A Call for Change in College Admissions: Insights from Frank Bruni's 'Rethinking College Admissions'
Frank Bruni's article "Rethinking College Admissions," published on Jan. 19, 2016, in The New York Times, delves into the pressing concerns surrounding the admissions process at America's most prestigious colleges. Bruni discusses a report titled "Turning the Tide," primarily developed by the Harvard Graduate School of Education, which suggests significant changes in the college admissions landscape.
Bruni articulates that the current admissions process, with its heavy focus on metrics like standardized test scores and a plethora of Advanced Placement courses, not only distorts the values of students but also jeopardizes their mental health. Moreover, it tends to overlook students from less privileged backgrounds. As Richard Weissbourd of Harvard's education school states in the report, there's an urgent need for "collective action" to reform these practices.
One of the most striking aspects of Bruni's discussion is the revelation from Weissbourd's research: only 22% of middle- and high-school students prioritize caring for others over high individual achievement or personal happiness. This statistic underscores how the admissions process might be influencing the values of young people.
"Turning the Tide" recommends several transformative steps. It suggests placing less emphasis on standardized test scores, which often correlate with family income, and limiting the number of Advanced Placement courses and extracurricular activities that colleges consider. Such measures could help level the playing field for students from varied socioeconomic backgrounds and discourage unhealthy academic and extracurricular competition.
Furthermore, the report advocates for colleges to reassess how they perceive community service and family obligations, recognizing the genuine contributions of students who may not have the luxury of extensive extracurricular involvement due to family or work commitments.
Bruni also touches upon the broader implications of these changes. He notes that colleges are increasingly aware of their role in fostering social mobility and the need to move away from admissions measures that favor affluent families.
For families navigating the college admissions process, Bruni's article is a beacon of hope, suggesting that changes may be on the horizon. It highlights the importance of choosing colleges that recognize and value diverse experiences and backgrounds. This piece is a crucial read for anyone seeking a fairer, more holistic approach to college admissions.
