Probably the most informative statement about the admission process – a statement that is made repeatedly by the schools and advisers, is that the process is more art than science. However, students continue to attempt to “game” the system, often by means of very unrealistic ideas of what the nature of the competition actually is.

Let’s look at the process in a more realistic way: Picture the admissions process this way, the Belgrade Arena has a maximum capacity of 23,000. Imagine the stadium is filled to that capacity, yet they manage to squeeze in 1,988 more people – the actual number of applications received by one Ivy League school this year. The numbers look a bit like this:

Now let us examine some of the criteria used in the admissions process. The most concrete criteria for selection is based on GPA, class rank, and SAT scores. Actually, none of these numbers will get you in, but bad results in those areas will for the most part keep you out. If we eliminate the applications that are not academically qualified, estimates are that about 20,000 people will remain in this application pool.

Another factor is early decision applicants. These are the true superstars that took all required SATs, scored well, and completed their application early. Those who need financial aid were able to get an early financial aid estimate and based on that agreed to attend that school if admitted. Schools generally view these as extremely committed applicants.

Now it is time to look a little bit deeper. What about community service and a high level of social consciousness? How many of these 20,000 have made a contribution in this way? Generally most of the US applicants are involved in their community. International students around the world are also quite active. There are students that have designed irrigation systems for remote villages, spent some time at local libraries reading to young children, or have engaged in other activities to improve their communities. There are two basic rules for these activities – they start before the senior year of high school and they are uncompensated. Then of course there are the applicants that have distinguished themselves in sports, music, or the arts.

In addition to the common application, some students have written outstanding supplementary essays that reflect excellence in their character, a concern for the world outside of their own goals and ambitions – what they bring with them to share with the campus community. These essays are supported by the recommendations that speak of student character that goes beyond perceived genius.

Another factor to consider is total reach of the individual student applications. Students who apply to all Ivy League schools may appear to lack direction and focus. In these days of competition, such a student could appear to be shopping brands. This can be especially hazardous to full financial need students. Another piece of the puzzle is to be sure that you do not find yourself in a “herd instinct” situation. For example, the admission office will probably notice if large numbers of Serbian students are applying to their institution. Then they will also see that this group is applying to almost all the same institutions. It is unlikely that 10 Serbian students all just happen to be good fits at all of these schools.

Once all of these factors have been examined in great detail by the admission committee, which this year worked around the clock sifting through applications, reading between the lines, and looking in depth at every qualified applicant, decisions are made.

Although one student from Serbia was admitted to this school through early decision for Fall 2009, students applying regular decision are now in a pool of around 2,173 openings, but diversity of background has already been covered for Serbia. At this point, a student needs something extraordinary to stand out in this competitive pool of about 20,000 excellent students.

Does that mean this situation is hopeless? Well that depends, stay tuned for more insight.

I can remember when I first started working with students.  It was back in 1999.  I remember it so well because my work was disrupted by a rather major incident as many of you may recall.  However, once we got through that, I was able to resume my work with students.  So over the years, I worked with about 10 students per year on the university admissions process.  I still remember my greatest triumph – helping a super talent get into PhD studies at Berkeley – an engineering department.  Of course it was his triumph really – he was brilliant, but I create the initial contact.  However, in looking back on those days, I think of so many mistakes that I made – and I shudder.  In some ways it is a miracle that anyone managed to get in.  

Oh, don’t get me wrong – the test preparation was perfect, applications packets were well organized, and the essays were absolutely without blemish.  However, there was one major problem – I was much too engaged in the process.  My own deep and personal commitment to the process impaired the student’s journey into the process.

When IAC opened the doors as part of the EducationUSA network, I continued to work in much the same way.  However, instead of 10 students a year, it became more like 10 students a day and the volume continued to increase. 

As the office grew busier and busier, I began to look for any resources that I could lay my hands on that could help.  I began to read EducationUSA material in depth.  I learned that every step of the process was an important experience for students.  It is a learning process – a time of great personal development. For many students who still live with their parents, it is perhaps the only chance to take any responsibility for themselves before they go halfway around the world. 

I know that these are cultural differences, but part of the work we try to do entails providing “how to” information.  I realize that it must seem awful when we put students in the computer room or at a table to carry out a task on their own – instead of doing it for them.  On the other hand, they really need to take responsibility for themselves, at least to get in a few practice rounds before they cross the pond. 

From what I have observed, as the students become more and more engaged in the process, they also begin to feel a sense of control over their destiny.  Making educational choices is a big deal in the USA.  People consider all kinds of things before picking a school.  One of the most important aspects of school selection is referred to as “a good fit”.  In general terms this means a school where a student can benefit and grow as a whole person and a school that will benefit from the presence of the student.  This is something that an admissions committee looks for. 

One area where many students here slip up concerns reading and following the instructions.  Students often want to jump in and start filling out forms.  It is important that you really read everything.  I had a student come into my office the other evening.  He had applied on line and he wanted to show me something about the application.  As soon as I pulled up the website I began to scan the page and saw the topic, “international students”.  As I moved the cursor toward it, he told me not to go there, instead to click on where it says, “Apply Now”.  I had  misgivings, but I clicked and followed the rest of his instructions, downloaded the application in .pdf, and then saw on the second page, the question, “Is this the right application?”  Sure enough, right underneath the question was a list of who the application was not for and naturally international students were on the list.  Please bear in mind, this is a very intelligent and motivated student, the phrase, APPLY  NOW! which was more or less flashing at him led him down the wrong path.  It is really important to concentrate on the information that the schools provide to you. 

So dear students, when you arrive at our office, you may very well find that we are going to make you do a few things for yourself.  It is important that you be involved in your own educational process.  It is also important that you begin to get a feel for how the administration at an American school works.  On the bright side, we have a computer room and a library so you can work on the premises where help is close at hand, but in terms of doing all the work for you, as it says in many an American office, “Your momma doesn’t work here!”

Ciao