I’ve seen advice about learning to love the school that loves you, and I think there’s something to be said about that. I’ll admit I ended up at my alma mater based on the scholarship money they offered me. It wasn’t my first, or even second choice, but it was a good fit, and I was very happy there.
But how does it work out if the school is an undermatch? Where the average stats (GPA, rank, ACT or SAT) are much below the student’s? Does the student rise to the top, or resent not going somewhere more intellectual?
My D is seriously considering a school that I worry is an undermatch (avg ACT is 10 points lower). There is more to the school that appeals to her than just the scholarship money (she would chose this over lower cost State U), but I can’t shake being a little concerned that the undermatch won’t be an issue.
Was she a top student in hs? How did she feel about the experience? Was she intellectually content, enjoying her reign as a big fish? Or was she bored, frustrated, and uninspired by the pace, her peers, and the learning environment?
@SouthFloridaMom9 - Not like we’ve seen at other schools. There’s an honors program which is 4 different colloquia + you write a thesis. Not sure she’s even going to apply to it, as the program is based in classics and religion (it is a religiously affiliated university). There are other classes that would be better for her interests and major.
It may depend on her major and other academic interests. For some subjects, the minimum rigor tends to fairly high, due to sequenced prerequisites, high external accreditation standards, or some such. For other subjects, some (not all) schools or departments may teach “down” to a relatively weak student cohort to improve retention (either in the school or the department).
A larger school that is not that selective at its baseline may also offer honors or other more rigorous options, since the outliers at the top end may be numerous enough to make it worth offering options to those students.
@planner03 - She’s top 5% at a very competitive, rather large high school. Not a standout at a school where multiple kids get perfect SAT and ACT scores each year, and her interests don’t align with all the kids applying to MIT and STEM disciplines. Enjoys the discussions in AP lit, and was very frustrated when she was placed in an inclusion class for a social sciences class freshman year (long story). Three times in high school she had teachers “accelerate” her into higher levels of classes (math and languages classes) because she picked up the material so fast. Options like that won’t be available for her at university.
Something you might want to get a feel for is how prevalent “group” projects are at the school she is considering. It is a very common practice at a lot of schools. It can be a huge issue if she will be randomly assigned to work with others that may not have the same ability, work ethic, or gpa goals.
My opinion only- less of a concern at a medium or big university (just because there is ALWAYS something more challenging to take), more of a concern at a small college, especially in a small department where you can’t really tell from the course catalogue what the offerings will be in four years.
I’ve known kids majoring in Classics at small colleges (which is almost always a rigorous major no matter where you are studying) who learn late in the game that one of the professors is on sabbatical their senior year- so no, not available to supervise an independent study. One of the professors is on maternity leave junior year so the two class sequence she teaches in an area of interest- not offered. And the year long research program requires Latin (not Greek- which is what YOU have studied) so you won’t even qualify since the department only got one grant and it’s from a Latin fellowship.
Big U? There’s always more.
If she’s considering a fairly rigorous course of study and the U is reasonably sized- then it’s likely to be ok. Tiny student body and she loves sociology? That would concern me. You can create a rigorous program in sociology at a big U even if your classmates are taking the easy way out. But if course offerings are limited, you can outgrow a college after a year.
What are her other options and can you afford any of them?
Both my kids, top performers in a mediocre HS, were adamant that they wanted to be where they were ‘average.’ I know other kids who do very well as cream of the crop but mine just get lazy when things are easy.
If your daughter will make opportunities for herself, it may be fine. Also depends on other reasons that she is particularly interested in this school.
@planner03 - Very good point about group projects and something we will definitely have to check into! Not something that I think either of us has ever considered.
@blossom - Medium sized university, with anywhere from 40-100 students per year declaring her desired major.
The big offering here is that she will be entering with intermediate proficiency in a less commonly taught language that she wishes to double major in. Many, many schools offering this language don’t offer advanced level courses in this language and if they offer a major, it’s combined with area studies, and graduates aren’t guaranteed proficiency in the language. She even had a discussion - in that language - with the department head at a prestigious LAC who basically told her to go elsewhere. It was eye opening and caused us to have to do a lot of research. So, she will probably get the challenge and rigor in those language courses, and this school is a partner to the university she wants to study abroad at. She can direct enroll there and take real courses, not just language courses, her junior year. She was deferred from her ED choice that would also offer this (UPenn), has large State U (with honors college) as an option, but it doesn’t appeal to her for many reasons, and won’t hear til ~April 1 from two other options. One of which would be an excellent choice, but we’re really worried won’t work out financially. The other option would be to choose another language (she’s beyond AP level in two other, more common languages)
Uncommon foreign languages and studies based on such do not seem to be the type of courses and majors that get “dumbed down” to weaker student cohorts. Or are you concerned about her other likely major (business?)?
Sounds to me like your daughter has carefully thought out her options and she should be fine at a mid-size U – there will be options and she is planning a rigorous course of study with a double major – and is looking at a college that will offer the course work at the level she desires.
Contrary to your concerns, if she continues with her language studies, she is likely to experience more frustration at a school where the language offerings don’t meet her needs, no matter what the average stats of admitted students.
I think you are underestimating the options that are available to students at the university level. There is much, much more room or individuation at colleges than in high school, because there are often options to enroll in upper level or even graduate level courses, or to do independent study. Particularly for a student who will be coming in with advanced standing in many courses, due to language proficiency or AP credits.
“The big offering here is that she will be entering with intermediate proficiency in a less commonly taught language that she wishes to double major in. Many, many schools offering this language don’t offer advanced level courses in this language and if they offer a major, it’s combined with area studies, and graduates aren’t guaranteed proficiency in the language. She even had a discussion - in that language - with the department head at a prestigious LAC who basically told her to go elsewhere. It was eye opening and caused us to have to do a lot of research. So, she will probably get the challenge and rigor in those language courses, and this school is a partner to the university she wants to study abroad at. She can direct enroll there and take real courses, not just language courses, her junior year.”
This college sounds like a match made in heaven!
There are LOTS of advantages to being one of the top students at any university, and it is especially helpful to be the “chosen one” in her major.
Profs LOVE to have REALLY smart students to teach and mentor, and the additional ability of being able to mention on her CV that she received a prestigious Scholarship will help her when it comes time to apply to grad schools / jobs.
My DS was a full tuition scholar at a med sized university, and one of the reasons he received that scholarship [ beyond having the grades and test scores that also enabled him to be accepted by tippy top colleges] was that he had demonstrated a strong interest and ability in his chosen major- which was not a major that attracted most students there.
He graduated at the top of his class and got into the graduate program he had always dreamed of.
So if a university has the program that she wants , and the advanced classes she is ready for, AND is willing to pay her to go there- there is every reason to say yes! and thank you!
I agree with @HRSMom that it’s different when the student picks out the school as a preferred choice versus going to an undermatch because she didn’t get in or couldn’t afford a “better” choice.
I would make sure the reality of the school matches the marketing and website. Visit, talk to professors and students, eat the food, sit in on classes, etc. If the student still thinks it’s a good fit, then I would have no problem sending my child there.
I see this as a common problem with lower middle class families who just have not saved that much for college. it must be hard for your valedictorian student to attend the local CC due to finances. I am sure they feel they are a bit under matched with the vast majority of students who attend CC. Unfortunately for many, it is not how hard they worked in HS but rather how much they can afford for college.
Thanks to everyone who provided some reassurance. We’re in that sucky middle group that earns too much to get a ton of aid, and doesn’t make enough to be full pay, but we have a 529 for her, and while she’s had to eliminate a few choices due to financials, she does have options.
I do think we need to do more checking on the school, and you’ve given me a lot more to think about. I also realize that I need to check more into how roommates are assigned. The graduation rate is just over 60% and I think D would benefit from having a roommate who is serious about academics. I’m glad we have til May 1st to commit anywhere!
@SuburbMom - if you are talking about a public college, the graduation rate is likely mostly a matter of demographics – what percentage of students are Pell grant eligible? On the lower end of the economic scale it is common for students to drop out or take time off in order to earn money – sometimes they have no other choice.
I think you are letting some internal biases you may have influence your view of the school. It sounds like the school has an unusually strong foreign language department – don’t you think that is likely to attract other students interested in language study?
(Note: my son, who was a National Merit Finalist, is the graduate of a regional state college with a 42% graduation rate. It’s not about the stats of other students, it is what your DD does with her own education that counts. )
I went to a school that was a solid safety- below my GPA, ACT, etc. I went because I loved one of the residential colleges and got good merit and aid. It was not a second choice by any stretch of the imagination and no, I didn’t do the honors college (it just wasn’t really beneficial in my estimation based on my very specific circumstances).
Loved it. Loved everything about it. I still talk to several of my professors and several fellow classmates- both for personal and professional reasons. Married someone I met in my program.
I graduated PBK, with a few internships, study abroad, and lots and lots and lots of work experience. I got into every graduate program I applied to and am in a PhD program at a top-3 program in my field (and it is an absolute dream program for me).