<p>The reason we do not do this is it would undermine the integrity of our need blind process. If we took international students who could pay, then we would be effectively be need aware, because the number of students whom we could take internationally through the need blind process would necessarily decrease (because we only have so many beds). Our quota system for internationals does diminish the number of students we can admit overall, but it also assures that we are taking the best students from the entire world, and not merely those who can afford to pay.</p>
<p>aangel42, Take a look at Common Data sets at various schools for “non resident alien” admissions data, and then “Section H”, financial aid data for “non resident alien.” You will find that a number of Ivy League schools provide financial aid to “non resident alien” students. And when you look at the aggregate amounts you will better understand why (our / the) US federal gov’t has limits on how much domestic aid can be offered. While the following data is reflective of graduate students, it amplifies and provides a vision for the overall issue of the importance of providing funds and programming to educate American students in STEM. From the National Science Board (2006): Students on temporary visas earned 32 % of all science and engineering doctorates awarded in the United States in 2003. 55% of engineering doctorates and approximately 43% of U.S. doctorates in mathematics, computer sciences, and agricultural sciences were awarded to students on temporary visas. </p>
<p>The U.S., as it doles out higher education funds, needs to ensure that this country reaps what it sows. While there needs to be improvement, beginning as early as possible in public schools related to STEM education, a major problem in the US is that as children get older they report significantly less interest and less and self confidence in their science ability. Children ages 6-12 report a high level of interest and belief in the science abilities; by age 14 interest and self confidence related to science drops off.</p>
<p>You can’t expect the US government to pour out resources without an increased focus on US children and students given the gap, and the strong desire for “non resident aliens” (Common Data Set-speak) to earn as many science and engineering doctorates while on temporary visas, in the US.</p>
<p>While MollieB points towards “higher up administrators” for being responsible for quotas at MIT, the final quota is really reflective of what is best for America - how well our job force and economy is driven by a quality STEM education, that begins very early with a child. The process comes to fruition when that child becomes a young adult and earns a STEM degree and perhaps stays on the path for graduate STEM education, and a temporary visa is not part of this equation. The US needs more of these students. Respectfully, Mr. VC</p>
<p>MITChris, you posted this on page 1 on this very long thread :
"addy -</p>
<p>We take note, in our process, of all sorts of different special talents / abilities / accomplishments people have. Intel & Siemens are two great STEM competitions, and students who have performed well in those often possess traits that would make them good matches for MIT. I don’t know that I’d describe it precisely as you do, but we do certainly take notice with Intel & Siemens, as we do with other high-flying programs as well." </p>
<p>I know this is a while back, but what other high-flying programs does MIT take notice of? Also, are there any summer programs, other than the ones offered at MIT, that MIT regards as “top-notch”?
This actually isn’t about trying to just get into MIT, but more about furthering my knowledge of my chosen field of interest.
Thank you all so much for responding to all of the CC-er’s abundance of questions.</p>
<p>“Since all students at MIT, regardless of major, are required to take physics (mechanics and E&M), calculus (single- and multivariable), biology, and chemistry, it’s important for applicants of all stripes to show that they are able to handle MIT-level work in those subjects. That’s not to say that there’s any required set of high school courses necessary to be admitted to MIT, but a prospective management major needs to show preparation in science and math courses in the same way as a prospective mechanical engineering major.”</p>
<p>Dear Mollie,
If an applicant had the opportunity to take either AP Biology at her/his high school or further their study of a topic that truly intrigued them, aka, taking Multivariable Calculus, as a prospective physics/mathematics major, at the local college instead of taking AP Biology, how would MIT view that? Would it be advisable to take the more advanced class rather than the only AP science the student did not take?
Again, thank you to all the contributors to this thread, your answers mean and help a lot.</p>
<p>Thanks Piper, Mollie, Chris, and Mr VC! Your explanations together clarify essentially EVERY question I could’ve had about the process and make a lot of sense. I really appreciate that!</p>
<p>I know this is too late for MIT but I was hoping someone here might be able to help. I just found this forum and I am a very worried mom right now.
My son’s school decided to switch to block scheduling this year. And while everyone at his school is very nice, they are having a hard time ironing out all the details. And I’m afraid my son is going to be their guinea pig.
The transcripts are proving to be of some concern, mostly because it appears as though he is only taking 3 courses. Because the school did not have everything ironed out at the beginning of the year they loaded him up with 8+ courses this semester (including 2 AP’s, honors and calc). And he is handling them beautifully. That’s not the problem, he loves being busy. My worry is how will the admissions office see this?
My son is so darn even keeled. He says he is not worried, he believes the MIT admissions department can figure it out. He says he did tell them about the situation on his application and listed all of the courses that he would be taking with a grade of TBD. But I could not help but worry when he showed me his mid year transcripts and I saw just the same 3 courses as the first transcript. I am afraid of how it appears to the admissions department.
Does anyone have any knowledge concerning block scheduling and admissions?
Please forgive my naive questions. I never went to college and we have not been able to get any help from his guidance department. We have been trying to figure everything out on our own. I realize that I must sound like I am obsessing but I don’t usually. This really is the first time I have actually panicked. He is such a good kid and I don’t want any chance he may have at going to college lost because of clerical errors. Am I worrying for no reason, will admissions officers recognize the block scheduling issue? Does it hurt his chances for getting into college?</p>
<p>^ ah the nervous tension before decisions :-). At this point, there isn’t anything that can be done. If he addressed it, I think all is good. If he is waitlisted, it might be worthwhile to send an update with his new classes and an explanation from the GC.</p>
<p>I assume that this is an A/B block, 4 periods per day, 90 minute per period schedule?
Allows for a max of 8 subjects to be taken, per high school semester.
Did he complete the MIT midyear report, and send it in listing all of the classes that he takes? If so, that should coincide with the transcript. Similarly, your schools guidance office (especially if it is a public school) will provide an explanation with the 3 year transcript that is sent by Jan. 1. Does your school use Naviance?
In the longer term, depending on passing time between periods, lunch length, and professional development days for teachers, A/B block schedules are notorious for coming up short on state required time on learning hours, especially for students with a study. Generally, students without a study are substantially over the state minimums, which vary according to state. Please let me know if this is the type of block schedule that your son has. And any other questions or thoughts that you have. Thanks, Mr. VC</p>
<p>Chris/Mollie,
I notice one of the conditions that you will receive RD decision online is you’ve indicated your entry year is 2012. My query is what if you want to defer your admission for another year after sending your acceptance before May 1, 2012?
Thanks in anticipation.</p>
<p>It’s not a problem if you want to defer your admission after acceptance, and you’ll have the chance to do that later this spring. But you should have indicated in the application and on your MyMIT account that you are applying for admission in 2012/class of 2016, even if you intend to defer your acceptance.</p>
<p>What if new circumstances, post application, arise that make a deferral seem wise? Clearly, because the circumstances are new (by definition), they could not have been incorporated into a decision to apply “later” and defer admission. Here, specifically, I am thinking about admission to a prestigious boarding school for a PG year that might add lots to one’s educational bearing and maturity, and so make deferral of any admission logical (but unanticipated).</p>
<p>^ You will be able to indicate later this spring that you choose to take a gap year (per Mollie’s post). You did not have to already indicate a potential interest in doing such.</p>
<p>However, I don’t know if you can go to school during that gap year without having to reapply or perhaps some other step to be taken.</p>
<p>Random question!
In what order does the selection committee view the applications to make decisions (not the initial readings)… alphabetical, random?</p>
<p>^ No matter the outcome on Pi day, I greatly respect and admire your methods. It’s been a wonderful experience. Not expecting admission, D shared with me that no matter what, she’ll still always love MIT and be grateful it’s been a part of her life (ESP, WTP, random visits). You see, MIT does so much more than educate it’s own matriculated students. Thank You.</p>
<p>Thanks, Crazymomster for the reassurance. I think I do have to take the advice of my 18yo…“Mom, these are educated people, they know what they’re doing”
I am nervous for him. I am determined that he will get the support that I never had, so he can follow his dream. But I was counting on support from his school and despite my begging they never would assist us. Every step he has taken toward college has been on his own and I am very proud of him for that alone.
I am glad that I found this forum but I am afraid it may be too late for his admissions. I have not been able to find out any further info on block scheduling transcripts and how they pertain to admissions/applications.</p>
<p>Mrvc, I have been busy researching what kind of block schedule he has but after much searching I am still not sure what type it is. My son says he did the Mid Year report but all he did was just copy exactly was his transcript had, 3 courses. He felt it would have been redundant to explain the situation again, so he did not offer any info other than the grades. Should he have said more? I realize it will not help him now but it is good to know for my other sons.
I don’t know what Naviance is, sorry. Like I said, his guidance counselor will not help at all. We have only spoken to her on three occasions in three years and she has told us she has too many students and can’t help us. Thanks so much for taking the time to answer my post. I really do appreciate it. If there is anything else you would suggest, I welcome any input.
Thanks again!</p>
I really appreciate that!</p>