Anonymous wrote:It’s quite possible that AOs are meeting with private consultants. I watched a webinar a few days ago where someone is currently an admissions reader at a college, a former AO at another college, and works at a college consultancy. I was so confused. Is a reader allowed to work as a consultant? No ethics violation?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I would ask if they provide essay guide tailored to each top school. Learnt about it yesterday on dcum.

Related, learned something new about the practices of a national (NY based) college consulting firm that a friend hired last year for their now rising junior (fee was more than $100k, don't know how much more). The private counselor mentioned summer meetings with various T20 AO including a few ivies. The meetings were to discuss the result of the last cycle, what's changing for next year and also, "what type of applicant they are looking for/new priorities, etc". The feedback was very specific, down to essays, vibe, polish, and evidence of intellectual curiosity. My friend said that applications that look "too polished" are problematic and auto-rejects.

I was shocked. It means these AOs know (and tacitly accept) how prevalent the big-name counselors are if they are having 1-on-1 meetings with them? And giving them "tips"? Do other private counselors meet with T20 AOs after the cycle is over? How do they arrange those meetings and maintain those connections? I assume it's bc half of the private national consulting firms worked in these offices and these are their former employers or friends?

Have others heard of this practice? Is this what they big payment is for?

Who is having the 1:1 with AOs? Your friend and kid, or the counselor they hired?

Anonymous wrote:

Anonymous wrote:I would ask if they provide essay guide tailored to each top school. Learnt about it yesterday on dcum.

Related, learned something new about the practices of a national (NY based) college consulting firm that a friend hired last year for their now rising junior (fee was more than $100k, don't know how much more). The private counselor mentioned summer meetings with various T20 AO including a few ivies. The meetings were to discuss the result of the last cycle, what's changing for next year and also, "what type of applicant they are looking for/new priorities, etc". The feedback was very specific, down to essays, vibe, polish, and evidence of intellectual curiosity. My friend said that applications that look "too polished" are problematic and auto-rejects.

I was shocked. It means these AOs know (and tacitly accept) how prevalent the big-name counselors are if they are having 1-on-1 meetings with them? And giving them "tips"? Do other private counselors meet with T20 AOs after the cycle is over? How do they arrange those meetings and maintain those connections? I assume it's bc half of the private national consulting firms worked in these offices and these are their former employers or friends?

Have others heard of this practice? Is this what they big payment is for?

Anonymous wrote:I would ask if they provide essay guide tailored to each top school. Learnt about it yesterday on dcum.

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.

Not disagreeing that this approach is the best admissions strategy, but it still makes me sad that children (which is what high school students are!) can't do something for the sake of happiness/enjoyment -- must everything be impactful?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.

Not disagreeing that this approach is the best admissions strategy, but it still makes me sad that children (which is what high school students are!) can't do something for the sake of happiness/enjoyment -- must everything be impactful?

.

We were in the same situation, it’s volleyball, and she is not even in a national level club. Mine said if this is something she really enjoys, then continue. So we continue. 20+ hours of commitment every week. It’s not going to help college at all.

Anonymous wrote:College Essay Mentor is great and he's transparent about where his students get in.

https://www.collegeessaymentor.com/results

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.

Not disagreeing that this approach is the best admissions strategy, but it still makes me sad that children (which is what high school students are!) can't do something for the sake of happiness/enjoyment -- must everything be impactful?

.

We were in the same situation, it’s volleyball, and she is not even in a national level club. Mine said if this is something she really enjoys, then continue. So we continue. 20+ hours of commitment every week. It’s not going to help college at all.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.

Not disagreeing that this approach is the best admissions strategy, but it still makes me sad that children (which is what high school students are!) can't do something for the sake of happiness/enjoyment -- must everything be impactful?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our counselor really helped identify my daughter's specific pillars of interest and focused her on developing those (vs. trying lots of different things). I just took a look at the resume they developed together, and it really highlights her strengths in a way that I am not so sure we would have done without her. We started at the end of 10th grade and the first thing she did was to help craft her narrative and guide her to focus on those specific areas of interest.

For example, with so many school clubs available, DD was trying lots of different things in 9th and 10th grade. She suggested pulling away from things that don't fit the narrative and focusing more time and energy on those areas they had identified.

That alone, to us, was worth it. We also got very good guidance on course selection. All of this work was helpful because DD did not have access to her college counselor until second half of junior year.

I'm not doubting that that's the best strategy to get into a highly rejective school, but it's profoundly sad that we tell our children to stop trying new things and to stick to a "narrative."

I get what you’re saying. But think of the flip side — many kids cram their schedule with all these clubs and sports because they think it’s necessary to get into a good college. It’s awful to see what all these kids are doing these days! To have someone tell you that you don’t need to do all these things can be empowering! I agree that it shouldn’t be to “fit the narrative”, but if the side effect is to ease pressure, I’m not complaining!

DP. Nowadays all the parents around you can be pretty crazy, they have their kids do everything possible to get their kids into a top college. We knew we don't want the rat race, but don't know how to escape from all that. Having a good IEC is reassuring, they will tell you what's important and what is not. Mine did not dictate a narrative to DC, but ask her to develop her own starting 9th grade. Will the kid get into HYP, no way, but t30 and some good lacs are reachable.

I am the PP who spoke about the "narrative." Perhaps that word hits some as a negative, but it is simply a marketing term. Your student is essentially being marketed to colleges, and in order to do that effectively, one must create and adhere to a plan. The "narrative" wasn't created by the consultant...it was the result of spending time with my DD to learn where her passions lie and which of those passions most effectively draw on her strengths. Did DD enjoy playing lacrosse? Yes. Was she impactful in that sport? No. The decision to not continue in lacrosse was based on the logic that her time would be better spent on other passions where she makes more meaningful contributions. Dropping lax is something we always thought she should consider, but it was always met with stubborn resistance. She eventually agreed she would be stretched too thin once we brought the consultant into the picture. Now she has time to devote to the things she loves and can be proud of.