Law is not a good field for someone with a reading problem- Davis Boies became successful but really there are questions there- don't follow his example, because its possible that all the elements contributing to his success are not what everyone would want to do. Its not about just getting a reader. I would not call him a master litigator- he is a successful lawyer.

What on earth is an unused tip? Is she AA but didn't check the box, include a photo, or do an alumni interview? Is her dad a Princeton alum but you omitted that from the application? Trying to imagine how someone could have a "tip" that isn't apparent in the application. Seems like it wouldn't be much of one in that case.

OP, why would you count Ivy legacy as a hook, since it's only really applicable to one school. For all the children who did not get into the particular Ivy that parent attended, it's no hook at all.

Anonymous wrote:

Part of timed tests is the ability to perform under pressure and time constraints. When those constraints evaporate, all students would be expected to perform better.

You're simply wrong and that may be because you don't understand what a language-based LD is. If a child has an LD such as dyslexia, she's using that extra time to read because her brain is wired differently than that of most people. It has nothing to do with not being able to "think and articulate quickly."

Actually, 2nd PP, while I do have good grasp of dyslexia as any lay person, 1st PP is right. At some point in life, the accommodations really do end, even under the ADA regs. The loop hole is "bona fide job requirement." IME it behooves the dyslexic teen to figure out, far ahead of that point, what kind of career he wants as an adult that will on the one hand, play to his very keen mind but on the other, minimize voluminous reading. See, for example, master litigator David Boies.

I still don't think you get it but I guess you don't have to, since you presumably don't have a kid with an LD.

Anonymous wrote:

Part of timed tests is the ability to perform under pressure and time constraints. When those constraints evaporate, all students would be expected to perform better.

You're simply wrong and that may be because you don't understand what a language-based LD is. If a child has an LD such as dyslexia, she's using that extra time to read because her brain is wired differently than that of most people. It has nothing to do with not being able to "think and articulate quickly."

Actually, 2nd PP, while I do have good grasp of dyslexia as any lay person, 1st PP is right. At some point in life, the accommodations really do end, even under the ADA regs. The loop hole is "bona fide job requirement." IME it behooves the dyslexic teen to figure out, far ahead of that point, what kind of career he wants as an adult that will on the one hand, play to his very keen mind but on the other, minimize voluminous reading. See, for example, master litigator David Boies.

Who apparently has things read to him. There are ways to compensate for dyslexia later in life.

My DC got extra time on tests and needed every bit of it just to read the passages. DC is a super slow reader and definitely did not have an advantage over other kids, it just helped to level the playing field a bit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP it reads from your post that your child has not "yet" been admitted to the "top Ivy" you desired for him or her, and that you are attributing "tips" as the reason that some of her/his classmates were admitted early, while he or she was deferred.

First, your child will likely be admitted to one or more of the good schools they applied to, in the regular round. Second, please realize that there are so many good colleges and universities where your child will thrive and succeed, aside from the "top Ivies". And third, please do not discuss your "tip" theory around your great student, because you do not want to pass on your own personal insecurities or resentment to him or her.

OP here. My child was admitted to Princeton early and Harvard regular. She was born with brains and worked hard and had a tip which she did not use, and in my opinion was lucky. I am not sour grapes but I realize how easy it is to hear a tone or attitude which isn't in the post- because why would anybody post about this if not for sour grapes? I am posting because this is the situation at ONE school- the only one I know about, and I was wondering how it is at other schools. Its not hard to figure these numbers out if you have a relatively small class and know most of the people because you have been there for many years. I didn't google anyone!! If your kid started in 9th grade it would be hard to know this information as there aren't as many opportunities for parent interaction in the upper school years. I truly don't mean to offend anyone or suggest that ivy admission is the only positive outcome of private school attendance. I don't need a volunteer job, but thanks to the well-wishers who tried to fix me up with one.

OP, then let me give you this example. In my DC's class several years ago there was a Caucasian student who was admitted early to one of H/Y/S/P. By your standards, this student had no "tips", they were NOT a legacy; not a recruited athlete; not a URM; not a Rockefeller or a Gates; just "a student born with brains [and talent] who worked hard." However, if you knew that family well you might know that one parent was the head of a very well-known academic institution [b]and that the grandmother was a well-known pop-culture figure of the 1970s. The universities probably knew these things (certainly about the parent's employment), and I would argue that they are just as much a "tip" as any of those factors you have mentioned.

Did your child, perhaps, possess a "tip" for Princeton and Harvard because one of her/his parents or grandparents were prominent, well-known, or respected in their fields? I would not doubt it.

Also, really, as your are the parent of a Harvard or Princeton student I think that it is especially reprehensible that you feel that you must distinguish and differentiate your child's college admission from that of his/her fellow students. I certainly hope that she or he did not pick up on your prejudices, and take them to college -- considering themselves somehow elevated above the URM, student athlete, and those other fellow students with a "tip".

The student in that case also had a parent who was president of a university. In any case, I find it telling that the OP did not respond to my point, which is that colleges and universities might a student attractive for all sorts of reasons, aside from her stated "tips" (URM, legacy, recruited athlete, major donor). Such reasons might include having a parent(s) who is seen as an asset to the school's community, and who is to say that any one of those reasons is any more or less valuable of a "tip".

Again, OP, perhaps your son's or daughter's "tip" was having successful, well-connected, influential, relatively well-off (no financial aid required), accomplished parents who were viewed as an overall asset to the school's community. Care to comment?

OP here Please read the title of the thread- I am asking about other schools. I only revealed my childs situation to explain that I have no sour grapes. Also my child did not have any famous relatives- I agree colleges want that and so do privates- So
to update and further clarify the numbers I originally cited in my first post: The 2 non tip students who got into ivies (not my daughter who had a tip, tho unused) did not have famous or well connected parents.
What about your school, your childs class. How many have tips? thats the information sought in the thread.

Part of timed tests is the ability to perform under pressure and time constraints. When those constraints evaporate, all students would be expected to perform better.

You're simply wrong and that may be because you don't understand what a language-based LD is. If a child has an LD such as dyslexia, she's using that extra time to read because her brain is wired differently than that of most people. It has nothing to do with not being able to "think and articulate quickly."

Actually, 2nd PP, while I do have good grasp of dyslexia as any lay person, 1st PP is right. At some point in life, the accommodations really do end, even under the ADA regs. The loop hole is "bona fide job requirement." IME it behooves the dyslexic teen to figure out, far ahead of that point, what kind of career he wants as an adult that will on the one hand, play to his very keen mind but on the other, minimize voluminous reading. See, for example, master litigator David Boies.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP it reads from your post that your child has not "yet" been admitted to the "top Ivy" you desired for him or her, and that you are attributing "tips" as the reason that some of her/his classmates were admitted early, while he or she was deferred.

First, your child will likely be admitted to one or more of the good schools they applied to, in the regular round. Second, please realize that there are so many good colleges and universities where your child will thrive and succeed, aside from the "top Ivies". And third, please do not discuss your "tip" theory around your great student, because you do not want to pass on your own personal insecurities or resentment to him or her.

OP here. My child was admitted to Princeton early and Harvard regular. She was born with brains and worked hard and had a tip which she did not use, and in my opinion was lucky. I am not sour grapes but I realize how easy it is to hear a tone or attitude which isn't in the post- because why would anybody post about this if not for sour grapes? I am posting because this is the situation at ONE school- the only one I know about, and I was wondering how it is at other schools. Its not hard to figure these numbers out if you have a relatively small class and know most of the people because you have been there for many years. I didn't google anyone!! If your kid started in 9th grade it would be hard to know this information as there aren't as many opportunities for parent interaction in the upper school years. I truly don't mean to offend anyone or suggest that ivy admission is the only positive outcome of private school attendance. I don't need a volunteer job, but thanks to the well-wishers who tried to fix me up with one.

OP, then let me give you this example. In my DC's class several years ago there was a Caucasian student who was admitted early to one of H/Y/S/P. By your standards, this student had no "tips", they were NOT a legacy; not a recruited athlete; not a URM; not a Rockefeller or a Gates; just "a student born with brains [and talent] who worked hard." However, if you knew that family well you might know that one parent was the head of a very well-known academic institution [b]and that the grandmother was a well-known pop-culture figure of the 1970s. The universities probably knew these things (certainly about the parent's employment), and I would argue that they are just as much a "tip" as any of those factors you have mentioned.

Did your child, perhaps, possess a "tip" for Princeton and Harvard because one of her/his parents or grandparents were prominent, well-known, or respected in their fields? I would not doubt it.

Also, really, as your are the parent of a Harvard or Princeton student I think that it is especially reprehensible that you feel that you must distinguish and differentiate your child's college admission from that of his/her fellow students. I certainly hope that she or he did not pick up on your prejudices, and take them to college -- considering themselves somehow elevated above the URM, student athlete, and those other fellow students with a "tip".

The student in that case also had a parent who was president of a university. In any case, I find it telling that the OP did not respond to my point, which is that colleges and universities might a student attractive for all sorts of reasons, aside from her stated "tips" (URM, legacy, recruited athlete, major donor). Such reasons might include having a parent(s) who is seen as an asset to the school's community, and who is to say that any one of those reasons is any more or less valuable of a "tip".

Again, OP, perhaps your son's or daughter's "tip" was having successful, well-connected, influential, relatively well-off (no financial aid required), accomplished parents who were viewed as an overall asset to the school's community. Care to comment?

Anonymous wrote:Not OP, just someone who gets irritated by your wasted vitriol. Now doubly irritated.

Hmm, try yoga for that double irritation problem of yours. Sorry to rain on your parade of luxuriating in a discussion about preferential admission to IVY LEAGUE SCHOOLS (ooh! tingle down spine) by pointing out the phony nature of the original post by the "Yale grad" who is the mother of the "Harvard daughter" admitted to "Princeton early" who uses made-up terminology and purports to know private details about "81 students."

The post was fake and people are suckers by getting pulled in. The same suckers who fell for the GDS student prank post about a NW DC basement opium den. Good lord.

Not OP, just someone who gets irritated by your wasted vitriol. Now doubly irritated.

Anonymous wrote:It gets extremely old reading posts on every thread that dismiss people as TROLLs. Just because you disagree with someone, doesn't mean that person is lying or posing. Just move on and find a thread that you find more "credible" and leave those who are looking to have a rational discussion. If we are "fooled" by a fake OP, thread or post, so what? We clicked on it because we found the topic interesting.

LOL, good try OP. It's not as fun when you get called out on your fake post, huh?

I'm thinking Wonder Woman Linda Carter. She's local, right? or maybe Tennile . . . she was well known in the 70s. Not local, but who knows?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:A few thoughts.
1) extra time is not an advantage if it is proportional and legit to a dress a learning disability. It is supposed to be compensation for a deficit. But, I agree the system needs reform. Kids usually get a round block od extra time without proof that it is proportional to the need - in other words, if a deficit warrants an extra 10 minutes that kid likely will get 30 min or 60 min more- or no extra time at all.
2) but OP's point that privates stack their schools with students with hooks is well taken. It is one way they try to ensure that their college placements exceed averages. Of course, the best advantage is just an inredibly self-motivated student with insane talent and supportive parents with an interest and means of suportting the child in any way possible.

The other problem is that many parents have seized unfair timing advantages for their non-disabled kids by paying a "specialist" to label their kid with some specious disorder. It throws the whole practice into disrepute - too many aggressive parents gaming the system.

My high-IQ kid has a language-based learning disability that interferes mightily with her ability to demonstrate what she knows. I would give just about anything to make it go away, but it never will. Some extra time on a test allows her to come closer to her potential and helps her not dissolve into a puddle of anxiety and self-loathing. But that in no way affects your kid.

I am interested in understanding how you know what she knows if she can't express it. The puddle of anxiety and self loathing- where are they coming from? If your child has high IQ and has language problems, then I am assuming that he/she is good at spatial reasoning. But why is that a disability?
My DC had a 99% vebal score and 50% spatial score. So math felt hard for her. But was it? It was hard only compared to something else she was good at. Should she have gotten extra time on her math tests? She just worked hard and got As anyway, despite being only of average ability.

FYI, mathematical ability is more strongly correlated with verbal ability than spatial ability/perceptional reasoning. Also, 50th percentile is average, NOT disabled. Why so lacking in sympathy for disabled kids? I bet you would be too ashamed to express these opinions IRL.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:OP it reads from your post that your child has not "yet" been admitted to the "top Ivy" you desired for him or her, and that you are attributing "tips" as the reason that some of her/his classmates were admitted early, while he or she was deferred.

First, your child will likely be admitted to one or more of the good schools they applied to, in the regular round. Second, please realize that there are so many good colleges and universities where your child will thrive and succeed, aside from the "top Ivies". And third, please do not discuss your "tip" theory around your great student, because you do not want to pass on your own personal insecurities or resentment to him or her.

OP here. My child was admitted to Princeton early and Harvard regular. She was born with brains and worked hard and had a tip which she did not use, and in my opinion was lucky. I am not sour grapes but I realize how easy it is to hear a tone or attitude which isn't in the post- because why would anybody post about this if not for sour grapes? I am posting because this is the situation at ONE school- the only one I know about, and I was wondering how it is at other schools. Its not hard to figure these numbers out if you have a relatively small class and know most of the people because you have been there for many years. I didn't google anyone!! If your kid started in 9th grade it would be hard to know this information as there aren't as many opportunities for parent interaction in the upper school years. I truly don't mean to offend anyone or suggest that ivy admission is the only positive outcome of private school attendance. I don't need a volunteer job, but thanks to the well-wishers who tried to fix me up with one.

OP, then let me give you this example. In my DC's class several years ago there was a Caucasian student who was admitted early to one of H/Y/S/P. By your standards, this student had no "tips", they were NOT a recruited athlete; not a URM; not a Rockefeller or a Gates; just a student born with brains and talent who worked hard. However, if you knew that family well you might know that one parent was the head of a very well-known academic institution and that the grandmother was a well-known pop-culture figure of the 1970s. The universities probably knew these things (certainly about the parent's employment), and I would argue that they are just as much a "tip" as any of those factors you have mentioned.

Did your child, perhaps, possess a "tip" for Princeton and Harvard because one of her/his parents or grandparents were prominent, well-known, or respected in their fields? I would not doubt it.

Also, really, as your are the parent of a Harvard or Princeton student I think that it is especially reprehensible that you feel that you must distinguish and differentiate your child's college admission from that of his/her fellow students. I certainly hope that she or he did not pick up on your prejudices, and take them to college -- considering themselves somehow elevated above the URM, student athlete, and those other fellow students with a "tip".

Seriously? You think that H/Y/P/S let a kid in because their GRANDparent was a faded pop star?

"This kid is not really up to par, but her grandmother was Julie on The Love Boat."

"Oh, then we better take her!"

Anonymous wrote:

Anonymous wrote:OP it reads from your post that your child has not "yet" been admitted to the "top Ivy" you desired for him or her, and that you are attributing "tips" as the reason that some of her/his classmates were admitted early, while he or she was deferred.

First, your child will likely be admitted to one or more of the good schools they applied to, in the regular round. Second, please realize that there are so many good colleges and universities where your child will thrive and succeed, aside from the "top Ivies". And third, please do not discuss your "tip" theory around your great student, because you do not want to pass on your own personal insecurities or resentment to him or her.

OP here. My child was admitted to Princeton early and Harvard regular. She was born with brains and worked hard and had a tip which she did not use, and in my opinion was lucky. I am not sour grapes but I realize how easy it is to hear a tone or attitude which isn't in the post- because why would anybody post about this if not for sour grapes? I am posting because this is the situation at ONE school- the only one I know about, and I was wondering how it is at other schools. Its not hard to figure these numbers out if you have a relatively small class and know most of the people because you have been there for many years. I didn't google anyone!! If your kid started in 9th grade it would be hard to know this information as there aren't as many opportunities for parent interaction in the upper school years. I truly don't mean to offend anyone or suggest that ivy admission is the only positive outcome of private school attendance. I don't need a volunteer job, but thanks to the well-wishers who tried to fix me up with one.

OP, then let me give you this example. In my DC's class several years ago there was a Caucasian student who was admitted early to one of H/Y/S/P. By your standards, this student had no "tips", they were NOT a recruited athlete; not a URM; not a Rockefeller or a Gates; just a student born with brains and talent who worked hard. However, if you knew that family well you might know that one parent was the head of a very well-known academic institution and that the grandmother was a well-known pop-culture figure of the 1970s. The universities probably knew these things (certainly about the parent's employment), and I would argue that they are just as much a "tip" as any of those factors you have mentioned.

Did your child, perhaps, possess a "tip" for Princeton and Harvard because one of her/his parents or grandparents were prominent, well-known, or respected in their fields? I would not doubt it.

Also, really, as your are the parent of a Harvard or Princeton student I think that it is especially reprehensible that you feel that you must distinguish and differentiate your child's college admission from that of his/her fellow students. I certainly hope that she or he did not pick up on your prejudices, and take them to college -- considering themselves somehow elevated above the URM, student athlete, and those other fellow students with a "tip".