The Competition For Admission Into College

Being admitted into college is a difficult process, one that requires students to be diligent in their studies, engage in a number of extracurricular activities, and overcome the everyday pressures and challenges that high-schoolers face across the country. Admittedly, not everyone in the United States is born with the same opportunities as socioeconomic factors as well as historic injustices have contributed to a society in which some people are far more likely to achieve upward mobility – of which, obtaining a college degree is a necessary part – than others. While there is need to rectify this reality,

In his essay “Frank Bruni” which appear Rethinking College Admissions, where he was insistent that college admissions process should change, and this essay published in New York Times. The college admissions process look for many things that hard for the students to have. In sated of accepting the student how come from poor society and develop there knowledge so they can have better live, they accept the students who come from the best school. Moreover, they emphasize on the student who have high grade on standardized tests, the AP classes and extracurricular activities without looking for the students who cannot do this things. All this requirements are for pacific class of people who can have it, even for the sport scholarship they look for

According to Kaplan (2013), students’ motivation levels are easily influenced through extrinsic forces in schools. Such forces can be attributed to simple events such as prom and graduate night. It is imperative to think of various solutions to this motivational issue because students who are planning on attending a four-year postsecondary institution might be at risk on losing their admission. Furthermore, losing their admission at this stage can signify no other option than attending a community college. It is important to note that though there are plenty of benefits in attending a community college this paper will focus only on students who plan on attending a four-year postsecondary

“What Colleges Want in an Applicant (Everything)” is an informative article in The New York Times targeted at applicants, parents, and those who work in admissions at universities

Endless homework, an abundance of AP classes, countless hours spent studying complex subjects, and numerous sleepless nights, all in an effort to meet the seemingly endless list of requirements needed for a child to achieve success through academia. This is the crude reality of many young students who aspire to attend prestigious universities, most of which make various personal sacrifices that limit them in terms of experience and personal growth. It seems as though our society’s morals have evolved into a Machiavellian plot for a spot into a top-tier college. This mindset is the root of our problems regarding this new era of academic dishonesty and extreme academic competitiveness.

There has been a recent surge of high school graduates, and college enrollment rates are increasing, due in part to this shift and focus on human capital and need for a more educated workforce. Cohen & Kisker, (2010) asserts that traditional universities are unable to expand their freshman classes to accommodate this surge, and as a result greater

Every year, hundreds of thousand of high school students go to a place of higher learning, be it a community college or a high standing world-renowned University. To get accepted to these places of higher learning, students must write essays about topics, have high grades in high school, have participated in extra curricular activities at school and other things as well. These students expect to get something from these great institutions, and that is why they try so hard to get into the very best universities.

One of the key components in higher education enrollment management in a public, four-year university is the admissions process. With encouragement from many sources such as friends, family, and college marketing materials, high school juniors and seniors apply and enroll in college by the thousands each year (McDonough, 1994). College choice is greater now than twenty years ago, but finding the right fit for each potential student is harder due to increased college entrance standards and intense competition between institutions. Applicants now are more likely to apply to many more institutions than previous generations, yet still only attend

Be a well rounded student: this is what college counselors drill into students’ minds. A student must have academics, sports, extracurriculars, and volunteer hours. In addition, students must write unique essays that showcases their talents and endeavors. All the hours of absolute exhaustion and cramming ideally ends in the admission to a stellar university. The Ivy League schools are an elite group of schools that thousands of students attempted to get into every year. Yet the increasing levels of expectations pushs student pass their limits.As the result of the hefty price tag, excessive amounts of stress, and admissions bias, students are beginning to turn away from these prestigious schools and began to focus on applying to strong state

What you make of your college experience, and how hard you work following graduation is the endgame. Moreover, Bruni’s theme of be yourself, try hard, and do not stress, in combination with his previously stated arguments, provides the reader with an, although cliché, insightful outlook on the college admissions process. The frequent use of expert testimonials, statistics from accredited sources, such as The New York Times and Forbes, and examples of well-known not-Ivy-League-educated people, like New Jersey’s Governor Chris Christie who attended the University of Delaware, are also helpful in understanding Bruni’s central themes. In addition, the arguments within the book all well supported and valid in structure. Notwithstanding, Bruni was not extremely successful in providing an antithesis to his arguments and then countering them. Bruni could have achieved this goal by taking opposing viewpoints from various sources and poking holes in their theories. Some holes in Bruni’s arguments are: colleges, at their roots, are not created equally regardless of what said colleges offer you, there are constants within great college applications, and an Ivy is and Ivy and that carries weight in the job market. Generally, Bruni has a factual writing style, which can be a bit dry at times, but is acceptable when considering the book’s topic. This book should not be given to those looking to get into the top universities, as it will make them even more anxious and fearful of their chances of admittance. Instead, give this well-prepared conglomerate of literature and facts, which is sure to become the center of the college admissions argument, to those who may have not gotten into their dream colleges, so as to encourage them to work hard in the college they are

College student degree non-completion and attrition is a pressing issue for higher education institutions. Nearly 20% of first-time, full time students failed to return to campus for their sophomore year among the 2012 cohort. Further, the 6-year graduation rate among the fall 2007 cohort of students seeking bachelor’s degrees was approximately 59 percent (National Center for Education Statistics [NCES], 2015) The vulnerability of groups of students were identified by O'Keeffe (2013), who pointed out that part time students, first year students, first generation

As colleges look for students to enroll, not only should they look specifically into the students education, but they should also look at the school the student comes from, as it might change the reason as to why the student is performing the way he or she is. “High school graduation rates and the number of dropouts” is one thing that institutes should be paying more attention to (“Do Standardized Tests” 1). Test scores show more comparisons but other measurements show how well the school is performing. The Room 241 Team is a group created by Portland University, posted their point of view in 2012 onto Portland.edu discussing their idea of other performance measurements. Other than the background of the high school, colleges should give some consideration on if the student is involved with extra curricular activities as well as if the student is enrolled in advanced placement and other college prep courses. These two factors play a colossal role in the education of a student as extra curricular activities show how active a student is involved with his or her community and the enrollment in advanced placement shows that stability level that a student may maintain in his or her study’s. Many people as well as school administrators should may more thought in regards to this problem as students try to better themselves and their future

I support changes in the college admission process because most people are not qualified to be accepted in to college. Students are rejected from college because they have low SAT test scores or because of their low GPA. Colleges believe that the student must “fit in” in order to get in. By “fitting in” it simply means that you must meet some requirements for college. Students focus more about fitting in to college. In some colleges they seem to pay attention more of the students' backgrounds than their actual grades.

Admission awards at a college or university usually transpire only after successfully passing a series of academic qualifying standards as the chief component of an overall admissions process. Exceptions to that process include possession of extraordinary athletic ability or artistic talent desired by an institution. In other words, the ball remains in their court unless an applicant adds something special. Stanford University probably offers one of the premier exceptions requiring both outstanding academics and athletic abilities regarding athletic scholarship. Otherwise, especially concerning state colleges and universities, a highly competitive process ensues due to the sheer number of applicants received annually versus the number of

Upon identifying programs available on various college campuses as they relate to first year students; it has become noticeable that university leaders are concerned with the retention of students within their first and second year of college. Therefore many universities have developed programs that are focused on the success of the freshman student and ensuring that group of students’ matriculations throughout their degree programs. As quoted in “The Dynamics of Organization in Higher Education (Kuh, 1996) “the frequent and increasingly predictable accusation that institutions of higher education operate in “silos” is based on their various schools, colleges, and athletic programs operating in parallel with one another, more focused on promoting than on adhering to or accomplishing broader institutional