| Teacher recommendations are an important, but | | | | teachers you have had for at least one semester |
| sometimes overlooked part of the college admissions | | | | because they want an honest evaluation of how you |
| process. They are one of the few opportunities that | | | | compare to other students in your class. If you have |
| an admissions committee gets to read about a | | | | a teacher who also knows you outside the classroom |
| student's character, motivation and personality. | | | | in athletics or extra-curricular activities, that can give |
| Recommendations are not always mandatory, but | | | | a college an additional perspective on you as a |
| they often provide the admissions committee with | | | | potential college applicant. Unless a school specifically |
| positive statements about a student as a college | | | | requests it, do not use a coach or someone who |
| applicant. | | | | cannot speak to your academic achievements and |
| Teacher recommendations are important for college | | | | capabilities. |
| admissions because they give a picture of a student | | | | Make sure your teacher recommendations focus on |
| in an academic setting. Students should make sure to | | | | the academic issues related to your college choices, |
| ask a teacher who teaches in the core classes: | | | | so that the teacher can provide specific information |
| English, science, math, social studies, or foreign | | | | to support your applications. Or, if the colleges are |
| language. Many schools like to have two teacher | | | | known for their debate team, the teacher could |
| recommendations, each from a different subject | | | | mention that you have excelled in a particular area on |
| area. | | | | your high school speech and debate club. |
| Teacher recommendations are intended for colleges | | | | According to recent research, teacher |
| to get a better picture of how a student might fit | | | | recommendations are the fifth most important factor |
| into their freshmen class. Colleges read all of your | | | | in the college admission decision. Of the top five |
| recommendations and factor them into the college | | | | factors - grades in college prep courses, SAT and |
| admissions decision. Although it may not feel like | | | | ACT scores, class rank, essay or personal statement |
| students have much control over this aspect, they | | | | - this one give an admissions committee something |
| probably have more control than they realize. | | | | more personal than grades and test scores are able |
| Students should not wait until their senior year to | | | | to provide. |
| request teacher recommendations. Teachers get | | | | Teacher recommendations often give a school some |
| busy in the fall and the more recommendations they | | | | idea of how students will fit into their particular |
| have to do, the less time they will have to spend on | | | | campus and how successful they will be completing |
| them. Meet with two teachers before the end of | | | | four years of study. As colleges continue to receive |
| your junior year and talk about what you would like | | | | increasing numbers of applicants each year, the need |
| them to write on your recommendations. Make sure | | | | to stand out from the competition is also increasing. |
| the teachers know about you both inside and outside | | | | Teacher recommendations might be that piece of |
| of the classroom and what you feel you can bring to | | | | information that distinguishes you from other |
| a college campus. | | | | applicantsas colleges make admissions decisions. |
| Colleges prefer teacher recommendations come from | | | | |