Tarnue B. Kesselly was in the midst of reassessing his eligibility for college. As a 17-year-old high school senior from New York, he found himself sitting across from admissions consultant Edward T. Custard, sharing his academic record and discussing his life outside of school. To Tarnue, who described himself as intelligent but sometimes lazy, his daily routine seemed ordinary: waking up early, spending three hours on the subway to attend Acorn Community High School in Brooklyn, reading for pleasure, and leading the debate club. He didn’t think there was anything special about his experiences that would impress college admissions officers. However, Mr. Custard had a different perspective and believed that Tarnue’s experiences would be highly valued by college admissions.
Mr. Custard’s expertise comes from his years of working in college admissions and writing college-admissions guidebooks. He previously served as the admissions director of the State University of New York College at Purchase and currently works as a senior admissions consultant for the company CollegeMasters.
During a four-day College Summit workshop, Tarnue had the opportunity to answer questions from Mr. Custard about his life in and out of school. The workshop aimed to support students who have the potential for college academics beyond what their test scores and grades indicate. Mr. Custard advised Tarnue that colleges actively seek out students with debate experience and a thirst for knowledge. This concept was new to Tarnue, who would be the first in his family to attend college. As Tarnue shared the details of his life, his average grades began to seem like just one aspect of his personal story, one that admissions officers might view as more promising than his transcript would suggest.
This is where the application essay becomes crucial. It is the one written component that allows students to showcase aspects of their identity that go beyond their academic records. This is where College Summit differentiates itself from other organizations dedicated to increasing college access for disadvantaged students. Rather than solely focusing on improving academic performance, College Summit’s approach involves delving into students’ personal histories to uncover stories or details that can shed light on their potential as college students. The goal is not to dwell on past academic shortcomings but to highlight the unique qualities that make these students intriguing to admissions officers.
At first glance, College Summit’s approach may seem counterintuitive. Instead of prioritizing students with outstanding academic merits, the organization focuses on applicants who may have untapped potential and utilizes college application essays and practical advice to increase their chances of getting accepted. It is a strategy that aims to raise the college-going rate among disadvantaged high school students.
Katherine M. Oquendo, a 17-year-old senior at ACORN Community High School in Brooklyn, had the opportunity to experience the prestigious ivy league at a workshop. What makes this even more remarkable is that she comes from a family with little to no college-educated members. Ms. Oquendo has aspirations of studying criminal justice in college.
The program, which has collected data for the past two school years, has shown promising results. College Summit, the organization behind the program, has increased the average college-going rate by 15 percent among the 170 high schools it works with. These schools predominantly serve students from low-income households. In comparison, the average annual increase in the college-going rate for all U.S. high schools between 1972 and 2005 was only 4 percent.
Over the past 15 years, College Summit’s summer workshops have trained over 13,000 students to foster a college-going culture at their schools. Despite the fact that the program focuses on economically disadvantaged schools and the average GPA of workshop participants is 2.9, 79 percent of them have enrolled in college. This rate far surpasses the national college-enrollment rate of 52 percent among low-income graduating seniors.
Furthermore, the workshop alumni have shown a high rate of staying in college. According to College Summit, 80 percent of students who have attended the workshops stay in college until at least their sophomore year. This is higher than the national rate of 76 percent across all demographic groups in 2005.
"The way we do that is better deploying midtier, better-than-their-numbers students," said Mr. Schramm, the founder of College Summit. His frustration with seeing college-capable teens he tutored in a Washington housing project end up on the streets inspired him to start the organization in 1993.
The program works by partnering with high schools across 13 states, where a teacher or counselor acts as a local College Summit coordinator. These coordinators identify students in the junior class who show potential for leadership and have average grades. These students are usually the first in their families to attend college and preferably qualify for free or reduced-price lunches.
The term "leadership potential" for College Summit refers more to the ability to influence and inspire other students rather than academic achievements. The selected group of students, typically around 20 percent of the junior class, are offered the opportunity to participate in a summer workshop. These workshops serve as a college-application boot camp, financial-aid tutorial, and self-advocacy factory. Students spend long hours at the workshops, going through mock interviews, receiving pep talks, and participating in team-building exercises.
Overall, College Summit has been successful in increasing college-going rates and providing opportunities for students from low-income backgrounds to pursue higher education.
Exercises in Self-Analysis
At first glance, the material presented may have seemed personally intriguing, but not necessarily relevant for a college essay. It appeared to be the everyday struggles that these students have had to face. After each student shared their reading, they took turns discussing what stood out to them. Ms. Victoria, who had recently managed a restaurant in New York City, focused on words like "foster sister," "ran away," "stabbed," and "I don’t like listening to what I don’t want to hear." She began connecting these words, identifying common themes and encouraging the writers to expand upon them. This marked the beginning of what College Summit refers to as "gold mining."
Hector L. DeJesus, a 17-year-old senior from Bronx Engineering and Technology Academy in the Bronx, participated in the college summit workshop at Yale. He hopes to attend college in Puerto Rico, where his family resides, and where he believes the costs will be more manageable.
The process of identifying and linking personal experiences and insights takes a total of 12 hours over the four days of the workshop. This helps students form the foundation of a compelling admissions essay, also known as a personal statement. Ms. Victoria asked a girl who was struggling to write about a distressing experience, "What do you want to say to yourself? What does that moment reveal about you?" The essay work continues even after the workshop ends. Students refine their essays throughout the year in college-planning classes, which are mandatory for all seniors at College Summit-affiliated schools. These classes, ranging from weekly sessions integrated into other subjects to stand-alone courses, ensure that students stay on track. They receive reminders about financial aid opportunities, guidance on filling out the Common Application, and explanations of admissions terms. An online component keeps students updated on college deadlines and provides test-prep materials for the ACT and SAT exams. All the students who attended the workshops are expected to embody their role as "Peer Leader," as indicated on their name tags.
According to Mr. Schramm, students play a crucial role in shaping the culture in their schools. They are encouraged to become champions of the college-going culture.
Putting a ‘Premium on Bathos’?
While many organizations strive to increase college enrollment rates, College Summit’s approach and scope seem to be quite distinctive. "It seems like College Summit has found its niche," said David Hawkins, the director of public policy for the National Association for College Admission Counseling. By emphasizing the essay, they communicate to students that they are capable of succeeding in college. Ross Wiener, the vice president for programs and policy at the Education Trust, agrees that College Summit’s comprehensive approach is unique. He states that the program is projected to directly impact around 17,000 seniors through their yearlong courses this academic year. Mr. Wiener commends College Summit for achieving remarkable results.
Leveling the Playing Field
According to Mr. Wiener from the Education Trust, College Summit appears to be less focused on manipulating the admissions system and more focused on assisting students in participating in it.
He stated that many of these students have significant personal experiences that would make legitimate topics for college admissions essays. He believes that College Summit is helping to create equality by providing support and guidance.
John E. Deasy, the superintendent of the Prince George’s County school district in Maryland, praised College Summit for providing knowledge and skills to those who may not have access otherwise. He emphasized the importance of investing in a robust curriculum and providing application assistance to students who may not have the same opportunities.
Rashid F. Davis, the principal of the Bronx Engineering and Technology Academy in New York City, mentioned that students have described College Summit as "life-changing." He explained that despite constantly encouraging students to pursue higher education, it wasn’t until they experienced College Summit that it truly resonated with them.
Mr. Kesselly, a student who recently participated in the College Summit workshop, shared that it has had a similar impact on him. Prior to the workshop, he was unsure about college. However, the program opened his eyes to the fact that a strong background is not necessary to pursue higher education. He now feels confident in his ability to pursue college.
