<p>I was scrolling through some of the way older posts and i noticed that there was a post on the importance of each individual aspect of an applicant. So, i will bring it back up. What do you believe is the most important aspect of the application process.
1. SSAT
2. Report Card Transcript
3. EC's
4. Interview
5. Diversity
6. Essay
7. Teacher Recs.
8. Legacy
(sorry for the cliches)</p>
<p>Umm... I think while diversity, while it certainly plays a part, isn't the MOST important aspect. I think maybe interview, grades, and teacher recs are the most important. As are SSATS.</p>
<p>Diversity is very important at most of the elite prep schools. The op's list seems to be right on target. Many elite schools, such as Andover, Exeter and St. Paul's as well as Hotchkiss place diversity as a primary admissions factor. Most elite boarding schools have diversity recruiting programs in place that are well established (e.g. Andover's Houston,Texas program).</p>
<p>This is just my take -- after talking with tons of adcoms and reading posts and hearing about kids that got into schools and kids that didn't.</p>
<p>First -- the schools uses SSAT test, report cards and some parts of the teacher recs and what they can't tell about the rigor of the school to determine whether you can handle their school ACADEMICALLY. You might get a few extra points if you have very high scores or a question mark if you might be borderline -- but basically, they are looking to see if you fit in with their school as far as academic performance. They want you to be successful in class work.</p>
<p>this step will eliminate some kids who just don't meet what they are looking for in these terms.</p>
<p>Then they take a look at the student as a person. From the interview, teacher recs, essays and ECs -- they try and make a determination as to whether this person is a good fit for their boarding school environment. Is the student independent, mature, capable of working well in groups, motivated, respectful of authority, etc. this student will be living with teachers and peers for four years -- and they want kids to fit in well with their group. Different schools will place more or less emphasis on certain things --but this is a very important factor. </p>
<p>This step will eliminate more students -- the larger the pool, the pickier they can be at this step. Again, some kids will get extra points and some kids might get a question mark.</p>
<p>Final step -- what does this kid add to our campus? diversity? legacy? athlete? special EC? very involved? this is where they look at everything again and try to see what you will add -- no cut-offs at this point, just an overall judgement of what they see on paper about you. you could get lots of points (diverse, legacy, great athlete -- all the same kid) or no points (nothing special).</p>
<p>then it comes time to look at who is left after the first two cuts -- and see who got "extra points" and who didn't. how many girls and how many boys, how many boarding and how many day students, how many lacrosse players and how many flute players. They look at the possibilities -- and come up with a list of kids who they think will combine to make a great class -- and they get offer letters.</p>
<p>My guess is that kids who passed the first two cut-offs, but aren't selected are those who get deferred.</p>
<p>So -- everything is important! however, it all relative to who else applies.</p>
<p>You can always ask the school what they value the most. We've had schools tell us that they place the least value on SSAT score or most value on the interview. </p>
<p>Some say not to worry about the interview, leading one to believe it is least important. But, imagine you are building a community of students who will live in close quarters for four years. Wouldn't the interview be the deal breaker if everything else passes muster?</p>
<ol>
<li>Teacher Recs</li>
<li>Report Card Transcript</li>
<li>Interview</li>
<li>Legacy</li>
<li> Diversity</li>
<li>ECs</li>
<li>Essay</li>
<li>SSAT</li>
</ol>
<ol>
<li>teacher recs</li>
<li>report card</li>
<li>interview</li>
<li>ec's</li>
<li>diversity</li>
<li>legacy.
7.essay</li>
<li>ssat</li>
</ol>
<p>Generally I would agree with those priorities, although I would say for certain kids who will have significant impact in certain programs (our experience is with sports, but I would guess music/arts and others true also) that I think the EC experience in that particular area can rank very high. Not suggesting that every kid needs that high profile EC. The schools love well rounded kids. But for the kids that do have it, it can be a pretty important part of the admissions packet.</p>
<p>Interestingly, with all the talks about EC's and "well-rounded" kids, etc. This may have absolutely nothing to do with prep school admissions, but... When at the Naval Academy this summer for a lacrosse camp that my son attended we were talking with one of his coaches who attended the Academy and now is a college coach (can't remember where). We were saying that my son wants to attend the Naval Academy. His advise was (this is a direct quote) "Don't let him get too well-rounded." We must have looked confused because he went on to say that everyone is talking about being well rounded and being involved in many things that he is seeing a generation of kids that are not really good at anything. They do a whole lot of different things, but nothing outstanding. His advise was to concentrate on a couple of things and excel at them.<br>
Now we think of "well rounded" as being good in academics, at a sport or two and being a good kid/leader. He was thinking of it as stretching yourself too thin. In any case, it made us realize that it really isn't the quantity of EC's that matters.</p>
<p>Yeah, hockey's and mine are about the same.</p>
<p>thanks....that was really helpful...:D</p>