You’re Probably Not Bad at Math: Q&A with Arthur

“I’m not a math person.” If you’re a high school student, you have probably heard your friends say this—or you have said it about yourself. Math is an academic subject that can elicit dread, anxiety, and frustration, and many students who struggle in math classes convince themselves from a young age that they’re simply “not a math person.” But is that really true? Command Education Senior Tutor Arthur Chen specializes in math support, helping students identify their unique struggles and find personalized ways to make math intelligible—and even exciting—for students, regardless of their skill level. Below, Arthur shares expert insights on the challenges that students face when it comes to math instruction and how Command Education tutoring equips them to improve their performance and become more confident and self-aware learners: What do you think are the main reasons students struggle in math? Arthur: In my experience, there are three primary reasons that students struggle with math. First, math is a cumulative subject, meaning that new concepts build upon previous ones. If students never fully grasp a foundational idea, they will struggle when more advanced material requires that knowledge. I see so many students face hurdles in advanced math courses that have more to do with mastering basic math concepts than working out the specific advanced problem that is tripping them up. This issue has been especially pronounced since the Covid-19 pandemic, which disrupted many students’ learning—these students are now taking high school-level courses while lacking fundamental algebra skills they should have mastered in middle school. In addition to these knowledge gaps, many students develop a fixed mindset about math based on misguided stereotypes. From a very young age, many students (particularly in the U.S. school system) are exposed to the idea that some people are “left-brain” thinkers who excel in STEM disciplines and others are “right-brain” thinkers who excel in the humanities. This binary thinking leads many students to stigmatize themselves as someone who is “bad at math” as soon as they encounter friction in their math learning—rather than simply being a learning challenge, this friction comes to signal something about their identity and threshold of capabilities. For the record, I simply do not think that these stereotypes ring true—struggling to learn a math concept isn’t an indication that you are ontologically predisposed to failing at math; it simply means that you are finding your footing in your learning. Finally, most schools lack a robust math curriculum that is adaptable to a variety of different learning styles. Too often, instruction focuses on memorizing formulas and following rigid procedures rather than fostering a deeper understanding of mathematical concepts. Many students learn to plug numbers into equations without fully grasping why those equations work; they are left on their own to discover the nuance that is inherent in any mathematical concept. Given this, most students have a surface-level understanding but struggle to make sophisticated connections, employ critical thinking, and adapt concepts to new formats. I like to tell students that math isn’t about formulas and rules (though these things are important!)—it’s about objects that you apply a certain kind of thinking onto. It is a form of applied logic. Seen this way, math is a way of thinking that intersects with creativity, history, and problem-solving, not a cold, abstract subject. How can students become better math test takers? Arthur: The first step toward becoming a better test-taker in math is identifying the source of your struggle: Do you lack foundational knowledge? Do you make silly mistakes? Does test taking anxiety make you freeze? It can be difficult for high school students to be self-aware about their weaknesses so in my role as a tutor, I spend a lot of time asking the right questions to help students self-reflect and think critically about why they are struggling. Often, the key is to work backwards—if you’re a junior or senior, go back and assess whether you understand the sophomore year concepts that build up to the topics you’re currently wrestling with. Once students recognize their specific challenges, they should take a comprehensive approach to studying. Instead of reviewing math in a general sense, I help my students create a detailed breakdown of topics and subtopics, ensuring they can study and understand how different ideas relate to each other. I ask them to consider things like: What is everything you know about this concept? In what ways have you seen it appear? As we prepare for tests, I encourage students to focus more on the process rather than the answers—if you can’t correctly write out the process you took to arrive at your answer, it’s a good sign that you don’t fully understand the concept itself; you may just recognize the question format. At the end of the day, mastering basic concepts comes down to finding a method or thought-process that makes sense to the student through practice and repetition. There is almost always more than one way to arrive at an answer, and what works for one student may seem unintelligible to another. The biggest part of my job is identifying and pre-empting knowledge gaps so that they don’t become problems in the future. I might explain something three times in three different ways, continually going back to basics, to ensure that I am breaking down the concept in a way that makes sense to the individual student I’m working with. How can students interested in STEM fields deepen their math knowledge? Can you pursue a STEM degree if you struggle in math? Arthur: If you know where to look, you can find math anywhere. Math isn’t confined to textbooks and equations; it plays a role in everything from music and art to biology and economics. One of the best ways to deepen mathematical understanding is to cultivate curiosity. Seeking out real-world applications can make learning more engaging and meaningful—how you choose to do that will depend on your own interests and passions. For instance, I watch YouTube videos of people solving problems

How to Stand Out to Harvard Business School: Q&A with Min

Top business schools like Harvard Business School, Stanford Graduate School of Business, and UPenn Wharton are among the most competitive graduate programs in the world. Given that they each receive nearly ten thousand applicants each admissions cycle, applicants must take a long-term and strategic approach to standing out and distinguishing themselves from other experienced and highly qualified hopefuls. Unlike undergraduate admissions, which emphasize academic excellence, extracurricular involvement, and independent initiatives, MBA programs prioritize candidates who have a history of demonstrated leadership and business acumen in the professional world. If you are considering applying to a top MBA program, the first step toward success lies in understanding what top schools are looking for and laying a strong foundation of professional acumen before it comes time to compile your application. Below, Senior Mentor and Harvard Business School graduate Min Kwon shares insider information about how to stand out to a prestigious business school, as well as what you should be doing now to prepare for the competitive admissions landscape. What are admissions officers at top business programs looking for? How can students stand out to these programs? Min: First and foremost, top business schools are looking for business impact. Competitive programs want to see that you have made a marked impact on your organization in your 3-5 years of work experience. This can manifest in many ways: driving sales for a critical business line, completing a major cost-savings initiative, transforming the IT system to manage budget, seeing through a major M&A transaction—the list goes on. The key here is that business schools are not just looking for personal success stories—they want to see that you made a sustained and quantifiable contribution to your organization. Your application should thus clearly articulate how your work has influenced broader business objectives and made a meaningful difference in your industry. Leadership goes hand-in-hand with business impact—top programs not only want to see that you made a tangible difference, but also how you accomplished business goals during your time at your organization. How did you lead, motivate, and direct others to support your initiatives? How did you convince the organization or your team of your strategy? It’s important to be able to show initiative and your ability to manage others and complex, cross-functional projects. Finally, competitive business schools want to see that you have a clear vision for how an MBA can accelerate and enhance your career (in other words: they don’t want you to come just for the prestige). Are there gaps in your skill set that you want to improve? Maybe you want to develop strong people management skills, or pivot completely to a new sector of business. Whatever your vision is, clearly articulating your long-term goals and how the business program will help you achieve them is essential. How is business school admissions different from undergrad admissions? Min: Unlike undergraduate admissions, there is no such thing as “Undecided” in business school admissions. While some flexibility is permitted, business schools will expect candidates to be confident about their trajectory and have a clear understanding of how an MBA can help them achieve their goals. Top business schools expect candidates to have solid and measurable leadership skills with a resume of business results that parallel those skills. Though business schools will look at your academic history and extracurricular affiliations, they will be far more invested in your background as a business professional. They will look for more polish, professionalism, and leadership potential than undergraduate admissions, which tend to focus on intellectual curiosity, community engagement, and extracurricular involvements. How can students find the right business program for them? Min: Applicants should primarily consider their ultimate career goals when choosing a business program. For instance, students should think about whether they want an MBA to accelerate and amplify their current career path or enable them to pivot to a different industry or role. This will help them narrow their list—for example, Harvard Business School is known for their case-based general management education, sending many alumni into investing, consulting, and corporate strategy. On the other hand, Northwestern’s Kellogg School of Business is known for having high-ranking alumni in the consumer packaged goods (CPG) and technology industries. Knowing where the alumni operate in the business world can help you clarify what kind of network you want to have after you complete your MBA. Applicants should also consider the location of the business schools on their list. While geography can be a small factor in deciding between schools, it is worth noting that it does play a role in your alumni network. For example, graduates from Stanford’s Graduate School of Business (GSB) tend to stay on the West Coast at a higher frequency than graduates from University of Pennsylvania’s Wharton School, who mostly stay on the East Coast. If network and physical access is important to you, geography should be a strong consideration in choosing your school. Finally, applicants should take into account the graduate student experience they can expect from various schools on their list, in particular, the type of academic curriculum each school offers. For example, Harvard Business School requires that all first year students take the same courses, often known as the Required Curriculum (RC), which lends itself to a more General Management track. Other schools, on the other hand, offer opportunities for a more individually tailored curricular structure. In addition, applicants should look into community factors such as the size of the school (HBS enrolls about 1,000 students per class whereas GSB only enrolls about 400) and other clubs and resources that the school offers in order to clarify what kind of experience they want from their MBA. What advice would you give to a student applying to Harvard Business School? Min: It is absolutely critical that applicants to HBS have a clear perspective. One of the most attractive features of HBS is the case method. Students read printed copies of cases in classrooms that observe a no-technology policy. Every student is expected to be prepared with a perspective on the case.

How Command Education Senior Mentors Help Students Earn Admission to Dartmouth: Q&A with Lauren

Dartmouth College offers one of the most unique and tightly-knit communities in the Ivy League. Nestled in Hanover, New Hampshire, Dartmouth is known for its small student body, strong undergraduate focus, and innovative D-Plan, which allows students to structure their own academic journeys through flexible, year-round scheduling. Given this distinctive culture and curricular approach, the university will not be the right fit for every student, and Dartmouth hopefuls must be particularly intentional about articulating what specifically makes them a unique fit for the school in their applications. In light of the institution’s over 30,000 applicants and an admissions rate of 5.4% for the Class of 2028, many students are daunted by the challenge of standing out to the Dartmouth admissions committee. What qualities and experiences are admissions readers at Dartmouth looking for? What red flags will be sure to turn them off? And how can a student catch their eye in the midst of tens of thousands of other talented applicants? Below, Command Education Senior Mentor Lauren Budd offers her expert insights into these and other questions about Dartmouth admissions. If you dream of joining the “Big Green,” read on for advice on how to craft a compelling application that highlights your strengths and fit for Dartmouth’s unique environment! What qualities or characteristics do you think Dartmouth looks for in applicants that set them apart from other top universities? Lauren: Many students mistakenly approach Dartmouth’s application the same way they would approach any other Ivy League school, but Dartmouth is really unique amongst the other Ivy League schools. The smallest and most rural of the Ivy League schools, Dartmouth functions more like a liberal arts college with the resources of a top-tier university. One of the primary distinguishing aspects of Dartmouth is the D-Plan, an academic system that operates on a quarter-based calendar rather than the traditional semester schedule and allows students to customize their education in ways that are not possible at most other schools. Students take three classes per term, nine total classes per year, and take one term off to do research or engage in other extracurricular pursuits. First and foremost, the D-Plan permits and encourages interdisciplinary study, and students have abundant opportunities to take courses outside of their primary academic focus. Standout applicants demonstrate a willingness to embrace a broad, liberal arts education, showing both intellectual openness and curiosity about different fields of study. Because the D-Plan requires that students take an off-term at an unconventional time, you will have to take ownership of your academic path and find something enriching to do during your off-term. Because of this, Dartmouth is looking for applicants who thrive in flexible environments, take initiative in their own learning, think outside the box, and are eager to expand their knowledge beyond the classroom. The admissions committee wants to admit students who are not only academically accomplished but who are also creative, independent thinkers with a wide variety of interests. What is the biggest misconception that students and parents have about Dartmouth admissions? Lauren: One of the biggest misconceptions is that Dartmouth is interchangeable with any other Ivy League school. Numerous people I know who have conducted alumni interviews with prospective Dartmouth students say that they are shocked by how many students apply simply because they want to attend an Ivy. If you think that you can simply tweak your applications to Harvard, Columbia, or Penn in order to apply to Dartmouth—your application won’t get you very far. Successful essays at other Ivy League schools tend to emphasize a student’s niche interests, singular focus in one major area of study, and their intention to take advantage of the research opportunities offered at that institution. But Dartmouth offers a completely different experience from its Ivy League peers. From the D-Plan to the small student body and rural location, the Dartmouth experience is more intimate, exploratory, and community-driven. The alumni network is among the most active in the Ivy League, and students are expected to fully immerse themselves in the Dartmouth experience. Homecoming Weekend is a massive event, and the summer after sophomore year—the “Sophomore Summer” term—is a defining experience for students. Instead of chasing internships like their Wharton counterparts, Dartmouth students spend a summer on campus, bonding with their peers and immersing themselves in the college’s culture. This doesn’t mean Dartmouth students don’t go on to prestigious careers—many alumni establish successful careers in law, medicine, finance—but the ethos of the school values connection and personal growth just as much as professional ambition. In light of these things, admissions officers are not just evaluating your potential contributions to the incoming freshman class; they’re thinking about how you will continue to enrich the Dartmouth community twenty years down the line. They want to know: Will this student embrace the experience, be an active alum, and contribute to the community in the future? This is not a school students apply to just to have a prestigious name on their resumes—it’s a school for students who are genuinely excited by traditions, a tight-knit atmosphere, and a unique academic structure. What distinguishes a good Dartmouth application from a great one? Lauren: Given the ways in which Dartmouth is distinct from its Ivy League peers, a strong application will emphasize interdisciplinary curiosity rather than singular focus; it will directly address how you plan to spend time off campus and engage with the Hanover community; it will reflect that you are independent, resourceful, and adaptable in your thinking and that you have a clear understanding of how Dartmouth will foster those qualities. Because of the university’s strong sense of identity and culture, specificity is key here. A good application might say, “I’m excited about Dartmouth’s flexible academic calendar and plan to use my off-term for hands-on learning.” A great one will say something like: “I am eager to use my off-term to conduct environmental research in the White Mountains, combining my love of outdoor adventure with my interest in climate science.” A good application might say, “I am interested in

How Command Education Senior Tutors Help Low-Scoring Students Reach Their Goals: Q&A with Caleb

Sitting for the ACT or SAT for the first time can be daunting—the precise timing, comprehensive range of material, and pressure to perform can be a particularly anxiety-inducing combination for students who struggle with test-taking. And receiving a score far lower than anticipated often results in even greater stress and aversion to the test. However, one low score—or even a string of low scores—does not mean that you need to overhaul your college list. Often, the key to boosting your standardized test scores lies in consistent and personalized support. Every cycle, Command Education works with students who have below-target scores to overcome testing anxiety, fill knowledge gaps, and ultimately reach their goal scores. Our Senior Tutors specialize in helping students of all levels. They work one-on-one with students to address their unique needs and set them up for success in the standardized testing process. Below, Senior Tutor Caleb Kim sheds light on how students can become better test-takers and achieve scores that will show admissions officers that they’re prepared for rigorous collegiate academics. What constitutes a “low” standardized test score? Caleb: Typically, I would categorize a student as “low scoring” if they earn below a 1200 for the SAT and below a 28 for the ACT; anyone who scores above this threshold on an initial diagnostic is higher scoring. Students scoring in these ranges often need more foundational content review before they can focus on testing strategies. At the same time, a low standardized test score truly varies from student to student based on their goals. What may be a high score for one student could constitute a low score for another. For example, if a student’s dream school has a median score of 1500 for admitted students, then anything significantly below that could be considered “low” in the context of their profile. Assessing this is really just a way for us to “diagnose” the strategy for moving forward—does a student need targeted instruction to meet knowledge gaps or simply tips for overcoming test-taking anxiety? Will the process of improving the score realistically take six months, or will it take a year and a half? It is also important to note that moving at a breakneck speed through the Core Curriculum while excelling in your other courses is unbelievably difficult. A strong applicant to Columbia will need to demonstrate that they are not only capable of handling the challenge, but that they would thrive on it. Columbia students find a kind of joy in the intense intellectual struggle that comes with Columbia academics—the idea of parsing through Hegel at 2 a.m. in Butler Library or discussing Kantian aesthetics over lunch is thrilling to them. While lots of applicants may apply because of Columbia’s brand name, only a very distinct type of student is energized by the prospect of discussing Nicomachean Ethics or exploring the reception of literature in Wagner’s musical works—and that’s exactly the type of student Columbia is looking for How long does the test prep process take? Caleb: The timeline for test prep depends on a student’s starting point. For an average student aiming for a moderate increase in their score, a six-month timeline is typically sufficient. This includes a combination of content review, strategic test-taking practice, and iterative mock testing leading up to their official test date. However, for students starting with lower scores, a longer timeline is usually necessary. For instance, a student with a goal of 1500 who begins with a sub-1000 score will require over a year of instruction, preparation, and practice. Regardless of a student’s goal, I generally recommend that low scoring students work with a Senior Tutor for at least a year, with 8-9 months dedicated to mastering content and building foundational skills, followed by 3 months of intensive practice testing and fine-tuning strategies. In some cases, I’ve worked with students over a span of a year and a half. Ideally, students should begin preparing in late sophomore year and sit for the test during the spring of junior year. Students can also begin learning early junior year and sit for the test during the fall of senior year, but they will need to juggle standardized testing with college applications, which can add to feelings of stress and overwhelm them. How do you help low-scoring students improve? Caleb: My niche on Command Education’s tutoring team is helping students with lower scores improve over time, and I think my method has been successful because it is rooted in content mastery. In my experience, students who score low overwhelmingly struggle with content. Both the SAT and the ACT cover an extensive range of material—essentially all four years of high school math, grammar, and reading comprehension. Many students struggle not because they lack intelligence but because they haven’t been exposed to all the necessary concepts in a way that “clicks” for them. Additionally, much of this material is cumulative, so if a student lacks the foundational knowledge in English grammar or algebra, they will struggle with more advanced topics. When preparing for standardized tests, students don’t often think about reviewing basic grammar concepts they learned in elementary school and never revisited—but going back to the basics is absolutely essential. At Command, we start with foundational content regardless of a student’s background to ensure that they have a strong conceptual foundation. I want to know: Do you understand precalculus? Do you understand why a comma goes in this place in the sentence? Can you tell me what pronoun agreement is? It doesn’t make sense to go over quadratics if you don’t know what a linear equation is. If the student is high scoring, we can typically cover this ground quickly, but I linger over this material with lower scoring students, as these concepts are usually the source of their issues. My job is to help them connect the dots, showing them how topics build upon each other. I don’t just teach students to memorize formulas or rules—I show them how the concepts interrelate and cohere,

How Command Education Senior Mentors Make Students’ Columbia Dreams a Reality: Q&A with Dagan

Nestled in New York City’s Morningside Heights neighborhood, Columbia University is distinguished amongst its Ivy League peers for its urban campus, rigorous Core Curriculum, and its socially engaged and intellectually curious student body. Yet with a 3.85% admissions rate in the 2023–24 admissions cycle, Columbia is one of the most competitive universities in the nation. Standing out to Columbia admissions officers requires strategy, effort, and a deep understanding and appreciation of the institution’s distinct culture and offerings. Below, Columbia graduate and Command Education Senior Mentor Dagan Brown offers his insights into what makes for a standout Columbia application, what the admissions office is really looking for, and how students can best position themselves for success. What qualities or characteristics do you think Columbia looks for in applicants that set them apart from other top universities? Dagan: The students who really thrive at Columbia—the ones who made my own experience there so meaningful—are intellectually voracious. They don’t cloister themselves within their specific discipline or program; their interests are wide-ranging and interdisciplinary, and they want to explore new ideas, enter new fields, and make new connections. This is really at the heart of the Core Curriculum, which requires students to take a rigorous set of foundational courses in literature, science, philosophy, and the arts, regardless of their major. This means that students establish a shared intellectual foundation and cultivate intellectual curiosity beyond their niche area of study. While Columbia admissions officers want to see that an applicant has excelled in their intended field, they also look for compelling evidence of crossdisciplinary exploration, critical thinking across a wide range of subjects and topics, and an interest in forging creative connections. It is also important to note that moving at a breakneck speed through the Core Curriculum while excelling in your other courses is unbelievably difficult. A strong applicant to Columbia will need to demonstrate that they are not only capable of handling the challenge, but that they would thrive on it. Columbia students find a kind of joy in the intense intellectual struggle that comes with Columbia academics—the idea of parsing through Hegel at 2 a.m. in Butler Library or discussing Kantian aesthetics over lunch is thrilling to them. While lots of applicants may apply because of Columbia’s brand name, only a very distinct type of student is energized by the prospect of discussing Nicomachean Ethics or exploring the reception of literature in Wagner’s musical works—and that’s exactly the type of student Columbia is looking for. What is the biggest misconception that students and parents have about Columbia admissions? Dagan: The biggest misconception is that there’s only one type of Columbia student. A lot of students think, “I had really good test scores and I won awards, so I have what they’re looking for,” or “I’ll never get in because I don’t have a perfect GPA.” But that’s just not how Columbia admissions works. Yes, Columbia looks for academic excellence, but more than that, they want students who have pursued intellectual depth and genuine curiosity over time. It’s not just about being at the top of your class—it’s about how you think, what ideas excite you, and how you’ve demonstrated your passion for learning in ways that go beyond the classroom. When I applied, I was a good student, but I did not have what might be considered “Columbia grades.” What set me apart was that I had a deep and evident commitment to exploring ideas that had interested me all throughout my high school career—maybe even as early as middle school—and I sought opportunities to learn more both inside and outside of the classroom. I think the admissions officers saw that. There’s no single mold for a Columbia student. What matters most is that you bring a unique and intellectually compelling perspective to the table. What distinguishes a good Columbia application from a great one? Dagan: A good Columbia application will talk about New York City and the Core Curriculum—because, of course, these things are key parts of the experience. A great Columbia application, on the other hand, will identify some idiosyncratic element of the Columbia experience that no other student would think to write about. For instance, I mentored a student who wrote about the history of Butler Library—it was built in the 1930s and has a storied history, housing gems like the mantle from the room where Edgar Allen Poe wrote “The Raven.” She wrote a beautiful essay about its architecture and the history of the collections, tying these thoughtful details about the space to her excitement about studying there when it’s quite late at night. Thousands of students have likely written about Columbia’s libraries in their essays, but the way she described her enamorment with its unseen history and details that others fail to notice made her essay unique and original. There are so many other distinctions and quirks that make Columbia Columbia—from its location in Morningside Heights, which has such a rich community, to the history of the Core Curriculum—which spans over one hundred years. The more students can approach these things with a hunger to learn more and imaginatively engage with the university’s history and culture, the more eyecatching their application will be. How have you helped students level up their Columbia applications? Dagan: Because admissions officers look for attention to detail and thoughtful consideration of all that makes Columbia unique, working with someone who is intimately familiar with Columbia can make a world of difference in a student’s application. First and foremost, I help students discover the niche, idiosyncratic parts of the Columbia experience that align well with their interests and goals—from professors whose work aligns with a students’ research interests to particular clubs on campus, an initiative within the city, or a Columbia tradition that resonates with them, I work with students to go beyond the superficial and find their unique “why Columbia.” Given my wide network within the Columbia faculty, alumni, and student community, I can also plug students in with others who share their interests and can

Legacy Admissions Comes Under Fire Again—What You Need to Know

Legacy admission is continuing to face scrutiny. Last month, the advocacy group Education Reform Now (ERN) published the fifth installment of its series “The Future of Fair Admissions,” focused on the evolving landscape of legacy admissions in higher education. The new brief promises to revive long-standing critiques of the practice, which faced mounting criticisms in the wake of the 2023 Supreme Court decision ending affirmative action. ERN’s latest publication follows the Department of Education’s 2023 investigation into Harvard’s use of legacy and donor preferences. Congress proposed a bipartisan bill calling for the end of the practice that same year. These moves reflect a popular sentiment opposing the use of legacy admissions. According to a 2022 Pew Research Center survey, 75% of Americans believe that legacy status should not be considered in the admissions process. This public disapproval has steadily come to the fore in recent years. Likewise, seven out of eight admissions office directors believe legacy status should not come to bear on admissions decisions. This disapproval is echoed on Ivy League campuses as well—last year, The Brown Daily Herald found that 58.4% of students oppose the practice. The university is in the process of reconsidering its use of legacy status in admissions. Despite widespread pushback, Ivy League universities continue to insist on the importance of legacy in the admissions process. The Supreme Court’s move to end affirmative action in 2023 put legacy admissions under more intense scrutiny. Universities have grappled with ways to build diverse classes without race-conscious policies, demonstrating a commitment to creating inclusive communities through meritocracy. This commitment is often regarded as incompatible with the priority given to socioeconomically advantaged children of alums through legacy admissions. The ERN report indicates that this mounting criticism may be resulting in policy changes—both in admissions offices and in state legislatures—across the U.S.. Here are three key takeaways from the brief: 1. Legacy admissions are on the decline As of 2025, only 24% of four-year colleges consider legacy status in admissions, a sharp decrease from 49% in 2015. Following the 2023 Supreme Court decision banning race-conscious admissions, 92 colleges ceased considering legacy status, marking an 18% decrease from 2022. Currently, only 11% of public colleges (62 institutions) consider legacy status, whereas 30% of private colleges (358 institutions) maintain the practice. Notably, in 24 states, no public institutions of higher education offer legacy preference. These dramatic changes place even more of a spotlight on Ivy League institutions, which have some of the highest legacy admissions rates, as well as the most insistent defenses of the process. While schools such as Brown are reconsidering the use of legacy considerations, there is little indication that Ivy League schools will end the practice voluntarily, which could result in even more public criticism of the Ivy League following years of bad publicity. 2. Legacy admissions does not correspond to increased donations Overwhelmingly, legacy preferences persist predominantly at the wealthiest and most selective institutions, with over half still granting advantages to alumni relatives. Many of these schools—and defenders of legacy considerations—argue that the practice is necessary for bringing in financial support to the university. However, the brief contests this claim. ERN cited two studies that refuted the correlation between giving and legacy admissions. One found “no statistically significant evidence that legacy preferences impact total alumni giving”; the other found that giving increased as children approached college application age, stalled after admissions decisions were released, and decreased further if the child was rejected. These findings present challenges to institutional arguments for the benefits and even necessity of legacy considerations. 3. State legislatures are taking action against the practice In 2024, four states joined Colorado in banning legacy admissions in some capacity, bringing the total to five states prohibiting the practice—Maryland, California, Virginia (prohibited in public schools), Colorado (prohibited in public schools), and Illinois (prohibited in public schools). The California ban on legacy admissions will go into effect in the fall of 2025. These legislative actions aim to promote equity and dismantle systemic advantages in college admissions. Meanwhile, this year, Massachusetts, Minnesota, New York are re-introducing bills to eliminate legacy admissions. New Jersey introduced a bill that is currently being debated. Illinois has banned legacy admissions in public institutions; its current bill would eliminate the practice in private institutions as well. As the brief notes, as greater legislative action is taken against legacy admissions, even institutions that have sidestepped statewide bans (such as the Ivy League schools) could still face governmental repercussions: “It is possible that as Congress explores an expanded endowment tax on the nation’s wealthiest universities, it could impose an additional penalty on institutions that continue to provide a legacy preference and reduce the penalty at institutions that increase the enrollment percentage of Pell-eligible students, community college students, and veterans.” What This Means for Applicants While these changes may seem like an innocuous shift, they could have significant reverberations in the admissions processes at top schools. At institutions that consider legacy in the admissions process, the boost from legacy status can be dramatic. A 2023 civil rights complaint against Harvard reported that between 2014 and 2019, donor-related applicants were a whopping seven times more likely to be admitted to Harvard than other applicants, while legacy applicants were almost six times more likely to be admitted. Though “recruited athletes, legacies, relatives of donors and children of faculty and staff” make up less than 5% of the applicant pool, they constitute approximately 30% of those accepted each year. At Princeton, legacy applicants are four times more likely to earn admission. In a 2022 interview, Notre Dame’s former head of enrollment Don Bishop estimated that 19–25% of the school’s incoming class is made up of legacy students each year. The school has one of the highest rates of legacy admission nationally. This means that eliminating the practice could have a dramatic impact on the admissions process at these prestigious institutions. Students with legacy status should in no way rely on their connections as an indication of their odds of admission. Younger students who hold legacy status should anticipate that schools will repeal these considerations—whether voluntarily or legislatively—and focus on building a dynamic profile outside of their connections to the university. As

5 Key Takeaways from The Princeton Review’s 2025 College Hopes & Worries Survey Findings

This week, The Princeton Review released its findings from the 2025 edition of the College Hopes & Worries Survey. Each year, this survey provides insights into the concerns, aspirations, and decision-making processes that affect college applicants and their families. The 2025 edition is based on survey responses gathered from 9,317 individuals—including 7,023 students and 2,294 parents—from all 50 U.S. states, Canada, and some countries abroad. It sheds light on the evolving college admissions landscape, and how recent changes are shaping families’ attitudes toward higher education. In particular, the survey captures the anxieties of students navigating an increasingly competitive and expensive higher education system, indicating that the selectivity and cost of college are pushing students to consider alternatives to the traditional, elite universities that have long been the most desirable options for highly motivated students. Here are the five most important takeaways from this year’s survey: 1. The College Application Process is More Stressful than Ever First and foremost, the survey highlights the emotional toll that the college application process takes on students and parents. As acceptance rates at Ivy League and many other top universities remain in the single digits, the pressure to craft an eyecatching application—including near-perfect test scores, exceptional extracurricular achievements, and compelling essays—has a significant impact on applicants and their families. Of those surveyed, 73% reported their stress about the college application process to be “Very High” (29%) or “High” (44%). This number has been steadily increasing—in 2003, only 56% of respondents reported high or very high stress, increasing to 68% in 2010. Of all the requirements of the college admissions process, 35% of respondents indicated that “completing admission and financial aid applications” is the toughest aspect of the admissions process. 2. Students’ “Dream Schools” Are Diversifying In light of the fierce competition at Ivy League+ colleges, as well as continued critiques of inequitable admissions practices and allegations of antisemitism, many students are prioritizing other schools on their list—and this trend was evident in the survey. The top ten schools most named by students and parents as “dream schools” (“What ‘dream college’ do you wish you (your child) could attend if acceptance and cost weren’t issues?”) included public universities such as University of Michigan, University of California Los Angeles, and University of Texas at Austin, as well as private schools outside of the Ivy League such as Duke and NYU. While these schools are also competitive, prestigious, and highly ranked, it is telling that not all of the Ivy League schools appeared on the list of most-named “dream schools,” and that the list included flagship state schools and other private institutions. 3. Standardized Testing Returns to Prominence One of the most notable trends emerging in the college admissions landscape is the resurgence of standardized testing as a primary consideration in the admissions process. The Covid-19 pandemic led many schools to adopt test-optional policies, and many students in turn opted not to take standardized tests. Yet, many top schools have reinstituted their testing requirements in recent years—and students have shifted course accordingly. The survey found that 92% of respondents reported that their child had taken or were planning to take the ACT or SAT. Almost half of the respondents noted that their reason for taking the test was that “Scores can distinguish my applications and improve their chances of being accepted.” Standardized testing emerged as the second most chosen answer regarding the most difficult aspect of the college application process (32%); however, recent changes in the ACT and SAT were viewed favorably, with 72% of respondents answering “I welcome this change and believe digital versions will be improvements.” The survey also found that applicants favored the SAT, though a greater percentage indicated that they would take both tests than in previous years—an increase that could be attributable to changes in the testing formats. 4. Financial Considerations Take Center Stage A consistent trend in the survey’s findings was stress over students’ financial futures. With the cost of tuition and fees at both public and private institutions continuing to rise, families are increasingly concerned about affordability. Ninety-eight percent of survey respondents reported their intention to apply for financial aid, and almost half (48%) noted that financial aid was “extremely necessary” in order for them to attend college. The survey’s findings align with broader national trends, as data from the Education Data Initiative indicates the cost of tuition at public 4-year institutions increased 36.7% from 2010 to 2023. Many students and parents are forced to navigate a complicated system of scholarships, grants, and loans, and are often uncertain about their ability to cover the full cost of attendance. When asked about their most significant worries in the admissions process, the plurality of respondents (38%) chose “Level of debt to pay for the degree,” with another 26% selecting “Will get into first-choice college but won’t be able to afford to attend.” In 2003, only 6% of respondents cited debt as their primary worry in the admissions process. Despite these concerns, 99% of this year’s respondents still claimed that a college degree is “worth it,” with almost half reporting that the primary benefit of higher education was “Potentially better job and income.” 5. Starting Early Is Critical With acceptance rates at top schools shrinking and application expectations becoming more complex, students and parents found that those who plan ahead are at a distinct advantage. Overwhelmingly, the most frequently proffered advice from respondents was: “Start early.” Not only was this the dominant response on this year’s survey, but it has consistently appeared as the primary piece of advice on every survey for the last 22 years. Early preparation and long-term strategic focus allow students to discover and articulate their core passions, engage deeply in meaningful extracurricular activities, and develop the academic foundation needed to excel in the admissions process and at a top college. For students currently navigating the admissions landscape, these findings serve as a reminder to take a holistic and long-term approach to the college application process. Students who begin planning as soon as they start high school are able to approach the process with confidence and a clear sense of direction. Rather than simply looking at

Your Odds of Getting Off the Waitlist at an Ivy League School

Receiving a waitlist notification from your dream school can feel defeating—for students who have waited months for an admissions decision, the prospect of remaining in admissions limbo is a frustrating one. However, it is important to remember that a waitlist notification is not a rejection, nor is it a sign that a student’s application was flawed in any way. Top schools that receive tens of thousands of applications each cycle, leaving hundreds of highly qualified students on the waitlist each year. On the bright side, being on the waitlist means that your application will be re-evaluated by admissions officers if a spot becomes available, and there are still steps you can take to boost your chances of admission slightly. That being said, depending on the competitiveness of the institution, your chances of getting off the waitlist can be slim. Having a keen awareness of your odds of acceptance can help you tailor your strategy—and your expectations—while you await a final decision. What should I do if I am waitlisted? Being placed on a waitlist isn’t the end of a student’s collegiate dreams; it’s an opportunity to further demonstrate their interest to the school they wish to attend—and that is exactly what applicants should do in the interim. First and foremost, applicants should promptly follow the school’s instructions for responding to their waitlist offer.. Many institutions will request confirmation of applicants’ interest in remaining on the waitlist, and acknowledging that you indeed want to be placed on the list is a small step toward reaffirming your interest in the school. Second, waitlisted students should write a letter of continued interest (also called a letter of desire). A letter of continued interest is a brief note sent to your regional admissions officer(s) expressing your strong desire to attend the school should you be admitted, offering updates relevant to your candidacy such as significant accomplishments or awards earned, and thanking them for their consideration of your materials. Ultimately, top colleges want to see that students are continuing to work hard, enrich their knowledge, and challenge themselves even after their applications have been submitted, so students should be sure to highlight such endeavors in their correspondence. Additionally, colleges want to be wanted—if admissions officers see that a student is dead set on attending and that a student will positively contribute to their yield rate, they are more likely to accept them over another, less committed applicant on the waitlist. Applicants should aim to send letters of continued interest promptly—ideally in the week or so after they receive their waitlist notification. A strong letter of continued interest should be: As tempting as it may be to continue sending updates to the admissions office, students should only write one letter. As Yale’s admission blog notes, admissions committees generally have all of the information they need about your “on paper” candidacy. Unfortunately, a letter of continued interest does not guarantee admission, but it is a student’s best and last chance to share their unique voice with the admissions committee.  KEY TIP If you want to boost your odds of admission off the waitlist, schedule your free consultation today to learn more about how our Senior Mentors can help you craft the perfect Letter of Continued Interest! What are my odds of getting off the waitlist at an Ivy League or other top school? Once you’ve accepted your place on the waitlist and sent your letter of continued interest, you are left to wait and wonder about your odds of acceptance. While there is no way to predict whether you will receive a coveted acceptance letter, data from previous years can help you set reasonable expectations as you await a decision. A few factors influence a school’s waitlist acceptance rate, and students should take note of these factors when evaluating a school’s waitlist numbers: Given that numerous Ivy League schools on the above list did not accept a single student off their waitlist in the last cycle, students who receive a waitlist notification from one of the most competitive schools should likely prepare themselves for a rejection. Rather than keeping your heart set on an Ivy League or other ultra-reach school, revisit your college list and notes from your college visits to remind yourself what excited you about the other schools on your list. If you approach a waitlist acceptance as a bonus, rather than a likelihood, you will be able to set yourself up for success at another school on your list that will fulfill your educational and personal goals. Do top colleges rank their waitlist? A ranked waitlist is one in which students on the list are ranked by the order in which they would be accepted should spots become available. A school with an unranked waitlist, meanwhile, does not place students in any particular order and instead re-evaluates every student on the waitlist as a part of their final round of admissions. Most top colleges—including the Ivy League colleges—do not rank their waitlist. Instead, they use a more flexible and strategic approach to admitting students from the waitlist based on institutional needs. Should I enroll in a school by the May 1 deadline if I am on the waitlist at another school? Students who are awaiting an admissions decision at their dream school should still commit and submit a deposit to one of the schools to which they were accepted before the May 1 (or indicated) deadline. If you are ultimately accepted off of the waitlist at the school you wish to attend, you will forfeit your deposit at the other school and enroll in your waitlist school. However, you do not want to miss out on the response date and lose your chance of attending any school because you are dead set on your dream school. As MIT’s admissions office notes, “Students who accept this offer [from the school they were waitlisted at] will unenroll at the first college and enroll at the second… All of this is a standard part of the admissions process. We colleges recognize and accept this.” Originally published

The Results Are In—Here Are Ivy League and Top College Admissions Rates for the Class of 2029

Today marks the 2025 “Ivy Day,” when students across the globe receive their admissions results from Ivy League and select top schools. Though students received their individual results, many Ivy League schools, including Cornell and UPenn chose to withhold much of their institutional admissions data, as they did in previous cycles. These institutions are seeking to distance themselves from the negative stigma associated with hyperselectivity and elitism. Meanwhile, schools that were once considered “safe” or “match” options have become just as competitive as schools in the Ivy League, signaling that shifts in the current admissions landscape require new strategies to succeed. Beyond the numbers and data, this admissions cycle revealed important shifts in institutional priorities, as colleges reaffirm the importance of academics through the reinstatement of standardized testing requirements, place growing emphasis on interdisciplinary learning, and push for greater socioeconomic diversity following the Supreme Court’s affirmative action ruling. Here’s what this year’s results reveal about elite college admissions today—and what students need to know as they prepare for the upcoming cycle: Students Are Flocking to the “New Ivies” The Ivy League schools have faced significant criticism in the last few years as a result of their admissions practices, as well as public backlash regarding the institutions’ handling of pro-Palestine protests. Recent funding hits from the Trump administration seem to promise further scrutiny and turmoil for these elite institutions. As the Ivy League schools continue to come under fire, other prestigious institutions have become increasingly desirable—and competitive—amongst talented applicants. Rice University, for instance, saw a 13% increase in applicants this year, with 36,749 students applying across the Early Decision, Early Decision II, and Regular Decision and Questbridge programs. NYU had a record-breaking year, receiving over 120,000 applicants, a 3% increase over last year and the largest pool in its history. Notre Dame, meanwhile, saw a record-breaking pool of REA and RD applicants, accepting 9% of those who applied—down more than two percentage points from the prior cycle. Students anticipating future admissions cycles should take note—these schools are no longer back-up options for the Ivy League; they are reach schools in their own right. Interdisciplinarity is “In” For years, elite colleges have prioritized students with deep, singular academic passions. Now, rather than accepting well-rounded students, these top schools want to admit well-rounded classes full of singularly focused students. While universities maintain focus on admitting applicants with distinct core interests, they also reinforced the value of interdisciplinarity amongst applicants this admissions cycle. MIT, for instance, notes that accepted students have interests in “cosmology and cosplay, quantum and quilting, agriculture and archery.” Cornell, likewise, highlighted admitted applicants whose interests braided together cryptography and disaster relief runs, air pollution research and Habitat for Humanity volunteer work, Crohn’s Disease research and efforts to save local pollinators. Elite institutions like MIT and Cornell are not looking for students who excel at everything, but they do not want a student’s specialization to come at the expense of a dynamic personality or perspective. While top schools like Harvard or Princeton might receive hundreds of applicants interested in robotics, they are more likely to remember an applicant who combined their interest in robotics with their interest in ethics and philosophy. Finding innovative intersections in seemingly unrelated interests or hobbies showcases a student’s creative perspective, their distinct voice, and the way in which their experiences will shape their contributions in and outside of the classroom. Standardized Test Scores are Back Even at schools that maintained test-optional policies, applicants to the Class of 2029 submitted standardized test scores in large numbers. For instance, 74% of students applying to Boston College submitted standardized test scores, as did 65% of students applying to Tufts, a school in its fifth year of a six-year test-optional trial. Research compiled by top schools that reinstated their testing policies indicates that submitting scores—regardless of institutional requirements—is a more strategic move. M.I.T. Dean of Admission Stuart Schmill notes, for instance: “Just getting straight A’s is not enough information for us to know whether the students are going to succeed or not.” Contrary to pandemic-era assumptions about the potential for standardized testing to exacerbate inequalities in the admissions process, Dartmouth’s study on standardized testing found that “these test scores better position Admissions to identify high-achieving less-advantaged applicants and high-achieving applicants who attend high schools for which Dartmouth has less information to interpret the transcripts.” Colleges Are Admitting More First-Gen Applicants Since the Supreme Court’s ruling on Affirmative Action in 2023, colleges have struggled to buoy the diversity of their student bodies while also abiding by the parameters set in place for consideration of race in admissions. A number of schools have seen noticeably shifts in the makeup of their student body since affirmative action—Harvard, for instance, saw a dip in Black student enrollment for the Class of 2028 (demographic data for the Class of 2029 will be released when this admissions cycle concludes). As they strive to combat this impact, many schools are hopeful that increasing socioeconomic diversity will lead to greater diversity overall. Amherst College, for example, announced that a record-breaking 25% of their incoming freshman class will be first generation students. The institution also noted that as a result of their participation in the STARS Network, the number of accepted students hailing from rural areas increased by 37%. Georgia Tech, likewise, noted that 17% of their incoming class are first-gen, and 15% from rural Georgia. Brown, too, touted that 19% of their admitted class will be first-gen students, and 73% of admitted students intend to apply for financial aid. Early Pathways Are More Desirable Than Ever Before Given the emphasis on yield rate at top schools, early admissions pathways are becoming increasingly desirable options for top students, as early admissions rates at top schools tend to be significantly higher than Regular Decision rates. For instance, Brown’s early application acceptance rate was 17.95%, compared to its overall rate of 5.65%; Emory accepted nearly one-third of early applicants, with early admits typically accounting for roughly half of the student body; meanwhile, Northwestern announced that more than half of the students admitted to the school’s Class of 2029 were admitted in the early application cycle. Given these numbers, it is no wonder that early pools are swelling at many top institutions, with around 58% of students applying early action or early decision, according to Vox.

How Freshmen Can Start Strategizing for Their Ivy League Acceptance Now

For many high school freshmen and their parents, Ivy Day results are a rude wake up call—witnessing their school’s valedictorian and other stellar students get rejected from Ivy League and top 25 schools is anxiety-inducing. Ivy Day often leads parents to realize that the admissions process is starkly different than it was when they applied, and many are left wondering: if that top student didn’t get in, what are the odds that my child will get in? The college admissions process is no longer a numbers game—a student’s grades, test scores, and class rank will not guarantee their spot if they haven’t distinguished themselves through extracurriculars, leadership, and demonstrated fit. In all likelihood, the star student you know who didn’t get into their first choice school wasn’t rejected because they aren’t smart or talented enough, but because they failed to showcase their unique perspective and candidacy for the institution. In other words, most students aren’t rejected because they lack skill; more often, it’s because they lack strategy. In today’s admissions climate, students need to start preparing early, think strategically, and make every aspect of their application stand out. While college applications may feel like the distant future, freshman year is the perfect time to build a strong foundation for a standout applicant profile. The students who achieve success in the admissions process aren’t the ones cramming everything into their junior and senior years; they’re the ones who start planning and making smart choices at the beginning of high school. If you’re a freshman (or the parent of one), don’t wait until it’s too late. Here are three key ways to start strategizing for college admissions now: 1. Lean into your weird interests. Admissions officers at Ivy League and top-tier universities aren’t just looking for students who have participated in a bunch of extracurriculars; they’re looking for applicants who have a clear intellectual identity—those who can demonstrate expertise in a particular field while also showing curiosity and range across disciplines. This year’s admissions cycle, in particular, proved that top colleges are interested in students who synthesize their unique and diverse interests to bring a unique perspective to their field. MIT, for instance, notes that accepted students have interests in “cosmology and cosplay, quantum and quilting, agriculture and archery.” Cornell, likewise, highlighted admitted applicants whose interests braided together cryptography and disaster relief runs, air pollution research and volunteer work at Habitat for Humanity, and Crohn’s Disease research and efforts to save local pollinators. What does this mean for freshmen? Given that the early years of high school are a prime time to explore your interests, try to do so intentionally. As you try different clubs and activities, pay attention to what you’re drawn to and how you might contribute something unique within that community. High school freshmen should also look for creative ways to combine their interests—rather than writing off your bird watching hobby as something that doesn’t relate to your academic goals, consider how you might combine that passion with your budding interest in evolutionary biology. Likewise, if you’re passionate about politics, don’t just join Model UN—study coding so you can analyze political data or create a platform that increases voter registration. If you’re an aspiring artist, you might learn about the business of art, study political movements through art history, or explore how digital tools can transform traditional media. The more creative their interests, the more likely students will be to show colleges their dynamic and unexpected outlook on their intended field when they apply. By developing interdisciplinary interests, you’ll set yourself apart as a student who isn’t just following a formula, but actually thinking critically about how different fields intersect in surprising ways. 2. Start preparing for standardized tests early. Standardized testing has made a comeback, particularly in the last two admissions cycles. Top schools are looking for students who have demonstrated their preparedness for rigorous collegiate coursework, and standardized tests are a primary metric through which they assess applicants’ skillsets. Because the content on the SAT and ACT is cumulative, meaning that the concepts build on themselves over time, establishing a strong academic foundation in the first years of high school is crucial for later success. Students who do not have a mastery of algebra should not expect to excel in precalculus. Freshmen should therefore devote significant time and effort to building their conceptual understanding of algebra, grammar, reading comprehension, and writing to ensure that they grasp more advanced concepts as they encounter them. 3. Don’t wait until junior year to consider your college fit. Typically, students embark on college visits during their junior year of high school, at which time they begin seriously considering which schools would meet their needs and goals. However, in today’s competitive admissions landscape, students should begin considering what kind of school they would like to attend long before their junior year. Some students are drawn to the high-intensity, pre-professional culture of Wharton or MIT, while others prefer the intellectual, exploratory approach offered by Brown or the University of Chicago. Some schools place heavy emphasis on collaborative, close-knit communities, while others have a more competitive, sink-or-swim environment. Identifying right fit colleges and preparing for the kind of campus experience target schools will offer are key components of excelling in the college admissions process in the future for every student. Considering whether you want to attend a liberal arts college or a state university, or an urban college or a rural college is not just an exercise in positive visualization—it is critical for building an intentional profile. For instance, a small liberal arts college such as Amherst or Williams will look favorably on a student with more diverse extracurricular involvements and coursework, while a large research institution will look more favorably on an applicant who is highly specialized with a demonstrated history of hands-on professional and research experience in their field. Of course, when it comes time to apply, students can emphasize different aspects of their experiences in their application materials for each school to which they are applying. However,