College Counsel
from Neisha Frank
True or False: Your intended major makes no difference in your chances of being accepted to a college.
Answer: It depends. (Pro tip: In college admissions, the answer is always "it depends"). There are a couple of main scenarios under which a student's intended major impacts their admission to a college. The first is when a college accepts students to a particular major, such as at UT Austin. At UT, students do not apply for a spot at the university at large but for a seat in a specific major. Of course, there are only so many seats in each major. So, when a student applies to one of the more popular majors (like those within the McCombs School of Business, Cockrell School of Engineering, and the College of Natural Sciences), their odds of admission go down. And when that happens, the criteria for admission go up. Some universities publish their freshman class profile by college so students can see the average standardized test score and GPA for their intended major. Look at the differences in admit rate, standardized test scores, and high school GPA among just the first three rows of Purdue University's freshman profile chart. COLLEGE ADMIT RATE SAT MID 50% ACT MID 50% HIGH SCHOOL GPA MID 50% AGRICULTURE 63.0% 1150 - 1390 27 - 32 3.71 - 4.00 EDUCATION 74.5% 1070 - 1260 23.5 - 29 3.52 - 3.95 ENGINEERING 38.7% 1400 - 1530 31 - 34 3.88 - 4.00 Grades and test scores aren't the only factors considered by colleges that admit to major. High school coursework and extracurricular activities also are viewed in light of what a student wants to study. Engineering departments routinely state that they prefer students take calculus and physics in high school, and selective business programs are increasingly looking for calculus on students' transcripts as well. Beyond that, some colleges look for evidence of a student's interest in their major through extra-curricular activities like UIL competitions, participation in pre-professional programs such as DECA and HOSA, and research projects. Of course, not all colleges admit to major. However, at most selective universities -- where there are far more applicants than there are seats in their incoming classes -- major is considered. In other words, though some universities are not evaluating a student's application in light of their intended major, because they have limited seats in each major, students will find themselves in a more competitive pool if they select an impacted major, such as biomedical engineering, computer science, or business. However, at less selective universities and especially liberal arts universities that don't offer STEM or business majors, intended major is less of a factor in the admissions process. So, what does that mean for high school students? Well, as much as I wish students didn't have to decide on their college major in high school, it is a necessity if they want to apply to colleges that admit to major and/or if they are somewhat interested in one of the aforementioned popular majors. Students should at least consider whether they have more of a bent for STEM subjects or liberal arts, fine arts, or humanities early in high school. Doing so will help them select the courses they'll need to be competitive on their college applications. When students apply to colleges, knowing whether and how their intended major plays into their admission decision can help them make informed choices about which colleges to apply to and/or which major to select to optimize their chance of admission at a particular university. One way to get started on figuring out what to major in is to take an aptitude and career discovery assessment. I offer one as part of my comprehensive junior/senior package or as a stand-alone service. Reach out to me if you'd like to explore that. February is a fateful month for many college-bound Texans. It is when UT Austin and Texas A&M release the bulk of their admissions decisions to students who are not auto admits (the top 6% and 10% of their classes, respectively). As the college-going population in the Lone Star State gets larger and larger, the number of admitted students outside those coveted brackets gets smaller and smaller. Many dyed-in-the-wool Longhorn or Aggie parents with hopes of accompanying their progeny to Memorial Stadium or Kyle Field are devastated to find out their children will not be able to carry on their burnt orange or maroon legacies.
While I share their disappointment and frustration that so many highly able, hardworking and high-achieving students are denied spots at their own state flagships (at which they would undoubtedly excel if given the chance), I have seen it happen so much now that I have come to accept admission at these institutions as the exception rather than the rule. You may see that as pessimistic, but I see it as realistic. At UT Austin, 75% of enrolled in-state freshman graduated in the top 6% of their high school class. I have not seen a corresponding number for A&M, but I imagine it is inching close to that for the respective top 10%. Where does that leave students who really have their heart set on these colleges? Well, first of all, there are alternative pathways to both institutions you can read about here and here. But, beyond those options, if not UT or A&M, then what? This question, asked half jokingly in the elementary school pick-up line, becomes an urgent question of practicality at high school booster club meetings. The answer is as varied as the students that make up the population of Texas. For some, the answer is one of the 34 other public universities in the state. For others, the answer is to save a little more for college and trade burnt orange or maroon for a color like green or purple at one of the state's highly regarded private institutions. For still others, the answer is to venture outside of Texas in search of colleges that offer generous scholarships to students from Texas. And, for many, the answer was never either of those two colleges in the first place. One answer that is true for everyone is that the growing admissions crisis at UT and A&M will force students to consider what they really want out of a college experience and research a wider range of options. And that is actually a positive thing. Colleges have collectively chosen some interesting dates for decisions and deadlines. The universal "decision date" by which most colleges issue acceptances or rejections is April 1, which certainly feels like a cruel joke to students who don't get the answers they had hoped for. On the other hand, Early Action and Early Decision application deadlines for most colleges are on November 1, making Halloween all the more frightful as procrastinating students work through the night to finish their applications.
But, for some families, the cruelest and most frightening part of getting into college is paying for it. College is roughly four times more expensive than it was when most parents of current high school students attended. That means that the annual cost of attendance at in-state public schools is now pushing $30,000, the cost of out-of-state public colleges is between $40,000 and $65,000, and private schools can cost anywhere from $50,000 to $80,000. If simply reading those numbers gave you a jump scare, allow me to make a couple of qualifications that might bring your heart rate down. First, the cost of attendance includes everything from tuition and fees, to room and board, to books and personal expenses, which means that some of those expenses are already in your current budget. For instance, you're already paying for food and educational supplies, so those costs are not going to add to your budget unless they are significantly higher in college than in high school. Secondly, the prices I quoted are what one might call "sticker prices." Just like you don't usually pay the full MSRP when you buy a car, you often don't pay the full advertised price for college. But sometimes you do. And this is where knowing what you're in for ahead of time keeps you from an unpleasant surprise when you turn the corner. Not every college is going to discount their prices. In fact, in-state public universities rarely do. The colleges that do give generous discounts are typically public universities in states that don't have a strong college-going base or lesser selective private universities. At a number of colleges, what you see is what you get when it comes to cost unless you qualify for need-based financial aid; and, even then, the cost of attendance at an out-of-state or private university is rarely less than what you would pay at an in-state public university. Most of my client families pay at least $25,000 per year for tuition, fees, room, board and personal expenses. If you're not budgeting for that, it's time to start. It's also never too early to find out if and how much financial aid you qualify for or how much scholarship you might receive at a particular college. Most of this information is readily available on colleges' websites. To determine your potential financial aid, fill out the net price calculator on the colleges' financial aid page. To determine your chance for scholarship, go to the scholarships page. Many colleges will automatically award predetermined scholarship amounts based on a base GPA and standardized test scores. Others will at least tell you what kind of student might qualify for their competitive scholarships. Learning how much college will cost you can be a scary proposition, but it's not nearly as cruel as having the cost sneak up on you when it's too late to make a plan for how to manage it. God grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.
The Serenity Prayer, as it has come to be known, was originally penned by theologian Reinhold Niebuhr. It began to pick up popularity after one of his students placed the original prayer in a book of worship in the 1940's. Today this modified version of the original is widely used in 12-step recovery programs and artfully displayed on the walls of people's homes. My mother has always been a believer in abiding by the serenity prayer and instilled its principles in me from an early age. (I even wrote a college essay about it)! I continue to apply it to my life and recite it to my own children whenever they face challenges of their own. And now, as a college admission consultant, I can think of few situations where its precepts are more applicable than the college admission process. Though we often characterize college admission as a purely meritocratic exercise, it is not. The events of this summer have brought that point into sharp focus. The Supreme Court's June ruling that colleges can no longer consider race in college admission brought boiling to the surface the many factors colleges consider beyond merit. It evoked questions like, "If colleges can't consider race, why can they consider legacy and financial status?" Or, "Colleges can't consider race, but they can consider where a student attended high school or how well they can catch a ball?" Here in Texas, students often wonder, "How is it fair that so-and-so from High School X got into UT Austin with a lower GPA and test score than I had at High School Y?" Whichever side of the debate you're on, these and other questions have highlighted a couple of truths about getting into college: 1) The institution of college admission is not a pure academic meritocracy, and 2) There are many factors in college admissions that are outside the applicant's control. Whether it be one's cultural background, socioeconomic status, state of residence, athletic ability or even the high school they attended, there are many factors at play in college admission that students cannot change. Accepting that, no matter how unfair it may seem, is the first step to finding serenity in one's admission options and outcome. But college admission is not a lottery, either. Achievement in and out of the classroom plays a significant role in who gets admitted the majority of the time, and that is something students can change. They usually have control over their choice of classes, how hard they study, and how passionately they pursue their interests outside the classroom. They often can even make a difference in their standardized test scores through study and strategy. And they can choose to apply to colleges that are a fit for them, academically and otherwise, and maximize not only their chance of admission but also their potential for success upon enrolling. I would argue that the most important thing students can change is their perspective. Holding on to the idea that their education will only be worthwhile if they are admitted to certain colleges a surefire way to lose serenity. Sometimes it can be hard to know the difference between what we can change and what we can't. In college admission, I think the difference is clear. The question I pose to aspiring college students is, "Do you have the serenity to accept the things you cannot change and the courage to change the things you can?" Learning how to do both will not only bring you peace, but it may change your life. In the realm of college admissions, May 1st is affectionately known as Decision Day. It's the day when many colleges require students to accept or decline their offer of admission. An exciting date, to be sure. Even if students make their decisions earlier, there is a sense of finality to them when they reach May 1st.
On one hand, this milestone marks an end: an end to the college admissions process -- all the application busywork, testing, research, essay writing, waiting on college decisions, and deliberating about which to accept. But it's also a beginning: the beginning of the college experience -- all the learning, transitioning, studying, working, career preparation, involvement, relationships, and fun. It's important to think of getting into college as the beginning, whether you are a college-bound senior or a high school-bound eighth grader. Success in college and beyond has more to do with the four years you spend in college than it does with the four-plus years you prepared for it. If you're a senior, that means you'll want to start off those four years on the right foot -- go to freshman orientation and do all the things they tell you to do; choose your classes wisely (pro tip: consult "rate my professor" like it's your best friend); research college organizations and begin planning where you will get involved; talk to your parents about your budget; familiarize yourself with campus resources like your residence hall RA, your academic advisor, campus tutoring services, the writing center, the health center, the mental health center, and the career center. Talk to your professors or get help from a tutor or a counselor when you feel lost, and reach out to your hallmates and classmates to begin building friendships. If you're still in high school, it means you'll want to spend some time in self-reflection, as you ponder what you really enjoy doing and then research what kinds of jobs you can do with your skills and interests. As you choose your high school classes, you'll want to think about which ones will benefit you in college, depending on what you plan to study. As you begin researching colleges, you'll want think about where you can study -- and excel in -- the subjects that interest you and where you feel like you will thrive, rather than how cool the name of the college will sound to your peers. Admission to college is just the beginning -- and a very exciting one, at that. Congratulations to my Class of 2023 as they begin at the following colleges! Abilene Christian * Arizona State * Austin College * Baylor * Blinn * Colorado State * Texas A&M * Texas Tech * University of Alabama * University of Arkansas * University of Colorado * University of Georgia * University of Kansas * University of North Texas * UT Austin
In 2015, an op-ed columnist for the New York Times by the name of Frank Bruni wrote a book famously titled, Where You Go Is Not Who You'll Be. In it, Bruni spends roughly 200 pages making that very case: what you do and who you become in life is not determined by where you go to college. He begins by naming a number of ultra successful business executives, powerful public servants and other famous people who received their educations from lesser known and, in many cases, obscure colleges before going on to become household names. With that backdrop, he spends the rest of his book making the case that students can find success at any number of colleges, not just those with brand names. What they do in college is the primary determinant of their success. I couldn't agree more. Further, I believe that a logical extension of Bruni's premise is this: where you get in is not who you are. I find that most high school students are less concerned with what their future college says about who they'll be and more concerned with what their acceptance to-- or rejection from-- a particular college says about who they are today. In other words, their current self-worth is based on "who wants them", whether they decide to attend that institution or not. And who can blame them? Our culture has long treated acceptance to certain colleges as a reward for a successful high school career. We say things like, "Make good grades, so you can get into a good college." We focus on getting in rather than getting through and insinuate that any old college won't do; it must be "good". But what constitutes a good student, and who determines what makes a good college? The first part of the question is complicated, isn't it? If we relied solely on class rank to answer that question, we'd come up with one list of students; if we used test scores, another. If we used work ethic or extraordinary achievement in a particular subject area or outside the classroom, we'd come up with another still. You can begin to see how complicated college admissions is for universities that use a holistic approach to reviewing applications. Most Americans answer the second part of the question by going through the annual college rankings in U.S. News & World Report in ascending order. The result? The universities near the top of that list-- whose enrollment numbers are static -- receive a record number of applications every year! Add to that the fact that colleges have other things to consider besides students' grades and accomplishments (like whether their institution can collect enough tuition to operate and whether their entering class will have diverse backgrounds, interests, intellectual traits and talents). The result is that many good -- even extraordinary -- students are increasingly rejected from these "good" universities. Yet, those very same students might receive a full ride at a college that doesn't hit all the arbitrary metrics required to rank high in U.S. News. And, just like there is more than one measure of a good student, there is more than one measure of a good college. I have chosen this month to write this blog because in Texas, where I live, this is a seminal time for many high school seniors. Our two flagship universities, UT-Austin and Texas A&M, have begun to release admission decisions for the high school class of 2023. With a record number of Texas high school graduates and a state law that precludes the majority of students outside the top six percent and top 10 percent of their graduating class from gaining direct admission to UT or A&M, respectively, admission to these two institutions has become increasingly elusive. To put it into perspective, if a student goes to a school with a graduating class of 600 students, typically just a handful more than the 36 with the highest GPAs will be offered admission to UT-Austin. Say it's 14. Are the 550 who aren't offered spots unworthy, unqualified, or otherwise bad students? When it's laid out like that, the absurdity of such assumptions becomes clear. To all high school students, I cannot stress this enough: where you get into college does not determine your worth -- as a student or a person. Your worth is based on who you are, and who you are should determine where you apply and decide to go, not the other way around. Apply to colleges that are good for you, and I guarantee you will be happy with both where you go and who you'll be. Like the rest of college admissions, the world of standardized testing was turned on it its head during the COVID pandemic. In 2020, SAT and ACT testing came to a complete halt in many parts of the country, forcing test-optional admissions policies at most colleges. While some (mostly small, liberal arts-based) colleges had already permanently dumped standardized testing requirements before COVID, most universities have temporarily suspended them on a year-to-year basis since then. Some are holding off on a permanent decision until 2025 to see how the first class of students who entered test-optional fare compared to previous classes. Still others have made the tests optional, but require an extra essay in their place. And some universities have already brought them back. (That list currently includes public universities in Georgia and Florida, the University of Tennessee, MIT and Georgetown). And then there's the University of California system, which has gone completely test blind.
Now that standardized tests are anything but standard in college admissions, high school students are questioning whether they should bother taking them in the first place and whether they should submit their scores once they do. Below I offer my advice on both fronts, based on conversations with admissions officers at various colleges and data from the past three admissions cycles. Should I take an SAT or ACT at all? To 99 percent of students, my answer is, "Yes!" Here are four reasons why: 1. First, remember that at the majority of colleges, tests are optional. A running joke in college admissions is that optional never really means optional. If College X has an optional essay, you write it; if College Y gives you the option to submit a test score that can help prove you are an academic fit for their institution, you submit it. 2. Second, a lot of schools still use standardized tests to award merit scholarships, even if they don't require them for admission, and small score increases can equate to big bucks. For example, at the University of Alabama, a student with a 3.5+ GPA and a 1360 SAT or 30 ACT will receive twenty-seven thousand dollars more over the course of their college career than they would if they scored a 1350 or a 29. (That's essentially the equivalent of getting one more answer right on the test)! 3. Third, the policy at each college is changing from year-to-year. Last year, for instance, the University of Tennessee was test-optional; this year, it is not. We don't yet know who will be test optional during the 2023-2024 admissions cycle. 4. Finally, while some colleges report no difference in the acceptance rates of students who submitted scores versus those who didn't, at some selective colleges, such as University of Virginia, Boston College, Notre Dame and Vanderbilt, students who submit competitive scores are admitted at a much higher rate. In the Austin area, where most of my clients live, most high schools offer the SAT for free during the school day each March. So students have the opportunity to see how they fare without having to pay or give up part of their weekend, which makes the choice to test at least once even easier. The one percent of students I might advise not to test at all would be students who suffer from extreme test anxiety (extreme being the operative word because virtually everyone feels some anxiety upon beginning a test). I took the test, but should I submit my scores? This answer is not so cut-and-dried. Here are some considerations to make: 1. The conventional wisdom is to submit if your score lands above the 50th percentile of the college's most recently enrolled class of students and not to submit if it doesn't. (To see what the 50th percentile is at a particular college, google college name, followed by Common Data Set and scroll down to Section C9). 2. But you also should consider just how optional the test optional policy is at each institution. For instance, Auburn will accept an application without a test score, but they prefer not to. Last year I saw otherwise strong applicants get deferred at Auburn when they didn't submit scores. Likewise, UT Austin says that scores are optional, but encouraged. 3. Third, consider not only how your score compares to the institution's averages, but how it compares to the rest of your application. If your grades and extracurricular activities place you in the top 75th percentile of applicants at a particular school and your SAT or ACT hovers around the 50th percentile, it may not be to your benefit to submit. Unfortunately, whether to submit at each and every college is a decision that requires a lot of research and understanding about the admission priorities at each institution and is one of the considerations that has made college admissions more complicated in recent years. In the end, however, I think most would agree that options are a good thing. Options lead to opportunities. Students who have stellar grades and extracurriculars but test poorly have had the opportunity to attend colleges that would have been inaccessible to them in a test-required world. Others who have done well on their SATs and ACTs but made some missteps in the classroom for one reason or another are glad they have test scores to show their academic potential. By taking the tests and making informed decisions about whether and where to submit your scores, you keep your options open, and opportunities will follow. Summer is time for lots of things: family vacations, summer jobs and -- for many high school students -- college visits. On a college visit, the admissions office will tell you things that are important to for you to know. But you're also telling the college something that might be important to them: I'm interested in your institution.
What Is Demonstrated Interest? Demonstrated Interest is a term that gets bounced around a lot in conversations about college admissions. And it's pretty much what it sounds like: anything a potential applicant does to demonstrate their interest in a particular college. Why does it matter? Well, colleges are concerned about their enrollment numbers. If they accept a student, they want that student to accept them back. They have a target for how many dorm beds they need to fill and how many tuition dollars they need to collect. So if they get an application from a student who hasn't shown any interest in them prior to applying, they might think twice about extending that student an offer. Who Considers Demonstrated Interest? The extent to which a college considers an applicant's interest varies from institution to institution. Some colleges -- especially highly selective schools -- don't consider it at all. Smaller schools that specialize in niche majors might consider it a lot. You can find out if and how much the schools you're interested in consider DI by googling the college's name followed by Common Data Set and scrolling down to Section C7. (I will devote an entire blog to explaining what the Common Data Set is in an upcoming newsletter). Once you're at C7, you'll find a table where the college has checked off which aspects of the student's application are very important, important, or simply considered. Demonstrated Interest is usually the last category and is referred to as "level of applicant's interest." How Can You Demonstrate Your Interest? There are a number of ways to demonstrate your interest in a college besides making an official campus visit. (Emphasis on official. If you simply walk around the school and no one knows you were there, your interest will not be recorded). Can't make it to the campus? Sign up for a virtual information session, go to the college's admissions page and ask to be added to their mailing list, check in with them at a college fair, follow the admissions office on social media, and open any emails you receive from them. (Yes, they will know you did that)! Finally, if a college has an optional essay about why you want to attend their institution, don't consider it optional. Answer it with specific examples of what you find compelling about their academic and extracurricular offerings (not about the great weather in their state or the recent conference titles won by their sports teams). And if you really, really want to attend one specific school and they offer you the opportunity to apply Early Decision (ED), consider that option. But please read my blog on ED vs. EA first so you understand the commitment you're making when you do that. Don't Put All Your Hopes in DI While many colleges will consider Demonstrated Interest, for most that's all they will do: consider it. It typically isn't listed as a very important or even important component of your application. Demonstrated Interest will not compensate for a poor academic record or a lackluster essay. It is the metaphorical icing on the cake. The best thing you can do to get into a college is challenge yourself with rigorous high school courses and make good grades. But it's summer. So maybe take a break from studying to dive into a pool or enjoy a local ice cream shop -- perhaps one near the college you're visiting. April is a bitter-sweet month in the world of college admissions. April 1st has historically been the day college acceptances -- or rejections -- are released. Nowadays, many colleges release their decisions on a rolling basis or a little earlier than the first of April (an admittedly bad date choice for such consequential news). Regardless, most selective colleges still announce admissions decisions on or around that April 1 date, which can make the month of April bitter or sweet, depending on the news a student receives. And, sadly, with college acceptance rates at an all-time low at many universities, that news is increasingly bitter.
But I am happy to report that for the majority of my students, April will be sweet. This is not because they are better than everyone else (though I think they're pretty great) or because I have cracked the code for getting students into any college they want (wouldn't that be nice), but because, by and large, my students applied to colleges with their future -- not their past -- in mind. You see, there are a couple of ways students can think about colleges to which they apply: 1) places that will propel them toward their future or 2) prizes that will reward them for their past. Those who view the colleges on their list as places that will propel them toward their future tend to apply to colleges with programs that align with their interests and goals. They look for social environments that excite them and living environments that feel comfortable to them, knowing that the place they choose will become their home away from home for the next four years. In other words, they are focused on where they are going. Those who view the colleges on their list as prizes that will reward them for their past tend to apply to colleges with recognizable names. They look for universities with the highest third-party rankings and the lowest acceptance rates, believing that the reputation of the colleges they get into will justify all the hard work they put in over the last four years. In other words, they are focused on where they have been. The irony is that the trophy college may end up feeling like more of a punishment than a reward if it is not a good fit for the student. And, more often than not, that reward proves to be elusive in the first place, and the student is left with what feels like a consolation prize. As hard as it may be (and I know it is hard; I was in high school once too), if students would focus less on the high school prize and more on the college experience, there would be a lot more happy students come April. So, to my Clear Choice Class of 2022, I applaud you for doing the research and finding colleges that fit you well. Some of you got into your "reach" schools, which is fantastic (I am not casting shade on big-name schools here). But those schools are going to be great fits for you, as would any of the other colleges on your list, because you did your homework, set your pride aside and focused on your future. Congratulations to you and all other Class of 2022 seniors and parents reading this! (Scroll down to see a list of schools where this year's Clear Choice seniors were accepted). It may seem early for this, but many 8th-graders in Central Texas already are turning in their freshman year course selections. Suddenly, students are confronted with more choices than they ever have had before. They also are introduced to the fact that their high school transcripts will carry two separate GPAs: a weighted GPA and an unweighted GPA. Why are there two, how are they calculated, and what does all of this have to do with course selection?
1. Why are there two separate GPAs on the high school transcript? Many high schools offer advanced-level sections of core subjects (math, English, social studies, science and foreign languages). During freshman year, advanced-level classes are usually designated as Pre-AP, Honors, or Advanced. Later in high school, they may come to include AP, IB, and OnRamps. Because those classes are generally considered more challenging than standard-level courses, extra weight is assigned to the grade a student receives in them. The weighted GPA is the one high schools typically use to calculate a student's class rank. So, the more advanced classes students take, the higher their rank tends to be (unless, of course, they fare worse in the advanced class than they would have in the on-level version of it). That brings us to the next question. 2. How is each GPA calculated? The methodology can vary from school to school, but at many school districts in Central Texas, it looks like this:
3. What does all of this have to do with course selection? To answer this question, let's look at a very basic example of how a student's weighted and unweighted GPA are impacted by their choice of courses. If a student chooses to take all standard-level core courses and receives a 100 in all of them, they will have a 5.0 weighted GPA at the end of the semester. If they had taken all advanced courses and received all 100s, they would have ended up with a 6.0. Depending on the high school, that 10-point deficit could mean the difference between being Valedictorian and ranking outside of the top quarter of the class. All the while, the student still has a 4.0 unweighted GPA, assuming they got A's in all of their other classes, as well. This, of course, is an extreme example, but it illustrates the point. On the other hand, taking advanced courses could have a negative impact on a student's weighted and unweighted GPA if they receive a significantly lower grade in the advanced-level course than they would have received in the standard-level course. At the end of the day, course selection is a multi-pronged decision, where the student needs to consider both the impact it will have on their GPA (both weighted and unweighted), as well as whether or not they are ready for the content and/or work load in a particular class. Most students end up taking advanced courses in their strongest subjects and choosing standard-level in their weaker ones. Those with high aptitudes across the board and aspirations of attending a highly selective university or ranking in the top 6% or 10% of their class -- the prerequisites for automatic admission to UT Austin and Texas A&M, respectively -- will usually take more. Knowing your strengths. limitations and goals is the first step in making this decision. Read my Nov. 2020 blog to learn about other considerations to make when selecting courses. |
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