Back in my high school days, I began seriously contemplating my college options during the fall of my senior year. I filled out just five applications, waited a couple of months, and chose the institution that offered the most favorable financial aid package. It wasn’t entirely hassle-free, but it certainly pales in comparison to the drawn-out process that students face today.
Wait, scratch that—it’s now a four-year marathon. A consortium named the Coalition for Access, Affordability, and Success, which includes 80 colleges and universities, has introduced a new initiative: students are now encouraged to start building their online work portfolios as early as ninth grade. According to NPR, Zina Evans, the vice president for enrollment management at the University of Florida, mentioned that applicants can showcase work samples dating back to their freshman year when they apply in their senior year. This initiative effectively creates a digital locker for their accomplishments.
The application process will be centralized through a free website, serving as a single portal for all participating colleges. As reported by the Huffington Post, this platform not only simplifies application submissions but also provides resources for students to begin preparing years ahead of time. Students will have the opportunity to seek advice from college admissions offices and create their digital portfolios with support from teachers and counselors.
While I commend the effort to provide guidance to students who may lack access to college counselors or adult mentors, I take issue with the notion of starting this process “years in advance.” Are we not advocating for a more free-range approach to parenting? Shouldn’t children be allowed to explore and experiment without adult supervision at every turn? Isn’t it essential for students to experience failure as part of their growth?
High school represents a significant portion of childhood, one that is increasingly morphing into an extended audition for college. Just like preschool and elementary education, high school should prioritize learning and exploration—much like college should, too. If every class and project is scrutinized with an eye toward assessment, students may hesitate to take risks, explore unfamiliar subjects, or enjoy learning for its own sake.
Reflecting back on the more relaxed environment of the 1980s, I recall being hesitant to enroll in challenging courses due to the fear of poor grades. Today, a student wanting to explore coding or drawing may shy away from those challenges, fearing a less-than-stellar grade could hurt their portfolio. This early push to curate portfolios stifles students’ ability to engage in “free-form” learning without the pressure of a low grade tainting their college applications.
Consider a student who would otherwise embrace the chance to try difficult classes in their early high school years, accepting the possibility of failure. Under the new system, that student may find herself with a barren portfolio for those crucial years, placing her at a disadvantage compared to peers who played it safe and secured better grades. This extended audition effectively disincentivizes exploration and the potential for growth.
Moreover, why has the college application process become so critical? While I understand that a college degree often serves as a gateway to the middle class, I can’t help but feel that the current framework is merely a makeshift solution to deeper societal issues, such as entrenched poverty. Is it not possible that local schools provide an equally valuable education as those farther afield? And why should access to quality education be so limited in the first place?
Families like mine are acutely aware that gaining admission to a reputable college can be pivotal for financial stability. However, I would prefer to see efforts aimed at making college more affordable and improving the quality of lower-cost institutions, or even (I know this is ambitious) rendering a college degree unnecessary for a middle-class lifestyle. Our society faces significant financial challenges, yet the pressure for kids to secure a spot at elite colleges continues to rise, often at the expense of their childhood experiences.
In summary, the journey of college applications starting in ninth grade places undue stress on students, transforming high school from a time of exploration into a rigorous competition for college admission. We must reconsider whether this system truly serves the educational and developmental needs of our children.
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