Behind the Scenes of UC Freshman Application Review.

Behind the Scenes of UC Freshman Application Review

UC COUNSELOR CONFERENCE SEPTEMBER 2014

Presentation Overview

UC Comprehensive Review Policy

Various Methods of Comprehensive Review

Admission Application Tips to Takeaway


Comprehensive ReviewDefines merit using multiple measures of

accomplishment and promise

Considers the context in which the applicant has demonstrated achievement

Individualized review campus to campus


Implementation of Comprehensive Review as UC Admissions Policy UC Academic Senate Researched Policy by Request of

UC President

UC Regents Approves Policy

Board of Admissions and Relations with Schools Defined Guidelines

Campus Admissions Committee Implement Policy in cooperation with Admissions Office


Variety of MethodsFixed Weight – quantitative value placed on

various criteria

Holistic – qualitative, no fixed weight placed on any one criteria

Hybrid – part quantitative and part holistic


Similarities and DifferencesCommon Features:

• Reviewers undergo mandatory training

• Every application is reviewed at least once*

• Every UC campus is selective

Differences:

• Who reviews applications at each campus

• Volume & timeline when reviews are completed

• Selection varies campus to campus


Regents Policy 2104: Policy on Comprehensive Review in Undergraduate Admissions http://regents.universityofcalifornia.edu/governance/policies/2104.html

Regents Policy 2108: Resolution Regarding Individualized Review and Holistic Evaluation in Undergraduate Admissions http://regents.universityofcalifornia.edu/governance/policies/2108.html

BOARS – Guidelines for Implementation of University Policy on Undergraduate Admissions http://senate.universityofcalifornia.edu/committees/boars/GUIDELINES_FOR_IMPLEMENTATION_OF_UNIVERSITY_POLICY_on_UG_ADM_Revised_January2014.pdf

Resources

http://regents.universityofcalifornia.edu/governance/policies/2104.html



http://senate.universityofcalifornia.edu/committees/boars/GUIDELINES_FOR_IMPLEMENTATION_OF_UNIVERSITY_POLICY_on_UG_ADM_Revised_January2014.pdf

http://senate.universityofcalifornia.edu/committees/boars/GUIDELINES_FOR_IMPLEMENTATION_OF_UNIVERSITY_POLICY_on_UG_ADM_Revised_January2014.pdf

Case Study 1


Applicant InformationMajor: Civil Engineering

Family: Dual-parent, English only; College educated, professional parents; no income provided

School: Northstate High School, a small, rural, public school 7 AP/HL courses A-G approved


GPAUnweighted: 3.75

Weighted: 3.91

A-G Courses: 50

Honors CoursesGrades 10 & 11: 4

Grade 12:8

GPA & Test Scores


SAT ReasoningReading

510

Math530

Writing570

Subject ExamsMath Subject Level 2: 510

Chemistry:600

AP and IB ExamsDate Subject

Score

5/2012 Eng Lang&Cmp3

5/2012 US History3

5/2013 Calculus AB

5/2013 Enviro. Sci.

GPA & Test Scores


Coursework for 9-10


Coursework for 11-12


Honors/Activities / Volunteer Work / Employment Honor Role* (all 3 years) 1st place in Alcohol Prevention Poster Contest

Earned $500 by going to a meeting and creating a poster Most Improved in HS Music Program, sophomore year Jazz Band, junior & senior year

clarinet, tenor saxophone- 1st Chair senior year Concert Band, senior year

clarinet – 2nd chair, tenor saxophone – 1st Chair Pep Band, senior year

tenor saxophone, played at games and rallies Volunteered as Teacher’s Assistant over 200 hrs


Personal Statements Prompt 1 Response Summary:Student describes coming from a small, loving, supportive family in a small town. They are encouraged to do their best in any endeavor that they pursue including music, sports, and fine arts. They learned from these activities to step outside their comfort zone and how to work as a team. From music they learned determination and hard work, sports taught them how to push beyond boundaries; fine arts- to be creative. Grateful.

Next the student describes their teachers as supportive and able to make school fun and something to look forward to. Teaching kindness, acceptance, accepting of differences, and to be an organized student. Their teacher encouraged them to pursue their interests in math and science by studying to become an engineer.


Personal Statements Prompt 2 Response Summary:

Student explains how in 11th grade, they taught themselves the tenor saxophone for jazz band after only having played the clarinet when the previous tenor sax player left the school. By the following year they were 1st chair. They described the determination, hard work, and talent, and grace under pressure this endeavor required


Case Study One ReviewThis applicant, when viewed in the context of educational and personal circumstances, was given strong consideration.

SUMMARYStrong academicsScores below average in school contextTaking advantage of opportunities availableStudent demonstrates talent, dedication, determination

Case Study 1 Questions

Case Study 2


Applicant InformationMajor: Anthropology

Applicant: Low Income, dual-parent household, 1st generation college (indicated both parents both farm laborers and have no high school); bilingual (first language: Spanish)

School: Middlestate High School, a mid to small, rural, public school with only 6 HL/AP courses A-G approved


GPA & Test ScoresGPAUnweighted: 4.00

Weighted:4.19

A-G Courses: 44

Honors CoursesGrades 10 & 11:

4

Grade 12:7

ELC Top 3%

SAT ReasoningReading

580

Math560

Writing670

Subject ExamsNone Take


GPA & Test ScoresAP and IB ExamsDate Subject

Score

5/2012 Eng Lang&Cmp3

5/2012 US History3

5/2013 Calculus AB

5/2013 Physics B

5/2013 Spanish Lit.

ACT with WritingReading

29

Science 24

Math 21

English/Writing 27

English26

Composite 25


Coursework for 9-10


Coursework for 11-12


Honors/Activities / Volunteer Work / Employment Academic Decathlon – sophomore, junior, senior

Ist Team 2yrs Silver (Physics) and Bronze (Art) medals

FFA Outstanding Secretary Superindendent’s list (gpa of 3.75+) Future Farmers of America – all four years Theater Arts – junior & senior year Friday Night Live Leader* senior year Spanish Club senior year

President** Cared for homebound grandmother while she stays in her home*** CSF, Cal-SOAP, ETS – 3 years



Student describes how growing up female in a Hispanic culture, she was told, “your place is in the kitchen”, and she was expected to conform to various gender roles. Her aspirations to obtain a college education were discouraged. While she had great pride and respect for her culture, she also would not let is dissuade her from her dreams. She has learned to manage her families expectations of her in the home and wants to be a role model and leader for other Hispanic women. Despite of her parents lack of understanding and support, she knows that college is the key to her success and independence.



Student describes immigrating to the US when she was just eight years old. Her eyes were opened to a diverse range of people and cultures and how being exposed to cultures other than her own led her to be more tolerant and sympathetic of others. Her own experiences of having a disabled sibling also made her recognize that it is wrong to criticize others for being different. As a result of her experiences, she has a desire to engage with and develop an understanding of other cultures, which is why she has chosen to study anthropology.

Additional Comments: Mirrored first statement.


Case Study Two ReviewSUMMARY

Academic excellenceTest Scores and honors count are not the greatest, but

strong in school contextTaken full advantage of opportunities availableMature reflective voiceStudent reflects promise in leadershipDemonstrated concern for others and a broad range of

intellectual interests and achievements

Case Study 2 Questions


Resources

UC Comprehensive Review & Campus Selection Processeshttp://admission.universityofcalifornia.edu/freshman/how-applications-reviewed/index.html

Downloadable Guides• Presenting Yourself on the UC Application – Freshman (PPT)• UC Campus Policies and Procedures for Reviewing Freshman Applicants

(Freshman Matrix)• Quick Reference for Counselorshttp://admission.universityofcalifornia.edu/counselors/downloadable-guides/index.html

UC Counselors & Advisers Bulletin Sign-up http://ucal.us/bulletin

http://admission.universityofcalifornia.edu/freshman/how-applications-reviewed/index.html

http://admission.universityofcalifornia.edu/freshman/how-applications-reviewed/index.html

http://admission.universityofcalifornia.edu/counselors/downloadable-guides/index.html

http://admission.universityofcalifornia.edu/counselors/downloadable-guides/index.html

http://ucal.us/bulletin

Thank you

Behind the Scenes of UC Freshman Application Review.

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