| extra-curricular activities affect a student’s | | | | individuals. A class full of passionate, focused students |
| chance of college admission? Consider the following | | | | will make for a more interesting and culturally-rich |
| scenario: | | | | community on campus. |
| Two students from the same high school with the | | | | Our whole society is built on the premise that we are |
| same SAT scores and an identical grade point | | | | better off working collectively than fending for |
| average apply to the same college. Student A | | | | ourselves. A community of specialists — |
| participates in eight extra-curricular sports, clubs and | | | | farmers, doctors, architects and electricians — |
| activities. She tries to join as many as she can, but | | | | can provide a higher quality of life for its members |
| often has to miss the meetings because her schedule | | | | than can a community in which everyone performs all |
| is full of conflicts. Student B participates in two | | | | of those tasks for themselves. |
| extra-curricular activities. She has been an active | | | | The same is true of a college campus. A college that |
| member for all four years of her high school career | | | | admits a brilliant harpsichord player, a star |
| and has risen into a leadership role in both | | | | quarterback and a physics club president is going to |
| organizations. | | | | offer students a richer educational experience than a |
| Which student is the college more likely to admit? | | | | school that admits three students who show a |
| Nothing is ever certain in the world of college | | | | cursory interest in all three of those areas. |
| admissions, but Student B will usually be the winner. | | | | So when you’re selecting extra-curricular |
| To understand why, you have to start thinking like a | | | | activities, the best thing you can do to optimize your |
| college admissions officer. | | | | chance of college admission is be yourself. Join only |
| Student A will bring a casual interest in many areas. | | | | those student organizations that genuinely interest |
| She will probably be an active member of the | | | | you. Participate in them for all four years of your high |
| campus community, but we don’t know | | | | school career. Show that you are committed. Take |
| exactly what her contribution will be. | | | | on leadership roles whenever possible. |
| Student B will bring a wealth of knowledge and | | | | If you spent your high school career trying to join |
| enthusiasm for the two activities she participates in. | | | | every club you could, just like Student A, |
| She will likely continue to participate in those activities | | | | there’s no reason to worry. We work with |
| in college and assume leadership roles in those areas | | | | Student A all the time at The College A Team. Your |
| on campus. | | | | record of participation can actually be a huge |
| College admissions officers consider both students | | | | advantage if you properly strategize what you are |
| valuable, but they generally prefer Student B. Her | | | | going to write your college admission essay about. |
| commitment to specific activities makes her an easy | | | | Plus, your grades, test scores and the rigor of your |
| choice for admissions officers looking to fill a void on | | | | high school courses are much more important than |
| campus. Even if there is no void to fill, she is an | | | | what club meetings you go to every Tuesday. |
| attractive applicant because she will bring passion to | | | | Just remember that college admissions officers are |
| the freshman class. | | | | going to see you as more than just a number when |
| Students sometimes get this wrong because they | | | | they review your application. They’re going to |
| misunderstand the task college admissions officers | | | | view the extra-curricular activities you participated in |
| are challenged to fulfill. An admissions | | | | as tools for gaining insight into your personality, |
| department’s job is to assemble a | | | | passions and life experience. |
| well-rounded class, not a class full of well-rounded | | | | |