What Colleges Look For
- Academic performance: Grade point average and class rank.
- Academic rigor: Evidence of superior ability in the form of honors, GT, or AP courses. (Some colleges ignore honors or GT classes because they are of unknown quality.)
- Depth of study in areas such as foreign languages and mathematics.
- Quality: Four or five academic subjects each year (English, mathematics, science, history, language).
- Balance: Evidence that the student took a broad curriculum (mathematics and science, history, and English courses)
- Trends: Evidence as to whether the student's grades are gradually improving each year. Recent performance is the most important indicator of the student's current level of ability and motivation.
- Consistency: The parts of the application should fit together to provide a common theme and make the student "come alive" on paper. Recommendations should support and be consistent with both the academic record and what the student says about himself or herself. A quirk in the transcript (e.g., a low grade in an academic course during 11th or 12th grade) should be accompanied by an explanation. High SAT scores combined with a relatively low GPA provide an inconsistent picture of an applicant (e.g., high ability/low motivation). The student should address these situations in an essay or personal statement.
- Standardized tests: PSATs, SATs, ACTs, and Achievement Tests are the only objective way a college can compare students from all parts of the country. Some large universities screen a vast number of applicants by combining each student's SAT or ACT score with GPA and class rank. Students who are not good test takers should avoid such colleges or make sure that their scores are not so low that they can be eliminated from consideration. Selective schools may emphasize achievement test scores. If students wait until senior year, only three tests may be taken.
- Extracurricular activities and other supporting material: When highly selective colleges decide between two students who are academically equal, the creative presentation of extracurricular activities, the quality of recommendations, the essay or personal statement, the interview, and other supporting material make a difference.
- Community service: Admissions officers know that an altruistic student, one who contributes to community life without regard for compensation, is likely to contribute to college life, be academically successful, and form a long-term attachment to the college or university.
- Recommendations: Counselor and teacher recommendations should present a positive picture of the applicant, distinguish between the applicant and others who are equally qualified, and be consistent with the rest of the student's application.
- The application essay: The essay can reassure the admissions committee that the student is capable of college-level work. Many gifted students have a difficult time with open-ended questions. Some create beautiful prose that, on the surface, is convincing. A closer look may reveal that none of the ideas are documented, grounded in fact, or based on any genuine information.
College and career planning may be particularly difficult for some gifted students. However, it can be a growth-promoting experience for all participants when the ultimate goal--student decisions based on realistic criteria that result in a satisfying life--is kept at the forefront of all decision-making activity.
