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Know Before You Go: Research 301

When I was applying to colleges, there was no internet, much less Google. There, now you have a sense of how old I am. My access to college-specific information was limited, to say the least. I relied on hearsay. Today’s high school applicants have had the internet their whole lives and know how to maximize its potential, so researching colleges should be second nature to them—right? Well, not always. How to research, maybe, but what to research is a different story.

When I ask students to research schools, they often come back with the faculty:student ratio, the median ACT range of enrolled freshmen and something vague about the location. High school students can get a bit lost figuring out what else they should know. There is much to consider and what to look at will be different for everyone, but thorough research is essential not only for students starting to formulate a college list, but also for seniors who are in the process of deciding.

Know the Curriculum and Academic Outcomes


One thing that will not vary from person to person is the need to look closely at the academic programs they are contemplating. Go to the department websites and learn their focuses and expectations of what their students will learn. Also look at the required classes for the major. Is it more math than expected? More writing? Are there practical or experiential opportunities? A major will differ significantly from college to college so applicants should know the particulars and evaluate which are in line with their expectations. While discovering the nuances of each major, it might be informative to look at the college’s core curriculum requirements. What classes do everyone have to take? Is there a foreign language requirement? Religion class? P.E.? Did you know some schools have a mandatory swim test? The number and scope of requirements can vary so don’t assume anything.

The calendar is another academic consideration. A school on quarters is going to be faster paced than a school on semesters. Typically on the quarter system, students take fewer classes for a shorter time than they would at semester schools. The result is the ability to take more classes over their time in college allowing more time to add a second major or a minor. Semesters, however, are good in that students have more time to absorb the knowledge or to participate in experiential learning such as having an internship. Neither system is better than the other, but it is helpful for students to think about their learning styles and what would be comfortable for them. There are even block calendar colleges which have one intensive class at a time.

If a student is looking at a college that offers co-ops, they should see if they can still graduate in four years if they participate. Schools such as Northeastern and Drexel offer more than one co-op opportunity, but it’s important to find out how participation in that type of program might affect the number of years it takes to graduate and the overall cost. Experiential learning is great but it may affect your graduation timeline.

Grading: Does the college grade on the curve? If so, how will that affect you? High school students used to getting all A’s might have a difficult time adjusting. How does this affect the environment on campus? Will it affect graduate school admissions? Students in classes graded on a curve might be more competitive making students less likely to collaborate or study together. Some schools don’t calculate GPAs and some share written evaluations of their work instead of sharing a grade. Regardless of the grading structure, applicants should evaluate if the grading system is a good fit for them.

As a side note, pressure at some colleges can be intense. The availability of good support systems can be crucial. This means academic support in the form of tutoring and advice as well as responsive mental health services. The percentage of college students suffering from mental health issues is on the rise. Prospective students should learn how long it takes to get an appointment and how many they are allowed. Tragically, they should also know the number of recent suicides.

Life Outside of the Classroom


Those with food allergies or Celiac Disease need to take a close look at food services. Most if not all colleges have gluten-free choices and food that does not contain any of the nine most common allergens. On the surface, it seems like it does not need to be a concern. But dig deeper and they might find out that there is little variation in the meals they are offered or other inconveniences. Availability of a kitchen if living in a dorm might be a question to ask as well. Navigating dietary needs living away from home is going to be challenging, so students should know how manageable it is going to be.

Campus safety has been a hot topic lately. In addition to the campus protests, students should know if their prospective campus is safe. A look at the surrounding area does not tell the whole story. If a college is located in a city, what additional layers of security do they have. I have never been on a college campus that does not have a Blue Light system, but what else do they have? Is it enough?

Lastly, students with their families need to look at affordability. Run the Net Price Calculators to estimate total cost. If applying for financial aid and applying Early Decision, find out if a school will do a pre-read of your financial aid application so that you know before you sign the ED agreement that the price for that college is manageable. Availability of merit aid is another searchable data point.


These questions are only a few of the things students and families can seek answers to. Looking beyond the obvious, is an important step to landing at the college with the best fit so you can thrive.

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Stranger Danger: 4 Ways to Survive Having a Roommate

Neither of my children won the college roommate lottery. My son’s roommate had body odor and slept through his loud alarm every morning. My daughter had two difficult roommates in a space that was designed for two, not three people. For one thing, they had no respect for the fact that my daughter sometimes liked to sleep at night. They would regularly have friends in the room to 3:00 am and constantly spoke to each other in Korean. I won’t even get into the roommate in graduate school who left perishable food in the pantry for weeks at a time.

Having a roommate, it turns out, is the biggest fear for students heading off to college. 83% of rising college freshmen sited it as the thing that stresses them the most when thinking about college. It’s not the fear of being homesick or of the weather or learning their way around campus, it’s living with a stranger. Although there are questionnaires and ways to meet potential suitemates on social media, there is still a risk involved. It’s even a gamble to room with someone you know!

There is a prompt in the Stanford admissions application asking applicants to write a letter to their future roommate. I’ve always enjoyed reading the responses which include things like what kind of music they want to have blaring while they study and what posters will be on the wall. One person a few years back, hoped her future roommate liked cookies because this applicant liked to bake as a stress reducer. Before heading off to college, give some thought about what your roommate should know about you.

Here are some tips to cohabitating in a freshman dorm.

Set Boundaries

    Both of my children would have been wise to have said something early on rather than feel they just had to put up with it. You can set expectations in a friendly manner by talking about it before it’s an annoyance. Plan to go to dinner or grab coffee together so that the atmosphere is relaxed. Also, it should be a two-way conversation so that they can set some of their important boundaries as well. Make sure, however, that your delivery is direct so that your roommate(s) are clear on your expectations.

    Limit Your “Requirements

      While being clear about what you can’t tolerate, it is important to think about what is essential to your mental and physical health and plan on being flexible about everything else. It’s not a good look to have a long list of rules. Think back to preschool when you learned how to share and take turns. These skills will serve you well in your college dorm room.

      Look for Things You Have in Common

        Rather than focusing on the negative, find your commonalities. My roommate and I had the same major, so we took classes and studied together. Maybe both (all) of you enjoy running or working out or maybe you all like Thai food. There is sure to be common ground if you look for it, and it could be the start of a great friendship.

        Creative Solutions and Personal Growth

          Lastly, most annoying behaviors from roommates have solutions if you just get a little creative. If you and your roommate have different tastes in music, then try taking turns. Maybe you will develop an appreciation for a genre that you hadn’t had before. If the food they heat up in the microwave smells gross, ask them about it and make a plan to try each other’s favorite foods. In fact, there is probably a lot you can learn from that stranger in the other bed. Think of these challenges as opportunities and embrace the fact that this is, in fact, an intregal part of your college education.

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          Homework Pays Off for Class of ’25

          So far, the seniors I work with have been been accepted to 32 different colleges! Additionally, an incredible amount of scholarship dollars are on the table. All-together they have applied to 120 unique colleges. As I reflect on their achievements, I am particularly awed by their willingness to explore and step out of their comfortable and familiar California environment. They are exploring colleges as far away as Dublin (Ireland-not California or Ohio!). They are seeing possibilities in large SEC schools in the South and Big 10 schools in the Midwest. The frigid, lake-effect weather in the Midwest does not seem to intimidate them. More importantly, their college lists include a large variety of types of schools from small, faith-based colleges to sports powerhouses. They applied to urban schools, traditional campuses in traditional college towns, tech schools and liberal arts colleges. Their college lists are as individual as they are, and they evolved after much introspection and prioritizing.

          Here are three things they did to get to this place.

          1. They paid attention on college visits.

          “Too many of the guys were wearing collared shirts.”
          “I don’t want to get hit by a train.”
          “People weren’t walking in groups, and they all had ear buds in.”
          “The campus is too spread out which might make me late for class.”
          “No one seems happy.”
          “I think it’s creepy that there is a graveyard on campus.”

          “Everyone seems happy.”
          “They have their own place to ski.”
          “The class I sat in on was very interesting, and the professor was really respectful of all the students.”
          “They use Handshake.” (Spoiler alert: 1500 colleges use Handshake)
          “There is a bakery in town that sells delicious ¼ lb cookies.”

          2. They researched

          These seniors investigated available majors, and if their first choice wasn’t available, they found alternatives that would still get them to their goals. Many embraced being undecided, if they were unsure and didn’t want to commit. They also learned how a major could be taught differently at different schools. They also wanted to know if their major choice was going to hurt their chances of admission, and, if so, they adjusted accordingly. In all cases, they were in touch with their priorities.

          Additionally, they looked into clubs and organizations that they would like to try such as club sports or sororities and fraternities or career-focused clubs. Also campus safety and study abroad opportunities were both important to members of this class. Finding a good fit is about a lot more than academics.

          Sometimes their research led them to decisions to take schools off their list. That is an indicator that they are in touch with what will really work for them.

          3. They looked for Value

          They learned what WUE is and which colleges participate. Return on investment was important, so they asked how they might leverage scholarship opportunities. They became aware of total cost of attendance and if their colleges were “need-blind” or need-aware.” Lastly, they filed their FAFSA’s in a timely basis.

          Importantly, they filtered out what others think and stuck to what they want exercising their independence and individuality. By making their own ranking system, instead of chasing trophies, they focused on schools where they could thrive and be totally happy. Many have not heard back yet from dream schools, and some are already struggling with disappointment, but none will be left without fantastic options all because they put in the work when making their college lists. They did their homework.

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          Pros and Cons of Dual Enrollment

          Demand for dual enrollment, also called concurrent enrollment, is growing in our high schools. In fact, one in five community college students are high school students. 2.5 million high school students took a college course in 2022-23, many of those were in California. It is not uncommon for students to earn an AA before they have even graduated high school. These college-level classes are marketed as being rigorous and as granting college credits while counting double for high school credit. What’s not to like?

          What is it?

          There is plenty to like, but, as with everything, it is important to know all the facts. Dual enrollment is defined as when high school students take college-level courses. This can look several different ways. A high school student might enroll in a college course on their own to explore classes and interests beyond what their high school offers. If the student wants high school credit, the high school might need to approve the class . This option is often used when a student has maxed-out available courses in a certain subject. In another scenario, a high school might have an agreement with a college to have a course taught on the high school campus. These courses follow the college curriculum and might be taught by the college’s faculty or by a high school teacher who has been trained in the curriculum and certified by the college. Another option is high school “articulation” when a community college reviews a high school’s Career Technical Education (CTE) curriculum and decides to grant college credit for the coursework.

          Each of these iterations of dual enrollment come with their own considerations. Who is teaching it? Who pays for it? Is the college credit transferable? Is it better than taking an equivalent Advanced Placement class? The fact that there are so many questions and a lack of consistency leads many to be skeptical of the value of these courses.

          Why Does it Matter?

          The ability to offer college courses gives high schools the opportunity to offer practical career-oriented classes and/or more advanced classes that they might not have otherwise been able to. These, however, come at a price usually shouldered by the district but sometimes shared by the parents. Unfortunately, not all districts or the families they serve have room in their budgets for this expense. This creates an accessibility issue as dual enrollment options are typically more prevalent in wealthier districts.

          A commonly asked question is how taking college courses factors into admissions. The answer can vary widely between institutions. There is consensus that these courses are more advanced than standard high school classes and choosing to take them demonstrates a student’s desire to go above and beyond the minimum requirements. It shows they have taken advantage of all opportunities available to them. But which is viewed as more rigorous when there is an equivalent AP course? The UCs do not have a preference among the various forms of advanced coursework, but that is not universal. Community college courses are generally considered easier than AP courses, and unlike the AP, the curriculum is not standardized. These facts can be a consideration when a transcript is being evaluated.

          What about that elusive promise of college credit at the end of the course? The college credit awarded is often not transferable to the college or university where a student eventually enrolls. Credit is more widely granted for high AP test scores, but colleges have different policies about that as well, and it can depend on the course and the test result. In other words, not all AP courses or test results are treated equally. Additionally, students often elect to not take the AP test thus eliminating all possibility of getting credit.

          For these reasons and more, at the end of the day if asked which class a student should take next year, I am most likely going to say, “It depends.”

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          Do You Know the Secret Sauce?

          The answer to that question along with how open you are to new information might fundamentally change your college admissions process. Many students and their parents enter the college admissions season with an abundance of misconceptions. One of the most striking examples is what students think that the colleges are prioritizing when they are making admissions decisions.

          NACAC (National Association for College Admission Counseling) teamed with Harris Polls to do a study on students’ perceptions about the college admissions process. The results provide needed insight into the student perspective. Everyone involved in college admissions should consider what the students are thinking so that corrective action can be taken to assure college-bound students know what is expected of them. They should have the appropriate tools to plan according to these expectations.

          Students’ Common Misconceptions

          Unfortunately, the poll results show many discrepancies between what students think they need to present to colleges and what colleges are actually looking for. Over 56% of those polled believe that GPA in all courses and test scores (SAT/ACT) are the most important factors. Extracurricular activities came in next at 34% and application essays at 33%. Another 1/3 of those surveyed also felt that grades in college prep courses were an important factor. Students felt that the least important factors are course rigor, teacher recommendations, interviews, demonstrated interest, and at the bottom, the counselor recommendation.

          What Colleges are Assessing


          Compare that with what colleges report that they are primarily assessing when reading applications. An overwhelming number of colleges (76%) listed GPA in college prep courses as the most important factor. Overall GPA and strength of curriculum came next. 26% of students felt strength of curriculum mattered compared to 63% of colleges. This is a problem as students throughout high school inappropriately weigh predicted grades over challenge when making course selections. After those three heavy weights, come other considerations such as character attributes (28%), essay (19%), and measured interest in attending (16%). Surprisingly, colleges rank test scores at 5%. This, of course, cannot be evaluated without context and the winds are always changing on this. It could vary significantly between schools, but I do think it is an indicator that students who overwhelmingly think it is the second most important factor need to evaluate it in context. If a school requires it, it is probably significant as it could verify the legitimacy of a high GPA. It would never, however, be more important than, say, strength of schedule. On the other hand, many ”test optional” schools are truly that, test optional. For those, it may really be closer to that 5% on the importance scale. It could be higher, though, as some are test optional in name only. That is when insider knowledge of a school’s admission process can be really helpful.

          All in all, there is a disconnect between what colleges value and what applicants think they value. I hope that this data will help families plan and put things in perspective. The secret sauce is challenging yourself in high school course selection and working hard to achieve good grades in those challenging classes. Writing ability, interest in attending, recommendations, and quality of extracurricular activities follow in level of importance.

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          Cold, Hard Facts About College Admissions

          Many are sick of hearing me say, “That school is a reach for everybody. ” Some of my colleagues call such schools “moonshots” or “lottery schools” hoping to convey to students that it is extremely unlikely that they will be accepted. It is a bitter pill to swallow for hard-working “A” students to be told exactly how small their chance of acceptance is. Why is it that so many deserving and capable students must lower their expectations? It is basic math.

          Here are Some Numbers

          Let’s start with Ivy League schools. As a reminder, the Ivy League is a NCAA athletic league, not a descriptor for academic prowess. The term, however, is used more often to describe their esteemed educational opportunities than to discuss their hockey teams. These eight institutions are perfect examples of schools that I refer to as “reaches” for everybody. I imagine that while students and their parents are outwardly sobered by the fact that Columbia and Harvard each have an admissions rate of about 3.4%, inwardly they are saying, “Then I still have a chance!” 

          Here are the cold, hard facts. There are about 27,000 public and private high schools in the U.S. There are, therefore, 54,000 valedictorians and salutatorians in the U.S. Combined, the Ivy League schools make offers of admission to about 20,000 high school students. So, if class rank was the only criteria they used, they would have to turn away 7,000 valedictorians and every salutatorian. This isn’t even taking international applicants into account.

          Harvard tweeted in 2022 that they had 2,000 available slots in their freshman class. 8,000 of their applicants had perfect GPAs and 4,000 applicants were ranked first in their class. Additionally, 18,000 applicants submitted SAT scores of 700 or higher in the reading/writing section and 20,000 scored 700 or higher in the math section. 

          The same math applies to more than just Ivy League schools. Application numbers are often driven by popular published rankings which is where research for many students begins and ends. This results in top U.S. and international students applying to many of the same schools. Prestige is important to these academically motivated students. It is what they have worked for, but it also means that they are competing with many of the same people at each of the colleges to which they apply. So what can be done to mitigate the problem?

          Amend Your Plan of Attack

          While students can take a shot at any school they want, they and their parents should get excited about additional, more attainable choices. How do you do this? There are a number of ways.

          First, list the attributes of those pie-in-the-sky schools that appeal to you. From there you can research and find schools that have those same ideals be it majors, geography or research opportunities. Creating your own ranking system based on knowing what you want from your college experience, is the first step in insuring that you land at a school that is a good fit.

          If you are fortunate enough to be going to visit colleges, don’t just plan to go to the dream schools, see some in that area that you know less about. This country is filled with “hidden gems,” and you might discover your treasure. Go prepared with a list of questions to ask to help you learn more about each school. You might discover that a school not previously on your radar has some amazing opportunities.

          Parents play an important role. They typically have a good deal of influence over their children’s attitudes about colleges. Talk up the attributes of “target” schools. Be open-minded so that your children will be as well. As their students’ cheerleaders, parents can help their children swallow that bitter pill of the realities of selective admissions. 

          Anne Murphy is an independent educational consultant. Contact her to learn more about college admissions, and how she might be able to help you with the application process.

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          In the Spotlight: Personal Statements

          little bird with yellow chest

          Each Spring, birdwatchers in coastal San Diego know it is March when they see Hooded Orioles returning to their feeders. Last year I even saw some Robins and blue Scrub Jays. I would like to be a birdwatcher someday, but for now I am an educational consultant and application essay coach. As such, I mark March by the release of the Common App personal statement prompts.

          This year Common App announced at the end of February that the prompts will remain unchanged for the 2024-2025 application cycle. In the last year there has been a lot of conversation about the evolving role that this personal statement plays in the application along with speculation that the prompts would change. The widespread use of AI has given counselors and admissions folks pause. Will more and more applicants use AI to write their essays? If so, and there has been little evidence indicating that this is a wide-spread problem, what will the fall-out look like? Duke University recently indicated that they will no longer be using application essays to evaluate writing skills but will still be looking to learn something about the applicant’s values or character. This focus is in line with what the objective of the essay has always been, not only for Duke but for every college that requires it. Colleges are looking for hints as to what this applicant will contribute to their campus.

          For high school juniors, the challenge is to write (themselves!) a story that effectively reveals who they are as a person. It should be new information and not a rehash of the activities section. This is about who they are, not what they have done. It does not need to be a unique story. It does not need to have fancy vocabulary and intricate sentence structure. These can overwhelm the essay and smother the writer’s voice. Authenticity is paramount.

          Importantly, relax. Don’t believe the people in the YouTube videos who post about their essay that got them into their university. An essay alone has never gotten a student into a college. It is additional information and supplements the transcript and the activities. Share what you feel has been important to you. You will be fine.

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          Spooky October

          October is when seniors get scared. The creepy Halloween ghosts and goblins are not creating this panic, it’s the fear inherent in the college application process. They turned the page of the calendar and suddenly with some deadlines just days away, the process has become real. Very real.

          Every year, this insecurity results in people suddenly adding a number of schools to their lists and, the inevitable, essay do-over. If you think about it, it is completely counterintuitive to add work at this late date that is likely not to reap any rewards. It can actually be detrimental as valuable time that could be spent on individual college applications is lost. 

          In hope of relieving at least some of the anxiety surrounding the personal statement, I would like to share a message I have repeatedly heard from college admissions officers, the personal statement is the cherry on top. It is no more than a sweet extra.

          Here are some paraphrased statements from college admissions officers of highly selective schools:

          USC: “We didn’t create the personal statement prompts. We did write our own questions, which we wouldn’t have done if we didn’t really value the answers.” 

          Cornell: “I can’t love you until you show me the transcript.” What he meant by that is that no essay, no matter how amazing, is going to get somebody in who was not otherwise a strong candidate.  

          Northwest: “We really don’t use them. They are truly optional. We only ever used them to evaluate writing skills, but then we realized that most people who apply to Northwestern can write well enough. We are only interested in our own question.”

          University of Chicago: “We find that we get more useful information from the answers to our questions. The personal statements tend to be repetitive; they don’t give us new, valuable information.” 

          So, don’t believe the person who posted on TikTok that their essay got them into Harvard. I wish them luck on their essay coaching business but hope that they learn more about college admissions before they take on clients. This does not mean that the personal statement is a waste of time or of no value. These colleges do not represent everyone, and the personal statement certainly has an important role for those colleges who use a holistic review process but don’t have their own essays. The time you spent laboring over it this summer was time well-spent, but it is important to know when to let go.

          Seniors:  Your takeaway should be that at this point in the application process, your time is best spent on the supplemental essays. They are important and provide opportunities for you to do everything from describing an impactful activity to showcasing your academic interests and, of course, why XYZ University is the best place for you to learn and thrive. This is the prime place to display your values and intellectual curiosity and convince each college that they need you in their community. To write an effective supplemental essay, you must put in the time to research the college and organize your thoughts. Do not be deceived by the low maximum word counts, you should have a lot you want to say and fitting it into a paragraph should be challenging. If you think it is easy, you aren’t doing it right. 

          Juniors:  Thank you for reading this far. Your takeaway should be to approach the application process with the intention of spending as much as the entire summer on the personal statement, if you want. Finish it by the first day of school and don’t look back. Form your priorities based on the real weight of each piece of the application; not on what you think the important pieces are.

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          In the Spotlight: Legacy Admissions

          We have all heard by now that the Supreme Court has ruled against Harvard University and University of North Carolina by striking down race-conscious admissions. While the impact of this is debatable, we know that affected colleges will need to make some adjustments as to how they handle applications.

          Affirmative Action has, however, recently only been used by a relatively small group of colleges. Like Harvard and UNC, they are typically more selective colleges. Less selective colleges don’t share the same struggles to enroll minorities. Additionally, nine states, California included, had already banned race-conscious admissions.

          Even though a majority of schools are not directly affected by SCOTUS’s decision, colleges are focused and determined to enroll diverse student bodies. The learning environment is enriched by the presence of a variety of perspectives inherent in students from different backgrounds and cultures with a variety of experiences and interests. Even with their usually sincere dedication to enrolling more underrepresented students and increasing accessibility, colleges are being scrutinized for hanging on to a tradition many feel negates these efforts, the consideration of legacy in admissions.

          The tradition of giving admission preference to children of alumni is primarily money driven. Studies show that legacy alumni are more likely to donate to their alma mater as they have a multigenerational loyalty which is often expressed in the form of large checks. Yield is yet another plus for the universities; legacies are more likely to attend, if admitted, taking the guesswork out of planning a freshman class.

          In wake of the decision to ban Affirmative Action, colleges are coming under more pressure to prove that they are not giving preferential treatment to white applicants coming from advantaged backgrounds. Schools are being pressured to ban legacy admissions to prove to the world that they are truly striving to enroll racially diverse student bodies. The feeling is that if race cannot be considered, then neither should legacy.

          Some of the schools that have claimed to have stopped the practice include MIT, Northeastern, Cal Tech, Johns Hopkins, Amherst, the University of California system, University of Texas and Texas A&M. Nevertheless, it’s been estimated that 42% of private colleges and 6% of public schools still use the practice to some degree.

          Organized protests are springing up in the wake of the Supreme Court’s ruling. One organization is asking alumni to withhold donations until the practice is banned. Another was formed by a civil rights group and later piggybacked by the NAACP asking colleges to “’even the playing field” by taking measures such as banning legacy admissions. At the end of the day, consideration of legacy in admissions is not a “good look” for universities. The question is, are they willing to give up the $?

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          ChatGPT Applies to College

          By now most of us have read an article with portions written by ChatGPT, one of the newest and currently free “Generative Pre-trained Transformers,” aka AI-based writing tools. Editorialists include these excerpts as examples to demonstrate both ChatGPT’s abilities and weaknesses. Spoiler alert: I am not going to use AI to write any of this, but I admit it might do a better job. Although grammatically perfect, algorithmic language falls short in other areas due to a lack of true understanding and a tendency to stick to generalizations without citing examples. Professors agree that ChatGPT papers would mostly get D’s and F’s, but many feel that there are productive ways of using it in the classroom. It might not actually be the death knell of human-generated expository writing as feared, but how will college admissions folks deal with the possibility that some admissions essays will not be the applicant’s work?

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