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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Where you unaware of the significant increase in applications since COVID? Did you think TO would have no effect on the applicant pool? Did anyone (e.g., college counselor) discuss yield projection for perceived "safety" schools? Do you consider the math/odds in applying to a school that accepts less than 20% of applicants? Did you discuss any of these issues with your kids before they applied? Or is it something else?

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I heard there was expected to be a huge increase in applications but I wasn't sure what that impact would be. We figured that the schools would still look at tests for those students that did submit them. I remember seeing statistics showing that for TO schools in the prior year, the acceptance rate was higher for students that did submit test scores. We guessed that the increase in applications is mainly from students who are reaching at schools that they normally would not have applied to and that the schools will still find a way to admit students according to their normal standards. In short, we figured that TO was largely a form of virtue signaling. Apparently, we were wrong.

My kid's counselor was very reassuring to our kid regarding his chances of being accepted. Looking at the Naviance map for his ED school, his stats are in the heart of a cluster of checkmarks and only one X. Despite this, we applied to 20+ schools because ED/EA rounds completely shattered our preconceived notions. Now the counselor is voicing frustration and the sinking feeling that the students haven't been given adequate guidance this year. One student with a 3.6 GPA and 1350 SAT applied to a "normal" number of schools and did not get into any of them.

We did consider the math/odds but felt confident about our kid's stats, ECs, recommendations, and essay quality. Even if he has bad luck at one, two, three, or four schools, he should not have bad luck at 10 or 20 schools. We are engineers and we understand statistics; both of us are also in administrative roles and write documents targeted toward a variety of audiences so we understand the importance of connecting with the reader. I believe we were rationally optimistic based on the then-best-available information.

I do want to congratulate all the students that got into a school that they are happy with. It's a valuable opportunity and I wish them the very best. 
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And???[/quote]

And is right.

And by the way, if this is a public school you're talking about, all you're doing is proving our point. [b]A 3.6 GPA is inconsistent with a 1350 SAT score.[/b] [/quote]

NP, still waiting to hear how a 3.6 is inconsistent with a 1350. Should the SAT score be lower or higher?[/quote]

If a kid is doing 3.6 level work, then the SAT should be higher - at least 1400, and probably 1450.  That's why I asked if it's a public school.  A 3.6 at a public school is not the same as a 3.6 at a private.[/quote]

You assertion does not take into account a student's test-taking abilities.  My DD is super-bright and has always done well in math, but she does not do well on the math portion of standardized tests because she can never finish in time.  She has tried everything (tutors, etc.), so it really is about her test-taking abilities (or lack thereof).[/quote]

How does she handle timed test taking in HS classes?  What makes the difference there for her?  Added pressure of it being a high stakes test?  The possibly strange environment of the test center?

I am just trying to wrap my head around.  In their future college careers they will be confronted with many high stakes tests.
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Not the quotes poster, but I have a kid who is really, really bright and a super deep thinker.  Timed tests are tough for her because she thinks through things.  She comes up with great answers in time, but often comes at them in a different direction.  For math, she needs to understand the why and can’t memorize the algorithm and plug it in so she has always been slow to learn it but gets it on a deep level when she does.  No less intelligent than most advanced kids (probably more intelligent than most), but a deeper, different learner. The tests don’t give her time to think through the problems.

She ended up with a 34 on the ACT, which was fine for the colleges she wanted.  In college (sophomore now), she has a 3.95, so it has not impacted her.  I think there are relatively few high stakes tests once you get into college.[/quote].

PP here.  I will add that in college, she was taking a class on a very obscure, niche topic and the professor was blown away by how she thought about an issue and her analysis.  He has been studying this topic for over 40 years and has never had someone approach it that way.  So I think colleges should WANT these students.  She oozes intellectual curiosity.  The fact that she couldn’t get to a 36 shouldn’t matter (although she did not want top, top schools because she hates the competition and wants to learn for the sake of learning, not for a grade.  She went to a pressure cooker HS and as burned out).[/quote]

My older kid had this kind of "problem" as well.  His intellectual approach and curiosity makes him very much appreciated by his HS teachers and now his college professors.  I think had he been able to communicate that clearly in his applications he might have done "better", but he's very uncomfortable talking about himself and that side of him probably didn't come through in his applications.  He was admitted to some very good colleges (W&M, Grinnell, Union, UVa, amongst others) and is doing well in college.  Ironically, while he was deadset on going to a school where he could take wide variety of courses, he's now settled in and decided he really only wants to take CS and math classes.  I wonder if he would have applied to different schools had he know that at the time.[/quote]

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