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Developing The College List
The “list” is usually the first topic students and parents ask about.
At the outset it is important for everyone to understand several things about the “list.” First, the list will grow and evolve over time as students identify the qualities they are looking for in a college, and as their academic, testing and personal profile continues to unfold (ie: final junior grades, first round standardized test results, leadership positions for senior year). Second, students are wise to keep their lists broad even into the fall of the senior year. It is much easier to cut schools as one finalizes the list in November, than to suddenly race around trying to add schools at the last minute.
In the family meeting, with both the student and parent(s), we will create a list of twenty to thirty colleges for the student to begin researching. The goal of such a large list is to expose the student to the wonderful range of educational opportunities that exist here in the United States and beyond. Based on the information we have to date about the student and our knowledge of the past experience of Friends' students with similar profiles, we will also be careful that the list represents a range of schools in terms of admissibility.
In the Junior Seminar class we will discuss ways in which students can research colleges, and this Handbook provides a number of resources for students as well. Ideally, students will read a brief anecdotal description of each college in a guidebook. If a school sounds appealing, they will then go to the college’s website to learn more about the academic and social offerings. As a next step, students and parents can map out campus visits. Throughout the spring and fall the counselors will continue to work with students to revise their lists, taking into account their reactions after researching and visiting particular schools and changing interests and ideas about their ideal college.
Typically our students submit ten to twelve college applications; the maximum allowed by Friends is twelve. Ideally a balanced list will include two to three reach colleges, four to five mid-range colleges, and two to three likely colleges. These terms—reach, mid-range, and likely—are relative and not absolute. And, of course, these estimates are based on continued strong coursework and a thoughtful, well presented application. Without these two elements likely schools can quickly become reach schools.
In our experience most students and parents have little difficulty identifying “reach” schools that they see as ideal matches for their needs. However, identifying schools in the “mid” and “likely” ranges sometimes requires more thorough investigation. Please note that the term “likely” should not only refer to the student’s chance of admission, but also to the student’s feelings about the school (ie: liking the college as a viable option). The biggest mistake a student can make in this process is focusing their attention too narrowly on reach schools, especially unrealistic reaches. Developing a well-balanced and informed list of colleges is the key to a successful process and a satisfactory outcome.
While it is important for students and parents to approach the process with optimism, it is also necessary to approach it with an awareness of the conditions “out there.” In our opinion, today is the most competitive time in the history of college admission. Is that fair? No. However, it is the reality with which we have to contend. Of the one hundred and fifty or so schools that our students apply to year after year the vast majority are in the position of denying far more students than they accept. With application numbers continually on the rise, there are no guarantees in this process. So again balancing the list is important to ensure that every student has options come April.
As students build their lists, the College Counselors will help them to understand where individual schools fall– reach, mid-range, or likely. Please understand that our assessment of a student’s chance for admission is not a judgment on their ability or achievement, nor a reflection on our belief in their potential. We truly believe that students here receive a phenomenal education and are well prepared to be successful at most selective colleges and universities.
Without question, the hardest part of our job is helping students to balance their list--not because determining these ranges is challenging, but because communicating that information in a way that is both supportive yet clear can be. We see it as our duty to be straightforward and honest in our assessment of students’ chances for admission because to do otherwise would be a disservice to them.
As students and parents it is your job to remain open to this feedback, to make informed, thoughtful choices, and to develop a balanced list of schools, each of which the student would be happy to attend.
In an ideal world, each student will be admitted to their first choice. In the real world, this is not always the case. As counselors we are here to support our students throughout this process and to act as their advocates in realizing their higher educational goals and dreams.
How Colleges Make Decisions
Making Sense of the College Admissions Process
To students and families, the college admission process can seem shrouded in mystery. To admission officers, it (usually) makes sense. At least in regards to how all of the pieces come together, which is almost like a patchwork quilt. Some colleges and universities make decisions based solely on numerical factors such as averaged-grades and standardized test scores. These tend to be large public or international universities. Most private colleges practice what is known as “holistic admission.” In this system, several factors beyond just grades and test scores are considered. What are the different factors that these admission offices review?
Academics
Colleges look first and foremost at a student scholastically. They review the high school transcript, looking at both grades as well as the rigor of one’s curriculum. The latter is based on the “context” (curricular offerings) of the school and the choices the student made in regards to their course schedule. A question admission readers ask themselves is, “What has the trend been in the student’s grades over time, as the curriculum became increasingly difficult?” Early high school grades do not disappear but if there was a slower start early on, or a year when something occurred to cause them to drop, what happened afterward?
Standardized Testing
Prior to the pandemic, the majority of colleges required the results of the SAT or ACT as part of an application. For the 2024-25 application cycle, most colleges have continued to be test optional due to the pandemic. In their entering class profile or admission statistics, institutions will often report their mid-50% range for admitted applicants from the prior application cycle. For example, if a college says that the midrange was 1350-1470, that means that 25% of students admitted were below that range and 25% were above it. With the exception of numerically-focused review processes such as at many state and international institutions, there typically is not a hard cutoff for an applicant’s score.
Recommendations Letters
There are three types of recommendations. Teacher Recommendations are written through the lens of the applicant in the teacher’s classroom. What were the student’s strengths, intellectual interests and ways they stood out?
The Counselor Recommendation speaks to academics as well as provides an in-depth discussion of the student personally and extracurricularly. Ultimately, Teacher and Counselor Recommendations not only enrich what students present about themselves but also give a sense of their potential as members of a college community. In some cases students will request an additional recommendation from someone who is not a teacher or counselor. This, known as a Supplemental Recommendation, only makes sense if that individual can speak to a different aspect of a student's profile and/or interest. Supplemental letters tend not to play a substantial role in the application review process.
Personal Essay
Admission officers look to the essay to get a sense of the applicant as a person through their own voice. The essay both showcases one’s writing skills as well as ability to organize thoughts into a structured narrative. Quite simply, though, the purpose is to educate the reader about you in your own words. The essay reveals your personality and character as well as what you feel is important to share about your experiences and values.
Supplemental Essays
Many colleges and universities have writing questions in addition to the main essay. These can range from “Why college X?” to “Tell us about the community from which you come.” When a college asks supplemental writing questions, it does so purposely and the admission staff spends a great deal of time reviewing responses. It hopes to learn even more about the student as a person and as a potential fit within its community.
Extracurricular Activities
Admission officers want to learn about an applicant’s commitments and interests. The Common Application provides an Activities section to do so. Examples of activities include, but are not limited to, clubs, organizations, sports, jobs, summer camp, music lessons, babysitting, volunteer work, internships, research experiences, and outside art and theater classes. As is the case with the main application essay, here admission officers are trying to find out more about the student as a person and potential community member on their campus.
Interviews
Some institutions offer interviews. These interviews are typically more informational than evaluative. The interview will never be the deciding factor in whether the college will accept you but instead provides an opportunity to get to know you better. The interview also gives you a chance to show your interest in and knowledge of the college. Ultimately, most interviews end up confirming what is already provided in other areas of the application.
Demonstrated Interest
In today’s hyper-competitive admission market, many institutions track demonstrated interest. Essentially, they look to see what types of interactions you have had with them to sense how likely you are to enroll if admitted. Have you visited campus and taken an official tour? When the admission officer visited Friends in the fall, did you attend? Did you interview? Did you open and interact with their emails?
During the pandemic, colleges began offering a variety of virtual visit opportunities and continue to do so.
Institutional Priorities
Colleges are at the end of the day businesses and like any other entity, have needs, wants and limitations. Although as an applicant one is being reviewed as an individual, they are additionally being looked at through the lens of the school’s overall needs. Colleges do not just admit students in a vacuum but see them as members of an incoming class and community. Robin Mamlet, the former dean of admission at Stanford and Swarthmore wrote, “Institutional Priorities are the strategic needs of a school as it considers whom to admit. For example, one year a school may seek tenors, female engineers, fullbacks, or geographic diversity. Institutional priorities can change from year to year, though some may carry over.” There are many categories that fit into institutional priorities such as athletic recruitment, legacy admission, and the goal of diversifying the community culturally, ethnically and socioeconomically.
