HIGHLY SELECTIVE COLLEGES

HIGHLY SELECTIVE COLLEGES

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WHAT IS A HIGHLY SELECTIVE COLLEGE? Typically, if a school admits fewer than 50% of applicant pool it s considered selective. The Most selective schools admit fewer than 30%. Many Top Tier admit 10% or less of applicants.

HIGHLY SELECTIVE COLLEGES There is no doubt these institutions represent the most competitive and sought after higher educational experience in the country. But there is considerable skepticism as to the assumption that one MUSTattend an Ivy league school to be successful, fulfilled, or happy. Before you jump into this highly competitive arena, do some soul searching to see if the quest for an Ivy league school is truly the appropriate path to take. The benefits may be wonderful, but the emotional cost may be great.

EXAMPLES OF HIGHLY SELECTIVE SCHOOLS Amherst College Brown University Caltech U of Chicago Columbia University Cornell University Dartmouth College Duke University Georgetown University Harvard University Harvey Mudd College U of I MIT U Michigan Ann Arbor Northwestern U N. Carolina @ Chapel Hill

MORE HIGHLY SELECTIVE SCHOOLS Notre Dame U of Pennsylvania Pomona College Princeton University Rice University Stanford University Swarthmore College University of Virginia Washington U St. Louis Wellesley College Wheaton College Williams College Yale University

WE HEAR THAT COLLEGES ARE BECOMING MORE SELECTIVE, BUT WHAT CAUSES THESE TRENDS? Population bubble. Online applications More foreign applicants Students applying to more colleges Use of the common application www.commonapp.org Be aware of supplements for each school

DATA FROM THE 2014 ADMISSION TRENDS SURVEY OF NACAC Explaining some of the numbers that contribute to growing selectivity:

NUMBER OF HIGH SCHOOL GRADUATES: ACTUAL AND PROJECTED 4,000 3,500 Peak 3.45 million in 2011-12 3,000 2,500 2,000 1,500 Number of students (thousands) 1975-76 1977-78 1979-80 1981-82 1983-84 1985-86 1987-88 1989-90 1991 92 1993 94 1995 96 1997 98 1999 00 2001 02 2003 04 2005 06 2007 08 2009 10 2011 12 2013 14 2015 16 2017-18 2019-20 2021-22 2023-24 Note: Includes both public and private high school graduates. Source: US Department of Education, National Center for Education Statistics. (2013). Digest of Education Statistics. (Table 210.10).

College Enrollment Rates of Recent High School Completers, by Gender: 1972 to 2012 NOTE: Enrollment in college as of October each year for individuals ages 16 to 24 who completed high school during the preceding 12 months. High school completers include both diploma and GED recipients. SOURCE: Digest of Education Statistics. (2013). U.S. Department of Education, Washington, DC: National Center for Education Statistics. (Table 302.10).

PERCENTAGE OF COLLEGES REPORTING CHANGE FROM THE PREVIOUS YEAR IN NUMBER OF APPLICATIONS FOR FALL ADMISSION: 1996 TO 2013 SOURCE: NACAC Admission Trends Survey, 1996-2013.

Trends in Average Acceptance Rate at Four-Year Colleges 74.0 72.0 70.0 68.0 66.0 69.7 69.6 71.4 69.0 70.7 68.2 71.4 67.2 69.8 67.9 68.1 66.3 66.5 65.8 66.5 66.5 66.0 67.1 68.7 64.0 63.7 63.7 63.0 62.8 63.2 62.0 60.0 Public Private 58.0 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Note: The list of colleges was drawn from the 2002-2013 Integrated Postsecondary Education Data System (IPEDS) using the online IPEDS Data Center. For each year of data, institutions were selected using the following criteria: US location, four-year, not-for-profit, baccalaureate degree-granting, and Title-IV participating. Institutions that indicated having open admission policies were then excluded. Source: Integrated Postsecondary Education System (IPEDS) online Data Center. (2011-12). US Department of Education, Washington DC: National Center for Education Statistics.

PERCENTAGE OF STUDENTS SUBMITTING THREE OR MORE AND SEVEN OR MORE APPLICATIONS: 1990 TO 2013 SOURCE: Higher Education Research Institute, UCLA. Annual The American Freshman reports.

State of College Admission 2012 % Change +33.0% +59.8% +82.0% SOURCE: Integrated Postsecondary Education Data System (IPEDS) online Data Center. U.S. Department of Education, Washington, DC: National Center for Education Statistics. Each year of data includes four-year, not-for-profit, baccalaureate degree-granting, Title IV-participating colleges in the U.S. that provided current year admission data. Open admission institutions are excluded. The n varies from 1,194 to 1,264 institutions.

State of College Admission 2012 SOURCE: NACAC Admission Trends Survey, 2005-2011.

PERCENTAGE OF COLLEGES REPORTING INCREASES IN EARLY APPLICATIONS SOURCE: NACAC Admission Trends Survey, 2013.

Percentage of Colleges Attributing Different Levels of Importance to Factors in the Admission Decision: 2013 Factor Considerable importance Moderate importance Limited importance Grades in college prep courses 81.5% 10.4% 7.4% 0.7% Strength of curriculum 63.7 24.8 8.1 3.3 Admission test scores (SAT, ACT) 58.3 29.5 10.0 2.2 No importance Grades in all courses 51.5 37.4 8.9 2.2 Essay or writing sample 22.2 37.8 22.6 17.4 Student s demonstrated 20.1 34.0 23.9 22.0 interest Counselor recommendation 15.9 43.9 24.7 15.5 Teacher recommendation 15.2 35.3 33.5 16.0 Class rank 14.1 43.9 28.3 13.8 Extracurricular activities 9.6 40.6 33.9 15.9 Interview 7.8 21.2 27.9 43.1 Portfolio 7.5 30.6 32.5 29.5 Subject test scores (AP, IB) 6.4 9.4 34.3 49.8 SAT II scores 6.0 10.9 23.7 59.4 State graduation exam SOURCE: NACAC 3.4 Admission Trends Survey, 10.1 2013. scores 28.4 58.2

Percentage of Colleges Attributing Different Levels of Importance to the Influence of Student Characteristics on the Evaluation of Factors in the Admission Decision: 2013 High school attended Considerable importance Moderate importance Limited importance No importance 3.3 24.1 33.7 38.9 Alumni relations 3.3 21.2 19.0 56.5 First-generation status State or county of residence 2.6 16.7 28.9 51.9 2.2 25.1 26.6 46.1 Race/ethnicity 1.9 7.0 17.8 73.3 Gender 1.9 12.3 17.9 67.9 Ability to pay 1.8 18.1 38.7 41.3 SOURCE: NACAC Admission Trends Survey, 2013.

Factors Showing Most Change in Considerable Importance Rating: 1993 to 2013 SOURCE: NACAC Admission Trends Survey, 2013.

DIFFERENCES AMONG INSTITUTIONS IN ADMISSION FACTOR RATING Public vs. Private Private: Essay/writing sample, interview, counselor and teacher recommendations, extracurricular activities, portfolios, and demonstrated interest Enrollment Size Smaller: Interview, counselor and teacher recommendations, demonstrated interest, portfolios, and state graduation exam scores Selectivity More Selective: Similar criteria to private and smaller institutions, in addition to strength of curriculum, work, subject test scores (AP and IB) and SAT II scores SOURCE: NACAC Admission Trends Survey, 2013.

INTERNATIONAL STUDENT ENROLLMENT IN US HIGHER EDUCATION SOURCE: Institute of International Education (IIE) (2014). Open Doors Report on International Educational Exchange. *Before 1979, non-degree and OPT students were counted together in Open Doors and identified in separate Other category.

International Students at US Universities In 2013-14, 370,724 international students were pursuing UG degrees. Top countries of origin [UG]: China (29.8%) South Korea (9.98%) Saudi Arabia (7.25%) Canada (3.75%) India (3.42%) Top host states [UG & Grad]: California (13.73%) New York (11.2%) Texas (7.3%) Massachusetts (5.8%) Illinois (4.8% percent) Majority (65%) of international students attend public institutions, and in 2013-14 70% of students attended just 200 US institutions. Agency-based recruitment is occurring at approximately 20% of US institutions

CLASS OF 2019 STATISTICS

ACCEPTANCE RATES REGULAR DECISION VS. EARLY DECISION VS. EARLY ACTION

FLAGSHIP PUBLIC UNIVERSITIES Receiving record numbers of applications. As a result, becoming more competitive. Out of State process is often QUITE SIGNIFICANTLY more competitive than for those applying from in-state. Make a note that admission averages as printed in resource guides may not be as accurate for our students applying from out-of-state. EARLY APPLICATIONS MAY BE HELPFUL! BE PATIENT! Will often hold out-of-state decisions until later in admission cycle to give in-state students first shot.

ROLLING/REGULAR/SELECTIVE VS. HIGHLY COMPETITIVE At a selective school, like Illinois Wesleyan, admission is done on at least a modified rolling basis and candidates are held up to an admission standard goal as opposed to being compared to one another. The schools identify what they are seeking and students are admitted or denied based on those standards.

HIGHLY SELECTIVE ADMISSION At a most highly competitive school candidates are compared to each other and read in a competitive pool. Institutional priorities will be considered: Special Talents Development issues Diversity- religious, geographic, ethnic Gender balance Balancing academic program enrollments

Things that don t matter much to Harvard, Stanford, Princeton or Duke Class Rank- that s okay, we don t have one. Reported GPA- they recalculate it You do still need to earn good grades in challenging courses. Perfect test scores Lots of trophies for chess, mathletes, etc.

DIVERSE ADMISSION PLANS EXPLAINED: Non-restrictive Application Plans: Regular Decision Rolling Admission Early Action All have May 1 reply date for student

Restrictive Admission Plans Allow colleges to limit students from applying to other early plans: Early Decision Commitment required Must reply by date specified (prior to May 1) Restrictive Early Action No early commitment May apply early to any public college/university or foreign university but restricted from applying to other private EA programs. May wait to reply until May 1

WHAT IS THE COMMON APPLICATION? The Common Application is a not-for-profit organization that serves students and member institutions by providing an admission application online and in print that students may submit to any of our over 600 members. www.commonapp.org Do not confuse it with others that attempt to charge you for the same services!!!!

RECOMMENDATIONS These are Key and verify other portions of the application. Teacher recommendations should speak to how a student performs in class, intellectual ability, willingness to be a cooperative learner, etc. Should request teacher recommendations by October 1 st. Be sure to give the teacher a deadline 2 weeks prior to the actual deadline! Students will need to complete the blue Falcon Information Sheet for a counselor recommendation. Can be turned in with their transcript requests, at least 10 school days prior to the actual deadline. (Be aware of holiday breaks).

SAFETY SCHOOLS ALL students who apply to several of the most selective schools need to have appropriate mid-range and safety schools. Students need to find mid-range and safeties which have similar academic and social ambience as the most selective schools and apply to one of them as well. Biggest mistake is applying to a safety they don t want to attend!

HOW CAN I AFFORD IT? All of the Ivies and most of the schools listed previously all award financial aid on the basis of need. There are NO merit-based scholarships. Ivy league schools provide a lot of financial aid. The average tuition actually paid by Harvard students (after aid) is actually less than what is charged by many of the better public universities.

STEPS A STUDENT CAN TAKE TO BE AN EFFECTIVE SELF-ADVOCATE @ SELECTIVECOLLEGES Maintain a rigorous, realistic, and wellbalanced academic program throughout the senior year. Assume leadership roles in school and community service activities. Strategize effectively with regard to standardized tests.

STRATEGIES CONTINUED Research and Select college options with great care to making good matches. Make sure to include safe, mid-range, and reach schools. (consult your counselor for assistance in this area.) Decide wisely regarding early action and/or early decision applications.

MORE STRATEGIES Understand the importance of writing an outstanding, error free application with original, well-drafted/crafted and genuine essays. Take the lead in building relationships with admission officers. Make use of the high school visit, college fairs, campus visits and area-wide receptions. Maintain contact with these admission people, and follow up on interviews.

MORE STRATEGIES Get a reasonable number of outstanding and supportive recommendations. Submit supporting documentation of any special admission categories. i.e. art portfolio, musical tape, examples of creative writing. Explain any challenges the admission office should take into consideration. Continue to update the application with important new information, even after the application deadline.

FINAL STRATEGIES Make sure to take advantage of any opportunity to do an interview. If deferred (EA/ED) or waitlisted, ask for your school counselor s assistance.

WHAT PARENTS CAN DO TO ASSURE THIS IS NOT A DESTRUCTIVE EXPERIENCE FOR STUDENTS Make sure your child (and you) have researched a real range of college options If you visit, visit a range of schools-not just the impossible ones That midrange schools match dream schools Help your child understand the unpredictability of the process and prepare for possible disappointment

PARENT ROLE Absolutely avoid comparison with siblings, cousins, and friends of children. Have financial discussions with your child about what is affordable so there are no surprises if a financial aid package isn t what you expect. Affirm that you will be proud of your child no matter what the outcome!!!!!!!

RESOURCES FOR POWERPOINT Mary Lee Hoganson- College Admission Consultant, University of Chicago Laboratory H.S. and Homewood-Flossmoor High School, Past President NACAC Sue Biemeret- College Consultant, Stevenson High School Slides from Naviance.com Slides from NACAC admissions trends survey Slides from Business Insider and Ivy Coach

CONGRATULATIONS! You have talented and motivated students who will be wonderful additions to many excellent schools!