The college process can feel increasingly difficult to read. Families hear about colleges closing, policies shifting, testing rules changing, and headlines that suggest uncertainty at every turn. For sophomores and juniors, this can create pressure long before applications are even on the horizon.
Below is guidance drawn from a recent Tyree Institute webinar at Wolcott focused on the current state of college admissions. The conversation featured two experienced leaders in the field: André Phillips, Executive Director of Admissions and Recruitment at the University of Wisconsin–Madison, and Risa Tewkesbury, Associate Director of Undergraduate Admission at the University of Southern California.
They reinforced an important truth. Beneath the noise, the fundamentals of college admission remain consistent, and thoughtful preparation matters far more than reacting to headlines.
Start With Reflection, Not Checklists
One of the most grounding reminders came from André Phillips. He emphasized reflection as an essential starting point.
Before worrying about rankings, testing policies, or application strategies, students should ask themselves why certain environments appeal to them. Why a large university or a smaller one. Why close to home or farther away. Why a particular academic culture feels right.
Colleges are not simply admitting students. They are building communities. Admissions officers want to understand how a student sees themselves contributing to that community. Families can support this by encouraging curiosity and honest self-examination, rather than rushing toward premature decisions.
Understand Testing Without Overweighting It
Testing remains one of the most confusing aspects of the process. Policies vary widely by institution and continue to evolve.
Risa Tewkesbury clarified a key point for families: test optional truly means optional at institutions that state it clearly. Submitting scores is not a hidden requirement or an unspoken advantage.
For students at test optional schools, scores should be submitted only if they add strength or context to the application. Families should avoid comparing their student to national score ranges without understanding how those numbers are shaped. Published score ranges at test optional schools reflect only students who chose to submit scores, not the full applicant pool.
The most useful comparison is often a student’s own school profile. Counselors can help families understand whether a score aligns with a student’s broader academic record.
Course Rigor Matters More Than Labels
Admissions officers repeatedly stressed that students are evaluated in the context of their school. Colleges do not penalize students for not taking courses that were never offered to them. What matters most is whether students challenge themselves appropriately within the curriculum available and show growth over time.
Strong course selection paired with sustained effort tells a clearer story than chasing perceived rigor at the expense of balance or well-being.
Use Context, Not Silence, When Something Is Missing
Whether it is world language study, a semester of lower grades, or an unconventional academic path, the guidance was consistent: explain, do not ignore.
Admissions readers notice gaps or deviations. Providing context through the Additional Information section helps them understand the full picture. This is not about making excuses. It is about clarity.
For students with learning differences, family responsibilities, health issues, or school-specific constraints, thoughtful explanation allows admissions officers to evaluate preparation fairly and accurately.
Recommendations and Essays Reveal the Person
Grades and courses show performance. Recommendations and essays reveal character.
Strong recommendations come from adults who know the student well and can speak to qualities like persistence, curiosity, leadership, and integrity. A teacher who understands how a student shows up day after day is more valuable than one who simply awarded a high grade.
Essays should sound like the student. Admissions professionals were clear about the growing presence of artificial intelligence. Using tools to brainstorm or organize ideas is acceptable. Using them to generate writing is not. Authentic voice matters, and it is often easy to recognize when it is missing.
Families can help by encouraging honesty and reflection rather than perfection.
Activities Reflect Responsibility, Not Résumés
There is no ideal number of extracurricular activities. Admissions officers look for commitment and engagement, not volume.
Jobs, family responsibilities, commuting, and long-term involvement in a single interest all demonstrate maturity and responsibility. Students should describe what they do, why it matters to them, and what they have learned.
Depth consistently carries more weight than breadth.
Fit Includes Support, Not Just Admission
For students with learning differences in particular, college fit must include support systems. Tutoring, disability services, mental health resources, and faculty accessibility all shape a student’s experience.
Admissions leaders encouraged families to look closely at what institutions actually offer, not just what they promise. Success depends as much on environment as it does on admission.
A Steady Path Forward
The college process is not meant to be navigated alone, and it does not need to be rushed. For sophomores and juniors, the most productive next steps are reflection, steady academic engagement, and open conversation.
As one admissions leader reminded families, there are real people on the other side of each application. They are reading carefully, looking for context, and trying to understand who a student is becoming.
With curiosity, honesty, and support, students can move forward with confidence and find places where they truly belong.
The conversation was moderated by Marybeth Kravets, Director of College Counseling at Wolcott College Prep. Program content and topics were developed by Marybeth Kravets alongside Nancy Seiler, Director of Community Outreach, and Linda Jamrozy, Assistant to the College Counselor and Registrar.
