College Planning Blog

It’s that time of year when rising high school seniors (and soon-to-be college applicants) should begin to take stock of their application preparations. I recently received a note from the parent of one such student that raised questions about strategies for reporting test scores. It’s a question I receive fairly often so I thought I would share my response. This parent writes:

“My daughter scored a 34 on her ACT and a 2170 on her SAT (760 math, 730 writing and 680 critical reading.) Her ACT converts to a higher SAT score (2260) so would you be inclined to send only the ACT scores for those schools who will accept either, or would you be inclined to go ahead and send both to show that she did pretty well on both “types” of tests? She has also taken 4 subject tests: 700 in literature and 730 in math this June, and 680 in chemistry and 680 in history as a sophomore.”

In responding, I must first point out that every college in the country now accepts the ACT or the SAT and acknowledge that the young woman in question has produced superb test results on both tests. While it would be wrong to make assumptions about whether she will be admitted, her results will put her on the competitive “playing field” at any school in the country. Interestingly, these scores are not likely to be the credential that tips the scale in her favor at highly selective places even though they speak well to the likelihood she will find success if admitted.

Generally speaking, submitting both the ACT and the SAT can work to this student’s advantage. The same can be said for students who possess closely matched but lower scores. Why? While it might be nice to show that the student is capable of scoring well on all the tests, the presence of two respectable scores for a given college affords its admission committee options with regard to the score it uses to justify an offer of admission. (More on that in a minute).

That said I would like to make several observations. First, be careful about being too literal with regard to how an SAT might convert to an ACT and vice versa. While both test makers provide concordance tables to give you an idea as to how their scores compare, the tests themselves are quite different in terms of what they measure. As a result, you can’t make exact comparisons with regard to the diagnostic benefit of the respective tests.

Second, the need to demonstrate proficiency on both types of tests may be a bit over-rated. At the most highly selective colleges, such proficiency is both expected and rather routine.

And, third, I would like to reflect on the notion of giving admission officers options. Schools that receive a preponderance of one test type over the other are regarded as dominant with regard to that test. For example, a school where most of the applicants submit the SAT is considered “SAT dominant.” While ACT results are considered in its admission process and reported on institutional profiles of entering classes, the ACT scores themselves disappear when test results are reported to ranking guides as the latter only factor in results from the dominant test at a given college or university.

So, what does this mean for you, the applicant? If you find yourself competing for admission at a college where your overall credentials are compelling but your test results are relatively modest, the fact that you submit test results from both testing services allows the admission committee to rationalize an offer of admission based on the scores from the non-dominant test. Without the scores from the non-dominant test, the committee might be wary of offering you admission for fear that your scores from the dominant test will adversely affect its testing profile.

The bottom line: think of your test results, whether they are from the SAT or the ACT—or both—as competitive credentials—numbers that reflect your ability to function on a given test. And know that colleges like big numbers. If you have the opportunity early in the process to sample one of each (perhaps the PSAT for the SAT and the PLAN for the ACT), do so to determine the testing format and methodology to which you respond best. If one test emerges as a favorite, then focus on preparing to do well on subsequent administrations of that test. Trying to master both will only distract you from other more important pursuits in your life.

As you make plans to visit colleges this summer, be sure to inquire about opportunities for personal interviews while you are on their campuses. The interview gives you a chance to develop a relationship with a decision-maker, someone who will later be involved in the credential review process. While having such a relationship does not guarantee that you’ll get in, it should give you peace of mind that someone will be able to interpret your situation to other decision-makers behind the closed doors of the admission process.

That said, the prospect of having to talk with a stranger for half an hour or so may not seem too appealing. The fact that you’ll probably be expected to talk about yourself or that this conversation might have a bearing on your admission outcome doesn’t make the task any easier. The good news is that nobody ever died in an admission interview! It’s safe—and relatively harmless. The interview is not a test. The people you meet are really decent human beings who are simply interested in getting to know you better. Give them the chance.

As an interviewer, I always looked for opportunities to learn something new with each encounter. This led to fascinating conversations about the mental preparation actors go through as they take on stage personas, theories regarding the convergence of parallel lines in space (way over my head!), and the politics of poverty. I learned how to sail, followed the hand of an artist as it covered fresh canvas, and watched the sun in its early morning ascent from the top of Mount Masada through the eyes of students who had been there.

Each interview was an opportunity for me to meet with and understand a young person from a perspective that wasn’t scripted anywhere else. I could not have otherwise known the circumstances of the political exile who was understandably reluctant to reveal her family’s story. And I would not have met the homeless youth who came to my office with the simple plea: “All I want is a chance. I want someone to believe in me so I can get an education that will enable me to make a difference in the world.”

View the interview as an opportunity to provide a conversational window into your world. Think about it. If there are things that need to be made known regarding your academic performance or your life experience in general, this is the time to tell your story. In reviewing your credentials, admission officers need to understand what’s going on contextually. Without explanations or interpretations of unusual circumstances from you, they are left to draw their own conclusions—and you don’t want them to start guessing!

So, you need to ask yourself, “What do I have to lose by going for an interview?” If a college offers the interview, it is a clear indication that it wants to get to know you better. Go for it!

Interview Tips

• Do some research in advance. Be prepared to ask one or two thoughtful questions that relate to your areas of interest (for example, why not find out about opportunities for independent study or study abroad?). You don’t want to waste your interview time with questions that can be answered easily from websites and viewbooks.
• Dress comfortably. Don’t let your attire distract interviewers from the opportunity to get to know you.
• Arrive early so you can become familiar with campus life. Check out the school newspaper and read activity boards to get a sense of what’s happening on campus so you are reasonably informed when you walk into the interview.
• Take ownership. The interview is about you and your future.
• Relax. Smile. Extend a firm handshake. Maintain good eye contact. Don’t slouch in your seat. You demonstrate your respect for the interviewer by your posture and mannerisms.
• Eliminate the conversational “hiccups” (“like,” “well,” “you know”) and stow the gum!
• Be prepared to talk about your passions. Many interviewers are eager to learn something new. You never know when something you enjoy might lead to a broader conversation.
• Have a resume handy but don’t be surprised if the interviewer puts it aside to focus on having a conversation with you.
• Tell your story. If circumstances beyond your control have adversely influenced your performance, now is the time to bring them to light.
• Make sure you leave with the business card of the person who interviewed you. This person should be regarded as a key resource and you’ll want to make sure you know how to reach him/her with questions in the future.

On another note…I produced a webcast presentation on July 10 for CollegeWeekLive entitled “What You Didn’t Know to Ask About Financial Aid.” You can view this webcast at http://www.collegeweeklive.com. You will need to register to log in to view the archived presentation.