University Times

ACCEPT The applicant attended a "no rank," or NR, high school (a school that does not rank its students). His school sends 98 percent of its graduates to college.

MARC judged this student to be clearly acceptable for admission to the Pittsburgh campus based on the following factors:

* His grade point average compared favorably with those of other admitted applicants from the same school, which Pitt considers to have a strong curriculum.

* The student's grades showed a clear upward trend from 9th grade through the first semester of 12th grade.

* He had taken many honors and/or advanced placement (AP) courses.

* The student scored 1100 on the SAT (a borderline score for admission to the Pittsburgh campus), participated in a variety of activities with leadership roles in some, and solicited strong letters of recommendation from teachers and guidance counselors.

* Also, the student participated in the admissions process, writing a personal essay and getting a strong letter of recommendation from his guidance director that was specific about his strengths and activities. (Some letters are so general that they make no difference in admitting a student.) Note: To make consistent decisions within a given school, the committee checks NR students' grade point averages with those of others from the same school on a computer database in which MARC enters the grade point average, SAT scores, and number of honors, AP, and/or international baccalaureate (IB) classes a student has taken.

ACCEPT A student with an SAT score of 1100, ranked in the second fifth of her high school class. MARC found her to be a "clear accept" based on:

* 15 honors classes and three AP classes; superb curriculum from a good high school (two years of AP calculus, five years of Spanish, lab science every year, etc.)

* QPA of 3.34.

* Well-written, thoughtful essay about Sept. 11 terrorist attack.

* Strong letter of recommendation from her counselor.

* Active in a reasonable number of student activities over a period of time, taking both leadership and support roles.

Note: Honors, AP and IB classes are favorably looked upon as indicators that a student is willing to take on an academic challenge. However, it is not to the student's advantage to take many such courses with poor grades.

A small number of carefully selected activities that show involvement over time and reflect a student's genuine interests carries more weight than a laundry list of activities.

"OPTIONS" REFERRAL (referred to regional campuses) This applicant, who scored 1320 on the SAT, attended a prep academy that sends 100% of its students to colleges and universities and does not rank students.

MARC rejected this student for the Pittsburgh campus but referred him to the regionals, noting that:

* The student's grades declined over four years, from three B's and two C-'s in 9th grade to four C's and one B- midway through the 12th grade.

* This student's counselor ranked him "below average" in academic achievement and extracurricular involvement, "average" in character and personal promise, and "excellent" in academic potential. The student's recommendation included phrases such as: "mediocre grades normally the result of erratic daily performance," "slowness to reach his potential," "likely to turn the proverbial corner in college," "recommend…with growing confidence."

Note: MARC judged that this student had not yet developed the ability to function independently. His academic performance showed enough control to avoid D grades, but not enough effort to achieve anything academically but the bare minimum. Pitt regional campuses — where faculty and staff can monitor individual student progress more regularly because of the campuses' smaller sizes — would be a better match for him than a large urban campus, MARC members agreed. n Reversals of MARC decisions are rare, and done primarily on the basis of new academic information such as senior year SAT scores and mid-year grades.

ACCEPT A student who ranked in the third fifth of his class, with borderline SAT scores of about 1100, initially was rejected for the Pittsburgh campus.

He requested reconsideration and took an active role in the process, retaking the SAT, sending in his mid-year grades and submitting an essay.

MARC learned that:

* This student had exceptional extenuating circumstances. He had suffered renal failure for several years, then had a kidney transplant in his junior year.

* He managed to sustain all A's and B's and a good curriculum despite his illness.

* In senior year, feeling better, he performed so well that his class rank improved from the third fifth to the second fifth.

* His SAT score increased to 1190.

Note: When students take an active role in the admissions process, including the reconsideration process, it suggests to MARC that they really are interested in enrolling at Pitt and would likely have the initiative to seek help if they encounter problems in college.

"OPTIONS" REFERRAL This student had an SAT score of 1230 and ranked in the fourth fifth of her class. In January, Pitt offered her "Options" admission to its regional campuses. A reconsideration letter was sent on her behalf. The decision was sustained because:

* The student's father wrote the letter requesting reconsideration. She did not participate in the process.

* Downward trend in grades from 9th through 11th grade.

* Decrease in number of honors classes taken from two to one in 10th and 11th grades. (MARC sees as many as 11-15 honors classes on some students' transcripts.)

* Drop to four academic units in 11th grade.

* Student's absences increased from seven per year to 15 in both 10th and 11th grade and seven already in 12th grade as of mid-year.

Note: 94 percent of last year's Pittsburgh campus freshman class ranked in the top two fifths of their high school classes. A student who graduated in the fourth fifth of his or her high school will be competing in a much faster-paced and more competitive environment on the Pittsburgh campus than he/she is accustomed to, and will need to function independently, attend classes regularly, etc. to succeed.

MARC sometimes requests more information before making a final decision. Student performance in the senior year is important, as is the student's response to the request.

ACCEPT A student whose mid-year senior performance determined final decision — "yes" for the Pittsburgh campus.

The student's application in October showed promise: six academics in 9th and 10th grades, 5.5 in 11th with a total of five honors; and taking five more solids in 12th with two AP classes, including calculus. Achieved level 4 in French. SAT of 1040, ranked in second fifth of class.

A promising but borderline student. MARC requested mid-year grades and senior SAT results. Her senior mid-year grades were strong, and her SAT score increased from 1040 to 1110.

MARC also noted that the applicant was active in three varsity sports and two student activities. She worked part-time and did volunteer work in summer at camps for mentally and physically challenged.

Also, the student wrote an essay that discussed her experiences at camp and helped the committee get to know her better.

"OPTIONS" REFERRAL A student whose mid-year senior performance determined final decision — "no" for the Pittsburgh campus.

Favorable factors:

* Grades 9-12, student took six solid college prep academic classes/year (five is the usual, some students drop to three or four senior year — not a good thing to do).

* Two foreign languages.

* Took four AP classes during senior year.

* 1190 SAT

* Ranked in second fifth of high school class.

Unfavorable factors:

* Senior year slump or problem — grades dropped to four F's, (including gym), a D and a C-.

* Comments on 12th grade mid-year report: "does not hand in work, grade affected by absence, irresponsible attitude."

* Drop in rank from second fifth of class to fourth fifth.

* No comment from student about extenuating circumstances.

Note: It is important to keep up grades through the senior year. If the committee had known about this grade slump earlier in the year, it would have called the student's high school counselor to ask if something was wrong. But by mid-February, too much damage had been done.