Author Archives: AMJ

Applying to Carnegie Mellon for Computer Science or Engineering: What Students Should Know


Carnegie Mellon Computer Science and Engineering — Insight Education

For students interested in computer science or engineering, Carnegie Mellon University is high on many college lists. Its School of Computer Science (SCS) offers programs in areas such as computer science, artificial intelligence, robotics, human-computer interaction and computational biology, while the College of Engineering includes fields such as electrical and computer engineering, mechanical engineering and materials science.

It is also very selective.

The most recent publicly available school-specific admission data we could verify is from the Class of 2024, when approximately 7.0% of applicants to the School of Computer Science and 20.0% of applicants to Engineering were admitted. These figures are now several years old and should not be interpreted as current acceptance rates.

Carnegie Mellon has also changed how Engineering admission works: students now apply directly to a specific engineering major or to Engineering Undecided.

At Insight Education, we don’t believe there is a formula for getting into Carnegie Mellon—or any highly selective university. But students can make thoughtful choices throughout high school that allow their interests, abilities and character to come through clearly when it is time to apply.

Build a Strong Academic Foundation

There is no substitute for academic strength.

For both SCS and Engineering, Carnegie Mellon expects four years of mathematics, with calculus preferred and advanced mathematics encouraged. Engineering applicants should have biology, chemistry and physics, while SCS expects physics plus two years of chemistry, biology or computer science.

The academic profile of enrolled students provides additional context. Among students entering Carnegie Mellon in Fall 2025, the average reported high school GPA was 3.89. About 43.9% had a 4.0 GPA, while another 41.7% had GPAs between 3.75 and 3.99. In other words, more than 85% of enrolled students who reported a GPA had at least a 3.75.


Carnegie Mellon Fall 2025 entering class GPA profile
Source: Carnegie Mellon University Common Data Set 2025–2026. University-wide; enrolled first-year students who reported GPA, not SCS or Engineering specifically.

These figures are university-wide rather than specific to SCS or Engineering, but they give students a realistic sense of the academic strength of Carnegie Mellon’s incoming class.

That doesn’t mean taking every AP class available. We would rather see students pursue an appropriately rigorous curriculum and perform well than overload themselves simply to accumulate AP titles.

Students who need additional support in advanced math, science or AP courses can explore Insight’s 1:1 Academic Tutoring.

For Computer Science, Testing Matters

Students applying to SCS are required to submit either the SAT or ACT.

Engineering is test-flexible, which is different from test-optional. Engineering applicants are still required to submit standardized test results, but they can choose which type of testing best represents their academic strengths. Carnegie Mellon currently accepts the SAT, ACT, AP exams, IB exams, Cambridge A-Level results and the French Baccalaureate.

The score ranges also provide some useful context. For students who enrolled at Carnegie Mellon in Fall 2025 and submitted scores, the middle 50% SAT range was 1500–1560, with a median score of 1540. The middle 50% ACT range was 34–36, with a median of 35. SAT Math scores were particularly high: the middle 50% was 770–800, with a median of 790.


Carnegie Mellon Fall 2025 entering class SAT and ACT score profile
Source: Carnegie Mellon University Common Data Set 2025–2026. University-wide; enrolled first-year students who submitted test scores, not SCS or Engineering specifically.

Carnegie Mellon does not currently publish separate SAT or ACT ranges for SCS and Engineering, so these numbers represent the university as a whole.

These numbers should not be interpreted as cutoffs. A 1560 SAT does not get a student into Carnegie Mellon, and a score below 1500 does not automatically keep a student out. But for a student targeting SCS in particular, where the SAT or ACT is required, the data provide a realistic sense of the academic testing environment.

We would therefore consider testing part of the academic plan early in high school rather than something to address at the last minute. Starting earlier gives students time to identify weaknesses, prepare properly and take the SAT or ACT again if necessary.

You can learn more about Insight’s Digital SAT preparation programs here.

Show That You Can Solve Hard Problems

Computer science and engineering both require students to approach difficult problems methodically and logically. Coding is one way to demonstrate that ability, but it is certainly not the only one.

Advanced mathematics courses can demonstrate increasingly sophisticated quantitative reasoning. Math competitions such as the AMC and AIME can show students pushing themselves beyond the classroom. Strong performance in courses such as AP U.S. History can demonstrate a different type of critical thinking: interpreting evidence, evaluating competing arguments and constructing logical conclusions.

The objective is not to accumulate activities simply because they appear impressive. Students should look for different ways to demonstrate that they enjoy tackling difficult questions and have developed the discipline to work through them.

Don’t Just “Do Computer Science”

One mistake we see is assuming that a prospective CS student’s activities should contain as much coding as possible.

Instead, ask: What have you built, investigated, solved or changed because of your interests?

That could mean developing an app, conducting research, robotics competitions, using technology to help a nonprofit, teaching younger students how to code—or combining computer science with an entirely different interest, like professional sports or presidential elections.

Creativity matters as well. Coding itself is a creative process: students have to imagine solutions rather than simply execute instructions.

For that reason, students who are seriously involved in visual art, music, theater, dance or another creative pursuit may bring an additional dimension to an application. Technical ability and creativity are not opposites. In many areas of computer science and engineering, the most interesting work comes from combining the two.

CMU says it considers qualities including collaboration, creativity, impact, self-directed learning and critical thinking. The goal shouldn’t be to manufacture a “CS profile.” It should be to genuinely explore your interests and do increasingly meaningful things with them.

Our College Prep Summer Checklist offers ideas for using summers productively at each grade level.

Remember Who You’re Competing Against

Highly selective admissions happen in context. Carnegie Mellon reviews a student’s academic record in relation to the opportunities available at that student’s high school, including curriculum rigor and the courses available to them.

Practically, that means students should start by thinking about the world they come from.

If several students at your high school are interested in CMU Computer Science or Engineering, your application cannot look exactly like everyone else’s: the same AP classes, the same coding club, the same summer program and the same handful of competitions.

Students are competing first within the context of their own school and community. Admissions officers will naturally see similarities among applicants from the same high school, so differentiation matters.

You don’t need to be different simply for the sake of being different. But by junior and senior year, an admissions reader should be able to understand what specifically interests you, what you chose to pursue deeply, how you think and what you contribute that may be different from another strong student sitting in the same classrooms.

That differentiation can come from subject matter, leadership, creativity, research, service, entrepreneurship, the arts or simply from pursuing an unusual question with real depth.

Understand What You’re Applying To

There is an important difference between SCS and Engineering.

Students are admitted to the School of Computer Science, rather than directly to Computer Science, Artificial Intelligence, Robotics, Human-Computer Interaction or Computational Biology. They select among SCS’s five primary majors after enrolling.

Engineering now works differently. Students apply directly to Chemical Engineering, Civil and Environmental Engineering, Electrical and Computer Engineering, Materials Science and Engineering, Mechanical Engineering, or Engineering Undecided. Students admitted as Engineering Undecided choose among the primary engineering majors later in their first year.

That makes it even more important to understand why a particular field interests you rather than choosing a major because you believe it may be easier to enter.

Let the Essays Connect the Dots

CMU already has your transcript and activity list. Your essays shouldn’t simply repeat them.

They should help an admissions reader understand how your interests developed, what motivates you and what your experiences reveal about you.

This can be especially important for technically accomplished applicants. Being able to code is not a personality.

Your curiosity, humor, values, relationships and way of looking at problems help the reader see the person behind the accomplishments.

The strongest essays often explain how seemingly separate parts of a student’s life fit together. A student interested in computer science and political campaigns, for example, might explore data, polling, misinformation or voter behavior. A student interested in sports might explore analytics, biomechanics, performance data or computer vision.

Our advice on showcasing your strengths in college essays explores this further.

Keep Carnegie Mellon in Perspective

Carnegie Mellon SCS and Engineering are highly selective for virtually everyone.

A thoughtful college process isn’t about gaining admission to one particular school. It is about developing a balanced college list containing multiple colleges where a student would be excited to learn and grow.

At Insight Education, our college admissions counseling services help students develop their academic interests, make thoughtful choices throughout high school and present their experiences authentically and effectively when it is time to apply.

Explore College Admissions Counseling

The Digital SAT: Structure, Why It Matters, and How to Prep the Right Way

Digital SAT Guide

The Digital SAT: Structure, Why It Matters, and How to Prep the Right Way

The Digital SAT isn’t a totally new test—but it does behave differently than the paper SAT. The test is shorter, and the adaptive module structure changes how students should prepare.

Digital SAT Structure (What Students Actually Take)

READING & WRITING
  • 2 modules
  • Short passages (often 1 question per passage)
  • Grammar/conventions, rhetoric, vocab-in-context, comprehension
MATH
  • 2 modules
  • Calculator throughout (built-in digital calculator available)
  • Algebra, Advanced Math, Data Analysis, Geometry/Trig

The big difference: Adaptive modules

Each section has a first module and a second module. Performance on Module 1 influences the difficulty of Module 2.
Translation: accuracy and pacing early can shape what you see next.

Why Taking the SAT Still Matters

A strong SAT score is still one of the cleanest ways to add academic signal—for selective admissions, competitive majors,
honors programs, and sometimes scholarship consideration.

You must always have insurance

Even if a school on your list is “test optional” today, there’s no guarantee it stays that way by the time your student applies.
Schools have been coming back to mandatory testing—and your dream school could be one of them.

The smart move is simple: take the SAT at least once, prep intelligently, then decide how to use the score strategically.

Why Students Struggle (or Don’t Improve) Even When They’re “Working Hard”

Some students take diagnostics, do practice problems, take more diagnostics… and still don’t improve much.
Usually it’s not effort. It’s how the effort is being used.

What’s happening?
  • They don’t review errors at all, or
  • They “review” by reading an explanation and saying: “Ohhh, I get it now.”

But understanding an explanation is not the same as being able to reproduce the skill under time pressure with a slightly different question.

The real fix: pattern-based error analysis

One missing concept can create multiple mistakes. The goal is to identify patterns, then train the underlying concept until it’s automatic.

  • Track errors by category
  • Identify the underlying concept (not just the question)
  • Practice the skill until it holds under realistic conditions
  • Return to mixed practice so it sticks

This is exactly what Insight structures for students.

Whether it’s a class or 1:1 tutoring, the goal is not “more practice.” It’s smarter practice: targeted skill-building + error analysis + accountability.

Schools That Require Test Scores (SAT/ACT): A Helpful Starting List

Policies can change, so always confirm on each school’s admissions website. This list is meant as a starting point for families who want “insurance.”

Test-required (SAT/ACT required)
  • MIT
  • Caltech
  • Georgetown
  • Brown
  • Dartmouth
  • Harvard (limited exceptions)
  • Georgia Tech
  • University of Florida
  • University of Georgia
  • UT Austin
  • United States Naval Academy
Test-flexible
  • Yale
“Test expected”
  • Purdue (test expected, limited exceptions)
Note: “Test expected” often functions like “required” for most students in practice.

The Insight Advantage: Prep That Actually Moves Scores

The Digital SAT rewards skill, efficiency, and strategy. Most students don’t need “more practice.” They need a plan: targeted concepts,
pattern-based error review, and consistent execution.

Bottom Line

Real score gains come from smart prep: error analysis, pattern recognition, and targeted concept mastery—not just more questions.

The New ACT Format: Everything Students and Parents Need to Know

The ACT has been revamped to deliver a shorter, less stressful, and more flexible testing experience—without changing its rigor. Here’s what’s new, what stays the same, and how to best prepare.

Key Updates to the ACT Format

1. A Shorter, Smarter Test

  • The total time has been slashed—the core sections now take around 2 hours (125 minutes).

  • Overall, the number of questions drops from approximately 215 to 171, giving students nearly 22% more time per question.

2. Optional Science Section

  • The Science section is now optional, similar to the Writing portion.

  • If taken, Science is reported separately; the composite score reflects only English, Reading, and Math.

3. Fewer Math Answer Choices

  • Math questions now have 4 answer options instead of 5, matching the rest of the test format.

4. Rollout Timeline

  • Spring 2025: New digital ACT format launches nationally.

  • September 2025: Transition to the new format for all paper and digital ACTs.

  • Spring 2026: School-day (district) testing transitions as well.

What Remains Unchanged

  • Scoring: Composite score still runs from 1–36, with superscoring available.

  • Core content: English, Reading, Math (plus optional Science/Writing) remain the focus.

  • Delivery options: Both paper and digital formats continue during the rollout phase.

Side-by-Side: Old ACT vs. New ACT

Feature Old ACT New ACT
Test duration ~3 hrs 35 min (includes all parts) ~2 hrs (core sections)
Total questions ~215 ~171 (fewer overall)
Math choices 5 options 4 options
Science section Mandatory Optional (composite excludes it)
Digital testing Limited rollout previous years Starts Spring 2025, expands nationwide
Paper testing Standard Continues through rollout

How to Prepare for the Enhanced ACT

  • Use updated practice materials: Make sure that any online platforms you use offer practice tests matching the new format—shortened, with updated question counts and answer choices.

  • Decide on Science wisely: If target colleges require ACT Science, it’s smart to include it. Otherwise, taking it is optional. Make sure to check the requirements for any colleges you are thinking of applying to when you are in your senior year.

  • Focus on accuracy: With fewer questions overall, each one matters more—precision over pace!

  • Familiarize yourself with the timeline: Know when the new format is available and choose paper vs. digital accordingly.

2025–2026 ACT Test Dates & Registration Deadlines

Here’s the official national schedule for ACT testing opportunities in 2025 and early 2026:

Test Date Regular Registration Deadline Late Registration Deadline
September 6, 2025 August 1, 2025 August 19, 2025 (ACT)
October 18, 2025 September 12, 2025 September 30, 2025 (ACT)
December 13, 2025 November 7, 2025 November 24, 2025 (ACT)
February 14, 2026 January 9, 2026 January 23, 2026 (ACT)
April 11, 2026 March 6, 2026 March 24, 2026 (ACT)
June 13, 2026 May 8, 2026 May 29, 2026 (ACT)

 

Closing Thoughts

The redesigned ACT is shorter, less burdensome, and gives students more choice—especially with optional testing sections and multiple formats. As always, accuracy and strategic prep are key. At Insight Education, we’re here to help you tailor your study timeline and approach to these changes. If you are interested in learning more about Insight’s 1:1 tutoring lesson options please click HERE. You can also click HERE to learn more about our ACT Classes.

 

 

This article was written by Insight’s Co-Founder, Ajit Jain. Ajit grew up in Toronto, Canada #GOBLUEJAYS and studied engineering at the University of Toronto. He moved to the Bay Area to pursue his MBA at the Stanford Graduate School of Business and has been here since. 

A New Freshman in High School

It’s that time of year- the countdown has officially begun! 

The first day of school is just here, and for those students entering their freshman year in high school, this is no ordinary first day of school. The first day of high school marks an important life transition in so many ways. How is it that so much can change in just a few months between eighth-grade graduation and the beginning of high school? Students who once felt that they could commit to memory every deadline and exam date often find that they drop the ball on small assignments, forget to study for an upcoming test, or encounter unforeseen conflicts between schoolwork and extracurricular commitments. These experiences speak to the accelerated pace, significantly heavier workload, and emphasis on inquiry-based learning that students encounter in high school.

In this month’s article, I will offer some key suggestions and words of advice to students and their families in navigating this exciting and challenging transition.

As students enter high school, my hope is that they approach the challenges they face with what I like to call a “growth mindset.” This approach to learning is based on the research findings of Dr. Carol Dweck at Stanford. Dr. Dweck’s research has shown that students who attribute their academic successes to hard work and persistence perform better in the long run than students who attribute their success to being “smart” or “talented.” Indeed, contemporary neuroscience tells us that the brain is more like a muscle that gets stronger when we exercise it. Students who have a growth mindset are not afraid to try hard problems and fail because they understand that, like lifting weights, exercising their brains is what builds intelligence.

The growth mindset approach underpins another important transition students will face in high school. My colleagues and I have observed that many of our students at the high school level struggle with critical reading, both on standardized exams and in the classroom. As students learn about literary devices, syntax, and essay structure, I find that many students mistake the elements of good writing for the meaning of the text itself. At the high school level, students are expected to use what they know about effective writing to support their own opinion regarding the meaning of the text. That means students need to have opinions about what they are reading. A great way to support this development at home is to choose an article or current event to discuss around the dinner table each week. Students need to be encouraged to take intellectual risks and express opinions that may be unpopular; this will support their success in the classroom setting and foster their capacity to read critically.

Last, but not least, an article about transitioning to high school would be incomplete without a note on time management and organizational skills. Each year, most students receive a planner directly from school. And most students will use this to write down homework—that is, if they use it at all. I cannot overstate that proactive planning is often what separates the top students from the rest of the crop. Don’t just write down your assignments; write down WHEN you are going to complete them.

Beyond time management skills and hard work, my hope is that Insight students learn to meet the inevitable challenges on their academic journey with greater patience and self-confidence, rather than with a “grit your teeth and bear it” kind of attitude. What the top universities in this country are looking for, as explicitly stated in their application questions, is intellectual vitality and curiosity. That means: work hard, but don’t forget to have fun while you’re learning. High school may just be starting for freshmen, but it will be over in a flash—enjoy it!

Start your high school journey with confidence! Schedule an initial consultation to learn how Insight Education can help you build a strong foundation for future college success.

ACT Logo with answer sheet in the background

Understanding the ACT: Structure, Benefits, and Ideal Candidates

The ACT (American College Testing) is a standardized test widely used for college admissions in the United States, and in some cases, international schools as well. Understanding its structure and benefits can help students make an informed decision about whether it’s the right choice for them.

The ACT is divided into four main sections: English, Math, Reading, and Science, with an optional Writing section. Each of these sections is designed to assess different skills:

English: This section tests grammar, punctuation, and rhetorical skills. It consists of 75 questions to be completed in 45 minutes.

Math: Covering a range of mathematical concepts from algebra to trigonometry, this section includes 60 questions with a 60-minute time limit.

Reading: Students read passages and answer questions to demonstrate their comprehension and interpretation skills. This section features 40 questions to be completed in 35 minutes.

Science: This section evaluates scientific reasoning and interpretation skills through 40 questions in 35 minutes.

Writing (Optional): Students can choose to complete a 40-minute essay that evaluates their writing skills and ability to articulate complex ideas.

Why should a student consider taking the ACT? The ACT is known for its straightforward question format and emphasis on problem-solving and critical thinking. It’s also generally considered more flexible with its content, covering a broad range of subjects that may align better with a student’s strengths. For students who perform better under time pressure, the ACT might be a good choice, as it requires quicker responses per question compared to the SAT.

Why should a student consider taking the ACT? The ACT is known for its straightforward question format and emphasis on problem-solving and critical thinking. It’s also generally considered more flexible with its content, covering a broad range of subjects that may align better with a student’s strengths. For students who perform better under time pressure, the ACT might be a good choice, as it requires quicker responses per question compared to the SAT.

Ultimately, the decision between the ACT and SAT depends on the student’s strengths, test-taking style, and abilities, and the college admissions requirements imposed by the universities they are targeting. The ACT may be particularly advantageous for students who excel in science and prefer a test that integrates multiple subjects in one assessment. It can also be a good option for those who are looking for a test with a more straightforward format compared to the SAT.

It is always a good idea to take practice tests for both exams to see which aligns better with your skills. While both the ACT and SAT are valuable for college admissions, the ACT’s unique structure is attractive to many students. Just like Coke vs. Pepsi, the ACT and the SAT offer similar yet very different options that can both quench your thirst and help you achieve your college dreams.

Ready to tackle the ACT with confidence? Sign up for our ACT Boot Camp or personalized tutoring sessions with Insight Education.

Zoom to Find Your Fingerprint Story

Over the years, I have been asked hundreds of times what a student can do in order to write a compelling and unique personal statement about a popular or common activity. On the one hand we tell kids to be themselves and write about the things they value most and on the other hand we tell them not to follow the crowd and work hard to craft essays that are the first of their kind! 😉

No matter how popular or common your activity or experience may appear to be on the surface, never forget that the way you experienced it is like a fingerprint. No two experiences are alike.

Take the time to peruse through your memories of the many wonderful, challenging, disappointing or all of the above moments that you lived with this activity (let’s say it is soccer). This may seem overwhelming but being thorough will really help you find the perfect story and you may find it to be quite enjoyable as well.

Once you believe you have catalogued your soccer journey, you will need to decide how close you want to zoom in or out of the topic. When I say zoom in or out try and imagine a time when you went to Google Maps to search for the helicopter view of your house. If you carefully decide how close or far you want to set your zoom position for the map, you will see your house, the car in the driveway and maybe even smaller details like the trees or bushes or your dad mowing the lawn! If you zoom in too close you will simply see a pixelated screen. If you zoom all the way out you will see all of Planet Earth.

Taking this analogy and applying it to a popular activity like soccer (or even a seemingly less common one for teens like crocheting), if you zoomed all the way out you could probably recount your entire soccer journey since your parents first signed you up for AYSO all the way through to yesterday’s Varsity Team practice. Since maximum word counts are fixed (650 for the Common App Personal Statement), the more you zoom out, the less details you can offer and the less you can dive in deeper or reflect – this means we will learn less about YOU when you attempt to cover too much! Zooming all the way in could be compared to describing your favorite soccer ball or cleats like an Amazon product page. In this case 650 words is way too much and there is nothing deep or reflective to dive into. Adjusting your zoom intelligently and keeping in mind that the point of this essay is to help the admissions reps learn more about who you are, maybe you focus on the journey towards learning how to perform a bicycle kick or possibly a conversation with a coach that led you to better understand yourself and thus how to improve as a soccer athlete and a leader on the field. Conversations (or moments) are great because they serve as anecdotes that do not consume tons of words yet they offer the possibility to dive in and really share a unique fingerprint story with soccer in the background. The story doesn’t even have to be explicitly tied to playing or training for soccer.

In the end, writing a personal statement about a common activity like soccer comes down to authenticity and perspective. It’s not about finding the rarest topic, but about digging deep into your own experiences and sharing the fingerprint moments that have shaped you. Whether it’s learning a challenging skill or technique, a pivotal conversation, or a small but meaningful victory, those moments—and how they affected you and how you reflect on them—offer insight into who you are beyond the surface of the activity. By thoughtfully adjusting your focus and sharing your unique “fingerprint” story, you’ll establish a powerful and profound connection with your reader and reveal the personal journey that sets you apart.

Uncover your unique story and stand out in your college applications. Schedule an initial consultation with Insight Education to craft a compelling personal statement that highlights your true fingerprint!

 

This article was written by Insight’s Co-Founder, Ajit Jain.

 

Digital SAT Test Dates 2024-2025

2024-2025 SAT Test Dates and Registrations

SAT TEST DATE REGISTRATION DATE SCORES RELEASE DATE SUGGESTED PREP DATES
August 24, 2024* August 9, 2024 September 6, 2024 Start June 2024 
October 5, 2024 September 20, 2024 October 18, 2024 Start July 2024 
November 2, 2024 October 18, 2024 November 15, 2024 Start September 2024
December 7, 2024 November 22, 2024 December 20, 2024 Start October 2024 
March 8, 2025 February 21, 2025 TBD Start November 2024 
May 3, 2025 April 18, 2025 TBD Start January 2025 
June 7, 2025 May 22, 2025 TBD Start February 2025 
August 23, 2025* TBD TBD Start June 2025 
October 4, 2025* TBD TBD Start July 2025
November 8, 2025* TBD TBD Start September 2025
December 6, 2025* TBD TBD Start October 2025 
March 14, 2026* TBD TBD Start November 2025 
May 2, 2026* TBD TBD Start January 2026 
June 6, 2026* TBD TBD Start February 2026 

*Anticipated test date

REGISTER TO TAKE THE OFFICIAL DIGITAL SAT HERE.

Get ahead of the curve with expert SAT prep! Check out our upcoming Digital SAT boot camps and 1:1 tutoring options to prepare for your chosen test date—sign up today and boost your readiness!

Want to Impress Colleges? Be Yourself!

How much do colleges weight sports? Does it help if I quit tennis and pursue a more unique sport? Can I get into a top school if I am Captain of Speech and Debate? Do I really have to do research? Is 1600 the score I need to get into any college? What if I try to skip ahead in Math and do Calculus in my Junior year, is that better than if I do it in my Senior Year?

These are the types of questions I often get from parents of older students as it relates to their high school students. But these were the questions that a very eager and precocious seventh grader asked me the other day. As a thirteen-year old, she is already wrapped up in the college admissions race going so far as to know what is her dream school. While I was not shocked to hear from such a young girl her plans for the future because so many students are thinking about college earlier and earlier in their lives, I was a little saddened to think about her pursuing only those interests and activities she deemed would “look good on her college application.”

Middle school students, all students for that matter, should use their time pursuing activities that truly appeal to their sense of curiosity, their sense of adventure, and their sense of fun.

Colleges, yes, want to see accomplishments, strong academics, and a complete list of activities, all of which should stem from a student’s interests and not from some preconceived notion of what is expected. Admissions officers do not match applications against a set list of criteria. And when colleges tout the use of a holistic admissions process they are not just trying to calm the applying masses.

So rather than planning the next year or few years trying to be the perfect college applicant, use that time being the best you that you can be. Get involved in the activities that really speak to you. Those are the ones where you are likely to gain some of recognition anyways. And in whatever you pursue reach for the stars, knowing that failure can be just as valuable as success. If the opportunities you want are not in front of you, find ways to make them happen. Start a club if you want but because you are passionate about a cause not because staring a club shows leadership. Think beyond the bounds of your high school. Perhaps you would love to or need to get a job. Working in a fast food restaurant can teach you some very valuable skills about working with customers and working in an office can teach you about a potential career. Both are valuable.

When it comes to academics and test scores, balance is the key. You should push yourself to your limits. But you also have to be deeply aware of what those limits are. Don’t sign up for the hardest courses because that is what you think you need to do. Take the classes that excite you and also ones that show colleges your academic potential. And work for your test scores but don’t obsess about them – admissions officers certainly don’t.

The reality is that almost anything you do is valuable to an admission’s officer because it gives a glimpse into who you are. In the several pages that make up your college application, admissions officers want to learn as much about you as possible – about what you will contribute to the campus, what you will gain from the experience of being a student, and what you will represent as an alumnus of the school. In trying to build a well-rounded class, admissions officers want students that will contribute in different ways. Admitting students that fit any checklist will only bring together a boring, uni-dimensional group of students that will not inspire one another. It is important to think about the future. It is important to have goals. But it is also essential to live in the moment.

As I tell my students, this is your life. Live it to the best of your ability and admissions officers will be more than impressed.

The kind of student colleges like __________ are looking for…

Each year a number of my students are admitted and a number are rejected. Such is the life of an admissions counselor. And on this day, my colleague and I had a similar task: we each were asked by parents of our students to explain the decision their child had received from X dream school. My colleague had the unenviable task of explaining to a family “why” their daughter had been deferred in the early round, and I had the welcome task of explaining to a family “why” their daughter had been accepted when the school seemed such a far reach for her particular profile. Neither of these questions actually have answers, but there are some clues:

The family that was disappointed complained incessantly that other students must be getting different advice, that their parents were doing the work for their children to pad their profiles with science fair accomplishments, and that some were even writing their children’s essays. These things do happen. A lot, sadly. And yet, the remarkable thing is that this student hadn’t even been rejected. In fact, the school had merely deferred her application to the regular round, which in this case, for this particular school, meant that she was seriously being considered. But the parents described a scene of total chaos and desperation when they read the decision online: “my daughter was sobbing uncontrollably,” the mother said. I wondered if the tears were less about the decision and more about failing to fulfill the astronomically high expectations imposed by her parents.

While this conversation was unfolding, in another office, opposite my colleague, I was writing this email:

Dear ___________,

Of course, I cannot know what exactly went through the minds of the admissions officers as they read your daughter’s application, but a short answer to your question might be the trusty adage: “hire for personality, train for skills.”

Research internships, while impressive are also often attained through either family connections or paying for extremely expensive summer programs. I am not trying to diminish the value, because I do recommend both of these options to students who want to pursue research, but the research experience does not make the scientist (per se). What your daughter displayed in spades throughout her application was a unique combination of determination, grit, compassion, authenticity and self-awareness. You can’t underestimate the value of sincere self-awareness coming through in a college app. At best, I think I play the role of helping students have the courage to really write what’s true for them and focus less on what colleges “want to hear,” though that may sound ironic coming from a college counselor. Your daughter risked putting who she really is out there for colleges to see and her enthusiasm for her chosen career was both evident and believable because of her authenticity.

I have no doubt that when she encounters the inevitable challenges of college life, she will move through them with the same grace and determination that were evident in her application and life experience thus far. That is the kind of student colleges like __________ are looking for 😉

This same mother had written to me a week before early decisions were released and said that she was so proud of her daughter and so grateful for my guidance and that these feelings would not be changed by the outcome of college decisions because she could see reflected in her daughter’s writing the maturity, growth and inner wisdom that had emerged merely from the process of working on college applications.

So on the one side, we have a family and a child who believe that future success is so contingent upon the extrinsic variable of a college decision that all the hard work and energy of a lifetime of academic success have been forever diminished by the evaluation of one school. And on the other side, we have a family and student who believe that even the process of applying was itself a learning and growth experience, as will be the next step and the step after that in this student’s lifelong journey. This dichotomy calls to mind Carol Dweck’s theory of the growth vs. the fixed mindset.  But it also touches on the very heart of why I love my job, why I really do what I do, and what in fact it is that I do when I work with students (at least as I think about it):

I mentor students in becoming the authors of their own lives.

This aspect of my work is present with younger students, but is most evident in drafting personal statements for college applications. When I begin the application process with students, I tell them that if they are open to it, this process does not have to be an onerous task, but holds intrinsic value in the form of self-exploration, reflection and values clarification. When else in your life will you be required to spend weeks, maybe months thoroughly and thoughtfully answering questions like: What matters to you and why? Talk about a time when you challenged a belief or idea, what prompted you to act and would you do it again?

The personal statement, I tell them, is its own genre of literature: it is a short story, in which you are the protagonist and everything that happens is true. And, most importantly, you are both protagonist and author. You may not have control over the events in the story, but you decide what they mean. You cannot be wrong, you can only be honest, and more honest as you peel back the layers and get to the heart of how each story reveals an essential fragment of the whole you.

In her now famous TED Talk, Brene Brown asks the audience: “How many of you associate vulnerability with weakness? Be honest.” Everyone raises their hands. And then she asks, “And how many of you, when you saw vulnerability up here on the stage throughout this week perceived it as ultimate courage.” And just as quickly everyone raises their hands.

That is where the power of the personal narrative lies: in the willingness to be vulnerable, to be seen. As readers, we know it when we see it and it is hard to look away once that courage shows its face.

It doesn’t mean you will get in; it doesn’t mean your great American novel will get published; it doesn’t mean people will like you or will appreciate what you put out into the world. But it is the recipe for building a meaningful life and if you do get in, get the job, get recognized, chances are it will not be what you said, but what you revealed of yourself to which the school, the manager, the audience said YES!  

The Coalition for Access, Affordability, and Success

One of the ongoing debates in the world of college admissions is how to make the entire process more affordable, especially to families in lower income brackets.  The Coalition for Access, Affordability, and Success (CAAS), a diverse group with more than 90 colleges and universities, is aiming to offer a more affordable education to students.  The Coalition is providing a single focused set of resources to help students to organize and develop their college applications.  It will be free for students, families, counselors and high schools to use, and it continues to add high profile colleges as members.

New college planning tools, meant to streamline the admissions and financial aid processes, will include the College Locker, set to become available this April.  The Locker will provide a private space for students to gather work they’ve accomplished on their high school journeys, from strong essays to volunteering photos to videos from extracurricular competitions they engaged in along the way.  Colleges will not have access to the Locker while students are making choices about how to represent themselves, but students will be able to share their Locker with counselors, teachers, and other adults they choose to.  Eventually, the Locker is intended to become the Coalition’s Collaboration Platform, a shared meeting place where counselors and teachers can support students by offering feedback and editing.  The final piece of the puzzle, the Coalition Application portal itself,is scheduled to become available this July, 2016. Here, rising seniors will be able to maintain a detailed list of their colleges, review admissions requirements of each school, and submit materials before school deadlines. 

Currently many Coalition schools have agreed to accept applications starting this summer, although others are in the process of deciding exactly when and how to use this new application system.  But it’s important to note that there is not a distinct advantage to using the new Coalition Application over the more well-known Common Application. Colleges that accept both will not have a preference.  The long list of Common app schools that have already joined the Coalition includes Brown, Caltech, Chicago, Claremont McKenna, Columbia, Cornell, Dartmouth, Duke, Emory, Georgia Tech., Harvard, Johns Hopkins, Michigan, Northeastern, North Carolina, Notre Dame, Penn, Pomona, Purdue, Rice, Stanford, Tufts, Vanderbilt, Wash U., Wesleyan, Williams, and Yale. However, three prominent public universities – Florida, Maryland, and Washington – will be using the Coalition app exclusively.

While the Coalition plans to go into full effect this coming application season, it seems probable that it will be used by many more people starting the following year as everyone becomes increasingly familiar with this new process.  As we gather more information, we will update families accordingly so that you have all the knowledge needed to navigate the CAAS.In the meantime, students will find CAAS affiliated colleges marked with a “C” on their tentative college lists in the portal.  As always, students may direct any additional questions to their Insight counselor.