Transfer Application Evaluation Categories and Processes

Evaluation Categories for Transfer Applicants

Overview of Evaluation

  • There are four main categories used to evaluate transfer applicants.
    • Each category is assigned rating scales to assess different attributes of the applicant.
  • Initial housekeeping remarks indicate that some introductory information may not be consequential for students.

1. Programming Category

  • Definition: A rating scale from 1 to 10 assessing the rigor of high school coursework.
  • Assessment Criteria:
    • Transcripts are reviewed to count:
    • Number of A's.
    • Number of Advanced Placement (AP) courses.
    • Number of dual enrollment courses taken during high school.
    • Number of International Baccalaureate (IB) or capstone courses.
    • Evaluation considers the educational offerings available at the applicant's high school.
  • Transfer Context:
    • For college transfer applicants, there isn't a comparative rigor evaluation of college courses.
    • Focus is on the breadth of coursework:
    • Ideally, coursework should encompass varied subjects rather than an imbalance (e.g., only math with one history).

2. Performance Category

  • Definition: A rating scale from 1 to 10 reflecting the applicant's grades.
  • Evaluation Focus:
    • Primarily based on college grades for transfer students, although high school transcripts are also reviewed.
    • The final evaluation is centered on the applicant's college experience and grades.

3. Extracurricular Activities Category

  • Rating Scale: Based on the year of application, ratings are on differing scales: either 3, 5, 7, or 10.
  • Evaluation Focus:
    • Assessment of leadership capabilities and initiatives during high school and college.
    • Key aspects considered include:
    • Leadership roles demonstrated in activities.
    • Internships and research opportunities.
    • Significant family responsibilities.
    • Part-time work experience.
    • Involvement in founding clubs, businesses, or organizations.
    • Note: Variations in scoring scale do not reflect negatively on applicants, rather they signal a review of participation depth.

4. Character Traits Category

  • Source of Information: Derived directly from the applicant's essay submitted at the time of the application.
  • Evaluation Focus:
    • Analysis of values and traits communicated through the essay and short answer responses.
    • High importance placed on the qualities evident in the personal narrative.
    • Reader comments about character traits are influenced by both high school and current college experiences.
  • Essay Scoring:
    • The score for the essay is rated out of 4, with 4 being the highest score.
    • The applicant received a score indicative of being above average (typically, the average is around 2.5 to 2.6).

Additional Notes on Applications

  • Reviewers also consider reference letters, although notes from these letters do not impact evaluation scores directly.
  • The first-year application follows a similar evaluation process but is more heavily weighted on high school performance and lacks numerical ratings for specific criteria as determined for transfer applications.
  • The first-year essay score remains significant; reports indicate that generally, these scores are also high.

Review and Reevaluation Process

  • Each application is primarily read by one individual. Exceptions for a second reader include:
    • Cases of formal waitlist offers, which prompt reevaluation by a second reader.
    • If the initial reviewer is new (less than 2 years in position), they may involve a senior staff member for validation.

Final Comments

  • Students are encouraged to reach out for specific queries regarding their application or to review specific notes or comments from the admissions team.