International Student Admissions

This is a followup to a previous post so I’d suggest you read that first if you missed it. [When talking about the "UC System", I am referring to the University of California group of colleges].

In California, the UC system has used test scores and HGPA as a preliminary admissions filter for many years. The application also includes areas for extracurricular activities and requires an essay, but the majority of students have always been screened based on a number system. The system is as follows -

HSGPA is multiplied by 1000 and then added to the SAT score and two required SAT Subject Test test scores.

The SAT has a maximum of 2400 possible points. Each SAT Subject Test test has a maximum of 800 possible points. So the three test scores have a maximum of 4000 possible points.

HGPA is typically on a 0–4 scale, which implies a maximum of 4000 possible points. (Depending on the number of honors and AP courses, the HGPA could exceed 4.0.)

So 8000 points is considered the maximum index number under the UC system, (although it is possible to exceed this number).

Notice the 50–50 weighting in this system between HGPA and test scores.

Imagine a student had a HSGPA of 3.8, an SAT score of 1950, and two SAT Subject Test scores of 680 and 700. This student’s UC index number will be 7130, (3800 + 1950 + 680 + 700).

Now imagine another student has the same HGPA of 3.8 but his SAT score is only 1550 and his SAT Subject Test scores are 580 and 600. This student’s UC index number will be 6530, (3800 + 1550 + 580 + 600). His index number is obviously negatively impacted by his test scores.

Obviously, it’s in the best interests of the applicant to find out how HSGPA and SAT are used at each college. The public universities in the state of Washington, for example, weigh HSGPA and test scores at 75% and 25%, respectively, which implies that the SAT’s weight is only 20%, given the use of the SAT Subject Test scores in the mix. Although some schools may prefer not to reveal their weighing systems, it is probably safe to say that HSGPA is usually weighted more heavily than test scores.

Here’s a Yale admissions quote: “A very strong performance in a demanding college preparatory program may compensate for modest standardized test scores, but it is unlikely that high standardized test scores will persuade the admissions committee to disregard an undistinguished secondary-school record.”

Up until now we have simply discussed admissions tests like the SAT/ACT. We have not discussed an extremely important element in a college application – the High School Grade Point Average (HSGPA). The admissions test score (SAT/ACT) is just one corner of an applicant’s portrait presented to a college’s admissions department. Much weight is also given to the HSGPA. These two are usually used in conjunction to form a weighted average. Colleges rely on ETS to correlate HSGPA and test scores with first year college performances.

Each college sends ETS all of the data from the current year and ETS statistically determines the optimally weighted combination of HSGPA and SAT to best predict first–year average (FYA). The resulting combination is known as an index number for each applicant.

Here’s an example of an index formula:

1.25*HSGPA + .00278(SAT I) – 1.67 = Index Number

In this formula, HSGPA and SAT I are equally weighted (each 50%) and the index number will range from 0 to 10.A student with a 4.0 HSGPA and a 2400 SAT I score will receive an index number of 10.

[To practice using the formula, put the 4.0 in place of HSGPA and the 2400 in place of SAT, which yields:

1.25(4.0) + .00278(2400) – 1.67 = Index Number
5 + 6.67 – 1.67 = 10

To one particular college, ETS might say, “If you liked last year’s freshman class and want another one just like that, then you should weigh your HSGPA 60% and your SAT 40%.” But to another college, the test may be the component that is more heavily weighted. This index number might be used as a preliminary screen or filter when sorting out thousands of applications. A school might decide to only seriously consider applicants with an index number of 8.0 or higher.

So the design of the exam is that it is to be used in conjunction with HSGPA to correlate with FYA, (first–year academic performance in college). A school that cannot get the highest–scoring applicants and has to settle for those with lower test scores or HSGPAs does not necessarily offer an easier collection of courses or even an inferior curriculum. Even if an admissions committee would like to have higher–scoring candidates matriculate through their program, they understand that many of those candidates choose another institution.

From what I understand, every college’s use of the index formula is unique. My overall understanding is that many of the larger, public schools use the formula as a preliminary sieve to filter the huge number of applicants to a smaller, more manageable number. Many of the smaller, private colleges are less reliant (perhaps not at all reliant) on the formula to screen out candidates.

It seems like every university eventually trots out the party line: “We consider all aspects of each candidate’s application and not just HSGPA and test scores.” But I’ve got to think for efficiency’s sake that at some point early on in the process, many applicants get weeded out when the formula numbers just don’t measure up.

Here is a short video featuring the Director of Freshman, Transfer and International Admissions at MIT. It is not a comprehensive video but gives some interesting perspectives -

Previously we briefly mentioned the Advanced Placement or ”AP” exams. What exactly are these exams and how can they help a student considering applying to some of the more selective colleges? The following extract from the College Board (the organization that makes and administers these tests) provides a bit of insight).

What is AP and Why Participate in it?

With more than 30 courses and exams across multiple subject areas, AP offers something for everyone. Here are just a few reasons to sign up:

Earn College Credit and Advanced Placement

Receive recognition by more than 90 percent of colleges in the United States and colleges in more than 60 other countries, which grant credit, advanced placement or both on the basis of AP Exam grades.

Have time to move into upper-level courses in your field of interest, pursue a double major, or study abroad.

Design a college experience that suits you and gives you the flexibility to get the most out of your college years.

Stand Out in the College Admissions Process

Demonstrate your maturity and readiness for college.

Show your willingness to take the most rigorous courses available to you.

Emphasize your commitment to academic excellence.

Gain Skills that Will Help You Succeed in College

Get a head start on college-level work.

Improve your writing skills and sharpen your problem-solving techniques.

Develop the study habits necessary for tackling rigorous course work.

Broaden Your Intellectual Horizons

Be part of a community of students and educators who are passionate, curious, and committed to academic excellence.

Engage in intense discussions, solve problems collaboratively, and learn to write clearly and persuasively.

Take courses that are developed by leading professors to reflect the level of learning happening at colleges throughout the country.

There are a number of databases that exist for international students looking for Financial Aid. Although these can be a bit cumbersome, if a student is willing to do the research a number of awards/grants/scholarships can potentially be identified -

Abroad Planet Scholarship Resources
Online community of international students studying in the United States.

College Board
Free online financial aid source for scholarships, grants, and loans for all college-bound students, including permanent residents and international students wishing to study in the United States.

FastWeb
Free online scholarship search service.

International Education Financial Aid
Free online scholarship search service designed for international students.

International Scholarships
Free online scholarship database for international students wishing to study worldwide.

Mobility International USA
Free online scholarship resource for non–U.S. citizens with disabilities.

Need-blind admission is a term in the U.S. denoting a college admission policy in which the admitting institution does not consider an applicant’s financial situation when deciding admission. There is a “wall” between the Financial Aid Office and the Admissions Office and they do not share information on matters relating to a student’s financial situation. Theoretically at least, a college or university that has a need-blind admissions will not deny a student amdmission if they do have sufficient financial resources.

There are very few colleges and universities in the U.S. that are need blind for international students. These schools are - Amherst College, Dartmouth College, Harvard University, MIT, Princeton University and Yale University.

Middlebury College and Williams College used to be completely need-blind and full-need for international students until they revised their policies due to the recent financial downturn. Although no longer need-blind for international students, Middlebury and Williams continue to meet the full demonstrated need of all accepted international students.

Many students ask me what are the basics they should consider when planning for college. Below is a basic summary of things you should keep in mind -   

Testing:  Remember that there are many forms of testing that colleges require.  All colleges in the country now accept the ACT and I find that some students do better on the ACT than the SAT based on format – but this is something you can work out yourself or with an appropriate counselor.  Also know that there are a growing number of schools out there that are now testing optional.  Students either don’t have to submit test scores at all, or they have other options regarding supplementary materials to submit.  There are many students that don’t test well, but are academically strong.  Perhaps one of these test optional schools is a good route for them.

The Essay:  I have to admit that the college essay is my favorite part of the student’s application.  It is the first thing that I read that is not statistical and it does not give me someone else’s opinion about the student.  This is my chance to hear the student’s voice – to really get into his or her brain and understand the concerns and passions of this particular student.  Students are encouraged to spend a good amount of time on it – and the reality is that the more authentic the student is, the more colleges want them.  Many students spend hours – even days, thinking about what to write that the admission office wants to hear.  There isn’t anything in particular admissions officers say they want to hear.  Rather they require the essay because it provides a window into the personal lives of these students.  Students are encouraged to write about something they are passionate about because that passion usually comes across on paper.

The Counselor Letter:  Most colleges (with the exception of community colleges, some less-selective four-year institutions and large public institutions) require counselor letters.   

The College Interview: Many colleges offer interviews.  If the school requires an interview – then there is no choice.  But in general, if the college states that it is optional, they mean that.  Some students are much better in person than they are on paper and those students probably should interview.  If students have something that they feel they need to explain in addition to the application that’s also a good reason to interview.  In general, the college interview gives the institution a personal way to get to know the student and it gives the admission committee more context.  On the other hand, if a student is terrified of interviews and is probably going to melt in the seat – don’t do it if it’s not required. 

Extra-Curricular Activities: Colleges look at these differently so you want to do some research on the schools that you are applying to and figure out how they evaluate extra-curricular activities.  In general, colleges are interested in finding out what students do with their time outside of the classroom.  This often helps us predict what the students may get involved with when they arrive in college.  In addition, this helps some admissions staff determine match.  For example a college like Pitzer has a strong emphasis on social responsibility.  If I see that a student has participated in socially responsible extra-curricular activities, this may help me determine fit.  Another College like Pomona is more focused on leadership.  If a student has not leadership experience, it was rare he or she would be admitted.  Students need to remember that if a college requires an activities list – this is NOT the time to be shy.  Share everything and be specific about how much time is spent on each activity.  A common question that arises in admissions committee is “how much time has this student dedicated to each activity?”  They are trying to find out if the student is passionate about something, or just threw a few volunteer activities on the resume senior year because it’s time to apply to college.  Basically – they want authenticity. 

These are some factors in the process, but as I stated earlier, they are many.  As time goes on we will look at others in this blog.

Check out this very interesting interview with Dean Fitzsimmons that gives you a bit of insight into the admissions process at Harvard (be warned some of it is very tongue in cheek). Pay close attention to 2:28-3:50.

A few public and private colleges/universities offer financial incentives for students to attend their institution. That said most institutional aid available to international students is reserved for graduate study in the form of assistantships and fellowships. As it is uncommon for U.S. institutions to offer aid to undergraduate international students, these scholarships are often quite competitive. Remember that both private and public institutions may waive application fees in some situations so be sure to consult with your university to take advantage of any supplements or waivers they may offer.
 
Merit-based scholarships are granted on the basis of special skills, talents, or abilities. Your university may have scholarships based on TOEFL scores, academic record, artistic ability, musical ability, or athletic ability. Merit-based scholarships are usually very competitive(especially for ernational students). To be considered, you will need to demonstrate exceptional ability in the area required.
 
Need based scholarships are awarded based on financial need. Those students who can demonstrate need at a predetermined level are eligible for this type of aid.
 
Certain academic departments within the university may have funds allocated to assist international students with exceptional need and/or talent. Consult with your university and/or your major department to take advantage of any special funding opportunities they offer.

Scoring details – In the SAT if a student answers a question incorrectly a quarter credit (1/4) is deducted from their overall score. No credit is deducted for blank responses or incorrect Grid–In responses. The SAT Verbal, Writing and Math scores range from 200 to 800 (making the SAT total anywhere from 600 to 2400). The average subscore is close to 500 or 1500 overall.

Essay grading is done via the Internet by high school and college English teachers. The College Board trains these graders in what makes for a good essay and monitors their work. Two readers read each essay, assigning 1 to 6 points based on quality. If the two readers are more than two points apart, a third reader weighs in, (which only happens 2 percent of the time).

The College Board provides readers with an explanation of what merits scores of 6, 5, 4, 3, 2, or 1. According to their scoring rubric, “an essay that rates a 6 is an effective and insightful writing task, well–organized and fully developed with appropriate examples to support ideas, with consistent facility in use of language variety and sentence structure and vocabulary.” The essay tests basic writing skills, not creative writing talent.

College admissions staff have access to an applicant’s SAT essay. This is an important development. If there is a significant disparity between what is submitted by the student in the testing environment and what is submitted on the application, everyone will wonder how the same writer (theoretically) could produce both essays. No spell-check or grammar aid in word processing could make up for such a disparity. The student must have had help on the application essay; therefore the SAT essay may be a better indicator of his/her writing ability. That said we should not completely dismiss the time variable. The SAT I essay is timed; therefore, an applicant might be able to put together a better essay later in college with more time to complete the writing task. This would imply that the SAT essay underpredicts writing ability.
 
Other Issues - Colleges use standardized tests in a variety of ways, and it varies from school to school. Some colleges, including a few small elite private schools, do not require them for admission, but the vast majority of four–year colleges do. Some admissions officials said they like the idea of seeing the timed writing sample to see how it tracks with the essay submitted as part of the college application process. Robin Mamlet, dean of admission and financial aid at Stanford University, said she would be less interested in the score assigned to the essay and more interested in seeing the essay itself. It would provide another tool for evaluating a student. Here’s a list, albeit incomplete one that is and growing daily, of schools that do not require SAT scores: Mount Holyoke, Lewis and Clark, Pitzer, Hamilton, Holy Cross, Bard, Gettysburg, Bowdoin, Dickinson, Drew, Franklin and Marshall, Union, Middlebury, Muhlenberg, Hampshire, Connecticut College, Hobart and William Smith, Lawrence University, Providence College Saint John’s in MD and NM, McDaniel.

The SAT tests problem solving ability. It does not test for mastery of specific content nor does it measure intelligence. It simply attempts to determine if a student is able to process new information quickly and make some decisions. As you probably know, there are special accommodations for students with learning differences to take the SAT. This is a fairly controversial topic. You can obtain from the College Board special testing accommodations, e.g., extra time per section, alternate test delivery methods, etc.