goal is to find students who will thrive in Princeton s rigorous academic environment. With this in mind, we offer a suggested course of study to help students prepare for Princeton. This is not a list of admission requirements. We understand that not all secondary schools offer the same academic opportunities, and we give full consideration to students who don t have access to all of these courses. 7

8 If possible, we expect students will complete the following courses before beginning study at Princeton: four years of English (including continued practice in writing) four years of mathematics (including calculus for students interested in engineering) four years of one foreign language at least two years of laboratory science (including physics and chemistry for students interested in engineering) at least two years of history In addition, most candidates have had some study in the visual or performing arts. Whenever you can, challenge yourself with the most rigorous courses possible, such as honors, Advanced Placement (AP) and dual- enrollment courses. We will evaluate the International Baccalaureate (IB), A- levels or another diploma in the context of the program s curriculum. YALE Academic Ability Yale is above all an academic institution. This means academic strength is our first consideration in evaluating any candidate. The single most important document in your application is your high school transcript, which tells us a great deal about your academic drive and performance over time. We look for students who have consistently taken a broad range of challenging courses in high school and done well. Your high school teachers can provide extremely helpful information in their evaluations. Not only do they discuss your performance in their particular class or classes, but often they write about such things as your intellectual curiosity, energy, relationships with classmates, and impact on the classroom environment. Obviously it is important to ask for recommendations from teachers who know you well. No Score Cutoffs There are no score cutoffs for standardized tests, and successful candidates present a wide range of test results. During the most recent year, test score ranges (25th to 75th percentiles) for enrolled freshman were: SAT- Verbal:

9 SAT- Math: SAT- Writing: ACT: While there is no hard and fast rule, it is safe to say that performance in school is more important than testing. A very strong performance in a demanding college preparatory program may compensate for modest standardized test scores, but it is unlikely that high standardized test scores will persuade the admissions committee to disregard an undistinguished secondary- school record. COLUMBIA How does the Committee review applicants? We look at a variety of factors to help us inform our decision on a candidate including: The student s curriculum and grades - we hope to see that a student is challenging herself or himself with a rigorous course load The context of a particular candidate, including family circumstances, secondary school, community, interests and access to resources The quality of a student s involvement in activities beyond the classroom The character and personality of a candidate, and the impact she or he will make on our diverse, residential campus The candidate s fit for the distinctive Columbia experience, which includes the Core Curriculum; a both traditionally collegiate and unmistakably urban campus life; and an Ivy League school where curious thinkers come to grow Recommendations - which provide evidence of intellectual curiosity and promise, classroom and school and community participation, and overall potential for the candidate to make an impact at Columbia, in the classroom and beyond How does the Admissions Committee distinguish among candidates? 9

10 The admissions process at Columbia is a holistic one, taking many factors into careful consideration. We do not rely on standardized testing and grades alone and instead look at all parts of every application to help inform our judgment. We read personal statements to try to understand each candidate and what motivates him or her. We read teacher recommendations carefully to understand a candidate s contributions in the classroom and what that candidate might offer his or her Columbia classmates. Every part of the application matters. In the end our goal is to find the students who are the best fit for Columbia. Each year, there are many more qualified applicants than there are places in our class. With such an appealing pool of applicants, it is the job of the admissions committee to get to know all students and select those that we believe will take greatest advantage of the unique Columbia experience and will offer something meaningful in return to the community. Who We Look For DUKE Duke offers a multitude of opportunities to its undergraduates. We re looking for students ready to respond to those opportunities intelligently, creatively and enthusiastically. We like ambition and curiosity, talent and persistence, energy and humanity. When we read an application and then discuss an application in our Admissions Committee, we consider both the academic and the personal qualities of each student. We think about what a student has accomplished within the context of the opportunities and challenges he or she has faced. And we seek those students who will bring a variety of experiences, backgrounds, interests and opinions to the campus. We especially appreciate students who love thinking hard about things and who like to make a difference in the world. 10

11 Because the admissions process is so personal and contextual, it's impossible to predict a candidate's chances of admission by looking at academic qualifications alone. We're guided initially by our assessment of six primary factors: The rigor of a candidate's academic program Academic performance as measured by grades in academic courses Letters of recommendation from two teachers and a counselor Extracurricular activities The quality of thought and expression in the application essay Standardized test scores Students we accept haven't just gone through the motions they've put heart and soul into the areas that interest them. Frankly, students we do not admit often have these qualities as well. That's why Admissions Committee members spend countless hours reading and evaluating applications each year. Ultimately, we consider applicants within the context of their particular circumstances and the applicant pool as a whole, and do our best to determine which students will make the best match with Duke. MINIMUM REQUIREMENTS We do NOT require minimum scores on the SAT or ACT, GPA, or class rank for consideration or admission. 11

ADMISSION TO THE UNIVERSITY

ADMISSION TO THE UNIVERSITY William Carter, Director of Admission College Hall 140. MSC 128. Extension 2315. Texas A&M University-Kingsville adheres to high standards of academic excellence and admits