^^^ oh and he is white... i'm sure you will all assume he is black.

My son fits that description. He is an athlete.

He fits in wonderfully. He does have a lower GPA than most his friends but he is also well liked by all... especially the professors.

There is a reason your student got in, somebody has to be in the bottom of the class. Why did she get in... sports, arts, philanthropy?

The fact is that schools found that if they admit 100% top of the class students with no other skills to float their ego the kids that ended up in the lower 50% we forever scared. No joke, there was a study and it was just too much for some kids to go from top student to "average" among their peer.

Our kids are hard workers, get along and have great grades. Who cares if they are in the lower 50% of the class. Mine doesn't care.

OP, you might get more useful answers if you tell us which school.

Anonymous wrote:This question just illustrates what is fundamentally wrong with admissions at highly selective schools nowadays where specific demographic de facto quotas are prioritized over real academic ability. If your DC is afraid of having to compete, why is he/she considering going to the school over alternatives that are a more appropriate fit? On the other hand, most of these schools have absurd grade inflation and DC will likely be able to graduate with a degree that is no indicator of true ability (although trying a STEM major with 1310 SAT will likely cause a lot of anguish.

I know, it should just be white people at top schools because they are the smartest!

Anonymous wrote:This question just illustrates what is fundamentally wrong with admissions at highly selective schools nowadays where specific demographic de facto quotas are prioritized over real academic ability. If your DC is afraid of having to compete, why is he/she considering going to the school over alternatives that are a more appropriate fit? On the other hand, most of these schools have absurd grade inflation and DC will likely be able to graduate with a degree that is no indicator of true ability (although trying a STEM major with 1310 SAT will likely cause a lot of anguish.

Agreed. I'm tired of white full-pay students being given an advantage just because they're white and are full pay.

Anonymous wrote:If DD is an underrepresented minority, from a lower SES family or first-generation, I would think twice about attending this school unless there is a community of similar students and official support from the administration (like an office of minority affairs, etc.). If her biggest issue is executive functioning - if she's been able to manage her high school workload by herself without your help, she might be ok. If you've been overseeing her work, helping her to keep organized, etc. I think she'll fall apart.

With this advice, URMs will never advance and will always be underrepresented.

In your opinion, why do you think your DD was accepted? Does she have a special talent? I would worry about the executive functioning issues. Does the school offer counseling help or tutors? In college, it is up to the student to ask for help. If you think your DD is aware of her issues and will be assertive about getting help, I would let her go.

Anonymous wrote:

Anonymous wrote:If DD is an underrepresented minority, from a lower SES family or first-generation, I would think twice about attending this school unless there is a community of similar students and official support from the administration (like an office of minority affairs, etc.). If her biggest issue is executive functioning - if she's been able to manage her high school workload by herself without your help, she might be ok. If you've been overseeing her work, helping her to keep organized, etc. I think she'll fall apart.

She's Caucasian and we are full pay.

Thank you.

From a URM parent who is so bleeping tired of opinions like the one above. Situations like this deal more with class than race, and the opportunity that comes with class differences. We are a URM family and (thankfully) are part of a broader family of upper class professionals who have access to top schools, clubs, etc. It makes a difference in being able to compete and not being considered that affirmative action/URM kid that is taking your kid's spot since they score 50 points lower on the SAT than your kid did.

Anonymous wrote:This question just illustrates what is fundamentally wrong with admissions at highly selective schools nowadays where specific demographic de facto quotas are prioritized over real academic ability. If your DC is afraid of having to compete, why is he/she considering going to the school over alternatives that are a more appropriate fit? On the other hand, most of these schools have absurd grade inflation and DC will likely be able to graduate with a degree that is no indicator of true ability (although trying a STEM major with 1310 SAT will likely cause a lot of anguish.

Lots of poor assumptions made here, per usual DCUM fashion.

A 1300+ score is still a really good score, OP. Many of those scores by peers are inflated by rampant test prep. 20 years ago, that would have been within range at most Ivies.

The executive functioning issue is what really matters. That said, it might help your DD to learn how stay afloat at a competitive college. When she gets into the workforce, nobody will care and she will have to produce.

Anonymous wrote:If DD is an underrepresented minority, from a lower SES family or first-generation, I would think twice about attending this school unless there is a community of similar students and official support from the administration (like an office of minority affairs, etc.). If her biggest issue is executive functioning - if she's been able to manage her high school workload by herself without your help, she might be ok. If you've been overseeing her work, helping her to keep organized, etc. I think she'll fall apart.

She's Caucasian and we are full pay.

This question just illustrates what is fundamentally wrong with admissions at highly selective schools nowadays where specific demographic de facto quotas are prioritized over real academic ability. If your DC is afraid of having to compete, why is he/she considering going to the school over alternatives that are a more appropriate fit? On the other hand, most of these schools have absurd grade inflation and DC will likely be able to graduate with a degree that is no indicator of true ability (although trying a STEM major with 1310 SAT will likely cause a lot of anguish.

If DD is an underrepresented minority, from a lower SES family or first-generation, I would think twice about attending this school unless there is a community of similar students and official support from the administration (like an office of minority affairs, etc.). If her biggest issue is executive functioning - if she's been able to manage her high school workload by herself without your help, she might be ok. If you've been overseeing her work, helping her to keep organized, etc. I think she'll fall apart.

OP do some research online like College Confidential and find out whether this school does grade deflation, is a pressure cooker, or otherwise stressful. Some of the reach schools are actually supposedly not too high pressure from what I hear.

DD got into a school in New England where her SAT score is below the 25-75% range. She got 1310 and the range for the school is 1470-1550. The 50%gpa range is 4.1-4.5. Her's is 4.1 w (3.6 UW).

She's interested in going but knowing she has challenges related to executive functioning and take 150% longer in school work, I'm nervous she'll be overwhelmed. Luckily she has 4 AP classes to bring so she can take a lighter class load for four semesters. She's interested in supply chain management or some other business major.

Did your DD or DS enroll in their reach school and feel in par with those who comfortably got in!