Veteran college admissions expert Jamie Berger and the counseling team at Great College Advice guide families through this decision every application season. See what they recommend with real-world examples.

When Should a Student Go Test-Optional Instead of Submitting a Below-Median Score?

The short answer is: it depends on how far below the median the score falls, what “hooks” the student brings, and what role test scores play at that particular school.

As the Great College Advice Family Handbook explains, not all colleges require SAT or ACT scores. Since the onset of the Covid pandemic, a growing number of colleges and universities have adopted test-optional policies, meaning students can decide whether they want to submit their scores. However, there is an important tradeoff: “If test scores are not submitted, the admissions offices at these schools will weigh other credentials more heavily.”

That is the crux of the decision. When a student withholds scores, their GPA, course rigor, essays, extracurricular activities, and recommendation letters must carry the full burden of proving academic readiness. For a student whose scores fall significantly below a college’s typical range, that tradeoff may be favorable. For a student whose scores are only slightly below the middle 50%, removing a data point may actually weaken the application.

Tip from Great College Advice: We advise that families evaluate score submission on a school-by-school basis rather than making a single blanket decision. The same score might be a strong asset at one college and a liability at another. For example, a student of ours applied Early Decision to WashU and submitted her 1500 SAT, which is slightly below the middle 50% range for the university. However, her math score was in the range. She was accepted ED.

What Is the “Middle 50%” and How Should Families Use It?

Understanding the “middle 50%” is essential to making an informed decision. Colleges and universities report the score range of their admitted students, typically as the 25th to 75th percentile. If the middle 50% ACT scores of admitted students at a particular college ranges from 24–31, then 25% of admitted students scored 23 or below, while another 25% of students scored 32 and above.

This framework provides a clear decision-making tool.

•  If your student’s scores fall within the middle 50%, they are in a good range for that school and should almost always submit.
• If scores are above the 75th percentile, the student is in a strong position, and submitting is a clear advantage. 
• If scores fall below the 50th percentile, the question becomes more nuanced. And that is where strategic guidance matters most.

If the results are below this range, then their chances of acceptance may be lower. But “lower” does not mean “zero.” Students with compelling hooks (recruited athletes, first-generation college students, legacies, or underrepresented backgrounds) are often admitted with scores below the 50th percentile. For these students, submitting a below-median score can confirm baseline academic readiness without being the deciding factor.

Does Applying Test-Optional Hurt Admissions Chances?

At genuinely test-optional colleges, choosing not to submit scores should not penalize your application. But the reality is more complex.

As one admissions officer shared with the Great College Advice team: “Test scores matter less than you think they do, but more than you want them to.” This quote captures the tension at the heart of test-optional policies. Schools may sincerely not require scores, yet admissions officers—especially at the most selective institutions—still value having that data point. 

Besides AP and IB scores, colleges have no other uniform measure to assess applicants who come from different schools and varying communities, and that at the most selective schools, test scores are a sort of ‘minimum requirement’ that help admissions officers sort through the thousands of applicants with similar credentials.

It is also critically important to distinguish between test-optional and test-blind policies. A knowledgeable member of the Great College Advice community, reminds families of this distinction regarding the University of California system: “They are not test optional. They are test blind.” 

At test-blind schools, scores are not considered in admissions at all—even if you submit them. In fact, attempting to include SAT scores in other parts of a UC application could signal that a student does not follow directions. Another community member offers a direct recommendation for UC applicants: “Omit it.”

How many times should I take the SAT? How many times should I take the ACT?

Like mentioned earlier, the vast majority of schools are test optional. However, reporting a SAT or ACT score that is above average for a college will increase your odds of being accepted.

So, how many times should you take the SAT or ACT? As many times as necessary until you feel that you are not making any material improvement. If you score a 1400 on your SAT but your goal is the Ivy League universities then you will likely need to take it again as almost all of the Ivies require test scores. The average SAT score at the Ivies is the mid-1500s so, unless you have a hook, take the SAT again. As you can ‘superscore’ your SAT and ACT results’ for almost every college, these schools will have no idea how many times you took the exam.

However, if you are aiming for less selective colleges, a 1400 is a fantastic SAT score to report. Don’t waste your valuable time taking the SAT again unless you could be eligible for merit aid with a higher SAT score. If you are applying to liberal arts colleges that are truly test optional, then don’t take the SAT again unless you are convinced you can materially increase your score. Your time is best spent elsewhere on sharpening other aspects of your application like GPA and activities.

Holistic Review vs. Clear Standards

College and universities, both private and public, emphasize (even before the pandemic) that they perform a “holistic review” of students for admission. Supposedly, no one criterion is is make or break for a student. The admissions officers look at everything before rendering their decision. These factors include both objective and subjective indicators. But the only objective ones are test scores, AP scores, class rank, and level of awards earned from international down to local.

Moreover, in poring over the many messages on other professional information exchanges, it becomes apparent that some schools will still see scores even if the student elects on the application to go test optional. This is because the colleges control what they download from the Common App. If the student enters the scores into the application, then an admissions officer at a test optional school may still be able to see those scores.

Even if the student has asked that the scores NOT be considered, the reader of the application cannot really “unsee” the scores.

While I’d like to believe that an admissions officer will duly take the student’s wishes into account, if the score is on the application I am still going to assume that the admissions officer will somehow, someway take these scores into account in the “holistic” review—even if they promise not to. If it’s on the application, it will be taken into account—even informally or subliminally. You can’t unsee a score that is staring at you on the page.

When Does Submitting a Below-Median Score Actually Help?

There are several situations where submitting a score below the median can strengthen an application rather than weaken it.

Scenario 1: Slightly below the 50th percentile with a hook 

The Family Handbook addresses this directly when discussing Early Decision strategy: “If your test scores are slightly below the 50% range, do you have a ‘hook’ that makes you appealing to admissions? To be specific, are you a first-generation college student, recruited athlete, or the child of an alum?” In these cases, a slightly below-range score confirms academic preparedness without being the deciding factor—the hook carries the admissions case.

Scenario 2: Strong section scores for specific programs

 A student with a 1380 composite SAT but a 760 math score applying to an engineering program may benefit from submitting. Engineering admissions offices focus heavily on quantitative ability, and a strong math section can offset a lower reading/writing score. Community members in the Great College Advice group have noted that engineering programs “only care about math—you definitely need close to 800 if not 800” for competitive programs.

Scenario 3: The score is at or above the median for that specific school

 Remember that what is “below median” at one school may be above median at another. A 1350 SAT may warrant a test-optional approach at a school with a middle 50% of 1450–1540, but the same score is a strong submission at a school with a range of 1250–1400.

How Does the Test-Optional Decision Affect Merit Scholarships?

This is where the financial stakes become real. At many colleges and universities, merit-based financial awards (or scholarships) are closely keyed to ACT and SAT scores. Thus, for families that seek merit scholarships, it is worth trying to raise scores in order to win a bigger scholarship. Investments in test preparation can really pay off, as a few more points can mean thousands more dollars in scholarships.

Sarah Farbman, senior admissions consultant at Great College Advice, explains the financial landscape clearly: “Merit-based aid is what we like to think of as a discount. It is a recruitment tool to attract strong students or attract the type of students that they want to see on their campus.” She notes that many high-quality institutions “regularly offer students $20,000–$35,000 off” their sticker price. But to unlock those awards, families need to understand each school’s merit criteria—and many schools factor test scores into their scholarship formulas.

The practical implication is this: a student who applies test-optional to a school that ties merit aid to test scores may receive an acceptance but miss out on significant financial aid. Even a score that is “below median” for admissions purposes may be strong enough to trigger merit scholarships, especially at schools where the student is a strong academic match overall.

Expert Recommendation: We help families build college lists that include generous merit-aid institutions. As Farbman puts it: “If you really are looking for that merit-based aid, the number one best thing that you can do is to write the correct college list.” Including schools known for generous merit awards—and submitting scores to those schools—can dramatically improve the return on your test preparation investment.

Are There Programs Where Submitting Scores Matters More?

Absolutely. The testing policy at the university level does not always reflect the expectations at the program level. This is one of the most common traps families fall into.

Engineering, business, nursing, and computer science programs frequently have higher score expectations than the university-wide averages suggest. One parent in the Great College Advice community shared their experience with the University of Michigan’s engineering program: even though Michigan is technically test-optional, community members observed that the school “strongly encourages a test score, and for Ross and Engineering, you’re going to need a top score.” This highlights a critical point: a university can be test-optional while specific programs within that university effectively expect scores. Families should research the middle 50% for their specific program of interest, not just the university as a whole.

Note: Similarly, for students considering UK universities, testing expectations differ. Most selective UK universities have minimum test requirements, they are not test-optional. US students applying to programs at schools like St. Andrews or Edinburgh should plan on having qualifying AP or IB scores.

Real-World Examples: When to Submit vs. When to Withhold

Below are illustrative scenarios based on patterns the Great College Advice counseling team—a group of six counselors with over 100 combined years of admissions experience—sees regularly. (These are composite examples, not individual student cases.)

Example 1 — Submit: Score within the middle 50%. A student has a 1380 SAT and is applying to a university with a middle 50% of 1300–1450. The score falls comfortably within the admitted range. Submitting confirms academic readiness and may contribute to merit aid eligibility. Recommendation: Submit.

Example 2 — Withhold: Score well below range for a competitive program. A student has a 1400 SAT and is applying Regular Decision to a top engineering program where the middle 50% is 1480–1560. The student has no compensating hook. Submitting a score 80 points below the 25th percentile is unlikely to help and could signal academic mismatch with the program. Recommendation: Apply test-optional.

Example 3 — Submit for financial reasons: Score unlocks merit aid. A student has a 1350 SAT and is applying to a school where the middle 50% is 1250–1400. The score is above the median for this institution and could trigger a significant merit scholarship—potentially $20,000 or more per year. Even though the student might receive admission test-optional, the financial benefit of submitting is substantial. Recommendation: Submit.

Example 4 — Mixed strategy: Customize by school. A student has a 1420 SAT. They are applying to eight colleges. At five of those schools, the 1420 falls within or above the middle 50%, so they submit. At two reach schools where the 25th percentile is 1490, they apply test-optional. At one test-blind UC school, scores are irrelevant. Recommendation: Customize school by school.

Example 5 — Submit section scores strategically: Strong math for STEM. A student has a 1360 composite but a 770 math score. They are applying to computer science programs that prioritize quantitative ability. While the composite is below the 50th percentile at several target schools, the math score alone is competitive. At schools that superscore, the math section may combine with a future stronger reading score. Recommendation: Submit, especially if the school superscores, and check if programs evaluate section scores independently.

Quick-Reference Decision Framework

To help families navigate this decision efficiently, Great College Advice recommends asking these questions for each school on the list:

1. Where does the score fall relative to the middle 50%? Within or above the range—submit. Well below the 50th percentile—lean toward test-optional. Slightly below—evaluate further based on hooks, program, and financial aid.
2. Does the student have a “hook”? Legacy, recruited athlete, first-generation, underrepresented background. Hooks make slightly-below scores more viable.
3. Is this for a specialized program? Engineering, business, nursing, and CS programs may have higher expectations than the university-wide policy suggests. Research program-level data.
4. Does the school tie merit aid to test scores? If the family is seeking merit scholarships, withholding scores could mean forgoing significant financial aid. Check each school’s merit criteria.
5. Is the school test-optional or test-blind? At test-blind schools like the UC system, scores are irrelevant to admissions. Do not submit them or reference them anywhere in the application.

Get Expert Guidance on College Admissions

The test-optional vs. submit decision is not a single choice, it is a strategic calculation that should be made school by school, based on where the score falls relative to the admitted range, the student’s overall application strength, the specific program, and the family’s financial aid goals. As our team at Great College Advice consistently advises clients: once testing is complete, the counselors will help with “the decision about which scores to send, if any,” tailored to each college on the student’s list.

If you are navigating this decision and want personalized guidance from a counselor who understands how admissions offices evaluate applications with and without scores, schedule a consultation with Great College Advice. With six experienced counselors and over 100 combined years of admissions expertise, the team can help you build a score submission strategy that maximizes your student’s chances—and your family’s financial outcomes.

The post What Does Test Optional Mean? It Means Take the Tests first appeared on Great College Advice.

When Is the Best Time to Take the SAT or ACT for the First Time?

The ideal window for a student’s first official SAT or ACT is the winter or early spring of junior year — typically between December and April. By this point, most students have completed the coursework in math and English that these tests assess, and there’s still enough runway to retake the test in the spring or early fall of senior year if the initial scores fall short.

Jamie Berger, a veteran college admissions expert at Great College Advice, emphasizes a critical principle in his guidance to families: students should never take an official test “for practice.” A handful of the most selective schools require that students submit scores from every test taken from ninth grade onward. This means every official sitting carries real weight.

Before registering for an official exam, students should take a full-length practice test of both the SAT and ACT in a timed, test-like environment.

On occasion, a counselor may recommend an earlier or later test date based on the student’s academic trajectory, course load, and extracurricular schedule. A student who is ahead in math, for example, might be ready to test in the fall of junior year, while a student taking AP courses with heavy spring demands might be better served waiting until summer.

“Once your student understands whether the SAT or ACT is better for them, plan to take the first official test in the winter or early spring of junior year. This will leave enough time to take the test again should the scores be unsatisfactory.”

— The Great College Advice Family Handbook

For a deeper look at how standardized testing fits into the college admissions process, explore our comprehensive guide on how early to take the SAT or ACT.

What Is the Ideal SAT/ACT Testing Timeline from Freshman Year Through Senior Year?

A well-planned testing timeline removes stress and maximizes results. Here’s the strategic approach:

9th and 10th Grade: Build the Foundation

Freshman and sophomore years are not the time for official testing. Instead, students should focus on building strong academic foundations in math and reading — the skills that underpin both the SAT and ACT. The PSAT, typically administered in October of 10th and 11th grade, serves as a useful low-stakes diagnostic. For juniors, the PSAT also qualifies students for consideration for the National Merit Scholarship, so it’s worth taking seriously.

By the end of sophomore year, motivated students can begin taking full-length practice tests of both the SAT and ACT at home or through a prep company. This early diagnosis helps families plan summer preparation if needed.

11th Grade: The Main Testing Window

Junior year is when the real testing action happens. The recommended sequence:

Fall (September–December): Complete diagnostic practice tests if not already done. Begin focused test preparation — at a minimum, practice a section each day in the months leading up to the exam.

Winter/Spring (December–June): Take the first official SAT or ACT. If scores are below target, retake in May or June after additional preparation. Many students see meaningful score improvements on a second sitting simply from greater familiarity with the testing format and conditions.

12th Grade: Final Opportunities

August–October: The last practical window for retesting. Students applying Early Decision or Early Action (with deadlines typically in November) need their final scores by October at the latest.

December: The absolute last test date for most Regular Decision applicants, though some schools may accept January scores. Check each college’s specific requirements.

One parent in the Great College Advice community shared practical wisdom about this timeline: when it comes to competitive programs like engineering, even at technically test-optional schools, submitting strong scores can make a meaningful difference in admissions outcomes — and waiting for a higher score before submitting an application is sometimes the smarter strategic move.

How Many Times Should You Take the SAT or ACT?

The sweet spot for most students is two to three official sittings. Here’s why that number works:

The first attempt establishes a baseline and gives students the invaluable experience of testing under real conditions — something no practice test can fully replicate. The second attempt typically yields improvement as students apply lessons learned from the first sitting and benefit from additional preparation. A third sitting can be worthwhile if a student sees a clear upward trajectory and has done meaningful work between tests.

Beyond three attempts, the returns diminish significantly. Students should turn their attention elsewhere, like making an impact in their community or brainstorming potential essay topics.

How Superscoring Works in Your Favor

Most colleges practice “superscoring,” combining a student’s best section scores across all test dates to create the highest possible composite. For example, if your student scores higher in math in March but higher in reading in June, colleges that superscore will use the higher score from each section.

This is why submitting scores from multiple test dates can actually benefit your student at schools that superscore. Great College Advice counselors help families navigate these decisions toward the end of the application process, ensuring the right scores are sent to the right schools.

Both the SAT and ACT also offer Score Choice, which allows families to decide which score reports to send. However, some colleges require that students submit all scores, so it’s important to check each school’s policy.

Should My Student Take the SAT, the ACT, or Both?

Every college in the United States accepts both tests equally. The decision comes down to which exam better matches your student’s strengths — and the only reliable way to determine this is to take a full-length practice test of each under timed, realistic conditions.

A common strategy

Some students prefer to take both tests in an official setting to compare their real-world results. This is a perfectly valid strategy, as long as they’ve prepared for each. Once a student identifies which test plays to their strengths, Jamie Berger recommends focusing preparation efforts on that single exam rather than splitting time between both.

For students considering testing accommodations such as extended time, it’s worth noting that both the SAT and ACT offer accommodations — but the application processes and timelines differ slightly, so plan accordingly.

Is It Worth Taking the SAT or ACT If Colleges Are Test-Optional?

In nearly all cases, the strategic answer is yes — provided your student can achieve scores that strengthen their application.

As one admissions officer shared with Great College Advice: “Test scores matter less than you think they do, but more than you want them to.”

Since the Covid pandemic, a growing number of colleges and universities have adopted test-optional policies. However, “test optional” does not mean “test irrelevant.” When test scores are not submitted, admissions offices weigh other credentials more heavily — including GPA, course rigor, essays, and extracurricular activities. At the most selective schools, where thousands of applicants have similar academic profiles, strong test scores function as a differentiator that helps admissions officers sort through the pile.

A community member in the Great College Advice network observed that even at schools advertising test-optional policies, admissions committees often “prefer test scores” — particularly for competitive programs. Students who applied test-optional to engineering programs, for instance, sometimes found themselves at a disadvantage compared to peers who submitted strong math scores.

The Financial Argument for Testing

Beyond admissions, there’s a compelling financial case for taking the SAT or ACT. At many colleges and universities, merit-based financial awards are closely tied to test scores. A few additional points can translate to thousands of dollars in scholarships annually — and across four years, that adds up significantly.

As Jamie Berger notes, investing in test preparation “might save you $20,000 a year by getting more merit aid at a college. You can’t guarantee it, but it very well often does.” For families focused on value and ROI in the college process, the testing investment is one of the highest-return decisions available.

FairTest.org maintains a comprehensive list of schools that do not require standardized test scores, which can be a useful reference as your family builds its college list.

How Should My Student Prepare for the SAT or ACT, and When Should Prep Begin?

Test preparation should begin at least two to three months before a student’s first planned test date. For most students targeting a winter or spring junior-year test, that means starting focused preparation in the fall of 11th grade.

The Great College Advice Family Handbook puts it plainly: “Just like getting to Carnegie Hall, the best way to get ready for standardized tests is to practice, practice, practice! Although colleges do not like to admit it, students’ scores on both tests can be significantly influenced by familiarity and coaching.”

Recommended Preparation Resources

Students should complete as many full-length practice exams as possible under test-like conditions. At a minimum, they should find time in their schedule to practice at least one section every week in the months leading up to the exam.

For test prep books, Great College Advice recommends the official guides: The Real ACT Prep Guide from ACT and The Official SAT Study Guide from College Board. These contain real past exam questions and are the most reliable preparation resources available.

For more structured preparation, Great College Advice’s comprehensive packages include a one-year license for self-paced SAT and ACT prep through Magoosh, and counselors work with each family to build a preparation strategy that fits their student’s learning style and schedule.

A Note for Parents: Remember that it’s OK to encourage and even, on occasion, cajole your student when it comes to standardized test preparation and performance. Be careful not to communicate that a high test score is a measure of your love and support for your child. Focus on the test as a ‘mountain to be climbed,’ and not a measure of a person’s worth.

What If My Student Needs Testing Accommodations for the SAT or ACT?

Both the College Board (SAT) and ACT offer accommodations to students with documented learning differences — including extended time, extra breaks, and alternative testing formats. The accommodation process requires advance planning, so families should begin early.

To qualify for accommodations, students do not need a 504 plan in place at their high school prior to requesting testing accommodations. The application should be submitted through the student’s high school; parents can only apply directly to the testing agencies in special circumstances.

The approval process can take weeks or even months, which is why Great College Advice recommends approaching your school’s guidance office as soon as possible. Ideally, families should begin the conversation no later than the sophomore year to ensure that accommodations are fully approved before junior-year testing begins.

If you think your student may qualify, start by talking with your school counselor about the documentation requirements. If your family is working with an independent college admissions counselor, they can help you navigate this process alongside the school to ensure nothing falls through the cracks.

Building Your Student’s Test Plan: Putting It All Together

The testing process works best when families approach it strategically rather than reactively. Here’s a quick-reference summary:

Sophomore Year: Take practice tests of both the SAT and the ACT to identify the best fit. Begin conversations about accommodations if applicable. Use the PSAT as a low-stakes diagnostic.

Fall of Junior Year: Start focused preparation. Register for a winter or spring test date.

Winter/Spring of Junior Year: Take the first official test. Evaluate scores and determine if a retake is warranted.

Summer Before Senior Year: Targeted preparation for a retake if needed.

Fall of Senior Year: Final test date (ideally by October for Early Decision/Early Action applicants).

Building this plan is one of the first things Great College Advice counselors work on with families. As Jamie Berger’s team advises, “While your counselor will be working with your student to put together a testing plan and preparation strategy, you are an integral part of that process.” Parents know their student’s strengths, stress levels, and schedules — and that knowledge is essential to creating a plan that works.

And if your family is ready for a personalized testing strategy as part of a broader college planning approach, reach out to Great College Advice to start the conversation.

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The post When Do You Take the SAT or ACT first appeared on Great College Advice.

What do you do when you are deferred?

Let’s just be honest. Being deferred in the early round of college admissions really stinks. It’s a kind of purgatory. It’s disappointing, especially if the college in question was your first choice. A deferral feels like a rejection, even if it is not a final decision:  you COULD still be accepted in the regular round. Nevertheless, a deferral feels lousy.

You do have some options about what to do, though not all of them are very good.

Option 1:  Sit around and mope when you are deferred

This might be tempting. But it’s obviously self-defeating. There is no denying that deferrals are filled with negative emotions, and you must honor those feelings and understand that you really and truly feel down-in-the-dumps about a it. But wallowing in self-pity is not going to help make things different. You need to recognize and deal with the emotions, but then get up out of that chair and make some decisions and take some action.

Option 2:  Do nothing

On its face, this sounds like a bad option, too.  I mean, you’ve gotta something, right? Actually, in some cases doing nothing is just the right thing to do. But it implies that you already have a plan in place in the case of such a possibility. As educational planners, we help our students have a Plan B (and C and D) in place, just in case Plan A does not materialize. And in some cases, students find that Plan B is just about as desirable as Plan A, so they can just ignore the deferral and execute on their subsequent strategy without a whole lot of hand-wringing and teeth-gnashing.  Let Plan A go and turn to the other desirable options in front of you.

Option 3:  Apply to a bunch more schools

This is a possibility, but probably not advisable. First, it will just make a whole lot more work for yourself in trying to get new applications out the door. Second, these schools may be added to your list without full consideration of whether you even want to attend. Good decisions are seldom made in a panic.  Again, if you have taken the time to fully consider your options before you even submitted those Early Decision (or Early Action) applications, then stick with your original plan.  Just because Plan A did not pan out does not mean that the other elements of your overall strategy should be thrown out.  The deferral was always a risk–assuming you planned for that possibility in the first place.  Don’t let the emotional turmoil of a deferral push you into making silly decisions that don’t make sense when you’re in a more rational, calm state.

Option 4: When you are deferred, write a letter of continuing interest (LOCI) to the school(s) that deferred you

This is the best option by far. It allows you to do what is necessary to keep Plan A open as a possibility, but also lets you execute on the rest of your strategy.

So what’s needed? It depends on the school in question. When you receive your deferral letter, the university will have explicit instructions about what you do in the case of a deferral.  We recommend that you follow those directions faithfully. Some will advocate that you try to go above and beyond those instructions. But our belief is that you can easily go overboard and risk annoying admissions officers for not following their instructions.  They are giving you these instructions for a reason.

For example, some might advocate sending something that will help you stand out, like a box of cookies or a singing telegram. This would surely help the admissions officers to remember your name–only because you were over the top in desperation to be accepted. You might become memorable for all the wrong reasons and thereby tank your chances of admission. So please:  follow directions.

When you are deferred, how should you write your letter of continuing interest?

Again, the university will tell you exactly what you should do if you are deferred. Sometimes the instructions will be very simple: “please check this box on this form to indicate that you would like to be considered in the regular admissions round, or check this box if you would like us to chuck your application in the bin and take a flying leap.” (Most likely you’ll want to check that first box).

Sometimes they will ask you for any updates that you would like to add to your application that would be considered in the second review of your application in the regular decision round.  Most often, you will be asked to deliver these updates through the university admissions portal. You simply complete a text box on the portal with your updates and press “send.”  These updates will then be automatically added to your file.

Depending on the school, you may also be invited to submit a “letter of continuing interest” or LOCI.  This letter is what it sounds like:  it’s a proclamation of your continuing desire to attend the school if admitted.  You simply are reiterating what they already know:  that you submitted your application early in hopes of being accepted and those feelings of desire have not dissipated, and that despite your disappointment in the deferral, you still really, really, really want to go there.

What should I say in my letter of continuing interest?

A lot of ink (okay, maybe not ink…but a lot of pixels?) has been spilled explaining what these LOCI should like. Our take is that these should be very simple statements of fact and intent.

The facts

What have you done since you sent in your application that admissions officers should know and consider as they review your application for a second time? In most cases, the reality is that you have done very little in the six weeks between the early application submission and your receipt of the deferral.  But there are things you might want to share, depending on how seminal those six weeks have been.

Here are some examples:

• Your first semester grades in your senior courses were a triumph.
• Your SAT or ACT score took a great leap upward.
• You won a major sports award.
• You won a major academic award.
• You were accepted into a very competitive summer program.
• You were won a concerto competition with a local orchestra or band.
• You completed a major service project that you were preparing while you were preparing those early applications.
• You completed your Girl Scouts Gold Award.
• You had a poem published in a literary journal.

You get the idea:  what have you accomplished since the application was originally submitted that make a material differences in how you might be evaluated by the admissions office?

Again, our experience is that the vast majority of students do not have a lot of facts to add to their application.  But if there are facts to share, share them!

The continuing interest

In this part of the letter you should express–very briefly–your continued hope that the admissions office will select you. With this short paragraph of the letter, you really need to be concise. You also must not whine. You must not become a sycophant–complimenting the college (or worse, the admissions office) on the many positive traits this college possesses. You can reiterate that the school remains your top choice, that you remain eager to attend, and that you appreciate that your application will receive a second, serious review.

Some students have an impulse to go on and on about how wonderful the school is, about how they can imagine having coffee in this little cafe or they hope to be able to study in this or that library or take a course with Professor Longbottom.

Please spare your overworked admissions officers this schmaltz. All they want to know–really–is that you cared enough to send them a note and that you remain committed to attend if accepted.  Just make your point and close your letter with a “Sincerely yours” or “Yours truly” and be done.

So, in summary, what should you do when you are deferred?

The three-part answer is fairly simple.

First, feel the pain. It stings. Deferrals are no fun. You applied to a school in hopes that you’d be accepted. You weren’t–at least not yet. And the feeling you are feeling is real. So let it wash over you. But don’t let it debilitate you. There are things to do.

Second, execute on your backup plans that you put in place precisely for this possibility. You need to complete all the rest of your applications (if you haven’t already–which you should have done long before you received this deferral), and send them off.

Third, do whatever the college asks you to do to keep your application in consideration for the regular decision admissions round. Follow their instructions faithfully.

And if you are asked or invited to write a letter of continuing interest, do it. But keep it short, sweet, and to the point.  Share any new information that needs to be included in your application in the second review during the regular round. And simply restate that you would likely attend–or certainly would attend–if admitted.

Do you need help when you are deferred from your first choice college?

The counselors at Great College Advice are experts in helping students to pick up the piece after a deferral. Most of our clients have created clear alternative strategies in the event that their early choices do not come through as planned.

But if you find yourself at the end of your rope, not knowing what to do, feeling lost and without a strategy, we can help.  We can assist in getting you back on track. We can help you create that last-minute plan that will ensure that at the end of the regular admissions round that you have solid choices for your college education.

If you need help when you are deferred, contact us and we’ll show you how we can help.

The post Deferred From Your First Choice College? What to Do first appeared on Great College Advice.

As the Munchkins of Oz might have sung, “Ding Dong, The Wicked Subject Tests are Dead!”

But, as with the death of any reviled demon, the question remains, “what’s next”?

What will this mean for competitive students?  What will it mean for the elite colleges that have required them?  What will it mean for the College Board, the creators of the now-defunct demon?

It’s hard to predict every ramification of this change in the college admissions landscape.  However, tapping into the collective experience and expertise of the team at Great College Advice, we have come up with a list of “Good News and Bad News” to anticipate what is next.

We’d like to hope that College Admissions Land will become a more peaceful and tranquil place, now that the subject tests are gone.

And yet experience tells us there are unseen forces at work that could raise the specter of other, lesser demons that may gain more power and rise to terrorize aspirants to top colleges and universities.

So let’s have a peek.  Maybe things will get better.  Or maybe they won’t.  Either way, perhaps we can be prepared for whatever the future slings at us.

GOOD: Less stress for applicants (and their parents)

It’s wonderful that students will have one less standardized test to take in the college admissions process.  The respite from spending time strategizing which tests to take, preparing for those exams, and losing yet another Saturday morning worshipping the false idol that is the College Board will bring a great sigh of relief to students, parents, and college counselors everywhere.

GOOD: Less money spent on tutors for the SAT2 Subject Tests

The process of preparing and applying to college can be expensive, and the SAT Subject Tests have been one of the streams of cash leaving the pockets of parents and stuffing the pockets of the College Board.

GOOD: More colleges may become entirely test optional

Approximately 550 colleges and universities dropped testing requirements during the coronavirus pandemic.  About 1100 colleges and universities already were test optional.  As the testing organizations scrambled, some colleges have been learning how to evaluate applications without test scores, and we predict that at least half—perhaps more—of the newly test optional schools will remain test optional permanently.

GOOD: School counselors will not have to administer SAT2 Subject Tests on behalf of the College Board ever again

School counselors everywhere will celebrate that they no longer must give up their own Saturdays to proctor these tests.  However, these celebrations will be brief, as the same school counselors will still have to administer the “regular” SAT and ACT for a long time to come.

BAD: One fewer objective measure in the admissions process

While the SAT Subject Tests had dubious value in measuring the content knowledge of college applicants, they constituted one objective measure in the admissions process.  Test takers received a score.  A number.  Something that could be compared from one student to the next.  Never mind that the comparison didn’t really tell us much.  At least it was an objective indicator of something… something that admissions officers could use to separate the “good” applicants from the “bad” ones.

No one is happier to see these tests go than I, but their disappearance just makes the whole admissions process more subjective.  Colleges call this subjectivity “a holistic review,” which sounds much more humane.  Yet, whether you call it “subjective” or “holistic,” the process has very few objective guideposts—which leaves everyone scrambling to divine what it is colleges are really looking for.  When colleges say, “we look at it all,” what does that really mean?  How does a young person prepare for a holistic or subjective (or just plain opaque) review process?

BAD: Increased importance of the SAT and ACT tests themselves

With the extinction of SAT Subject Tests, the SAT and ACT will become even more important, especially for highly selective private universities and for flagship state universities.  Because GPAs are not consistent from district to district and school to school, and because curriculum offerings can also vary widely, using measures of “academic performance” and “academic rigor” remain pretty darned subjective.  It’s hard to compare apples to oranges.  So standardized tests are a handy (if imperfect) means to compare students in wildly divergent scholastic circumstances.

This is actually why the SAT (and then later, the ACT) were developed:  to give college admissions offices a tool to compare students against a norm of some kind.  Again, the tests are deeply flawed mechanisms to do so.  But since the United States has no nation-wide secondary school exit exam (as they do in almost every other country in the world), the colleges themselves had to invent something to help them at least attempt to level the playing field.  So don’t expect the SAT or ACT to go away.  Expect them to retain their place in college admissions, especially for state universities and elite private institutions.

GOOD: Less revenue to the College Board Death Star

The College Board bills itself as a public entity, preparing young people for higher education.  Whatever the mission printed on the website, or whether it uses a “.org” URL, or however the organization is legally constituted, the fact is that the College Board (like the ACT) is a business. Its not-for-profit tax status does not change its behavior:  the College Board is a rent-seeking organization propelled by capitalistic incentives.

The College Board made a business decision to eliminate the Subject Tests.  Fewer and fewer universities have been requiring them, and even some of the Ivies abandoned them in the past few years.  The profit margin on these tests became so small that it squeezed them out of existence.  In the absence of adequate demand, the College Board simply eliminated a product line.  It happens all the time in business (anyone want to buy my old Sony Walkman Betamax…please?).

Rest assured, the College Board itself is not going out of business:  the Death Star still shines.  The SAT is as healthy as ever, and it will be undergoing some new updates soon, including the long-awaited roll-out of its online version.  The College Board wants consumers and colleges to depend on them for making the admissions process both manageable and valuable, so they will do what they can to continue innovating, growing, and expanding—just as we would expect of any healthy business.

RIP, Subject Tests.  But Long Live the College Board!

BAD: Possible increase in importance of the AP tests (the Death Star pulls out its other weapon)

As the College Board kills one product line, we anticipate that it will focus on the strength of its other tried-and-true products.  In addition to its flagship exam, the Advanced Placement program is a wildly successful revenue stream.

The AP program takes advantage of one of the other peculiar features of the US educational system:  we have no common national curriculum.  Since we cannot compare students’ performance from state to state, district to district, and school to school because of the decentralized nature of our educational system, the private sector has stepped in to supply what the government has not:  a national, college preparatory curriculum.  The AP delivers the syllabi to schools and requires parents to pick up the tab for the examinations at nearly $100 a pop.

To reiterate, since the federal government does not develop and maintain a national curriculum, the incentives of capitalism do it for us.  In 2019, the College Board administered nearly 5.1 million Advanced Placement exams—up from 1.4 million in 2000.  That rate of increase would make any CEO swell with pride.  And this meteoric growth of the AP has helped swell the College Board’s cash reserves, which were estimated at $1.15 billion in 2018.

BAD: More high schools may feel compelled to offer Advanced Placement courses

High schools base their own success on two metrics:  the percentage of students who graduate with a high school diploma, and the percentage of students who go on to college.  Many will also tout the colleges and universities to which their students have been accepted (often you’ll see the roster of college acceptances on the high school’s website).

If high schools want to make their students competitive, then more may feel compelled to adopt the curriculum and administer the exams.

However, not every school will have the resources to be able to implement the Advanced Placement program.  Rural schools, in particular, may be unable to do so—they’re having enough trouble gassing up their buses, paying competitive salaries for highly qualified teachers, fixing the leaky roof, and paying the electric bill.  And some of the fancy private day and boarding schools will not need or want to offer the AP curriculum, preferring to offer their own boutique courses, such as “Gender and Power in Tudor England” (Philips Andover) or “Biological Oceanography” (The Cate School).

BAD: More students may feel compelled to self-study for the AP exams

Self-study!  Students can prep for the exams themselves, even if their schools do not offer these courses.  They can perhaps complete a dual enrollment course at their local community college or nearby university, and then take the AP exam.  They can hire a tutor to prep them for the course, and then pay for that AP exam.  Or they can just access free or low-cost materials to help themselves prepare.

My students from China do this all the time.  Kids in International Baccalaureate programs sometimes add Advanced Placement exams to their already full plate. And even kids who attend elite boarding schools like Philips Andover (including ones I have advised) will self-study for AP exams, even though their teachers and administrators, and even yours truly, beg them not to. (Incidentally, my student who did self-study for 3 AP exams, aced all three and was admitted to Harvard…so apparently the strategy works.)

The fact is that the demand for AP exams will continue to rise.  While the Subject Tests have gone the way of New Coke, the Edsel, and Pan Am Airways, the College Board’s Advanced Placement program is more like Amazon Prime.  If you could purchase stock shares in the College Board, I’d rate them a “buy.”

GOOD: Continued competition between the College Board and ACT on their signature tests

Capitalism creates and thrives on competition.  It is healthy.  It fuels innovation.  Fortunately, competition is alive and well in the college preparatory standardized test space.  The ACT and SAT are fighting tooth and nail for market share.  And in some ways, the elimination of the Subject Tests is part of the cycle of capitalistic decay and renewal.  ACT introduced the first online version of its signature test.  The SAT is moving to roll out its own online version (after an aborted attempt about a year ago).  Each company continues to tweak its test, presumably to make it a better measure of college readiness.

Whether or not these tweaks really are innovations, we can count on both organizations to serve their various clientele:  the colleges, the states that require their use as part of what used to be called “No Child Left Behind,” the schools that use their curricula, and the parents who pay for the exams.  Students, however, have little say in the matter.  Cogs in the machine.  Bricks in the wall.

Kind of depressing, actually.

But perhaps there is one bright spot, albeit a brief one:  Kids, you have one less set of exams to worry about.  Enjoy the feeling for as long as it lasts.

The post The End of SAT Subject Tests: Good or Bad? first appeared on Great College Advice.

TRANSCRIPT:
I’m here right now on the campus of Temple University in Philadelphia, and behind me is the library, there’s a big lawn over here, there are lots of kids hanging out, it’s a beautiful spring day just before finals, everybody’s relaxing. It’s also Friday, and so there are trucks lined up all up and down some of these avenues serving things like hoagies and wraps and crepes and there’s a “sugar bomb” truck or something. All kinds of places, getting ready for a Friday night here on some of the main drags. You can tell it’s kind of noisy, this is an urban environment so if you’re looking for a very active, fun, diverse campus in a city easily accessible by public transportation, this is a good place for you.

Great College Advice

The post Education Consultant Visits Temple U first appeared on Great College Advice.

Part of a series on Bates College.
Part 3 … Part 5

TRANSCRIPT:

Another thing that sets Bates apart from many of its competitor schools. If you will, is that the outdoors is an integral part of this campus. It is located in Maine, which is a beautiful state, and the outdoors is so much a part of what Mainers are really about. So you have the mountains and skiing that’s about an hour away, it’s really great, fantastic skiing. And then you have one of the most spectacular natural sea coasts in North America. So you’ve got plenty of outdoor opportunities.

Now keep in mind, of course, this is Maine, so there will be snow on the ground. It’s green and beautiful today in the summer. But there will be lots of snow on the ground so it’s winter sports. And Bates also has Division I skiing, including Nordic skiing so winter sports are really, really popular here.

So outdoor activities, if you’re interested in getting outside, going camping, going hiking, being part of the beautiful outdoors of America, Maine and Bates: you need to think about those.

Mark Montgomery
Expert Educational Consultant

The post Consultant on Bates: An Outdoorsman’s College first appeared on Great College Advice.

TRANSCRIPT:

One of the other things that I found were interesting about Bates is the history matters. History matters with a lot of these colleges and Bates is very different from most of the other New England colleges in that it was set up by Free Will Baptists. And the Free Will Baptists were committed to ensuring that Bates was a campus that would be welcoming, not only to the local community and to America’s elite.

But also to women, so it was the first college in New England to accept women and also other minorities, including blacks. This was set up before the end of the Civil War, and from the very beginning they accepted freed slaves into the campus community.

So why does that matter? Well, it’s part of the ethos. It’s part of the way that Bates thinks about itself and presents itself and projects itself into the world, that this is a progressive learning community. It’s an intentional community that has always been diverse. That has always been accepting of people of every stripe, including every religious background, every socioeconomic class, every ethnic background.

So that is just one of the core principles at this college that does set apart a little bit. Everybody’s going to talk about how they’re into being welcoming and tolerant and accepting. And of course that’s part of the American reality today. But Bates has walked the walk from the beginning of its history whereas some of the Ivy League schools, well, all of the Ivy League schools. And many other elite small colleges in New England just didn’t begin that way. So that’s an important part of Bates’ history to keep in mind.

Mark Montgomery
Expert Educational Consultant

The post Bates College: A Welcoming Community first appeared on Great College Advice.

Here’s the question submitted by a young man named Robert:

Hello!
I need you to do me a favor and give this to me straight without trying to make me feel good. I have a 2.0 GPA andthe 4th Quarter of my Junior year is about to start. I’ve taken my SAT once so far and got a 1600, I plan on taking it again. I really do want to go to college more than most people who have better grades than me do. Given my grades can I get into college? What acceptance rate should I stick near? Do you have any tips for me to help my college appeal? Please don’t try to soften it up for me I need to hear it honest and straight. 
Thanks, Robert

And here is my brief response. It hits him hard, but he wanted it “honest and straight.”
Very briefly, I can tell you that you will be able to get into college. There is always a college somewhere that will take your money, even if you have a terrible GPA.  

 However, you need to consider two things.

What do you think? Is this the advice you would give him? If not, how would you say it differently?

Mark Montgomery
Honest and Straight Educational Consultant

The post Bad Grades Can Still Get You Into College–At a Price first appeared on Great College Advice.

One day, the two tests may virtually be the same, if the College Board’s recent announcement is any indication.  Earlier this week, College Board president David Coleman emailed the organization’s members, which include 6,000 high schools and colleges, to inform them that significant changes will be made to the SAT.  Although Coleman didn’t indicate the scope of the changes or the timeline on which they’ll occur, one can infer that, due to recent events, the test is likely to become more like its counterpart/competitor, the ACT.

Consider the following:

In 2011, for the first time in history, more students took the ACT than the SAT.  It used to be that the SAT was preferred by colleges on the East and West coasts, while the ACT was preferred by schools in the middle of the country.  Because of these preferences, the SAT was more popular with students in the East and West, while the ACT was more popular with everyone else.  It’s been several years since any college has had a preference for one test over the other, and as a result, the geographical divisions have subsided, and more students are taking both tests.

Another history lesson:

The ACT was designed as a curriculum-based test, meaning it’s intended to measure what students have learned in high school.  In contrast, the SAT was designed as an aptitude test that measures students’ ability/intelligence.  In 2005, the SAT was redesigned to be more curriculum-based, but it would appear that the ACT still wins in this area, as indicated by the fact that several states are using it as a statewide standardized test for high school juniors.  Only one state is using the SAT for this purpose.

Forty-six states and Washington, D.C. have adopted what are called the Common Core standards for K-12 education.  The ACT seized on this trend by releasing a publication in 2010 that explained how its test aligns with these standards.  In his email to College Board members, Coleman stated that the SAT needs to become better connected to the Common Core.  It’s important to note that, before joining the College Board, Coleman helped write the Common Core standards for English.

It will be interesting to see what happens with the SAT over the next few years.  While we can only speculate as to how it will change, one thing is certain: test prep companies probably are already groaning at the thought of having to rewrite their entire SAT prep curricula.

Great College Advice

The post Denver college consultant talks about changes to SAT first appeared on Great College Advice.

Here is a list of some of the most important things to remember while you study in the United States so that you don’t find yourself faced with a violation of the F-1 regulations:

• Make sure that your data is always current in the SEVIS system. What is SEVIS? SEVIS stands for the Student and Exchange Visitor Information System, a database maintained by the U.S. government that holds information on all international students in the United States, including their addresses, school programs, work authorizations, and other data. While the school’s Designated Student Officer (DSO) is responsible for entering information into the SEVIS system. To keep your record in order, you are responsible for getting that information to the DSO.
• Always have a current paper copy of your I-20.  An I-20 is a SEVIS-generated document issued by your school which contains your personal, financial and academic information, and is signed by you and the DSO.
• Do NOT engage in employment off-campus without proper authorization. F-1 Visa students are not allowed to work, except in very limited circumstances. (We’ll explore this topic in more detail in a future blog post.)
• Maintain a full course load; “full-time” means 12 credit hours for undergraduates and 9 credit hours for graduates during the entire fall and spring semesters.
• Keep your school and USCIS informed of any address changes. International students must report any change of address within 10 days. Since some students move frequently, it is easy to forget this rule, but it is very important. There is no reason to risk an interruption or premature conclusion to your studies in the U.S. because you forgot to tell USCIS you moved into a new apartment.

Before going overseas, always make sure you are allowed to travel and that you have proper documentation to return to the U.S. Remember to check with your DSO about travel regulations, particularly during the summer. You must carry an original I-20 with a recent travel signature, and a passport valid for at least 6 months. The F-1 visa in your passport must be valid. If not, you will need to make an appointment to apply for a new F-1 Visa if you are still eligible.

When travelling, you should also carry the following:

The post Maintaining Your F-1 Visa in the US first appeared on Great College Advice.