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Colleges and New SAT Scores

If you’ve given much attention to the new SAT/ACT concordance put out by College Board, you may have noticed that the old and new SAT scores don’t really line up the way you might expect. Scores are back on a 1600 scale instead of 2400, but that may not be much of an adjustment. Before the redesign, there were quite a few schools who were only using the Critical Reading and Math portions, anyway, and ignoring the Writing score.

The striking difference between the old and new scores is that the new scores are higher. For example, (and we’re using the ACT scores as a kind of control, here) a 22 on the ACT has r
anged between a 1020 and a 1050 on the SAT, historically. Now it corresponds to an 1110. Some fluctuation is understandable with a new test, but the new scores are all higher. The temptation to compare the new out-of-1600 scores with the old out-of-1600 scores is understandable, but the redesigned SAT is a different test. The scores aren’t really comparable.

This means there’s a lot of work for admissions offices to figure out and update materials. It also means that it’s really important to know what you’re looking at when you look at requirements and set your goals. As David Benjamin Gruenbaum writes, “You don’t think that some colleges are going to botch this?”

Errors are bound to happen during the process of updating and streamlining everything. Some schools seem to have everything up to date, including cautions that while they will continue to superscore the SAT, they won’t be able to superscore between the old and new versions.

However, some websites have either not updated their information, or appear to have pulled up the old score concordances when they made their updates. The South Dakota School of Mines, notes that they “will automatically admit students who meet the educational requirements and who obtain an ACT composite score of 25 AND obtain an ACT math subscore of 25 (or SAT composite of 1130 and SAT Math subscore of 580) AND minimum cumulative GPA of a 2.75.”

An ACT of 25 on the pre-2005 chart matched up with an SAT between 1130 and 1160. For the post-2005 but pre-March-2016 SAT, if you only consider Math and Critical Reading, a 25 still corresponded to an SAT between 1130 and 1160.

Now? That’s no longer true. An ACT of 25, according to the new, not-without-issues concordance tables, matches up to a SAT of 1220, while a new SAT score of 1130 correlates to a 23 on the ACT

As far as the math score correlations, for the new test, there aren’t any. Those numbers are also from a previous concordance.

I don’t want to go out of my way to pick on South Dakota. The University of Missouri – Kansas City lists the pre-redesign Critical Reading + Math scores for their admissions requirements. University of Iowa’s website is updated in some places but not others. ASU, Texas Tech, and both UC and CSU systems are using the “old” scores.  

This may not be a big deal for many students. If, for example, you’re taking the ACT, you don’t need to worry about the SAT requirements at all. But let’s say Bob is taking the SAT. Bob has a college list. He’s spent a lot of time researching the score he needs; he’s checked all the requirements of his colleges-of-choice. He knows he needs a 1200. He studies, he gets a 1200, and then – sorry, Bob. They meant *old* 1200. Bob’s *new* 1200 is an old…1150. Bummer, Bob.

Don’t be Bob. Check the requirements against the concordance chart, and if you’re unsure what the numbers mean, ask your admissions rep. Staying informed and educated during this very interesting time is going to be important for everyone, especially for anyone choosing to engage with the redesigned SAT.

A Concordance Chart with the various Score Ranges by ACT/SAT

SAT ACT Concordance

 

By Audrey Hazzard, Premier-Level Tutor

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ACT & New SAT Compared

Section breakdown of the ACT & New SAT Compared (including breaks):

ACT

Revised SAT

English – 75 questions, 45 minutes

Reading – 52 questions, 65 minutes

Math – 60 questions, 60 minutes

Break – 10 minutes

Break – 10 minutes

Writing and Language – 44 questions, 35 minutes

Reading – 40 questions, 35 minutes

Math (no calculator) – 20 questions, 25 minutes

Science – 40 questions, 35 minutes

Break – 5 minutes

Break – 10 minutes (with writing)

Math (calculator) – 38 questions, 55 minutes

Writing – 40 minutes (optional)

 

Break – 2 minutes, can’t leave room (with writing)

Test is finished

Writing – 50 minutes (optional)

Total time (without writing): 3 hours, 5 minutes

Total time (ACT + writing): 3 hours, 55 minutes

Total time (without writing): 3 hours, 15 minutes

Total time (SAT + writing): 4 hours, 7 minutes

Many of the changes to the SAT bring it closer to the ACT: the longer sections, the switch to an optional essay, the content of the math test (pre-algebra, algebra, geometry, and trig), the graph questions sprinkled throughout the test (resembling ACT Science questions), the elimination of short essay passages in the reading, the removal of archaic, obscure vocabulary questions, and the transition to four answer choices instead of five.

But while the tests look more alike than they have in the past, there are also differences between the revised SAT and the ACT. In the Reading section of the SAT, students can expect five passages instead of four. There are also questions that evaluate a student’s ability to interpret the emotions of characters within a passage, which is something that is largely absent from the ACT. There are also new, evidence-based questions that require students to answer questions that give support for previous questions they’ve answered. If they miss the first question, it will be difficult to get the second one correct.

On the Writing and Language test, the question types are almost identical to those found on the ACT English section, but on the SAT, students will have 36% more time to answer those questions. On the surface, that extra time seems advantageous. Timing on the ACT English section is not, however, usually a problem for students. With so much extra time on the SAT, they might find themselves second guessing and changing correct answers in the remaining time.

The SAT math test now focuses less on geometry and more on algebra – another point of differentiation between the two exams. The questions are generally more difficult, but students have more time to solve them. There’s also an emphasis placed on solving systems of equations. The no calculator section of the test could pose a new challenge for students who typically rely on them heavily. Student produced response questions (often referred to as “grid-in” questions by students), where students must supply their own answer to instead of choose from provided multiple choice options, are still present on the SAT and not on the ACT.

Overall, students can expect trickier wording on the SAT. The longer sections will make it difficult for some students to concentrate. The advantage of timing, however, likely still rests with the SAT: students have more time per question in each section of the exam than they do on the ACT. Some students, however, may find this more hurtful than helpful. There’s still a stronger emphasis on vocabulary than there is on the ACT, but the words being testing are not as difficult. At the end of the day, which test is “better” or “easier” is extremely subjective; different students will prefer and perform better on different things. That’s why it’s important, as always, for students to take both an ACT and a SAT practice test to see where their strengths lie.

 

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The ‘Perfect’ College Essay

You’ve probably heard or read about Delaware high school senior Brittany Stinson’s much-lauded Costco-themed college admissions essay. Stinson was admitted to Yale, Columbia, Penn, Dartmouth, Cornell, and Stanford, among other schools. That impressive list of acceptances and her unique and clever essay have combined to form some tantalizing headlines:

This Essay Got a High School Senior into 5 Ivy League Schools and Stanford

Essay about Love for Costco Wins Student Admission to Five Ivies

An Essay about Costco Hot Dogs Got This Girl into 5 Ivy League Schools

Poetic Costco College Admissions Essay Gets Student into Stanford, Yale, Columbia and Cornell

With little mention of Stinson’s other qualifications, at first glance it seems the essay was her golden ticket. The magical essay that gets you into any school you choose? It’s a tempting vision. It’s also unrealistic.

In a Business Insider article titled “Ex-Ivy League admissions officers dissect an essay that got a girl into 5 Ivies and Stanford,” the author notes that the ex-admissions officers in question “prefaced their remarks by clarifying that an admissions essay on its own cannot achieve an acceptance into an elite school, and that stellar academics and other extracurriculars must accompany an essay.” [emphasis added] That clarification, however, doesn’t stand out next to the plethora of headlines claiming the essay’s singular power in winning acceptances.

The mythic power of the Ideal Essay is compelling and terrifying at once. It entices applicants with possibilities and frightens them with the dark specter of the fate of students whose less-than-Nobel-winning essays ruined everything, forever.

William K. Poirot writes about this phenomenon in his introduction to 100 Successful College Application Essays:

“I know of college studies in which 3 percent of the essays helped the applicant, 2 percent hurt the applicant, and the other 95%, while perfectly respectable, had no effect whatever on the admissions decision. Yet I have seen even good writers crippled by the pressure they put on themselves to write a great essay, one that will get them admitted…. Don’t set out to write the perfect essay, the one with a huge impact, the one that will blow the doors to the college open to you. It just doesn’t happen very often. It is largely a fantasy….”

Writing can be powerful, and the shimmering vision of the Ideal Essay is understandably appealing. An essay on its own won’t get you admitted to your top choice school. The purpose of an essay is to provide some personality to illustrate otherwise lifeless lists of accomplishments – grades, scores, awards, service hours. Stinson did a lot of things right in her essay. She used strong verbs and clear descriptions. She began with a compelling first sentence. She links her story about Costco to the story she’s telling about herself and the kind of person she is. These are all important elements.

But even her essay isn’t perfect. No one’s is. (One of those ex-admissions officers said of Stinson’s essay, “I don’t think this is one of the best essays I’ve seen… [T]here was an opportunity missed here to tell us much more about herself…I can only assume that the rest of her application is truly stellar….”) The evaluation of the essay is subjective, so what seems outstanding to one admissions officer may seem less stellar to another. That’s all the more reason to tailor the essay to the person it should reflect – you.

Stinson shared one piece of advice that is a good takeaway for anyone thinking about college essays. “Before I even started writing an essay, I read a quote from an admissions officer that said if your essay is on the ground and there is no name on it and one of your friends picks it up, they should know that you wrote it.” Does that mean you’ll get into Stanford? No, but it does help ensure that your essay will do its job, which is to give the admissions reps a peek at the person behind the application.

Interested in developing your ‘perfect’ College Essay

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ACT Essay Score Issues

Have you noticed a discrepancy between your ACT multiple-choice scores and your Writing score? You’re not alone. Since the new essay debuted in September, students have been frustrated and alarmed by low essay scores. The concordance between the old and new essay scores equates an old 8/12 with a new 23/36, but an old 9/12 with a 30/36 – a huge gap. Many students who are scoring in the 30s on their multiple choice sections are seeing essay scores in the low to mid 20s, and they are understandably concerned.

The Washington Post spoke to the parents of a student who took the ACT in September. He received “a 19 on the writing section and 30s on the rest of the test.” When the student requested a rescore of his essay, the score increased – to a 31. Based on the new essay scoring, that jump – from a 19 to a 31 – represents a change from the 63rd percentile to the 98th.

Wait, you’re thinking, a 19 is the 63rd percentile? Yes, on the Writing, it is. For comparison, a 19 on English is the 45th percentile. On the Science section, a 19 is in the 40th.

Top Tier Admissions wrote of the new ACT essay scoring, “Imagine a teacher giving a test where a 70% was the highest score out of a thousand students, but then deciding not to curve the test. That is what is happening right now on this new writing section.”

Criticism of the new ACT essay has been widespread, so if you’re feeling concern or even shock about your essay score, know that you’re not alone. Resist the temptation to compare your 1-36 essay scores with the 1-36 scores in the other sections: look at the percentiles, instead. If you’re considering retaking the ACT just to boost your essay, check in with your admissions reps at your top-choice colleges first. More colleges, including Tufts, Penn, Brown, and Swarthmore, are opting not to require the essay portion of the exam at all.

Even if your college does require it, it may not be worth retaking the whole exam if you’re pleased with the rest of your scores. Talking with your admissions representative may help you determine how important that score is – or isn’t.

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PSAT Results

PSAT results are finally released, about a month after they were initially expected. While some students are still having difficulty accessing their scores, those who have been able to get in have been confronted with scores that look quite different from previous PSATs.

Total PSAT scores are between 320 and 1520. The total score is a combination of the Math and “Evidence-Based Reading and Writing,” each of which is scored between 160 and 760. While these score ranges are not the same as the SAT – the upper and lower limits are shifted down by 40 points – College Board maintains that they are basically predictive of a student’s performance on the SAT.

The Selection Index will appear lower this year due to the new scoring ranges. For the class of 2016 (the last class to take the “old” PSAT), the highest possible score was a 240, and state-by-state NMSQT/PSAT cutoffs for semifinalists varied from 202 to 225. This year’s maximum Selection Index is a 228. Estimates of this year’s cutoffs vary considerably, and it might be easy to obsess over all of the possibilities if you believe your score is in the range for National Merit consideration.

Percentiles have also become more complicated on this year’s reports. Online score reports will include both percentiles – a “Nationally Representative Sample Percentile” and the “User Percentile.” The Nationally Representative sample will generally be higher, and provides the score as a percentile of a “nationally representative” group of 11th grade students. This measurement demonstrates how a student’s score compares to all high school juniors in the United States, including students who “don’t typically take the test.” The Nationally Representative Sample Percentile is the one that will appear on a students’ hard-copy report. The User Percentile is the percentile rank we’re more familiar with, comparing the scores of students who actually took the test. The User Percentile is only available online.

With so much uncertainty remaining, what useful information can we gain from the PSAT? If you’re still debating which test to focus on – the ACT or SAT – your PSAT results/score can help you decide. If you do decide to move forward with the SAT, a more thorough review of your PSAT can help. When your hard copy score report is released, take the time to review your test booklet for additional insights and make a study plan for the SAT.

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Tips for Second Semester of Junior Year

Second semester of junior year is a stressful time for most students. In fact, it might be the most stressful semester of high school. I don’t want to add too many things to your likely-unending to-do list, but here are a few important things to consider including in the whirlwind that is this semester, and (bonus!) a couple of things that can wait until after finals.

This semester, you may want to:

Consider an internship. Not while school is in session. On top of everything else you’re attempting to juggle – test prep, school work, extra-curricular activities, actually sleeping at some point – one more commitment in your schedule is probably not advisable. Now is the time, however, to spend some time researching summer opportunities. Consider your interests, investigate your connections, and make a plan for summer now.

Keep working on that college list. All of the planning and scheming that lurks between now and your admissions deadlines next year will hinge upon your college list. If I had a catchphrase, it would probably be “it depends on the school.” Is your ACT score high enough? Do you have to schedule interviews? Can you take a gap year? The answers to all of these questions depend, at least in part, on specific schools you’re considering. If your list has 30 colleges on it, narrow. If you’ve only got one, more research is in order. Research, go to events, and plan more visits!

Connect with teachers and advisors. Second semester is the time to begin asking for recommendation letters. The best teacher to ask is one who knows you well and who can write about your specific strengths, and the best time to ask them is this semester. The sooner you ask, the more likely it is that you’ll get good letters.  You can generally expect that you’ll need two letters, but depending on your college list, you may need more, or there may be additional requirements placed on which teachers can write them.

Overwhelmed yet? Here’s the good news. You can wait until this summer to:

Write your college essays. College essays can be overwhelming. Working on them too soon, before you even have access to the applications, can be downright maddening. The Common App goes live on August 1st each year. There is not much to be gained by obsessing over drafts before you have a solid college list and the essay prompts for those colleges. Focus on your grades, your test prep, and your college list, and save the essays for this summer.

Plan the entire rest of your life. Actually, this one can probably wait even longer. However, if you’ve got seemingly pressing, urgent questions about your future (my junior year, it was do I want to be an architect?), you don’t have to answer them right now. The key is to avoid limiting yourself too much if you’re unsure. If you think you might want to go into an engineering program, the answer to do I want to take that extra science class? is probably “yes.” Prepare for multiple possibilities. Embrace the creative uncertainty. Explore your options, but don’t feel like you have to be certain right this moment.

For what it’s worth, I had registered for classes in ASU’s architecture program before I changed my mind and enrolled in a tiny liberal arts school on the other side of the country. I don’t really recommend that course of action, but you have time. It’s OK if your college list still looks like a 16- or 17-year-old student who isn’t exactly sure what they want to do for the next fifty years wrote it. I promise.

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ACT Scores Released

December ACT Scores (for most students) have been released! Whether your scores are higher than expected or lower than you’d hoped, we have some tips for coming up with your next steps.

  • Don’t freak out.

If you prepared for the December ACT and didn’t get the score you were expecting, you might be understandably disappointed! Spend some time while the test is fresh in your mind and try to figure out what went wrong (and what went right!). Did you encounter material you didn’t expect? Were you well-rested? Did you follow the strategies you had worked out, or did you make last-minute changes?

If you didn’t spend time preparing, your test score might be a total shock. You may not have had any idea what to expect! If you were aiming higher, though, you can use these scores to inform your goals on your next test.

If you’re a senior, though, December was probably your last chance. Not getting the score you wanted is understandably upsetting. Remember that, in the end, the ACT is only a test, and it’s only part of your application. You’ve got a lot else going for you besides your scores!

  • (Try not to) compare scores.

If you scored lower than you wanted, dwelling on your friend/sister/friend’s sister’s roommate who got a higher score than you did is ultimately unproductive. Similarly, if your friend is disappointed in their score, try not to gloat. It’s OK to be proud of yourself, but be supportive of those around you who might be struggling.

  • Be realistic about what score you actually

So your friend, sister, or friend’s sister’s roommate got a 30, or a 32, or even a 36. Do you actually need that score? Look at your schools and your transcript and be realistic about your goal. You may have hit your goal and decided you might as well keep going, aim higher, and try to boost it even further. But if you’ve got the score you were aiming for, taking it again “just to see” is probably a waste of time.

Make sure your goal makes sense. The ACT is a just a test. Its purpose is to help you get into college. If you’ve got the score you need for the schools you’re interested in attending, there’s no reason to take it again.

  • Be realistic about how much time you have to dedicate to prep in the future.

If you’re not fully satisfied, be honest with yourself about how much time and energy you have to dedicate to preparing for the next test date. Improving scores takes work. Signing up for the February test might feel like the obvious choice, but if you are not able to commit to logging some serious hours practicing, the chances that your score will improve at all are incredibly slim.

If you do need to take the test again, look at your schedule and pick a date that will allow you to spend some time preparing. Make a plan, and stick to it!

  • Ask for help.

We’re here to help with each step of the process, from helping set a goal score to picking the best test date to decoding the Science section! Let us know how we can help.

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Dealing with Deferrals

If you submitted any Early Decision or Early Action applications this fall, you have probably received the college’s response: yes, no, or “maybe.” Deferrals are very common, and at many schools they outweigh both the “yes” and “no” groups. (That is, when a school even has a “no” pile for EA-applying students. Georgetown, for example, defers everyone not accepted EA.)

This post is for the “maybes” – those whose early applications were deferred by their first choice schools. What are your next steps?

First, and absolutely the most important, is to finish the rest of your applications. If you were procrastinating in the hopes of not having to complete them, you may not have much time to wrap up essays, get your scores sent, etc. You may even need to consider rounding up a school or two with rolling admissions if you haven’t already been accepted to one, depending on how much time you have left and how much work you have to do.

The second thing is to not panic. (Normally I’d put that first, but those deadlines are looming!) Being deferred is obviously maddening. It’s hard to formulate a plan with so much lingering uncertainty. However, you still have options, and remembering that can help dull the panic. Consider how much you still want to attend the school that deferred you. Consider, also, what your plan of action would be if the answer had been “no” instead of “maybe.”

If you’re still certain you’d like to attend the school, write a “deferral letter.” Explain that you’re still interested in the school, and include any new, relevant information that might bolster your case for admission. In addition to the letter, if possible, you may want to consider another visit. This helps demonstrate your continued interest, and might also provide new information to you about whether or not your number one school is still, in fact, your number one.

Test again. If you have test scores you haven’t sent, send them. If you have time to retake the SAT or ACT, do so. Depending on the school in question, you may consider taking/retaking SAT Subject tests in January.

Finally, keep your grades up. One of the main things admissions officers look for in deferred applicants are mid-year grades. A challenging senior year course load with stellar grades can only help your case!

Being deferred can feel like a disaster, but it doesn’t have to be the end of the world. You still have steps you can take, you still have options, and you can still end up at an amazing school. Good luck!

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Winter Break Time Management

Winter break is fast approaching, and you’ve probably got serious plans. Maybe you’ve got ACT prep to do or college applications to (finally) complete or volunteer work or rehearsals or practice or family projects…it’s all doable, right?

Until suddenly you’ve got two days left until class begins and it feels like you’ve done nothing but scroll through Unimpressed Cats and moderate an unwieldy group text between some people who, honestly, shouldn’t be allowed to group text.

Here are some tips for how to manage time wisely and make the most of your upcoming break.

  • Schedule time for interruptions.

If your schedule is too tight, one unexpected distraction can throw everything into chaos. Your mom wants you to pick up your little brother from soccer? Where is that time going to come from? You don’t even have time to get a glass of water until tomorrow at 3:15 PM.

Build time into your schedule to allow for the unexpected so that you can move things around, be flexible, and not lose all of your momentum. If you don’t end up using your extra time, resist the urge to cram more (unnecessary) activities into your day. Take a break. Go for a walk. Take a nap.

  • Examine

Procrastination can be a source of frustration and guilt, but it can also be a source of information. What kinds of things are you putting off? Examine what your feelings are about those tasks. This might not be pleasant, but it’s important!

You might find, at the root of your strong desire to avoid a task, you’re feeling uncertain about the requirements, or anxious about the outcome, or just generally overwhelmed. Getting to the bottom of your procrastination is the first step towards solving the problem.

  • Focus on one thing at a time.

Multi-tasking is a waste of time.

It’s been proven. With science. Work on one task at a time. You’ll actually get more done. If you’re worried you’ll waste all of your time on one thing when your to-do list contains 75, see tips #5 and #6.

  • Don’t waste time waiting.

It may not seem like it, but you probably have time you’re not using. Down time is important. I am not suggesting that every moment be dedicated to accomplishing tasks. However, time that is neither productive nor restful is wasted time.

Waiting for an oil change? Bring a book or an assignment. Five minutes, ten minutes, twenty – these little bits of time add up, so don’t kid yourself into thinking they don’t “count.”

  • Don’t be a perfectionist.

One of the best time management tips I ever received was from this textbook: “Define ‘acceptable’ and stop there.”

For those of us used to overachieving, this might sound blasphemous. You can’t just get by with acceptable! You’ve got to do the very best job possible! But when doing the very best job possible one on project means that something else doesn’t get done at all, it’s time to re-evaluate your system. Some tasks don’t require lots of flair. What is the expectation? Fulfill the expectation, meet the requirements, and move on.

This doesn’t mean you’re turning in shoddy work. It does mean that if you’ve got a 10-point worksheet of French sentences to write, writing them neatly and correctly might be enough. Maybe you don’t also have to create a delightful story out of them, if that’s not even part of your assignment.

  • Set time limits.

If you have many things to do, decide how long you’ll spend on each task. Set a timer or an alarm and stick to it. You might be surprised how much you can accomplish in an hour or even 15 minutes.

Setting a time limit helps you to stay focused on your task because you have less time to waste. If I have two days to write a paper, spending two hours on Instagram doesn’t seem like a big deal. If I have an hour to come up with an outline and an introduction, I am less likely to waste that time.

Time limits also help coax you into approaching tasks that seem frightening or unmanageable. You can do anything for fifteen minutes. Even brainstorm college essays.

  • Take care of yourself.

If you’re already ruthless about getting enough sleep, eating well, exercising, taking breaks, etc., congratulations! Keep those habits up.

If you’re the type of person who misses out on basic self-care in favor of getting more done, know that you are actually less productive than you would be if you were eating and sleeping and taking regular breaks. Leave enough time in your schedule for meals, breaks, sleep, and social activities. You’ll feel better, get more done, and be less likely to get sick.

This is a busy time of year for everyone, but if you approach it intentionally you may be surprised at how much you can accomplish while avoiding mind-numbing panic. Good luck!

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College Interview Tips

College Interview Tips

Most students will not be required to complete an interview as part of their college application process. However, many schools offer interviews, some going so far as to “strongly encourage” applicants to complete one – online, on campus, or in person with an alumni representative. Some scholarships applications also require interviews, even if the college or university itself does not. Here are some college interview tips for navigating the process.

  • Do your research. What is the interview policy for the schools on your list?

Some schools offer only informational interviews, which are a great opportunity to ask questions about a college, but don’t become part of your application. Preparing for an informational interview will quite different than preparing for an evaluative interview, which is the kind that does impact your application. Some schools offer interviews to all students, while some have a limited number. Some colleges and universities require interviews from only specific applicants, and some will invite a number of students to interview. Knowing how the colleges on your list approach interviewing will ensure that you’re prepared!

  • Practice, but don’t rehearse.

Get help with this part. Practice with a friend or family member. Give your helper a variety of questions, and let them choose the order, so that you’re not simply memorizing a script. Similarly, don’t try to prepare verbatim answers. It will be helpful, for example, to choose a book to discuss, but you’re better off being familiar with the book than memorizing paragraphs of analysis. Select some stories to tell about your life, your academic career, and your goals for the future. Feel comfortable with those stories, the way you might feel if you were telling a new friend about the time your dad tried to drive you to school and help you review for a calculus exam – at the same time. (Bye-bye, hubcap.)

  • Be friendly but professional.

The interview is a great opportunity for the school to get to know you – even more than the essay, this is your opportunity to bring life to the numbers and lists of activities that make up the rest of your application. Actually being a real person is an important part of that process. Be yourself. Try to enjoy the conversation and engage with your interviewer(s). At the same time, be professional. Dress neatly, give the interviewer your full attention, and keep your language appropriate to the setting.

  • Do your research.  Be knowledgeable about the school and city.

Presumably, you’re going to an interview because you actually want to go to this college or university. Think about why you want to go, and if your answers don’t sound like interview material, come up with something a little deeper. Spend some time connecting with the school and its current students, if possible, and figure out how to explain what makes this particular place special. When the interviewer gives you an opportunity to ask a question of your own, be ready. Showing your interest and curiosity about the college is important, but it’s also a good chance for you to learn more about the school!

 

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