Director of Counseling Says Pandemic Has Had a Major Impact on the College Admissions Process

Oren Iosepivici, Director of Counseling at Scarsdale High SchoolHow have the new "test optional" policy, changes in legacy admissions and diversity targets impacted college admissions for Scarsdale students? SHS Director of Counseling Oren Iosepovici shares thoughts and stats below:

1. As we emerge from the COVID crisis, how was the college counseling process this year? Were you able to meet with students and parents in person?
 
By and large, the counseling process this year felt much more normal, certainly as compared to last year.  Depending on individual circumstances, we were able to hold many meetings in  person, and more so as the year progressed.  Though there is no substitute for an in-person interaction, there are certainly some benefits to having a virtual option, especially with respect to convenience for parents who do not have to completely rearrange their schedules.  As we do every year, we will reflect on our experiences and thoughtfully consider whether a hybrid approach may work best for our students and families moving forward.
 
2. Since many of this year’s seniors could not visit schools in-person, how has that affected their choices of where to apply?
 
The opportunity to visit colleges was much more available this year, so we saw less of an issue than we did for the past two graduating classes.  Anecdotally speaking (and individual experiences may not always speak to this of course), we found students were able to visit schools in person in the fall.  This was most evident if they were considering applying somewhere under an early admissions plan and wanted to make one last visit.
 
3. How has the new test optional policy, legacy admission policy and diversity targets affected Scarsdale student’s college application and admissions experience?
 
There is no doubt that the Covid-19 pandemic has had a major impact on the admissions process, and that “test optional” has been the primary driving force of this shift.  Over the past few years, and especially the last two, the number of applications at many schools has increased substantially.   Across the country, those who may have shied away from applying to a specific school (due to having lower test scores than the published average) now felt more empowered to apply.  For the colleges themselves, this was an opportunity to see students in their applicant pool who may not have previously applied, and to fulfill a promise they had long made to their own constituencies - that is, to enroll a student body that is broader in every respect - socioeconomic, geographic, and one that includes students from diverse backgrounds.
 
To demonstrate the immense changes that have happened, I feel it would be helpful to share some of these statistics to show how much more selective this process has gotten overall. In any given year, our seniors collectively apply to hundreds of different schools, and focusing on one or two subsets (i.e. Ivy, “top 50”, etc…) does not speak to this fact.  To that end, the list below includes schools that are among our top twenty “most applied to” institutions: 

The numbers above extend far beyond these colleges, and reflect the increase I had mentioned previously.  The current admissions landscape has provided schools with an applicant pool that allows them to admit and matriculate a more diverse group of students.  At the same time, most institutions have not grown in size, so the growth in applicants has caused a decrease in the admissions rate.  It would come as no surprise that most applicants (whether they live in Scarsdale or not) would therefore experience a more challenging admissions outlook.  For example, NYU’s admission rate was 32% five years ago and 12% this year.  It would therefore stand to reason that students who were clearly admissible a few short years ago (even one or two years ago) would face considerable headwinds now.  
 
To your question regarding impact on legacy, diversity, etc., the answer is “of course we're seeing a shift in how these factors influence admissions decisions.”  An increase in the applicant pool has generally meant a larger group of students that would be attractive to institutions interested in developing a more diverse community, and most schools’ missions are focused on that goal.  Though children of alumni/ae continue to have an advantage at some institutions, a school’s focus on other priorities means that other factors that benefited some students in the past may not have the same impact as they did twenty, ten or even five years ago.  
 
4. What if any aspects of students' experiences and applications have become more or less important in this new environment?
 
It might be surprising to learn that at many institutions, test scores were never the primary driver in the admissions process.  The test optional movement has made this even more stark.  Many of us would argue that the amount of time we see students prepare for exams is not congruent with their overall significance in the process.  As always, a student’s performance in their academic coursework continues to play the most important role.  Other factors include ones that provide a holistic picture of the student, including the essay, involvement beyond the classroom, and letters of recommendation.  While strong test scores are certainly not harmful, we often see students devote significant time, energy, and of course financial resources in trying to achieve a specific goal with respect to test score.  A point (or two) on an ACT, or 40 or 50 points on the SAT does not provide the benefits that many students believe.
 
5. Given the competitive environment, how do you manage parent and student expectations?
 
We view “managing expectations” as one of the most difficult aspects of our role.  We are counselors first and foremost, and we do not relish in increasing student stress, nor providing information that is upsetting. Unfortunately, that is sometimes the reality, as we would simply not be fulfilling our responsibilities if we were not providing honest information to our constituencies.  We do not love the terms likely, target, and reach, but however one chooses to categorize schools, schools that may have seemed realistic a few years ago given a specific academic profile may be in a completely different category now.  The admissions world has changed, and it’s my sense that some may still see schools’ selectivity as they did ten or twenty years ago.  That perspective fails to account for the current reality.
 
We believe that finding the right fit is what is truly important, and that the “best” school does not necessarily mean the most selective one.  From our vantage point, the most important factor in the college process is developing a well-balanced list of schools that meets that individual’s criteria and preferences.  For example, if a student is interested in institutions that would provide a healthy balance of academics and sports, there are many schools that would fit that criteria.  If another is interested in small liberal arts schools, there are just as many that would be a match.  

We focus on providing students with a comprehensive list of schools that is balanced with respect to selectivity, and will ultimately allow students options to choose from.  To that end, we do our best to familiarize ourselves with the incredible opportunities that are available nationally, and we ask our students to keep an open mind and remember that there are many wonderful places where they could be successful.  
 
It might surprise students and parents to learn that beyond the extensive programming we offer students, there is considerable work done behind the scenes through conversations we have as a department.  One such example is in late fall, we meet as a group to review the college list of every one of our seniors, providing feedback and suggestions to each other regarding an individual student’s list and whether additional suggestions make sense based on the likely outcomes.  It reflects our mission of consistently reflecting on our students, their goals, and how we can best support them.
 
6. Overall, what is the average number of schools students are applying to? How does this compare to previous years and what has been the impact on the guidance department?
 
A few years ago, it was not uncommon for students to apply to an average of 6-10 schools.  For a variety of factors, those numbers have increased.  For some context, we processed over 6200 transcript requests in the Counseling office this past year, which is an average of 15 applications per student.  Those include schools that students were considering applying to but never did due to an early acceptance, but still reflects the increased volume we are seeing.   
 
I would add that as unpredictable as the process may seem to students, given our experience and careful analysis of data, we are not often surprised by ultimate decisions.  There are of course exceptions to this, both positive and otherwise, but overall we look to counsel our students to reflect on their profile and how that fits into the specific schools they are considering.  
 
7. What majors or special programs such as STEAM, engineering, medicine etc. are trending with this class? Have the number of students applying to liberal arts programs decreased? Are you seeing geographic shifts in where students are willing to travel for school? Differences in attitudes between attending city vs. country locations?
 
I wouldn’t say there has been a specific trend with special programs or majors, nor have we seen a shift with respect to the number of students applying to liberal arts programs.  As of this writing, approximately 25% of our students who are pursuing postsecondary education will do so in New York State, with the remaining number attending institutions out of state and internationally.  That is relatively consistent with previous years.  We also note the fact that our students applied to over 370 unique schools this past year, and will end up matriculating at approximately 130 different institutions.  That speaks to the diversity of interests and criteria our students have, and is often surprising to those who believe that “everyone applies to and attends the same schools”.
 
8.  Any advice on college prospects and planning you would offer to parents and underclassmen?
 
Though some of the recent trends and data may be sobering, the reality is that the vast majority of our students find a “home” they are thrilled with.  There are so many wonderful options to choose from, and as long as students are self reflective and realistic, the process can and should be an exciting one. Just as importantly, we find our alumni/ae to report they are well prepared regardless of the ultimate destination.  
 
As Deans, we believe that students should see their high school journey as providing them with the ability to develop life long skills.  If students focus on their personal and emotional growth, this process can simply be an extension of that rather than the pursuit of an ultimate prize to attain.  
 
9.  Any other thoughts you wish to share?
 
We continue to engage colleagues on the admissions side to gain insight into the latest trends and practices.  Deans are members of local and national counseling organizations, and every year we attend several admissions conferences, as well as travel to dozens of institutions to gain firsthand knowledge of schools.  Our ongoing professional development is done in the service of our students and families, allowing us to provide the most updated information, as well as insight to schools our students may not be as familiar with.  We recognize that college admissions is incredibly important to so many in our school community, and we will continue to emphasize to students to focus on their personal and academic growth, rather than experiencing high school as a means to an end.