Where Would Holden Caulfield Get In?

Where Would Holden
         Caulfield Get In?
    Underachieving Boys and Selective College
                  Admissions

   Greg McCandless                  Annette Cleary
   Sage Hill School                 Marquette University
                                    High School
   Newport Coast, CA
   mccandlessg@sagehillschool.org   Milwaukee, WI
                                    clearya@muhs.edu

   Christopher O’Brien
   Boston College
   Boston, MA
   obrienfx@bc.edu

NACAC 2008                                       Seattle, WA

“ „Oh, sure! I like somebody to stick to the point and all. I don‟t like them to
stick too much to the point. I don‟t know. I guess I don‟t like it when
somebody sticks to the point all the time. The boys that got the best marks in
Oral Expression were the ones that stuck to the point all the time- I admit it.
But there was this one boy, Richard Kinsella. He didn‟t stick to the point too
much, and they were always yelling „Digression!‟ at him. It was terrible….‟
„But what I mean is, lots of time you don‟t know what interests you most till
you start talking about something that doesn’t interest you most. I mean you
can‟t help it sometimes. What I think is, you‟re supposed to leave somebody
alone if he‟s at least being interesting and he‟s getting all excited about
something. I like it when somebody gets excited about something. It‟s nice.
You just don‟t know this teacher, Mr. Vinson. He could drive you crazy
sometimes , him and his goddamn class. I mean he‟d keep telling you to unify
and simplify all the time. Some things you just can‟t do that to. I mean you
can‟t hardly ever simplify and unify something just because somebody wants
you to. You didn‟t know this guy, Mr. Vinson. I mean he was very intelligent
and all, but you could tell he didn‟t have too much brains.”

The Catcher in the Rye
by J.D. Salinger

Holden Caulfield
                   Case Study #1

The Numbers:
      GPA: 2.91 (Demanding Curric.)
      SAT: 1810 (660 CR/570M/580WR)
Challenges: Little to no leadership or
        extracurricular activities; in-
        state only.
The List:
Cal St. Fullerton (RD)     Accepted
Cal St. Long Beach (RD)    Denied
Chapman Univ. (RD)                Accepted
Univ. of La Verne (RD)     Accepted
Univ. of Redlands (RD)     Accepted
San Diego St. Univ. (RD)   Denied
Whittier College (RD)      Accepted

Holden Caulfield
                   Case Study #1

Highlights from the Letter:

   It happens that both of Holden‟s parents are much
   older (his father will turn 80 next year) and he has five
   older sisters, the eldest in her mid-40‟s. Growing up in
   the generation of the helicopter parent, I believe that
   Holden‟s childhood experience has been much more
   hands-off; treated more as a grandchild than child in
   his own home. You can see this difference when you
   compare Holden to many of his peers at College Prep
   High School. While many of our students have had
   their lives scheduled hour by hour since kindergarten,
   Holden has been left more to his own devices.
   Tutoring, outside college counseling, and SAT prep are
   more commonplace than not in his peer group, but
   Holden hasn‟t done any of these things. In many ways,
   this somewhat unconventional upbringing has greatly
   impacted how Matt carries himself.

Holden Caulfield
                  Case Study #1

Highlights from the Letter: (cont.)

  Recently, during lunch with a fellow teacher, Holden‟s
  name came up in conversation and I asked what his
  impressions of Holden were. The teacher smiled and
  said, “You know, at first Holden was a little rough
  around the edges, but he‟s come into his own lately.”
  Later in my office, I made a quick note in Holden‟s file
  because “rough around the edges” so perfectly captures
  some of what makes Holden both intriguing and
  singular. In many ways, when compared to some of our
  more polished students, Holden does come across as
  rough around the edges. But it is also what makes him
  unique in our community. Holden‟s high school career
  hasn‟t been without it‟s spotty moments, but the
  speedbumps he has hit along the way have been his
  own, and he also gets to take complete ownership of
  his successes as well. I have no doubt he will continue
  this upward trend in college and look forward to
  hearing how he progresses. It is with pleasure that I
  offer him my recommendation.

Holden Caulfield
                      Case Study #2

The Numbers:
      GPA: 2.63 (Demanding Curric.)
      SAT: 1970 (640CR/680M/650WR)
Challenges: Weak student but minor
          baseball recruit
The List:
Allegheny College (RD)                    Waitlisted
Denison Univ. (RD)           Denied
Drew Univ. (RD)                           Accepted
Earlham College (RD)                      Accepted
Gettysburg College (RD)                   Waitlisted
Knox College (RD)                         Denied
Lawrence Univ. (RD)                       Accepted
Lewis and Clark (RD)         Denied
Linfield College (RD)                     Accepted
Rhodes College (RD)          Waitlisted
Univ. of Vermont (RD)                  Waitlisted
Villanova Univ. (EA)         Defer/Deny
Wash. & Jefferson (RD)                 Denied
Willamette Univ. (RD)                  Denied

Holden Caulfield
                  Case Study #2

Highlights from the Letter:
   Speaking to Holden or reading some of his
   writing will reveal his depth and
   inquisitiveness that is not apparent on his
   transcript. The transition from his previous
   high school was not an easy one. Previously,
   he was able to hide in his large classes and
   the emphasis on participation in class at Sage
   was a bit of an adjustment. I also see that
   Holden has not always found organization
   easy which has affected his schoolwork, as
   well. Fortunately, his teachers have always
   noticed his academic talent and now can see
   steady and impressive improvement in
   Holden‟s classroom work.

Holden Caulfield
               Case Study #2

Highlights from the Letter: (cont.)
  Holden is the type of kid you‟d be thrilled to
  find as your roommate when you get to
  college. He‟s funny, smart, level-headed and
  moreover, a young man of solid and
  impeccable character. Though it may sound
  like a cliché, the best is yet to come with
  Holden Caulfield. As he continues to grow,
  he will contribute to your school in a
  multiplicity of ways. I am more than happy to
  recommend him to you.

Holden Caulfield
                     Case Study #3

The Numbers:
          GPA: 2.44 (Very Demanding Curric.)
          SAT: 1930 (610CR/630M/690WR)
Challenges: Weak but bright student;
          difficult mother; LD but no
          accommodations until 11th
          grade.
The List:
Univ. of Chicago (RD)                     Denied
Univ. of Denver (RD)         Waitlisted
Evergreen St. College (RD)                Denied
Goucher College (RD)                      Accepted
Guilford College (RD)                     Accepted
Hofstra Univ. (RD)           Accepted
Lake Forest College (RD)                  Accepted
Lewis and Clark (RD)         Denied
Loyola Univ. Chicago (RD)    Accepted
Univ. of Oregon (RD)         Denied
Univ. of Puget Sound (RD)                 Waitlisted
San Diego St. Univ. (RD)                  Denied
Whitman College (RD)                      Denied
Whittier College (RD)                     Accepted

Holden Caulfield
                Case Study #3

Highlights from the Letter:
  Holden Caulfield is so much more than a
  quick glance at his transcript will reveal. He
  is an interesting kid, rather unique--
  thoughtful, and, a deep thinker who is capable
  of self-reflection. Holden has a gentle
  sweetness about him that makes him a
  pleasure to spend time with; he thinks about
  the world beyond his own experience, he
  cares about the human condition and our
  obligation to the planet. I look forward to our
  meetings because I know we will end up
  talking about much more than college.

Holden Caulfield
                   Case Study #3

Highlights from the Letter: (cont.)
  …But the truth is, he does have a learning disability and only
  his exceptional intellect (his IQ tests at above genius)
  allowed him to compensate. Holden’s classroom
  performance is disappointing, given his obvious potential.
  However, there is substantial evidence that he is capable
  of excellence in the classroom: He has won prizes in the
  Science Fair and in the World’s Cultures Fair at our
  school. Also, he participated in the Junior Statesmen
  Summer School at Stanford University. Holden is frustrated
  by the disparity between his innate ability, his efforts in
  school and the results, but, once his mother allowed him to
  apply for accommodations things started to change. This
  year he receives extended time at our school and was
  recently granted the same for the SAT. He has been working
  with our learning support faculty member this year to expand
  his strategies and that is beginning to bear fruit. Regardless
  of the academic results our faculty love to teach Holden.
  More than one calls him brilliant. He is a deep, profound
  thinker who is interested in how things work and how
  people think. He is that increasingly rare high school
  student who loves to learn for its own sake.

Holden Caulfield
                Case Study #4

The Numbers:
       GPA: 2.68 (First semester 3.5, 2 APs)
       ACT: 30
Challenges: Bright student, downward trend GPA;
  LD/mental illness – late diagnosis and no
  accommodations until 11th grade; difficult parents –
  fear of rejection in process
The List:
Augsburg                              Accepted
Bradley                        Accepted
Marquette                             Accepted
Milwaukee School of EngineeringAccepted
U of Minnesota                 Denied
Purdue                         Accepted
Valparaiso                            Accepted
Wittenberg                            Accepted

Holden Caulfield
                Case Study #4

Highlights from the Letter:

  After his freshman year, because of his inquisitiveness
  and knowledge in Science, I encouraged Holden to join
  the Science Club. This past year he has focused his
  interest in Biomedical Engineering and is a member of
  what we call the SMART Team. This is a group of
  students that work with Biomedical Engineers from the
  Milwaukee School of Engineering in creating protein
  molecules from amino acid sequencing.
  Holden is a very committed young man…In his first
  two years on the track team, Holden developed into an
  outstanding pole vaulter, taking first place in the
  Conference JV Meet. This past year, when he was
  unable to compete, he still attended the track meets and
  even helped teacher other vaulters.

  (Plus supplemental note from college counselor)

Holden Caulfield
                Case Study #5

The Numbers:
        GPA: 3.3 (Most demanding curric.)
        ACT: 29 (31 ENG/30 Math)
        SAT: 600CR/690M/610WR
Challenges: Solid student; flew under the radar;
  very demanding/involved father; strong
  teacher recommendations
The List:
Indiana Univ.                          Accepted
Univ. of Richmond                      Withdrawn
Santa Clara Univ.                      Accepted
Tulane Univ.                           Accepted
Vanderbilt Univ.                Withdrawn
Villanova Univ.                 Withdrawn
Washington Univ.                       Accepted
Univ. of Wisconsin                     Deferred

Holden Caulfield
                     Case Study #5
Highlights from the Letter:
   Holden possesses a rare combination of sincerity, honesty and
   commitment to excellence. He is almost immune to what others
   think and thus acts and responds with values that form the
   center of his moral compass….
   I first came to know Holden when he applied for admission to my
   Advanced Placement European History class as a junior. The class
   is limited to the top fifty juniors and seniors in the school, students
   who possess not only recommendations based on GPA but also
   possess the skill to complete higher level work in research and
   analysis. Holden was a natural candidate, having successfully
   performed in two AP classes as a sophomore. Clearly, he was
   interested in competing with the top students in his class and in
   completing courses that required extensive time and study. Holden
   could have chosen an easier path but knowing the benefits of real
   scholarship to his overall academic career, Holden consistently
   chose “the higher road.” … He did incredible research on topics
   ranging from the impact of the Black Death to the effect of Marxist
   ideology on Industrial England. He was consistently prepared for
   class and actively participated in all discussions, sharing ideas and
   discussing points that reflected his obvious desire to stretch himself.
   I was delighted when the national scores were reported last
   summer….

Holden Caulfield
                   Case Study #5
Highlights from the Letter: (cont.)
   Holden is particularly interested in service work,
   volunteering at a local soup kitchen and volunteering to work
   with local families in Quito, Ecuador last summer. Much of
   this service commitment is a product of his upbringing.
   Holden is the youngest member of a family that possesses a
   deep interest in education and service. When Holden was
   young, his parents adopted two children from Korea. Holden
   often speaks of his sisters with a kind of love that is both
   humbling and charming.
   Clearly, Holden is an intense young man, focused and
   persistent. He acknowledges the need to maintain a
   schedule that reflects his focus and his long terms goals. His
   interest in academic excellence has encouraged his interest in
   pursuing a career in business or history/economics at the
   college level. Certainly, his extensive, rigorous academic
   schedule speaks to his desire to push himself to succeed, a
   commitment I am confident he will continue at your
   institution. He is the kind of person who will succeed in a
   setting such as yours where drive and hard work are keys to
   success.

What if Holden Caulfield had
    mental illness or disability?

   Attention on student and his needs
   Focus may need to be on high school
   Request accommodations as soon as possible
   Work with local/state resources (DVR) as
    early as possible -
    http://www.dwd.state.wi.us/dvr/
   Encourage disclosure / check college
    resources
   Inquire about meeting/interview
   Consider gap year
   “Stepping stone” approach
   Consider appropriate environment inc.
    housing

In Conclusion…

Be Honest
Be the Expert
Be the Cheerleader
Be Realistic
Be Hopeful