UC Decisions are rolling out

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

Darn Excellent Insight.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

Schools like JMU generally admit based on grades and test scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

How the sausage is made...no one knows but those in the factory....
CA parent here and yes, you are right to be confused--we are all confused out here, especially since UC went test blind. I do know only one thing, for in-state kids, the UCs are mandated to take the top 10% of *public* CA high school kids. Doesn't mean you'll get the campus you want, but does mean that you have a guaranteed college acceptance.

Since they have that mandate, it's tough for California private school kids to get in. We used to think it was better to be OOS than at a CA private HS, but that is changing (or has changed as well)

I think it’s 9% now, and often those kids are offered at spot at Merced or Riverside.

Merced is on the rise.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

You do understand this was an illustrative example showing how the process might play out with an imaginary factor?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

Darn Excellent Insight.

They are academic institutions hoping their graduates will be hugely successful and drive future admissions and/or give lots of money. And the fact is that grades and test scores are not serious predictors of innovation and hustle.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

MY DC was admitted early to Berkeley and interviewed/received the 'Regents & Chancellor's' Scholarship from N. Va area. 4.0 UGPA, 4.6 WGPA, 1590 SAT, several post calculus math courses as well as several advanced CS courses, several awards, EC etc.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

MY DC was admitted early to Berkeley and interviewed/received the 'Regents & Chancellor's' Scholarship from N. Va area. 4.0 UGPA, 4.6 WGPA, 1590 SAT, several post calculus math courses as well as several advanced CS courses, several awards, EC etc.

Thanks you, sounds like a great student. Assuming the SAT was not reported because test blind, did your student report NMSF?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

You do understand this was an illustrative example showing how the process might play out with an imaginary factor?

Useless waste of space on DCUM - to write a whole long imaginary scenario that has no bearing on real life college applications?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

You do understand this was an illustrative example showing how the process might play out with an imaginary factor?

Useless waste of space on DCUM - to write a whole long imaginary scenario that has no bearing on real life college applications?

FWIW, I thought it was illustrative of the process and helpful.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

It's much easier to get in the UCs in state than out of state.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

It's much easier to get in the UCs in state than out of state.

I am a UC grad and CA ex-pat. My in-state friends that are parents say the exact opposite.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

It's much easier to get in the UCs in state than out of state.

I am a UC grad and CA ex-pat. My in-state friends that are parents say the exact opposite.

There are a lot of uninformed people out there

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Only selective high achiever students and possible scholarship recipients heard about their decision. Most decisions will be put in March. Last year it was March 15.

My niece (a student in a public high school in California) was admitted to Cal a few weeks ago.

Curious what kind of stats/achievements she had that made her such a standout. I assume 4.0 unweighted and full grade bumps, but what in addition do you think? National awards, rigorous academics (did she ace AP Calc BC, AP Physics C, currently in multi aria law calc?). Please don’t give any info that would identify her, but truly curious.

She has an SAT of 1480 (not that that was counted by Cal), top grades, lots of AP classes, and a varsity sport. She is not an URM, but lives in a suburb that is lower middle class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I’m confused. If the UC schools don’t look at test scores or 9th grade grades, and limit the number of AP/equivalent “lifts” that each kid can get to 8, then how do they actually select students? Because it seems to me that there would be a large number of applicants with unweighted 4.0s (or near enough) who also have taken the maximum allowed APs. So how do they pick a class?

'Holistically'. GPA, APs etc. are only few of many 'factors' to be considered for admission.

Reader here. And I think it's important to remember that "holistically" doesn't mean randomly. There are rubrics for different factors, academic and not. Let's say a certain UC was particularly interested in "bravery" as a quality. (So far as I know, none are.) So they have one part of the rubric where readers score the student 1-10 on bravery, with 10 being the most brave. One student writes about overcoming his fear of dogs to pet a neighbor's dog. Another writes about falling into a ravine on a camping trip and being stuck, so having to spend the night there. A third student, who once rescued a child from kidnappers at the risk of her own life, chooses not to write about this incident in much detail, just saying,"Last summer I helped my neighbor who was in a difficult situation."

The readers would score the students' bravery based on what they said in their essays. The first student bravely overcome his fears, and the act was of his own volition. He also wrote both earnestly and, at times, with gentle humor. The second student encountered a greater obstacle but wasn't necessarily able to do much to help themselves. Is that second student much braver than the first student, or just a victim of bad luck? The application readers are told on the rubric (and in training) how the school wants them to score these types of accounts.

The third student bravely risked her life to help someone else. Seems like the most brave to me! However, this student didn't really write about the incident in her essay, maybe not realizing that the school is particularly interested in "bravery" as a quality this year. Therefore, she scores poorly in this category. Remember, the readers score based on what's on the page.

From my experience, I wouldn't think of the results so much as random as unpredictable. Students can still do the best job they can of presenting themselves, not downplaying or overstating their accomplishments. Then the school gets to decide who's the best fit.

Christ. This is what college in the US has become?

Give me the exams and merit-based admissions like in Europe. I mean, they are applying to ACADEMIC institutions. Do I really care if my future heart surgeon overcame his fear of dogs?

You do understand this was an illustrative example showing how the process might play out with an imaginary factor?

Useless waste of space on DCUM - to write a whole long imaginary scenario that has no bearing on real life college applications?

FWIW, I thought it was illustrative of the process and helpful.

Then you're a chump. It was BS (NP)