Just who gets in?

I will use a few examples to illustrate my points made in the last two posts: the lack of motivation of most students to be active in organizations once on a college campus and the level of achievement required in high school to get into the top schools. This data is used later to apply a formula I invented for admissions.

Note: I've bolded some of the great accomplishments of each candidate

Candidate 1:

SAT: 2270
SAT II's: 800 (Biology-Molecular), 780 (Math I), 770 (US History
Rank: 4th of 305
AP's: 5's in US History, Chemistry, Biology, and Psychology; 4 in Calculus BC and Physics
Course level: has taken 6 AP level, 4 IB level, and 2 honors (IB = International Baccalaureate, a more rigorous course of study)

Achievements: National Honor Society (=selective group of students chosen for leadership, character, academics, and service; Vice president ), National Merit finalist (prestigious distinction based on PSAT scores).

Activities: Science Olympiad (captain; SO is a competition-based club emphasizing problem solving and engineering; won three medals the year before at Regionals), some volunteer service in various places (~100 hours), Piano (local competition grand prize, played as soloist with two orchestras), Flute (a few distinctions in the local orchestra), Spanish Club (president), Chemistry club (captain). Attended summer school (college courses) at University of Pennsylvania before her senior year

Essay: on her experiences over the summer at UPenn and how that would entice her to try new things

This resume, which is based on a person I actually know, did not get into any Harvard-type school; she ended up going to Cornell, the highest place she got in (which is an Ivy League, but since this applicant is from New York, she got some preference). But this is an incredible resume! Overall, her problem was that she wasn't truly excellent at any academic area. The only distinction (that is not based on exam scores) was her Science Olympiad awards, which, as admissions officers may know, isn't that incredibly hard since at the regional level, almost half the participants get a medal.

However, did Cornell make a good choice by taking her?
- she did not continue with piano or violin
- she didn't join any clubs in college except a pre-med society and a science general-interest club, which requires no time
- she never tried new things in college (too busy?)
- maintained a good grade-point average

Overall, she did not add to the campus in any way. True, her grades were sufficient to be deemed an accomplished student, but there is no way she will make any difference in the college, present or future. Most importantly, she does not have the will to pursue anything besides her regular academic work, so she is restricting herself to be an "average citizen" - one that works for others.

I don't think Cornell made a mistake to admit this candidate, because she is diligent and intelligent, and will be mildly successful, but I'm just saying that this girl was not a great choice because she did not live up to either of the selection criteria - adding life to the university or showing future promise in wealth or fame.


Now, let's look at these stats of another applicant:

Candidate 2:

SAT: 2350
SAT II's: 800 (Math II, Chemistry), 780 (English Literature)
GPA: 99.12/100, Rank: 4th of 665
AP's: 8 total. 5's in US and World History, Calculus, Chemistry, and Spanish. 4's in Macroeconomics, Physics and English Lit.
Course level: has taken 10 AP level, 5 honors level classes in high school

Achievements: AP National Scholar (because of the 8 AP exams), National Honor Society, National Merit semifinalist, Department awards in Math and Social studies. Honor roll for the AMC (a math competition, reached by ~5% of competitors and 1% of students overall), two years. Honors in the National Chemistry Olympiad Exam (top 150 in US).

Activities: Lacrosse (JV 2 yrs, Varsity 2yrs, Captain for senior year, runner-up for MVP in junior year, team=3rd in section for two years straight), Math club (winner of two local math competitions, president of the club), Violin (prizes in several state competitions, concermaster [top player] in local youth orchestra, of which he is also president), Science Olympiad (co-captain of team, won three medals the year before), some volunteer service in hospital (~170 hours), had Spanish exchange student in junior year for two months.

Essay: #1:about his Spanish and how it improved with the exchange student
#2: why he wishes to pursue medicine

The above applicant would be the average admit for a university like Yale or MIT. I don't know for sure (this is a somewhat fictional person although not completely), but I have seen enough college information to safely make that conclusion. Can you believe it? What a phenomenal resume! Just look at the number of bolded items; it shows a great amount of talent, time management, and effort throughout the high school years. You must wonder what the top admits are like.

But, let's see if Yale (where he went) made a good choice:
- he played intramural lacrosse for two semesters
- plays violin for a small ensemble
- joined the math, science, and democratic societies, but no leadership
- wishes to pursue medicine like he said

Again, he does not show any evidence of doing anything special for the campus: what he does could be done by 70% of the population, yet he was admitted for his strength as a top 1% applicant.