early college high school essay

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How to write an early college essay that gets you in.

Early college programs provide a unique opportunity for high school students to embark on a hybrid academic journey. Imagine accelerating your learning by delving into college-level coursework while still surrounded by the familiar structure of your high school environment. This chance to gain a head start on college credits can be a powerful tool for ambitious students eager to explore potential career paths, develop strong academic foundations, and ultimately achieve their long-term goals. However, securing a coveted spot in these programs often hinges on a well-crafted essay that goes beyond the standard high school application essay. Early college admissions committees are looking for a deeper understanding of your academic aspirations, the specific ways you manage your time effectively, and most importantly, your unwavering commitment to tackling the demanding nature of college-level coursework.

What is an Early College Essay?

Unlike a typical high school application essay, the early college essay serves as a targeted writing prompt designed specifically to assess your suitability for the program’s unique structure. These essays delve deeper than simply listing your extracurricular activities or GPA. They aim to uncover your intellectual curiosity, the specific academic areas that spark your passion, and how you envision early college propelling you towards your future goals. Admissions committees want to understand how you strategically manage your time, particularly when faced with the potential workload of juggling regular high school classes alongside college courses. In essence, the early college essay is your chance to showcase your readiness and enthusiasm for this intellectually stimulating program.

Importance of Early College Essays in Academic and Career Planning

A strong early college essay can be a transformative stepping stone on your academic journey. By effectively communicating your goals, motivations, and the specific ways in which the early college program aligns with your academic aspirations, you can convince program administrators that you possess the necessary drive and commitment to thrive in this challenging environment. Beyond securing your acceptance, a well-crafted essay can also play a vital role in shaping your future academic and career planning. The process of introspection required to write a compelling essay allows you to gain a clearer picture of your academic strengths and interests, potentially leading you to refine your future career path or uncover unexplored academic avenues. Ultimately, a strong early college essay is not just about gaining admission; it’s about embarking on a journey of self-discovery and solidifying your academic goals.

Types of Early College Essays

Early college programs may require different essay prompts depending on the program structure and admissions process. Here’s a breakdown of some common essay types you might encounter:

• Application Essays: These essays serve as the cornerstone of your early college program application. They typically ask broad questions about your academic goals, motivations for pursuing early college, and how the program aligns with your future aspirations.

• Scholarship Essays: Some early college programs offer scholarships to high-achieving students. Scholarship essays typically focus on specific themes related to leadership, academic excellence, and community involvement. Be sure to highlight how your skills and contributions make you a deserving candidate for the scholarship.

• Course-Specific Essays: Certain programs might ask for essays related to specific college courses you plan to take. These essays serve as a way for admissions committees to assess your preparedness for the chosen subject and gauge your interest in the material.

Identifying the Purpose and Requirements of Each Type:

Always take time to thoroughly read the essay prompt. Look for keywords that provide clues about the essay’s purpose and specific requirements. Pay close attention to details like word count, essay format, and any specific topics you’re expected to address.

How to Write an Early College Essay

Step-by-Step Guide:

(a) Understanding the Prompt: Before diving in, ensure you fully grasp the prompt’s meaning and expectations. Underline key phrases and identify the essay’s central question.

(b) Brainstorming Ideas: Jot down any thoughts, experiences, or achievements that relate to the prompt. Mind maps, freewriting exercises, or discussions with teachers and mentors can help generate strong ideas.

(c) Creating an Outline: Structure your essay with a clear and organized outline. This will help ensure your ideas flow logically and your essay addresses all aspects of the prompt.

(d) Writing the First Draft: Don’t get hung up on perfection. Get your ideas flowing and worry about refining them later.

(e) Revising and Editing: This is where your essay truly comes to life. Revise for clarity, flow, and adherence to the prompt’s requirements. Proofread meticulously for grammatical errors and typos.

Specific Tips:

• Demonstrate Passion:  Showcase your genuine interest in the program and the academic fields you wish to explore.
• Highlight Achievements:  Don’t be shy! Use specific examples of your academic achievements, extracurricular involvements, or leadership experiences to support your claims.
• Express Commitment:  Convince the reader of your unwavering commitment to tackling the challenges of early college.
• Be Concise and Compelling:  Adhere to the word limit and capture the reader’s attention with a strong voice and engaging writing style.

Common Challenges and Solutions

The early college essay process can be incredibly rewarding, but it’s natural to encounter hurdles along the way. Here, we’ll tackle two common challenges faced by aspiring early college students and equip you with strategies to overcome them:

Challenge #1: The Dreaded Writer’s Block

Staring at a blank page with a cursor taunting you can be enough to make anyone feel discouraged. Here are some battle tactics to vanquish writer’s block and get those creative juices flowing:

• Change Your Scenery:  Sometimes, a simple change of environment can work wonders. Break free from your usual study space and head to a local coffee shop, park, or library. A fresh perspective can ignite new ideas.
• Freewriting Frenzy:  Don’t be afraid to unleash your inner stream of consciousness! Set a timer for 5-10 minutes and write continuously without stopping to edit or judge yourself. This can help you bypass the initial mental block and unearth hidden ideas.
• Brainstorming Buddies:  Discussing the essay prompt with a trusted friend, mentor, or teacher can be a powerful brainstorming tool. Bouncing ideas off each other can spark new angles and help you approach the prompt from different perspectives.

Challenge #2: Time Management Tightrope

Juggling schoolwork, extracurricular activities, and the looming deadline of your early college essay can feel like a high-wire act. Here are some tips to master your time management skills and ensure you have ample time to craft a stellar essay:

• Plan Early, Conquer All:  Don’t wait until the last minute! As soon as you receive the essay prompt, create a timeline for yourself. Block out dedicated times for brainstorming, researching (if applicable), writing, and revising.
• Chunk it Up:  Break down the writing process into smaller, more manageable tasks. This will make the essay seem less overwhelming and help you stay focused during each writing session. For instance, dedicate one day to brainstorming and outlining, another day to writing the first draft, and so on.
• The Power of Lists:  Make to-do lists your best friend! Listing out specific tasks keeps you organized and helps you track your progress. Crossing completed tasks off your list provides a powerful sense of accomplishment and keeps you motivated.

Remember, conquering these challenges is all about developing strategies that work for you. Experiment with different techniques and find what helps you write effectively and efficiently.

Additional Resources: Fueling Your Essay Journey

The road to crafting a compelling early college essay doesn’t have to be a solitary trek. Here’s a treasure trove of resources to equip you with the tools and inspiration you need:

Writing Tools: Sharpen your writing skills with the help of these online resources:

• Grammarly:  Ensure your essay is polished and error-free with this popular grammar checker. (https://www.grammarly.com/)
• Turnitin:  Avoid unintentional plagiarism with this plagiarism detection tool. Many schools and universities subscribe to Turnitin, so familiarizing yourself with it can be beneficial. (https://www.turnitin.com/)
• Purdue Online Writing Lab (OWL):  This comprehensive resource from Purdue University offers a wealth of information on grammar, style, and the writing process. (https://owl.purdue.edu/)
• Coggle:  This online mind-mapping tool can help you visually organize your ideas and brainstorm effectively. (https://coggle.it/)

Essay Prompts: Get a feel for the range of prompts you might encounter by exploring this curated list of sample essay prompts from various early college programs:

• National Early College Association (NECA):  Browse through a collection of essay prompts used by NECA member schools. (https://nehemiahenrich.org/early-college-academy)
• Early College High School Alliance (ECHSA):  Explore essay prompts from ECHSA member schools across the country. (https://collegeinhighschool.org/)
• The College Board:  The College Board website offers a variety of resources, including sample essay prompts for college applications. While these prompts may not be specific to early college programs, they can provide valuable practice for writing compelling essays. (https://www.collegeboard.org/)

Reading Materials: Deepen your understanding of specific academic fields or topics related to early college by delving into these resources:

• Khan Academy:  Brush up on your knowledge of various academic subjects with Khan Academy’s free online courses and practice exercises. (https://www.khanacademy.org/)
• National Geographic:  Explore articles and documentaries from National Geographic to gain insights into a wide range of scientific and social science topics. (https://www.nationalgeographic.com/)
• Project Gutenberg:  Download free ebooks on a variety of subjects from Project Gutenberg’s extensive library. (https://www.gutenberg.org/)

Expert Assistance from EssayGenius

How EssayGenius.org Can Help with Your Early College Essays: Embarking on the journey of writing an early college essay can be both challenging and rewarding. At EssayGenius.org, we understand the intricacies of this critical writing process and are dedicated to supporting students every step of the way. Our team of experienced writers and educators specializes in helping students craft essays that not only meet but exceed expectations.

Our Services:

• Personalized Coaching: Tailored guidance to help you develop and refine your essay ideas, ensuring your voice and story are clearly articulated.
• Professional Editing: Our editors will meticulously review your essay for grammar, structure, and clarity, ensuring it’s polished and ready for submission.
• Constructive Feedback and Review: Receive detailed feedback to improve your essay’s strength and coherence, helping you to effectively communicate your message.

Start Your Journey with Us

Don’t let the early college essay process overwhelm you. With EssayGenius.org, you gain a partner in your academic journey, ensuring your essay stands out in a competitive field. Begin the journey towards a compelling and memorable early college essay today.

EssayGenius.org is more than just a service; we are your guide and supporter in the academic realm, committed to helping you unlock your full potential. Contact us today and take the first step towards a compelling early college essay.

What is an early college high school?

by: Christina Tynan-Wood | Updated: June 12, 2023

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On a balmy spring day, the students in a classroom at the University of North Carolina at Wilmington are listening intently to a lecture, some weighing in with answers and opinions. Most of these students are, as you’d expect, college students. But a handful are attending a small high school —  Isaac Bear Early College High School — that operates entirely on the university campus.

The early college students are required to check in at their high school building before heading to class. Beyond that, there’s little — certainly not their participation in class, preparedness for college, or GPA — to distinguish them from their college-age classmates. They can avail themselves of all the facilities of this quality university — labs, languages, professors, the student union, transportation, and the beautifully manicured Southern coastal campus — while most students their age are lining up in the high school cafeteria or riding a yellow school bus.

Motivation a must for early college high school

The handful of students listening to this lecture have worked hard to get here. They had to make the decision to attend an early college while still in middle school. Many early colleges accept only freshman applicants — no late transfers — which is why recruitment starts in middle school.

“The most important thing we look for in a potential student is motivation,” explains Isaac Bear Principal Philip Sutton. “Our students need to have that.” Making a decision this weighty while in the eighth grade may seem harsh, but it’s essential. During the first two years of early college high school, students dispense with all their high school requirements. At Isaac Bear , freshmen and sophomores take five honors-level classes per semester. But it will be worth it. They will graduate from high school with as much as two years of college credit, allowing them to transfer to a four-year college while other students their age are applying as freshman. Sound expensive? It’s not. This is a public high school.

An innovative approach towards a college degree

Early college high schools are an innovative way for high school students to earn both a high school degree and a two-year associate’s degree (or up to two years’ credit toward a bachelor’s degree) in the time it takes to go to high school – saving the student both time and money.

Unlike vocational schools , early college high schools are focused on getting students on a direct college path, as opposed to training them for an immediate career. As well, early colleges distinguish themselves from college preparatory schools , since students are actually taking college courses, not simply preparing themselves for college.

In general, these schools make possible college for young adults who otherwise have few opportunities to continue with higher education. In fact, early college high schools were created primarily for underprivileged students who are first-generation college goers, as well as English language learners or any other students traditionally underrepresented in higher education.

Making college accessible to those with the drive

Although many don’t realize it, most colleges are open to high school juniors and seniors who are excelling and interested in starting college earlly. But that opportunity has largely served the children of parents who have been to college themselves and know to guide their children in that direction — and who can afford the tuition. Early college high schools make that opportunity available to any student with the drive – who otherwise may not have had the means – to do the work, and it’s a fast-growing trend. There are currently 75,000 students in 28 states attending early college high schools.

No two early college high schools are alike. Most partner with a university, college, or community college to compress the time it takes to earn a college degree. Many early colleges get started with grants from organizations such as the Bill and Melinda Gates Foundation .

Note that there are variations on the early college high school model. For example, Bard College at Simon’s Rock in Great Barrington, MA, calls itself an “early college” and offers college-level courses to high school juniors and seniors. But Simon’s Rock is a private school and it’s not geared primarily to underprivileged kids, unlike most early college high schools, although financial aid is available. The Advanced Academy of Georgia is another example: its formalized dual-enrollment program offers eleventh and twelfth graders the opportunity to earn concurrent high school and college credit in a residential setting.

What you might find at an early college high school

• Hard work:  In an early college high school, four years of high school are compressed into two so all the flab is gone from students’ schedules. There is lots of homework, and the demands are high.
• Diversity:  According to The Early College High Schools Initiative , nearly 75 percent of students enrolled in early college high schools are African-American or Latino.
• Hard-working students:  None of these options are for the student who fears hard work, wants a traditional high school experience, or needs lots of direction. Early college high school students are expected to learn to manage their time, pull good grades, and keep up with college-age students.
• Lots of support:  Early college high schools tend to be small, about 300 students on average. Students receive tutoring, supervision, counseling, and guidance from a dedicated high-school staff. Early college high school students are more likely to be better prepared for college than the college freshman who did not receive this transitional guidance.
• The freedom of a college campus:  Though they have more support systems than their fellow college students, early college high school students — with some rules and exceptions — have the run of a college campus. Rules and restrictions vary school to school, but in many cases early college high school students are not allowed in dorms where college-aged students live. They may not be allowed in other areas of campus for the same security reasons.
• A smoother transition from high school to college:  Many early college high school graduates ( 42 percent, by one estimate ) continue on at their school’s partnering institution for college, which makes for an easier high school to college transition.
• Not your typical high school experience:  Though this varies school to school, most colleges do not allow high school students to participate in college sports programs. In some cases, early college high school students can participate in college clubs and organizations; they may also have their own clubs and use college sports facilities for exercise.

What supporters say

• Preparation for college:  The transition from high school to college is a challenge for many — especially those whose parents don’t know how to negotiate college. The early college high school helps ease this transition by providing support and assistance.
• Creates a college-bound mentality:  Spending every day in a college setting encourages kids to value college and to continue once they graduate from early college high school.
• Small size means kids don’t get lost:  In a huge traditional high school, teens can get pulled in a lot of directions — not all of them good. Here, the small size and teacher support mean kids are accountable for their work, goals, and actions.
• Good value:  Two years of college is expensive. So getting out of high school with two years of college credit means that a student can either graduate from college sooner or take more advanced classes in college. Either way, the student gets more out of the money spent on college.

What critics say

• Too young to make the decision:  Many early college high schools insist that teens start in their freshman year of high school. That means kids are making this choice just as they exit middle school. Some may be too young for that choice, which puts parents in the difficult position of either letting the opportunity go because kids aren’t ready to commit or forcing an unpopular decision.
• No high school experience:  For kids who want a prom, to play high school sports, or to enjoy a traditional high school experience, this is not the way to go. Students will likely not be allowed to participate in college-level sports. If there is a prom, it will be a smaller affair.
• Risk of early exposure to college life:  Some kids may be ready for the freedom of a college campus and to socialize with students a couple of years older. But some kids, or their parents, may not like the idea of exposing a young teen to a college atmosphere. The early college high schools offer a lot of supervision and support for this. But that might not be enough for some parents.
• Unclear whether early college high schools really lead to college success:  Overall, early college high school graduates have a high rate of college enrollment. In 2010-11, for example, 77 percent of early college high school graduates went on to some form of postsecondary education in the fall after graduation. Whether that success can be maintained over the long haul is a question, however. Only 33 percent of early college high school graduates earned two or more years of college credit in 2010-11, and that same year, only 24 percent of graduates at early college high schools earned an associate’s degree or a college certificate.

Is an early college high school right for my child?

Early college high schools require — more than any other single thing — motivation from students. If your child doesn’t have it, it’s probably not the right choice.

Early college high schools are focused on providing a guided track for students who are motivated to go to college or get on with their career, but who do not have the resources at home to help them do that. The gifted and bored student, with parents who went to college, should look at taking honors and AP classes, doing dual enrollment with a local college or university, applying for college early (perhaps to one of the colleges set up for early enrollment or at a college nearby) if their parents are willing to pay the tuition and provide transportation.

A final word of advice

Think twice before urging your child to attend an early college high school if he’s not completely on board. He’ll have to be prepared for a lot of hard work — and to forgo high school sports and social activities. If he’s ambivalent, he may not have the motivation to succeed. If he’s sure he wants to attend an early college high school, get an early start: he’ll likely have to apply while still in middle school. Many early college high schools do not accept transfers after freshman year. Finally, be sure to visit the early college high school your student is considering. Each school is different and reflects the college or university with which it partners.

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Early College High School Pathway (ECHS)

Get a head start on your college education Quincy’s Early College High School (ECHS) Pathway is a cohort-based program that provides eligible QPS students in grades 10, 11, and 12, the opportunity to earn up to 21 college credits while still in high school, at no cost to families. ECHS students receive robust academic support during their ECHS experience that will better position them to be successful in college and in their future careers. The program is made possible by the partnership between Quincy College, Quincy Public Schools, State Street Foundation, and the Massachusetts Department of Elementary and Secondary Education.

Upon acceptance into this program, students will be enrolled in the following ECHS courses at their respective high schools. Upon successful completion of each course, students will earn Quincy College credit at no charge to the student. In addition to the ECHS coursework, all ECHS students will participate in academic and non-academic support opportunities focused on post-secondary success. Most ECHS courses will be the length of one college semester to mirror a true college schedule. ECHS students will be supported by an ECHS Guidance Counselor and ECHS College Transition Coach during their time in the program. Students can earn up to 22 Quincy College Credits. Students will earn honors credit for the following courses:

Introduction to Criminal Justice – ECHS Gr. 10 – 5 Credit (3442)

This Early College High School course will examine the criminal justice system in America. Beginning with a study of the classifications of criminal behavior, students will trace the process of justice through the court system and end with an examination of our forms of punishment and retribution. This course is restricted to students participating in the Early College High School program. Students will receive three college credits in social science and five points toward high school graduation requirements by completing this course.

Music Across Cultures – ECHS Gr. 10 – 5 Credit (6362)

This course explores music across national boundaries in its cultural context. At the same time, it enhances the students’ listening, critical, and analytical skills along with their aesthetic ability. It is an excursion in non-western music with an emphasis on the cultures in which it flourished such as the selected music of China, Japan, India, Middle East, Latin America, Ethnic North America, Africa, and Eastern Europe. This course is restricted to students participating in the Early College High School program. Students will receive three college credits in the arts and five points toward high school graduation requirements by completing this course.

Introduction to Environmental Studies – ECHS Gr. 11 – 5 Credit (2422)

This Early College High School course utilizes numerous case studies of current environmental health and safety issues. Topics include: Human/ecological exposure to pesticides and hazardous substances, acid rain, ozone depletion, global warming, renewable/non-renewable energy, and biodiversity. Students will gain environmental literacy by learning about the science behind these issues. Students will conduct hands-on experiments covering a broad range of topics including chemistry, biology, ecology, toxicology and earth science. This course is restricted to students participating in the Early College High School program. Students will receive four college credits in natural science and five points toward high school requirements for science by completing this course.

United States History II – ECHS Gr. 11 – 5 Credit (3422)

This Early College High School course traces developments since the end of the Civil War to the present. Selective emphasis will be placed on topics such as the Civil War and its aftermath, the Progressive Era, the Great Depression, World War II and its aftermath, civil rights and equal rights movements, the cultural crises of the 1960’s and 1970’s, and the ongoing political and social issues of our time. This course is restricted to students participating in the Early College High School program. Students will receive three college credits in history and five points toward high school requirements for social studies by completing this course.

English Composition I – ECHS Gr. 12 – 5.0 Credit (0422)

The focus of this Early College High School course is learning how to structure and write various types of essays required at the college level. Thesis, evidence, organizational principles, and rhetorical strategies are some of the emphasized concepts. A critical essay based upon an assigned outside reading is required. The course also covers writing based on research and information literacy. Peer-group editing, conferencing and cooperative learning groups are examples of the activities in this course. This course is restricted to students participating in the Early College High School program. Students will receive three college credits and two and a half points toward high school requirements for English by completing this course.

English Composition II – ECHS Gr. 12 – 5.0 Credit (0425)

Modern, high-interest literature of various genres and modes will be presented in project-based theme units that incorporate writing, critical thinking skills, vocabulary, inquiry, grammar, and character study. An emphasis will be placed on developing and fostering an analytical approach to literature, focusing on comprehension, and improving critical thinking skills. In addition, students will analyze literature, developing and improving their abilities to examine and evaluate a text in relation to other texts, their own lives, and the world through both expository writing and multimedia presentations. Students will work with short stories, poetry, non-fiction, and film. This course is restricted to students participating in the Early College High School program. Students will receive three college credits and two and a half points toward high school requirements for English by completing this course.

Statistics – ECHS Gr. 12 – 5.0 Credit (1422)

This Early College High School course introduces the student to the fundamental methods of mathematical statistics. Topics include frequency distributions, measures of central tendency, measures of dispersion probability, sampling distributions, problems with the normal and t-distributions, confidence intervals, and hypothesis testing. Students will be required to complete homework assignments using a web-based computer program. Prerequisite: Successful completion of Algebra 2.

The ECHS College Transition Coaches and Guidance Counselors look forward to assisting you throughout this process and to being a part of this exciting new chapter.

For more information regarding the ECHS Pathway at NQHS, please contact Kara Bobrov .

• [email protected]
• 617-984-8875
• [email protected]
• 617-984-8988

For more information regarding the ECHS Pathway at QHS, please contact Eli Stewart .

• [email protected]
• 617-376-3388
• [email protected]
• (617) 376-3399

All full-time grade 10 or 11 students at Quincy High School and North Quincy High School in good standing can choose to enroll in Quincy’s ECHS Pathway.

Students are encouraged to complete the application form with assistance from a school counselor or an ECHS staff member.

Applications will be reviewed and students accepted into the program will receive an acceptance letter and a commitment form, which will need to be signed by the student and a parent/guardian and returned to an ECHS staff member.

Click Here for Application

Click below to read through semester Newsletters to see what has been happening in our program.

• ECHS Newsletter February 2024
• ECHS Newsletter October 2023
• ECHS Newsletter August 2023
• ECHS Newsletter June 2023
• ECHS Newsletter February 2023
• ECHS Newsletter Back to School 2022
• ECHS Newsletter Fall 2022
• ECHS Newsletter Summer 2022
• ECHS Newsletter Spring 2022
• ECHS Newsletter Fall 2021

Early College High School Pathway Scholarship

ECHS Pathway students receive a one-year, full tuition scholarship to Quincy College

At a symposium celebrating the successful first year of the Early College High School (ECHS) Pathway program – an innovative partnership between Quincy College and Quincy Public Schools – President Dr. Richard DeCristofaro presented each of the 40 high school seniors currently enrolled in the program with a one-year, full-tuition scholarship to Quincy College.

ECHS, a first-of-its-kind program in this region, is designed for the city’s high school students who may not actively be considering college.  It serves about 150 Quincy High and North Quincy High School students in grades 10 through 12 who are first-generation, from low-income families, English language learners, and/or have disabilities.  Those enrolled in the program earn college credit by taking a sequence of college courses taught by Quincy Public Schools instructors as a way to provide students the opportunity to experience post-secondary education while still in high school.  ECHS Pathway courses are aligned with Quincy College courses, and the College faculty collaborates with the high school instructors to ensure that the courses are delivered as a college course would be.

Quincy Public School students celebrate at the Early College High School (ECHS) Pathway Symposium

“Any opportunity to expose our high school students to the benefits of a college education represents a win for our entire community,” said Dr. DeCristofaro. “Thanks to the generous support of the State Street Foundation, ECHS Pathway has brought Quincy College and Quincy Public Schools together to offer participating students a combination of academic and non-academic support, ongoing guidance, and college readiness techniques that are essential to their future success.  We look forward to welcoming many of this year’s ECHS Pathway seniors as first-year Quincy College students in the fall.”

State Street Foundation

Initial ECHS Pathway funding came in the form of a significant grant from the State Street Foundation, support which includes the cost of all student expenses as well as two new high school guidance counselors and two Quincy College “transition coaches” with responsibility for program implementation and oversight.

“The State Street Foundation is thrilled to provide the opportunity for so many students to see themselves as college-ready and college-bound,” said Joe McGrail, President of the State Street Foundation.  “We understand and value the incredible potential of the Early College High School Pathway and the opportunities that it provides to Quincy Public Schools’ students.”

Quincy High School College Transition Coach Eli Stewart shares a round moment with students.

Granite Telecommunications , HarborOne Bank , and the Massachusetts Department of Elementary and Secondary Education have contributed additional financial support to the program.

“I am extremely proud of Quincy’s Early College High School Pathway program, which provides our high school students with the incredible opportunity to expand their academic horizons by earning up to 22 Quincy College credits before graduating high school,” said Kevin Mulvey, JD, Superintendent of Quincy Public Schools.  “Special thanks to Quincy College, a lead partner of the Quincy School-Community Partnership, for providing this educational opportunity.”

As part of the collaborative celebration symposium, held at the Boston Marriott Quincy, current ECHS Pathway students participated in a series of grade-specific breakout sessions featuring interactive discussions between students and professional staff; later, ECHS Pathway teachers attended their own separate breakout session focused on evaluating key elements of the program’s first year.

Scholarship Details

We’re excited to offer current Grade 12 ECHS Pathway students full tuition scholarship for the 2024-2025 academic year at Quincy College. We have a support team to help you navigate the campus, academic programs, and answer any other questions you may have about beginning at Quincy College. Students planning to attend Quincy College in Fall 2024 are advised to contact their ECHS College Transition Coach at their respective high school to discuss this opportunity.

• This scholarship will cover the tuition, books, and fees (up to 24 credits maximum) for the 2024-2025 academic year at Quincy College.
• Other costs will be the responsibility of the student.
• All students must apply for Pell, SEOG, and Mass grants through the FAFSA process.
• Students must commit to completing their degree at Quincy College.
• This scholarship excludes selective programs (For example, Phlebotomy, Medical Lab Technology, Surgical Tech, Biotechnology, Physical Therapy Assistant, and Nursing).
• This scholarship applies to Quincy residents only.
• This scholarship applies to U.S. citizens and green cardholders only.

Interested? Contact:

Kara Bobrov | NQHS Students [email protected]

Eli Stewart | QHS Students [email protected]

• Scholarships

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• Request Info
• Call 617-984-1700

How early colleges can make us rethink the separation of high school and postsecondary systems

Subscribe to the brown center on education policy newsletter, julie edmunds , je julie edmunds program director, serve center - unc-greensboro @echsresearch fatih unlu , fu fatih unlu senior economist - rand corporation @fatih_unlu_r beth glennie , bg beth glennie senior research education analyst - rti international @beth_glennie brian phillips , and bp brian phillips senior quantitative analyst - rand corporation nina arshavsky na nina arshavsky senior research specialist, serve center - unc-greensboro.

April 15, 2020

The COVID-19 pandemic has caused a historic spike in unemployment insurance claims, and there is growing consensus that the economy is headed for a potentially deep and protracted recession. In the past, postsecondary credentials or degrees have helped mitigate the impact of an economic downturn. Of all new jobs created after the Great Recession, 99% went to individuals with some type of postsecondary training. Not only can postsecondary education help in times of economic distress, but at least some college education is becoming ever more necessary for earning a living wage in the 21 st -century economy.

Unfortunately, not all groups have the same levels of postsecondary education enrollment and attainment, with particular challenges for low-income populations and people of color . The growing need for postsecondary education coupled with continued, unequal access is a recipe for a widening gap between the haves and the have-nots—a gap that will likely be exacerbated by the current pandemic.

Policy responses to this persistent inequality have generally sought to address individual barriers to college access, whether financial , academic, cultural, or logistical. Since 2006, we have been studying a model—early college—that takes an entirely different approach. Early colleges ask a conceptually simple question: If we want more people to have postsecondary education, why don’t we just combine high school and college together?

What are early colleges?

Early colleges are small schools that seek to seamlessly integrate high school and college. Frequently located on college campuses, they enroll students starting in 9 th grade and provide them with early access to the college experience. Students remain in these schools for four or five years, during which time they complete their high school diploma and earn an associate degree or two years of transferable college credit.

Despite offering rigorous academic coursework, early colleges are not focused on gifted students; instead they target students who might traditionally face challenges in making the transition to college, such as low-income students, students who are the first in their family to go to college, and students who are members of racial and ethnic groups underrepresented in college. To minimize barriers that these students may face, early colleges also provide extensive academic and affective supports. The early-college model is being implemented broadly across the country, with more than 100 schools in North Carolina , over 170 in Texas , over 100 in Michigan , and more in many other states.

Do early colleges work?

We have been conducting a 14-year rigorous experimental study of North Carolina’s early-college model. Our study, which has been determined to meet federal standards for a high-quality research design , compared results for students who applied to early colleges and were accepted through a lottery (our treatment group) to students who applied but were turned down through the lottery (our control group). This research design ensures that we are comparing apples to apples.

We found 27% of students in our treatment group graduated from high school with an associate degree or technical credential, compared to 2% of our control group. An additional 47% graduated with at least some college credit, compared to 26% of the control group. Even if early-college students do not go on to any further education, they are much more likely to enter the workforce with some postsecondary training.

Many do pursue further education, though. Our most recent published findings looked at credential attainment by six years after 12 th grade. We found that:

• More early-college students earned postsecondary credentials than control students. More than 44% of treatment students had earned some sort of postsecondary credential by six years after 12 th grade, compared with 33% of the control group.
• Early-college students were three times as likely to get associate degrees as control students. 33% of early-college students earned an associate degree, compared to 11% of control students.
• Despite the higher rate of associate degree attainments, early-college students were not being steered away from bachelor’s degrees. Our research indicates no differences in the attainment of bachelor’s degrees between treatment and control students in the full sample. In fact, there was a 4.5-percentage-point positive impact on bachelor’s degree attainment for economically disadvantaged students.
• Early-college students earned their degrees more rapidly. The early-college model shortened students’ time to degree by two years for associate degrees and by six months for bachelor’s degrees.
• Despite spending less time in college, early-college students did equally well academically. Both groups had essentially the same average postsecondary GPA.

In addition to these impacts on postsecondary degree attainment, our prior research in North Carolina has shown that early-college students were more likely to complete high school courses required for college; students also had higher attendance and lower suspensions. Early-college students reported better experiences in school than control students. They were also more likely to enroll in college .

Finally, we’ve taken a preliminary look at the costs of the early-college model. While we found that early colleges were more expensive than a traditional comprehensive high school, they were a less expensive route to a two-year degree and a much less expensive pathway to earning a four-year degree.

What do these results mean?

The early-college model demonstrates that combining portions of high school and college is possible. Our results to date show many advantages, including an increase in degree attainment and less time to degree, which should benefit the students who attend these schools as well as society more broadly.

Some might argue that students will miss out on important learning if they earn a high school diploma and a two-year degree at the same time. At this point, we do not have any evidence to support that argument. Instead, we have found that early-college students perform just as well as students in the control group when they enter further postsecondary education. It is possible, as the president of Stanford argued 100 years ago , that the separate evolution of our secondary and postsecondary systems have led to unnecessary redundancies between the two.

We do not yet know how long or deep this economic downturn will be, or how the pandemic will affect the way we work and learn. However, if past patterns hold, having some postsecondary training will be more important than ever. And just as the post-coronavirus workplace is surely being re-envisioned, this crisis should motivate us to reconsider the structure of our educational system. Early college is a model that can help inform these discussions.

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Early College Programs: What to Know

Through early college high school, students can complete an associate degree by the time they finish 12th grade.

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Students who matriculate into a four-year university after completing high school through an early college program have the option to enter as transfer students or as completely new first-year students.

Thanks to Advanced Placement and dual enrollment courses, many students will finish high school with some college credits under their belt.

But through another kind of advanced secondary program – early college – students can complete an associate degree by the time they finish high school, and receive extra support in both tackling college-level material and applying to four-year colleges.

“[Early colleges] are defined by providing a college curriculum that’s really built specifically for adolescent learners,” says Stephen Tremaine, executive director at Bard Early College , a network of early college high schools across the country run by Bard College in Annandale-on-Hudson in New York. “Rather than bringing a high school student to a college campus to take the class, this is bringing college to the high school space to provide an extended course of study.”

Tremaine says programs like this help ease the transition into college. This is especially true for students from backgrounds underrepresented in higher education, who he says tend to struggle the most with this transition.

If you’re considering sending your child to an early college high school, here are some things to keep in mind.

What Is Early College?

According to the College in High School Alliance , a coalition that supports both dual enrollment and early college programs, early colleges are schools designed to allow students to simultaneously work toward both a high school diploma and an associate degree or other college credential, at no cost, through an organized course of study. Federal law specifies that students at these schools, which are partnerships between a local educational agency and at least one higher education institution, earn "no less than 12 credits" that are transferrable to the college or university partner.

Unlike dual enrollment programs, early college high schools generally also provide additional support services to students, and intentionally recruit students who are underrepresented in higher education.

Early college dates back to at least 1966, when Bard College at Simon's Rock , a private college that admits students after 10th or 11th grade, was founded. But Tremaine says the current model took off relatively recently, after the Bill & Melinda Gates Foundation launched its Early College High School Initiative in 2002. This initiative promoted the development of public early college high schools throughout the country, placing particular emphasis on their potential to make a college education more accessible to students of color and those from low-income backgrounds. Programs that were launched through the initiative generally offer many more college credits than the federal definition requires, allowing students the opportunity to earn an associate degree.

There are about 400 early colleges throughout the country. (Though that's compared to about 23,500 public secondary and high schools total , making these programs relatively rare).

While some states, like Texas and Indiana, strictly regulate which programs qualify as early colleges, others allow the term to be used more loosely, so it's important to do your research to determine what services a particular school provides.

“There are early colleges in America that are labeled as early colleges, but maybe don't provide full coverage of the costs and sometimes they don't even require the full 60 credits of an associate's degree,” says Krissy Zeiser, a principal researcher at the American Institutes for Research who is conducting long-term research to evaluate the impact of early college on more than 1,000 students.

The Difference Between Early College and Dual Enrollment

In dual enrollment, high school students take a handful of college classes online or at a local college, in addition to their high school course load. In early college, on the other hand, these classes are a part of their high school curriculum, adapted to create a more supportive environment for adolescents.

“What distinguishes early colleges is the support that students receive while they're taking college courses: academic support, social support, support in the college application process, and so on,” Zeiser says.

Students learn the same content as they would in college, with some adaptations. “Rather than saying, ‘We're going to read all of ‘The Brothers Karamazov’ this week, sink or swim,’ we would say, ‘We're all going to read chapter three and there are going to be additional office hours in the writing center around what's going on in that chapter after school,’ ” Tremaine says.

Moreover, these programs also tend to offer students help with the college application process when it comes time to move on to a four-year university. This is particularly helpful for first-generation college students whose families may not be able to assist them as effectively, says Alex Perry, coordinator of the College in High School Alliance.

Graduate High School with an Associate Degree

Early college programs usually allow students to earn about 60 college credits by the time they’ve completed their high school program.

Although traditional high school students may also earn a lot of college credit by taking AP or International Baccalaureate courses, these don’t add up to an associate degree. And Perry notes that every university has its own policies on how AP or IB credits transfer, while credit earned at an early college program transfers more seamlessly.

Not all students at early colleges will graduate with an associate degree. But Tremaine says 97% of the students who graduated from Bard Early College in 2022 finished high school with at least a year’s worth of college credit.

“A student who earned that full year of credit ... is at an incredible advantage relative to a student who went through traditional high school,” Tremaine says.

Reduce the Price of College

Because students who attend these programs graduate with a significant number of college credits, they’re able to drastically lower the cost of attending a four-year university.

“The cost is such a benefit to students, particularly the traditionally underserved students,” Zeiser says. "That's two years of college credits that are either free or at minimal cost to them and their families.”

Moreover, the return on investment for early colleges is evident. Zeiser and her team's research have shown that these programs have a "substantial positive impact" on college enrollment and degree completion.

While AIR reports that early colleges cost school districts about $3,800 more per student each year than traditional high schools, Zeiser says students and their families typically do not pay much, if at all, for these programs, since they're largely centered on making higher education more accessible to underrepresented students.

Moreover, the AIR report notes that students who graduate from these programs are projected to earn nearly $34,000 more over the course of their lifetime.

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Essays are the most important part of your application.

Since colleges don't have the capacity to interview every applicant, they rely on your essay to get to know you. This is your opportunity to shine and show who you are. 

Many colleges will refer to your essays when deciding whether or not to award you a scholarship. Do not think of these in the same way you would a high school essay. Think of these as your chance to convince a school that they want you on their campus and you will take advantage of the resources they provide!

These essays are a chance for the reader to get to know who you are...which is more than just the admissions application.

College Admissions Essay Topics

Tell us your story. What unique opportunities or challenges have you experienced throughout your high school career that have shaped who you are today?

Some students have an identity, an interest, or a talent that defines them in an essential way. If you are one of these students, then tell us about yourself.

You've got a ticket in your hand - Where will you go? What will you do? What will happen when you get there?

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Early College High School (ECHS) at South Grand Prairie High School and Grand Prairie High School - a partnership between Grand Prairie ISD and Mountain View College.

Early College High School (ECHS) offers a rigorous and demanding curriculum designed for motivated students with the ability to successfully handle a high school curriculum while simultaneously earning college credit hours. The student being considered for admission will be given the opportunity to earn up to 60+ college credit hours. The student must be capable of being successful in college courses and must be willing to work hard and be dedicated in order to complete both high school and college work. ▪ Student Essay: In the space provided in the online application, the student must compose and write an essay from the following essay prompts. Students may type directly into the space provided or compose the essay using a word processing software (i.e. Microsoft Word) and copy and paste the text into the space provided in the online application.

• Essay PROMPT #1: What is your favorite subject in school? In what area do you excel? Why?
• Essay PROMPT #2: What accomplishments in your life (in or out of school) are you most proud? Why?
• Essay PROMPT #3: If one of your friends asked you to explain why you want to attend an Early College High School, what would you tell them.

If you cannot complete the essay questions while filling out the online application, you may bring them to the campus or the Education Center at 2602 S. Belt Line Rd. You can also contact the campus for a link to upload the essay.

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*Please note:   At this time our online application must be completed in one sitting. It is  not  possible to start the application and then save your progress midway through the process. We apologize for this inconvenience.

Students are asked to write two essays as part of the application.

All   applicants should answer Prompt #1 (no less than 450 words): 

Prompt #1: Explain why you want to be accepted into the Early College Academy, why you would be a good fit, and how this program will help you achieve your long-term goals.  

Applicants should choose one prompt from the remaining prompts below (no less than 450 words):

Prompt #2: Discuss what you feel will be your biggest challenge in high school. Include your concerns about taking college classes.  

Prompt #3: Describe your experience in middle school, grades six through eight, including challenges and  accomplishments .  What steps were, or could have been taken to address the challenges?  

Prompt #4: Explain what you think the following quote means and how it might apply to your life now or in the future. “It’s easi er to build strong children than  it is to repair broken men.” –  Frederick Douglass  

Prompt #5:  Describe a real-world problem you have encountered or witnessed and propose a means of improving the problem. Stay awa y from ideological topics (e.g.  prayer or religion in public schools or racism. While these are real topics, they require a kind of change that is outside of your control). Focu s on tangible issues where there  are specific steps anyone can take.  

Prompt #6:  Define what leadership means to you and give examples, positive or negative, from your life. Your essay should demonstrate what you learned about leadership and how you hope to use those lessons.

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Stand Out in High School

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How to Convert Your GPA to a 4.0 Scale

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Extracurriculars Matter—to You and to Colleges

Participating in extracurricular activities like clubs, sports, or a job can foster new interests and help you discover more about yourself. It can also show colleges your dedication and leadership skills.

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Choose Your Test

Sat / act prep online guides and tips, 177 college essay examples for 11 schools + expert analysis.

College Admissions , College Essays

The personal statement might just be the hardest part of your college application. Mostly this is because it has the least guidance and is the most open-ended. One way to understand what colleges are looking for when they ask you to write an essay is to check out the essays of students who already got in—college essays that actually worked. After all, they must be among the most successful of this weird literary genre.

In this article, I'll go through general guidelines for what makes great college essays great. I've also compiled an enormous list of 100+ actual sample college essays from 11 different schools. Finally, I'll break down two of these published college essay examples and explain why and how they work. With links to 177 full essays and essay excerpts , this article is a great resource for learning how to craft your own personal college admissions essay!

What Excellent College Essays Have in Common

Even though in many ways these sample college essays are very different from one other, they do share some traits you should try to emulate as you write your own essay.

Visible Signs of Planning

Building out from a narrow, concrete focus. You'll see a similar structure in many of the essays. The author starts with a very detailed story of an event or description of a person or place. After this sense-heavy imagery, the essay expands out to make a broader point about the author, and connects this very memorable experience to the author's present situation, state of mind, newfound understanding, or maturity level.

Knowing how to tell a story. Some of the experiences in these essays are one-of-a-kind. But most deal with the stuff of everyday life. What sets them apart is the way the author approaches the topic: analyzing it for drama and humor, for its moving qualities, for what it says about the author's world, and for how it connects to the author's emotional life.

Stellar Execution

A killer first sentence. You've heard it before, and you'll hear it again: you have to suck the reader in, and the best place to do that is the first sentence. Great first sentences are punchy. They are like cliffhangers, setting up an exciting scene or an unusual situation with an unclear conclusion, in order to make the reader want to know more. Don't take my word for it—check out these 22 first sentences from Stanford applicants and tell me you don't want to read the rest of those essays to find out what happens!

A lively, individual voice. Writing is for readers. In this case, your reader is an admissions officer who has read thousands of essays before yours and will read thousands after. Your goal? Don't bore your reader. Use interesting descriptions, stay away from clichés, include your own offbeat observations—anything that makes this essay sounds like you and not like anyone else.

Technical correctness. No spelling mistakes, no grammar weirdness, no syntax issues, no punctuation snafus—each of these sample college essays has been formatted and proofread perfectly. If this kind of exactness is not your strong suit, you're in luck! All colleges advise applicants to have their essays looked over several times by parents, teachers, mentors, and anyone else who can spot a comma splice. Your essay must be your own work, but there is absolutely nothing wrong with getting help polishing it.

And if you need more guidance, connect with PrepScholar's expert admissions consultants . These expert writers know exactly what college admissions committees look for in an admissions essay and chan help you craft an essay that boosts your chances of getting into your dream school.

Check out PrepScholar's Essay Editing and Coaching progra m for more details!

Links to Full College Essay Examples

Some colleges publish a selection of their favorite accepted college essays that worked, and I've put together a selection of over 100 of these.

Common App Essay Samples

Please note that some of these college essay examples may be responding to prompts that are no longer in use. The current Common App prompts are as follows:

1. Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story. 2. The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience? 3. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome? 4. Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you? 5. Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others. 6. Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?

7. Share an essay on any topic of your choice. It can be one you've already written, one that responds to a different prompt, or one of your own design.

Now, let's get to the good stuff: the list of 177 college essay examples responding to current and past Common App essay prompts. 

Connecticut college.

• 12 Common Application essays from the classes of 2022-2025

Hamilton College

• 7 Common Application essays from the class of 2026
• 7 Common Application essays from the class of 2022
• 7 Common Application essays from the class of 2018
• 8 Common Application essays from the class of 2012
• 8 Common Application essays from the class of 2007

Johns Hopkins

These essays are answers to past prompts from either the Common Application or the Coalition Application (which Johns Hopkins used to accept).

• 1 Common Application or Coalition Application essay from the class of 2026
• 6 Common Application or Coalition Application essays from the class of 2025
• 6 Common Application or Universal Application essays from the class of 2024
• 6 Common Application or Universal Application essays from the class of 2023
• 7 Common Application of Universal Application essays from the class of 2022
• 5 Common Application or Universal Application essays from the class of 2021
• 7 Common Application or Universal Application essays from the class of 2020

Essay Examples Published by Other Websites

• 2 Common Application essays ( 1st essay , 2nd essay ) from applicants admitted to Columbia

Other Sample College Essays

Here is a collection of essays that are college-specific.

Babson College

• 4 essays (and 1 video response) on "Why Babson" from the class of 2020

Emory University

• 5 essay examples ( 1 , 2 , 3 , 4 , 5 ) from the class of 2020 along with analysis from Emory admissions staff on why the essays were exceptional
• 5 more recent essay examples ( 1 , 2 , 3 , 4 , 5 ) along with analysis from Emory admissions staff on what made these essays stand out

University of Georgia

• 1 “strong essay” sample from 2019
• 1 “strong essay” sample from 2018
• 10 Harvard essays from 2023
• 10 Harvard essays from 2022
• 10 Harvard essays from 2021
• 10 Harvard essays from 2020
• 10 Harvard essays from 2019
• 10 Harvard essays from 2018
• 6 essays from admitted MIT students

Smith College

• 6 "best gift" essays from the class of 2018

Books of College Essays

If you're looking for even more sample college essays, consider purchasing a college essay book. The best of these include dozens of essays that worked and feedback from real admissions officers.

College Essays That Made a Difference —This detailed guide from Princeton Review includes not only successful essays, but also interviews with admissions officers and full student profiles.

50 Successful Harvard Application Essays by the Staff of the Harvard Crimson—A must for anyone aspiring to Harvard .

50 Successful Ivy League Application Essays and 50 Successful Stanford Application Essays by Gen and Kelly Tanabe—For essays from other top schools, check out this venerated series, which is regularly updated with new essays.

Heavenly Essays by Janine W. Robinson—This collection from the popular blogger behind Essay Hell includes a wider range of schools, as well as helpful tips on honing your own essay.

Analyzing Great Common App Essays That Worked

I've picked two essays from the examples collected above to examine in more depth so that you can see exactly what makes a successful college essay work. Full credit for these essays goes to the original authors and the schools that published them.

Example 1: "Breaking Into Cars," by Stephen, Johns Hopkins Class of '19 (Common App Essay, 636 words long)

I had never broken into a car before.

We were in Laredo, having just finished our first day at a Habitat for Humanity work site. The Hotchkiss volunteers had already left, off to enjoy some Texas BBQ, leaving me behind with the college kids to clean up. Not until we were stranded did we realize we were locked out of the van.

Someone picked a coat hanger out of the dumpster, handed it to me, and took a few steps back.

"Can you do that thing with a coat hanger to unlock it?"

"Why me?" I thought.

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame. Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally. My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed. "The water's on fire! Clear a hole!" he shouted, tossing me in the lake without warning. While I'm still unconvinced about that particular lesson's practicality, my Dad's overarching message is unequivocally true: much of life is unexpected, and you have to deal with the twists and turns.

Living in my family, days rarely unfolded as planned. A bit overlooked, a little pushed around, I learned to roll with reality, negotiate a quick deal, and give the improbable a try. I don't sweat the small stuff, and I definitely don't expect perfect fairness. So what if our dining room table only has six chairs for seven people? Someone learns the importance of punctuality every night.

But more than punctuality and a special affinity for musical chairs, my family life has taught me to thrive in situations over which I have no power. Growing up, I never controlled my older siblings, but I learned how to thwart their attempts to control me. I forged alliances, and realigned them as necessary. Sometimes, I was the poor, defenseless little brother; sometimes I was the omniscient elder. Different things to different people, as the situation demanded. I learned to adapt.

Back then, these techniques were merely reactions undertaken to ensure my survival. But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The question caught me off guard, much like the question posed to me in Laredo. Then, I realized I knew the answer. I knew why the coat hanger had been handed to me.

Growing up as the middle child in my family, I was a vital participant in a thing I did not govern, in the company of people I did not choose. It's family. It's society. And often, it's chaos. You participate by letting go of the small stuff, not expecting order and perfection, and facing the unexpected with confidence, optimism, and preparedness. My family experience taught me to face a serendipitous world with confidence.

What Makes This Essay Tick?

It's very helpful to take writing apart in order to see just how it accomplishes its objectives. Stephen's essay is very effective. Let's find out why!

An Opening Line That Draws You In

In just eight words, we get: scene-setting (he is standing next to a car about to break in), the idea of crossing a boundary (he is maybe about to do an illegal thing for the first time), and a cliffhanger (we are thinking: is he going to get caught? Is he headed for a life of crime? Is he about to be scared straight?).

Great, Detailed Opening Story

More out of amusement than optimism, I gave it a try. I slid the hanger into the window's seal like I'd seen on crime shows, and spent a few minutes jiggling the apparatus around the inside of the frame.

It's the details that really make this small experience come alive. Notice how whenever he can, Stephen uses a more specific, descriptive word in place of a more generic one. The volunteers aren't going to get food or dinner; they're going for "Texas BBQ." The coat hanger comes from "a dumpster." Stephen doesn't just move the coat hanger—he "jiggles" it.

Details also help us visualize the emotions of the people in the scene. The person who hands Stephen the coat hanger isn't just uncomfortable or nervous; he "takes a few steps back"—a description of movement that conveys feelings. Finally, the detail of actual speech makes the scene pop. Instead of writing that the other guy asked him to unlock the van, Stephen has the guy actually say his own words in a way that sounds like a teenager talking.

Turning a Specific Incident Into a Deeper Insight

Suddenly, two things simultaneously clicked. One was the lock on the door. (I actually succeeded in springing it.) The other was the realization that I'd been in this type of situation before. In fact, I'd been born into this type of situation.

Stephen makes the locked car experience a meaningful illustration of how he has learned to be resourceful and ready for anything, and he also makes this turn from the specific to the broad through an elegant play on the two meanings of the word "click."

Using Concrete Examples When Making Abstract Claims

My upbringing has numbed me to unpredictability and chaos. With a family of seven, my home was loud, messy, and spottily supervised. My siblings arguing, the dog barking, the phone ringing—all meant my house was functioning normally.

"Unpredictability and chaos" are very abstract, not easily visualized concepts. They could also mean any number of things—violence, abandonment, poverty, mental instability. By instantly following up with highly finite and unambiguous illustrations like "family of seven" and "siblings arguing, the dog barking, the phone ringing," Stephen grounds the abstraction in something that is easy to picture: a large, noisy family.

Using Small Bits of Humor and Casual Word Choice

My Dad, a retired Navy pilot, was away half the time. When he was home, he had a parenting style something like a drill sergeant. At the age of nine, I learned how to clear burning oil from the surface of water. My Dad considered this a critical life skill—you know, in case my aircraft carrier should ever get torpedoed.

Obviously, knowing how to clean burning oil is not high on the list of things every 9-year-old needs to know. To emphasize this, Stephen uses sarcasm by bringing up a situation that is clearly over-the-top: "in case my aircraft carrier should ever get torpedoed."

The humor also feels relaxed. Part of this is because he introduces it with the colloquial phrase "you know," so it sounds like he is talking to us in person. This approach also diffuses the potential discomfort of the reader with his father's strictness—since he is making jokes about it, clearly he is OK. Notice, though, that this doesn't occur very much in the essay. This helps keep the tone meaningful and serious rather than flippant.

An Ending That Stretches the Insight Into the Future

But one day this fall, Dr. Hicks, our Head of School, asked me a question that he hoped all seniors would reflect on throughout the year: "How can I participate in a thing I do not govern, in the company of people I did not choose?"

The ending of the essay reveals that Stephen's life has been one long preparation for the future. He has emerged from chaos and his dad's approach to parenting as a person who can thrive in a world that he can't control.

This connection of past experience to current maturity and self-knowledge is a key element in all successful personal essays. Colleges are very much looking for mature, self-aware applicants. These are the qualities of successful college students, who will be able to navigate the independence college classes require and the responsibility and quasi-adulthood of college life.

What Could This Essay Do Even Better?

Even the best essays aren't perfect, and even the world's greatest writers will tell you that writing is never "finished"—just "due." So what would we tweak in this essay if we could?

Replace some of the clichéd language. Stephen uses handy phrases like "twists and turns" and "don't sweat the small stuff" as a kind of shorthand for explaining his relationship to chaos and unpredictability. But using too many of these ready-made expressions runs the risk of clouding out your own voice and replacing it with something expected and boring.

Use another example from recent life. Stephen's first example (breaking into the van in Laredo) is a great illustration of being resourceful in an unexpected situation. But his essay also emphasizes that he "learned to adapt" by being "different things to different people." It would be great to see how this plays out outside his family, either in the situation in Laredo or another context.

Example 2: By Renner Kwittken, Tufts Class of '23 (Common App Essay, 645 words long)

My first dream job was to be a pickle truck driver. I saw it in my favorite book, Richard Scarry's "Cars and Trucks and Things That Go," and for some reason, I was absolutely obsessed with the idea of driving a giant pickle. Much to the discontent of my younger sister, I insisted that my parents read us that book as many nights as possible so we could find goldbug, a small little golden bug, on every page. I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Then I discovered a real goldbug: gold nanoparticles that can reprogram macrophages to assist in killing tumors, produce clear images of them without sacrificing the subject, and heat them to obliteration.

Suddenly the destination of my pickle was clear.

I quickly became enveloped by the world of nanomedicine; I scoured articles about liposomes, polymeric micelles, dendrimers, targeting ligands, and self-assembling nanoparticles, all conquering cancer in some exotic way. Completely absorbed, I set out to find a mentor to dive even deeper into these topics. After several rejections, I was immensely grateful to receive an invitation to work alongside Dr. Sangeeta Ray at Johns Hopkins.

In the lab, Dr. Ray encouraged a great amount of autonomy to design and implement my own procedures. I chose to attack a problem that affects the entire field of nanomedicine: nanoparticles consistently fail to translate from animal studies into clinical trials. Jumping off recent literature, I set out to see if a pre-dose of a common chemotherapeutic could enhance nanoparticle delivery in aggressive prostate cancer, creating three novel constructs based on three different linear polymers, each using fluorescent dye (although no gold, sorry goldbug!). Though using radioactive isotopes like Gallium and Yttrium would have been incredible, as a 17-year-old, I unfortunately wasn't allowed in the same room as these radioactive materials (even though I took a Geiger counter to a pair of shoes and found them to be slightly dangerous).

I hadn't expected my hypothesis to work, as the research project would have ideally been led across two full years. Yet while there are still many optimizations and revisions to be done, I was thrilled to find -- with completely new nanoparticles that may one day mean future trials will use particles with the initials "RK-1" -- thatcyclophosphamide did indeed increase nanoparticle delivery to the tumor in a statistically significant way.

A secondary, unexpected research project was living alone in Baltimore, a new city to me, surrounded by people much older than I. Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research. Whether in a presentation or in a casual conversation, making others interested in science is perhaps more exciting to me than the research itself. This solidified a new pursuit to angle my love for writing towards illuminating science in ways people can understand, adding value to a society that can certainly benefit from more scientific literacy.

It seems fitting that my goals are still transforming: in Scarry's book, there is not just one goldbug, there is one on every page. With each new experience, I'm learning that it isn't the goldbug itself, but rather the act of searching for the goldbugs that will encourage, shape, and refine my ever-evolving passions. Regardless of the goldbug I seek -- I know my pickle truck has just begun its journey.

Renner takes a somewhat different approach than Stephen, but their essay is just as detailed and engaging. Let's go through some of the strengths of this essay.

One Clear Governing Metaphor

This essay is ultimately about two things: Renner’s dreams and future career goals, and Renner’s philosophy on goal-setting and achieving one’s dreams.

But instead of listing off all the amazing things they’ve done to pursue their dream of working in nanomedicine, Renner tells a powerful, unique story instead. To set up the narrative, Renner opens the essay by connecting their experiences with goal-setting and dream-chasing all the way back to a memorable childhood experience:

This lighthearted–but relevant!--story about the moment when Renner first developed a passion for a specific career (“finding the goldbug”) provides an anchor point for the rest of the essay. As Renner pivots to describing their current dreams and goals–working in nanomedicine–the metaphor of “finding the goldbug” is reflected in Renner’s experiments, rejections, and new discoveries.

Though Renner tells multiple stories about their quest to “find the goldbug,” or, in other words, pursue their passion, each story is connected by a unifying theme; namely, that as we search and grow over time, our goals will transform…and that’s okay! By the end of the essay, Renner uses the metaphor of “finding the goldbug” to reiterate the relevance of the opening story:

While the earlier parts of the essay convey Renner’s core message by showing, the final, concluding paragraph sums up Renner’s insights by telling. By briefly and clearly stating the relevance of the goldbug metaphor to their own philosophy on goals and dreams, Renner demonstrates their creativity, insight, and eagerness to grow and evolve as the journey continues into college.

An Engaging, Individual Voice

This essay uses many techniques that make Renner sound genuine and make the reader feel like we already know them.

Technique #1: humor. Notice Renner's gentle and relaxed humor that lightly mocks their younger self's grand ambitions (this is different from the more sarcastic kind of humor used by Stephen in the first essay—you could never mistake one writer for the other).

My first dream job was to be a pickle truck driver.

I would imagine the wonderful life I would have: being a pig driving a giant pickle truck across the country, chasing and finding goldbug. I then moved on to wanting to be a Lego Master. Then an architect. Then a surgeon.

Renner gives a great example of how to use humor to your advantage in college essays. You don’t want to come off as too self-deprecating or sarcastic, but telling a lightheartedly humorous story about your younger self that also showcases how you’ve grown and changed over time can set the right tone for your entire essay.

Technique #2: intentional, eye-catching structure. The second technique is the way Renner uses a unique structure to bolster the tone and themes of their essay . The structure of your essay can have a major impact on how your ideas come across…so it’s important to give it just as much thought as the content of your essay!

For instance, Renner does a great job of using one-line paragraphs to create dramatic emphasis and to make clear transitions from one phase of the story to the next:

Suddenly the destination of my pickle car was clear.

Not only does the one-liner above signal that Renner is moving into a new phase of the narrative (their nanoparticle research experiences), it also tells the reader that this is a big moment in Renner’s story. It’s clear that Renner made a major discovery that changed the course of their goal pursuit and dream-chasing. Through structure, Renner conveys excitement and entices the reader to keep pushing forward to the next part of the story.

Technique #3: playing with syntax. The third technique is to use sentences of varying length, syntax, and structure. Most of the essay's written in standard English and uses grammatically correct sentences. However, at key moments, Renner emphasizes that the reader needs to sit up and pay attention by switching to short, colloquial, differently punctuated, and sometimes fragmented sentences.

Even with moving frequently between hotels, AirBnB's, and students' apartments, I strangely reveled in the freedom I had to enjoy my surroundings and form new friendships with graduate school students from the lab. We explored The Inner Harbor at night, attended a concert together one weekend, and even got to watch the Orioles lose (to nobody's surprise). Ironically, it's through these new friendships I discovered something unexpected: what I truly love is sharing research.

In the examples above, Renner switches adeptly between long, flowing sentences and quippy, telegraphic ones. At the same time, Renner uses these different sentence lengths intentionally. As they describe their experiences in new places, they use longer sentences to immerse the reader in the sights, smells, and sounds of those experiences. And when it’s time to get a big, key idea across, Renner switches to a short, punchy sentence to stop the reader in their tracks.

The varying syntax and sentence lengths pull the reader into the narrative and set up crucial “aha” moments when it’s most important…which is a surefire way to make any college essay stand out.

Renner's essay is very strong, but there are still a few little things that could be improved.

Connecting the research experiences to the theme of “finding the goldbug.”  The essay begins and ends with Renner’s connection to the idea of “finding the goldbug.” And while this metaphor is deftly tied into the essay’s intro and conclusion, it isn’t entirely clear what Renner’s big findings were during the research experiences that are described in the middle of the essay. It would be great to add a sentence or two stating what Renner’s big takeaways (or “goldbugs”) were from these experiences, which add more cohesion to the essay as a whole.

Give more details about discovering the world of nanomedicine. It makes sense that Renner wants to get into the details of their big research experiences as quickly as possible. After all, these are the details that show Renner’s dedication to nanomedicine! But a smoother transition from the opening pickle car/goldbug story to Renner’s “real goldbug” of nanoparticles would help the reader understand why nanoparticles became Renner’s goldbug. Finding out why Renner is so motivated to study nanomedicine–and perhaps what put them on to this field of study–would help readers fully understand why Renner chose this path in the first place.

4 Essential Tips for Writing Your Own Essay

How can you use this discussion to better your own college essay? Here are some suggestions for ways to use this resource effectively.

#1: Get Help From the Experts

Getting your college applications together takes a lot of work and can be pretty intimidatin g. Essays are even more important than ever now that admissions processes are changing and schools are going test-optional and removing diversity standards thanks to new Supreme Court rulings .  If you want certified expert help that really makes a difference, get started with  PrepScholar’s Essay Editing and Coaching program. Our program can help you put together an incredible essay from idea to completion so that your application stands out from the crowd. We've helped students get into the best colleges in the United States, including Harvard, Stanford, and Yale.  If you're ready to take the next step and boost your odds of getting into your dream school, connect with our experts today .

#2: Read Other Essays to Get Ideas for Your Own

As you go through the essays we've compiled for you above, ask yourself the following questions:

• Can you explain to yourself (or someone else!) why the opening sentence works well?
• Look for the essay's detailed personal anecdote. What senses is the author describing? Can you easily picture the scene in your mind's eye?
• Find the place where this anecdote bridges into a larger insight about the author. How does the essay connect the two? How does the anecdote work as an example of the author's characteristic, trait, or skill?
• Check out the essay's tone. If it's funny, can you find the places where the humor comes from? If it's sad and moving, can you find the imagery and description of feelings that make you moved? If it's serious, can you see how word choice adds to this tone?

Make a note whenever you find an essay or part of an essay that you think was particularly well-written, and think about what you like about it . Is it funny? Does it help you really get to know the writer? Does it show what makes the writer unique? Once you have your list, keep it next to you while writing your essay to remind yourself to try and use those same techniques in your own essay.

#3: Find Your "A-Ha!" Moment

All of these essays rely on connecting with the reader through a heartfelt, highly descriptive scene from the author's life. It can either be very dramatic (did you survive a plane crash?) or it can be completely mundane (did you finally beat your dad at Scrabble?). Either way, it should be personal and revealing about you, your personality, and the way you are now that you are entering the adult world.

Check out essays by authors like John Jeremiah Sullivan , Leslie Jamison , Hanif Abdurraqib , and Esmé Weijun Wang to get more examples of how to craft a compelling personal narrative.

#4: Start Early, Revise Often

Let me level with you: the best writing isn't writing at all. It's rewriting. And in order to have time to rewrite, you have to start way before the application deadline. My advice is to write your first draft at least two months before your applications are due.

Let it sit for a few days untouched. Then come back to it with fresh eyes and think critically about what you've written. What's extra? What's missing? What is in the wrong place? What doesn't make sense? Don't be afraid to take it apart and rearrange sections. Do this several times over, and your essay will be much better for it!

For more editing tips, check out a style guide like Dreyer's English or Eats, Shoots & Leaves .

What's Next?

Still not sure which colleges you want to apply to? Our experts will show you how to make a college list that will help you choose a college that's right for you.

Interested in learning more about college essays? Check out our detailed breakdown of exactly how personal statements work in an application , some suggestions on what to avoid when writing your essay , and our guide to writing about your extracurricular activities .

Working on the rest of your application? Read what admissions officers wish applicants knew before applying .

The recommendations in this post are based solely on our knowledge and experience. If you purchase an item through one of our links PrepScholar may receive a commission.

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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Applying for college has changed. Use these 7 strategies to ace the process

If you’ve never been to college, or your college days are decades behind you, the admissions process can feel overwhelming. I helped my daughter through it myself in 2020 — a lot has changed in the last four years.

The first step to take may seem obvious, but experts say it’s critical: Talk to your child and make sure college is what they want. There are many good reasons for higher education, but “that’s just what’s expected of me” isn’t one of them.

If your child wants to train for a job that requires higher education, expand their earning potential or pursue education for the sake of learning, college may be the right choice. Here’s what to share with your child about getting to the college campus that’s right for them.

1. Start building your list of schools early

The U.S. has more than 2,500 four-year colleges, so making your list can feel overwhelming.

When you start the process early, you have time to do your research and build a list of colleges that are right for you. You won’t have to apply to a few nearby or big-name schools at the last minute.

“A lot of times, students and families will get to October or November of their senior year and say, ‘OK, now I’m going to start.’ That is far too late,” Anne Zinn, a school counselor at Norwich Free Academy in Norwich, Conn., and a member of the American School Counselors Association , tells TODAY.

If you don’t have any idea where you want to go, visit some representative schools in your area early in your junior year, if possible. Zinn recommends touring a big school, a medium-sized school and a small school. Mix up the setting, too — maybe choose a city, suburban and rural school.

Your goal is to come up with a short list of schools where you’ll apply. Zinn thinks about seven is the sweet spot:

• Two reaches, or long shots
• Two targets, where you’re a good fit
• Two safety schools
• One more you want to mix in, just because

2. Get honest about the cost

The cost of some of the most selective U.S. schools will likely top $100,000 a year by the time today’s high school juniors earn their college degrees. You don’t need to be an honor student to figure out that adds up to nearly $400,000 for four years.

“The college value equation is so much more prominent now than it was even ten years ago,” David Hawkins, chief education and policy officer at the National Association for College Admission Counseling tells TODAY. You’ll want to make sure the cost of college is manageable for you and your family and that you’re applying to schools you can afford.

Fill out the Free Application for Federal Student Aid (FAFSA) even if you don’t think you’ll qualify for grants based on financial need. Schools and governments also use the FAFSA as a basis for scholarships, work-study jobs and loans. Apply as soon as you can on or after October 1 — that’s when applications usually open. It’s a good idea to know which schools you want to apply to by then, so you can include them on your form.

3. Connect with the schools on your list

“The best thing you can do is visit if you can,” Zinn says. Don’t just drive around the campus — make an appointment with the admissions office and take an official tour. Ask questions about things that don’t show up on the website. That might be the food, the social scene or even political issues that could influence your decision.

Of course, you probably can’t visit every school on your list — you might not be able to get to any. There are other ways you can connect with schools. A lot of colleges and universities send admission reps to high schools so that you can meet with them. College fairs are another good option. Be sure to introduce yourself to the representatives — don’t just pick up brochures.

“All of that counts as ‘demonstrated interest.’ They keep track of that,” Zinn says.

4. Find out how much virtual learning to expect

As you’re visiting schools and doing your research, look into how many of your classes are online versus in person. You probably spent a lot of time in remote classrooms during COVID, and you know whether you work well in that environment or you do better face-to-face.

“You don’t want to be lulled into a campus where you think everything is in person, and then you’re taking your English class online in your dorm room, especially if you’re paying thousands of dollars to sit in that dorm room,” Zinn says.

5. Show your true colors in your essay

It’s common to struggle with the essay, and that’s understandable. Schools teach students how to write academic papers for years (“never use ‘I’”), and just when you’re starting to get good at them, you need to write something completely different (“write from your own point of view”).

“The essay is an insight into who you are as a student, the experiences that you’ve had, and the background you come from. The admission counselor wants to see you, your personality and your thought process,” Zinn says. “You want to tell a story and show them something about you they’re not going to see anywhere else in the application. This is your opportunity to really showcase your personality.”

Here are a few tips:

• Remember that it’s about you. “Even if the questions are scripted, they are looking to glean something from you,” Hawkins says. For example, if you’re responding to a prompt about someone who inspired you, don’t make the essay entirely about that person. Talk about the difference they made in your life.
• Feel free to talk about your background. Schools can no longer consider race or ethnicity specifically when making admissions decisions, but that doesn’t mean you can’t talk about it. “Your racial or ethnic heritage or background has affected your life and has provided you with insights or other qualities,” Hawkins says. “We encourage students to share everything they want to share about themselves.”
• Let your passion shine through. “Institutions are looking for students who are trying to grow and who have a passion,” Hawkins says. “Share something that makes you tick, feeds your strength and gives you energy.”
• Be specific. Write about the first time you hit a home run, not about baseball, or the origin of your favorite joke, not about comedy.
• Set your mind free. Write down your thoughts first without worrying about how they sound. You can rewrite and edit later.

6. See if it makes sense to skip standardized tests

Before COVID, some schools started to make SATs and ACTs optional, and the pandemic accelerated that change. Lately, however, some schools have reinstated the standardized testing requirement.

So, are they really necessary? It depends. You should take them if:

• You’re applying to a school that requires them. But Zinn and Hawkins say that so far, it’s mainly the most selective schools that require SATs or ACTs. They expect that most other schools will stay test-optional.
• You feel like you would do well on a standardized test, and it would strengthen your application. Zinn encourages students to take a standardized test at least once and see how they do.
• Financial aid from the schools you’re applying to, or from your state, is tied to standardized test scores.

Some states also require all students to take a standardized test. The SAT might take the place of a state 11th-grade exam, for example. In that case, the decision is made for you.

7. Make your application as strong as you can

“The best thing you can do is ensure that you have a strong, well-rounded application,” Zinn says. That means keeping your grades up and being involved in a few different activities, such as sports, clubs or work.

Don’t let your college search and your activities take your focus away from your classes. You can spend a lot of time editing your essay, answering practice SAT questions and looking at college life on TikTok. But high school grades, especially grades in college prep classes, top the “most important” list for college admission decisions.

Stephanie Thurrott is a writer who covers mental health, personal growth, wellness, family, food and personal finance, and dabbles in just about any other topic that grabs her attention. When she's not writing, look for her out walking her dog or riding her bike in Pennsylvania's Lehigh Valley. 

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Your chance of acceptance, your chancing factors, extracurriculars, university of idaho admissions info.

Hey everyone, I'm starting to look into applying to the University of Idaho next year. Can anyone give me some information about the admissions process or any tips for getting accepted? Thanks!

Hey there! I'm glad you're considering the University of Idaho. The admissions process for this university is fairly straightforward, and I'll provide you with an overview of the key aspects, as well as some tips to boost your application.

1. Application: You can apply using either the Common App or the University of Idaho's own application. The deadline for Regular Decision is February 15, while Early Action applicants need to submit their applications by December 1. Early Action is non-binding, so if you're accepted, you still have until May 1 to decide whether to attend.

2. Transcript: The University of Idaho requires an official high school transcript showing your course history and GPA. It's important to demonstrate a strong academic performance and prove you're prepared for college-level coursework. Challenging courses like honors, AP, or IB classes can strengthen your profile.

3. Test Scores: The University of Idaho is test-optional, meaning you can choose whether to submit your SAT or ACT scores. If you believe your scores accurately reflect your abilities, you may submit them. Otherwise, your application will be evaluated without considering standardized test scores.

4. Personal Essay: Though not explicitly required, it's highly recommended to submit a personal essay. This is your chance to showcase your unique perspective, personality, and experiences. Focus on meaningful experiences and growth, and ensure you convey your passion for attending the University of Idaho.

5. Letters of Recommendation: The university doesn't require letters of recommendation, but they are encouraged. Be sure to request recommendations from teachers or counselors who know you well and can speak to your academic abilities, character, and growth.

6. Extracurricular Activities: Make sure to include any relevant extracurriculars, leadership roles, awards, and community service. These give the admissions committee a better understanding of you as a well-rounded individual, beyond your academic accomplishments.

Some tips for getting accepted:

- Maintain a strong GPA and take a challenging course load in high school.

- If you choose to submit test scores, ensure they are competitive for the university.

- Spend time crafting a thoughtful, well-written personal essay to make your application stand out.

- Secure strong letters of recommendation that highlight your character and achievements.

- Showcase your extracurricular involvement, leadership, and community service to demonstrate your unique qualities and dedication.

Best of luck with your application to the University of Idaho!

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