<p>Or don't colleges care?</p>
<p>Teacher recommendations might be able to convey this I guess...although the grade-grubbers are most likely intelligent enough to choose teachers who wouldn't care/be able to tell the difference.</p>
<p>I'd love to know that, too.</p>
<p>My son takes electives that interest him. Sometimes those classes are weighted, and sometimes they are not. Consequently, he's in the 20th percentile. I hope that the ad coms really read the high school profiles -- and between the lines -- and are able to determine why people take the classes they take.</p>
<p>I have heard statements from admission officers that they are interested in students who are genuinely interested in learning--after all, a lot of straight-A high school students turn into B students in college but still go on to do great things--but I don't know what information is available to admission officers to help them look for such students.</p>
<p>And can grade grubbers become avid learners through exposure to all that learning?</p>
<p>teacher recs.</p>
<p>but, while college adcoms do look for genuine students who truly love learning and don't do things for a grade, it's just kind of impossible at really technical schools like MIT, CALTECH SOMETIMES because test scores and the like are really important, more so than say an LAC. This is just a generalization. </p>
<p>Also, many grade-grubbers are students who truly do love learning- but also want that A. And because they've shown excellence, their teacher recs demonstrate that. So, it really comes down to how the individual presents their application.</p>
<p>test scores help with this a bit, because there's no grubbing with the college board. although sat tutors can help the grade grubbers.</p>
<p>I'm not sure what you mean by distinguish between the two... does their necessarily have to be a difference? </p>
<p>I would definitely describe myself as someone who loves to learn. When I read about something in a textbook that interests me, or if I read about something I don't fully understand, I usually look it up and research it so that I can satisfy my need to "know".</p>
<p>However, I am also one of those people that will get mad if they don't get a high A in a class or on a test... can I not be an avid learner who seeks to come as close to perfection, grade wise, as possible?</p>
<p>well.. i think the definition of grade-grubber is hard to say. But essentially, what I do is do the least amount of work possible for the maximum amount of grade. I used to care about being an "avid learner" but then senioritis kicked in and I did not care about anything at all anymore. I believe often times, the grade-grubbers are the avid learners. The differences are not easily distinguishable, but I'd say it is mainly reliant on how much a student chooses to "challenge" themselves with harder classes (i.e. honors/AP/IB/college classes).</p>
<p>Sadly, it's almost impossible to distinguish the two groups. Teacher recs, maybe essays.</p>
<p>"but, while college adcoms do look for genuine students who truly love learning and don't do things for a grade, it's just kind of impossible at really technical schools like MIT, CALTECH SOMETIMES because test scores and the like are really important, more so than say an LAC. "</p>
<p>This doesn't make any sense. Caltech and to a lesser extent MIT look for people who are going way beyond the "A." Admission to these schools demands that their teacher recs affirm that they are one of the best students they ever taught.</p>
<p>I would also agree that teacher recs would be rather important in distinguishing whether the applicant has a true passion or not, but then again it is pretty hard to tell, I mean in my classes between the people that get A's, I wouldn't really be able to tell which one is which (especially since Avid Learners also tend to get exceptional grades, and a lot of people are Both).</p>
<p>When it comes down to it, from interviews, essays, and how you present yourself would hopefully make some distinction.</p>
<p>How about independent study in HS? Our student did this for two years; the school he attended encouraged students to try to do ind study and design their own course of study with student presentations at the end of the study. Our student then, used this experience to convey what he had learned "independently" in the essays he wrote for admissions, where applicable. To me, this shows a student that is an avid learner, instead of just trying to "make the A". Another way adcoms might see avid learning is thru ECs. Again, our student's most heavily weighted EC did not involve sports, but showed learning. (I am not knocking sports, one can certainly learn a lot.) Again, our student was able to use this passion in essays where needed. I also agree that Teacher Recs can provide insight.</p>
<p>SAT and ACT scores are wonderful for doing this.</p>
<p>In their rec letters, teachers speak volumes in both what they say and what they don't say. </p>
<p>While many HS kids take classes for college credit, those who are passionate about learning often take enrichment classes (no credit) or do independent research in an area of interest.</p>
<p>teacher recs probably. I hate it when students check their grade with their teacher every week and moan about how they can never get an A in the class and how much he/she hates the subject. </p>
<p>I've been sitting next to girl who does this for the past semester. IT DRIVES ME NUTS.</p>