International Student Admissions

This video is an opportunity to hear directly from admissions directors on the process of reviewing college applications. Deans of admission from eight colleges discuss the admissions process -

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.”

SAT Subject Tests is the collective name for 20 multiple-choice standardized tests given on individual subjects, usually taken to improve a student’s credentials for admission to colleges in the United States. Students typically choose which tests to take depending upon college entrance requirements for the schools to which they are planning to apply. Until January 2005 they were known as SAT IIs and are still commonly known by this name. Every test is a one-hour timed test.

A student may take up to three SAT Subject Tests on any given date. Most SAT subject tests are offered on the same day as the regular SAT. The language tests with listening are generally available only once a year in November. A calendar of test dates and registration deadlines can be found on The College Board’s official website.

Each test is scored on a scale of 200 to 800. Prior to the first administration of the new SAT (which includes the writing section) in March 2005, some highly selective colleges required applicants to take three SAT Subject tests, including the writing test and two other tests of the applicant’s choosing, in addition to the SAT. However, with writing now a standard component of the SAT I, most selective colleges recommend applicants to submit scores for any two SAT Subject tests. Engineering schools typically require Chemistry or Physics and prefer Math Level 2. A handful of the most competitive schools, such as Georgetown University, still require three Subject tests in addition to the three sections of the SAT. It is important for students to consult the school’s website to find out more information about Subject test requirements.

Schools also vary with regard to their SAT Subject test requirements of students submitting scores for the ACT in place of the SAT: some schools consider the ACT an alternative to both the SAT and some SAT Subject tests, whereas others accept the ACT but require SAT Subject tests as well. Information about a school’s specific test requirements can typically be found on its official website.

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.

Checkout this cool infographic about the benefits of boarding school – it’s very simple but makes a number of great points (created by The Association of Boarding Schools).

The Test of English as a Foreign Language (or TOEFL, pronounced “toe-full”) evaluates the ability of an individual to use and understand English in an academic setting. It sometimes is an admission requirement for non-native English speakers at many English-speaking colleges and universities.

TOEFL score is valid for two years and then will no longer be officially reported since a candidate’s language proficiency could have significantly changed since the date of the test. Colleges and universities usually consider only the most recent TOEFL score. Policies governing the TOEFL program are formulated with advice from a 16-member board. Board members are affiliated with undergraduate and graduate schools, 2-year institutions and public or private agencies with an interest in international education.

Other members are specialists in the field of English as a foreign or second language. The TOEFL Committee of Examiners is composed of 12 specialists in linguistics, language testing, teaching or research. Its main responsibility is to advise on TOEFL test content. The committee helps ensure the test is a valid measure of English language proficiency reflecting current trends and methodologies.

We have previously talked about the SAT but what is the difference between the SAT and its biggest rival – the ACT.

Comparative Features of the SAT I and the ACT

(1) ACT content/SAT I problem solving

The ACT is an achievement test; it assesses what students should already know. The SAT is more like an aptitude test; it attempts to measure critical thinking ability, particularly in the area of problem solving, as well as test–taking skills.

(2) SAT I is coachable – ACT less so

The ACT is probably less coachable in the short term. The SAT is very coachable in the short term; problem–solving strategies are necessary in the multiple–choice format and these are often not emphasized as much as they should be in the traditional classroom.

(3) Students may score higher on one test than on the other

Because of the ACT’s limited dependence on vocabulary and emphasis on achievement, research seems to favor use of the ACT for students of limited English proficiency, for students with higher GPAs (above 3.4), and for females. This is not an unlikely result, since the ACT is an achievement test and in effect rewards those who have mastered the curriculum. On the other hand, students who are good problem solvers, particularly academic underachievers, might prefer the SAT.

(4) Less emphasis on defensive test taking strategies

SAT scores are adjusted for incorrect answers; the ACT format encourages guessing. Students can relax and try to answer as many problems as they can on the ACT. There’s no need to second–guess their decisions about whether they should or should not answer a question.

Deducting for incorrect responses is another ETS ploy to “level the playing field” . If a test taker is randomly guessing and does not really know any of the correct responses, then he/she should theoretically get one out of every five multiple–choice problems correct in the long run, (since there are five answer choices). Hence, the decision to deduct 1/4 point for an incorrect problem. The complete random guesser therefore will theoretically score a zero, (i.e., a 200), since there will be four 1/4 points deducted to match every correct one.

So the theory is that the scoring penalty will discourage test takers from guessing and will keep scores from being artificially inflated by any guessing successes. The truth is that good test takers know that if they can get the number of possible answer choices down to three or less, then guessing in the long run is a good strategy; novice test takers do not always know this and choose not to guess at all, (thereby hurting their scoring chances), or guess too often, even when they only have eliminated one choice or no choices, (and again hurt their scoring chances).

(5) ACT provides a more detailed score report

The ACT scores are reported in much greater detail than the SAT. Colleges are going to receive subscores that will let them know the extent of the student’s mastery. For example, a student who took no math beyond Algebra II is not likely to produce a high subscore in Geometry/Trigonometry but may do well in the Elementary Algebra and Algebra/Geometry subscores. The SAT simply reports a 200–800 math score. The ACT also presents a more detailed student profile section to the colleges. All colleges accept the ACT score in the admissions process.

If you’d like to check out the College Board’s website on this topic, just visit: http://www.collegeboard.org/ and then search for a topic like “SAT and ACT” to see what they currently have.

Why isn’t the ACT a more popular choice for test takers?

 (1) The ACT has been emphasized in the middle of the country where it is created and the SATs dominate on the two coasts. Old habits die hard, so that even though both exams are accepted everywhere, some do leave home without it. My point is that some people, (administrators, parents, students, teachers, but certainly not counselors), aren’t aware of it as an acceptable alternative to the SAT. So that may change.

 (2) The ACT is a content–based exam. You actually have to have learned some things in school in order to do well on the exam. The SAT I is a problem–solving exam. So you can do well on the exam if you’re a good test taker and can solve problems given new information. You won’t get so zapped with a poor score if you didn’t do your homework all of those years in school. That makes for a popular and tempting choice for many test takers. That may never change.

 (3) The SAT is still the established major player in the admissions market. It’s hard to dethrone the Yankees when they have the money to continually get better players, outdraw you at the ballpark, and advertise those facts like crazy. And the ACT people are the Washington Nationals of the testing business, but this is definitely changing.

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 -

What is the SSAT?

The Secondary School Admission Test (SSAT) is an admissions test administered to students in grades 5-11 to help determine placement into independent or private junior high and high schools. Despite its similarities, the SSAT is not related to the SAT Reasoning test and is not administered by the College Board.

There are two levels of the test: the Lower level for students in grades 5-7 and the Upper level, designed for students in grades 8-11. The SSAT consists of two parts: a brief essay and multiple choice sections that include Mathematics, Reading Comprehension, and Verbal. The test, written in English, is primarily administered in the United States and Canada at various test centers, which usually are independent schools. However, there are also test centers worldwide.

Essay – In the essay part of the test, students will be asked to support or argue against a topic statement by using examples from personal experience, history, literature and current events. The essay section is 25 minutes long and students are given one side of a paper to write this essay. The essay is not scored. It is still very important however, since it is sent to school admissions offices.

Mathematics Section – There are two 30 minute math sections with 25 questions each that require basic computations including some basic algebra, this section is called quantitative reasoning. They vary from word problems to equations.

Verbal Section – verbal section is 30 minutes long and consists of 30 synonym and 30 analogy questions.

Reading Comprehension Section – The 40 minute reading comprehension section has 40 questions based around seven given reading passages. These questions not only require test takers to comprehend what they are reading but also to read quickly.

Scoring – All questions on the SSAT are equal in value and scores are based on the number of questions correctly answered subtracted by one-quarter point for each question you answer incorrectly. No points are awarded or deducted for questions left unanswered. The scaled score for the Upper Level is 500- 800 and the Lower Level is 440- 710.

The SSAT score report provides scaled scores for each section as well as percentile ranks for each category, comparing a students score to others who have taken the test in the past three years. Also in the score report are estimated national percentile ranks for 5-9 grade test takers and projected 12th grade SAT scores for test takers in grades 7-10.

Upon receiving their scores, students can send the results to the independent schools they wish to apply to. Each school then evaluates the scores according to its own standards and requirements.

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.