5 ms·

So who is a better bet, from an admission's office's perspective, a kid from a poor background or a kid from a very wealthy background, assuming their grades, q

So who is a better bet, from an admission's office's perspective, a kid from a poor background or a kid from a very wealthy background, assuming their grades, quality of high school education, test scores, et al are identical? (I'm assuming that the main concern is the student's academic performance in college, NOT his career afterward; obviously, the rich kid will pwn in that aspect.) I would bet on the poor kid, because he's likely to have higher "g", to so speak. Are you arguing that the rich kid is the better bet, because his advantaged background will continue to pay off in a way that's underrated by the standardized tests and grades?

brandnewlow 18y ago
Well, that's not really a fair question. Each kid would get looked at one his own. The rich kid might make a great impression. The poor kid might make a great impression. They would never be set side by side for an either/or. It just isn't done that way. Also, your assumptions are pretty out there. 1. The odds of a poor kid getting the same quality of education as a rich kid are very, very low, especially if you knew just HOW good of an education rich kids in the U.S. can get. The most informative part of my two years in admissions was the week I spent visiting elite boarding schools in New England to meet with students thinking about applying. My meals and conversations with the students there were astounding. Their teachers all had PhDs. There was not one ugly or overweight kid in any of the schools. The students were years ahead of where I'd been in math and science coming out of a public high school in the Midwest. And they aggressively questioned me about every aspect of Princeton's curriculum and admission process. When I would visit public high schools in the Midwest, the kids rarely, if ever had questions for me. They had no clue what to even ask me about. "Princeton" was just so completely foreign to them. Not so for these kids, who all had friends currently studying there. Many of them had siblings who'd graduated from there already. So this was a real eye-opener. You can be the best kid in a crappy school, but the fact that you were in a crappy school is going to have an impact in the grand scheme of things. That's why we'd never compare kids across contexts. It just made no sense. Similarly, the test scores, grades "et all" for the rich kid would probably all be higher. If there was a "poor kid" who had incredible credentials AND didn't sound like a basket case, then he'd be hotly pursued by every top school in the country. But those kids are very rare, so it's not realistic to pit a student like that against a "rich kid with good grades and scores" which is as common as air in these applicant pools. If I did have to pick, I'd take the more precocious kid every time. I'd pick the kid who's able to make stuff happen for him. There are poor kids that can do this. There are rich kids that can do this. It's much, much rarer to find a kid from a less privileged background with this mindset though.
- supahfly_remix 18y ago
  Thanks for all the inside info, brandnewlow. I actually went to Princeton for undergrad in the 90s and find your insight fascinating. What I found with the prep school kids there (I was from a mediocre public school) was that the great education they received in high school did not teach them to learn on their own. This was particularly true in the sciences (physics, in particular) but might not have been true at all for those following the pre-med/i-banker/mgmt consulting track. Even though they might have seen some of the material in high school, the depth at which it is addressed in college called for a level of thinking that depended more on mental maturity then on familiarity with the material. I remember a classmate from France who showed me his linear algebra notes from high school and had obviously done matrix manipulations but just couldn't get the proofs in Mathey's 1st year linear algebra class. He ended up switching to industrial engineering, doing management consulting, MBA, etc., and is assuredly making more $ than I am.
  - brandnewlow 18y ago
    I met a lot of folks who took advantage of their advantages, and a lot who didn't. But the real thing I noticed was that all these folks talked to their professors differently than I did. I was intimidated and afraid of them. I told myself that most of them were jerks, when in reality I was just really insecure about my ability to say something intelligent. My perception of authority was completely different than theirs. I took a class with Robert George during my sophomore year, Constitutional Interpretation. It was considered one of the most challenging humanities courses in the school when I was there. There was a 90 minute, fast-moving Socratic lecture once a week. George wanders the lecture hall, pointing at students and pulling them into arguments about the points of whatever cases you're discussing. Then there was a 90 minute precept once a week. 20 students and either the professor or a preceptor (often a NYC lawyer friend of George's) would lead a conversation about the week's cases. Basically, precept was a 90-minute, 20 person argument. And I just folded. I'd never been on a debate team. I'd been raised to think arguing and questioning other people in public was the height of rudeness. What happened in precept just did-not-compute. I'd read all the material. I'd make just as many notes as the other guy, but when it came time to "fight" about it, I just shut down. I was terrified. Now, the other students were probably just as terrified as I was. But they'd also probably been in classes like this before. There was some precedent for talking about ideas in this sort of controlled, but boisterous way. What looked to me like a lot of fighting was really just a spirited debate. I was just completely psyched out by it. That was a real wake-up call. I was able to see that there was a basic tool of "successful" people that I seemed to lack in the toolbox. I got a lot better at it eventually. But that's the sort of difference I observed.

brandnewlow 18y ago

Well, that's not really a fair question. Each kid would get looked at one his own. The rich kid might make a great impression. The poor kid might make a great impression. They would never be set side by side for an either/or. It just isn't done that way. Also, your assumptions are pretty out there. 1. The odds of a poor kid getting the same quality of education as a rich kid are very, very low, especially if you knew just HOW good of an education rich kids in the U.S. can get. The most informative part of my two years in admissions was the week I spent visiting elite boarding schools in New England to meet with students thinking about applying. My meals and conversations with the students there were astounding. Their teachers all had PhDs. There was not one ugly or overweight kid in any of the schools. The students were years ahead of where I'd been in math and science coming out of a public high school in the Midwest. And they aggressively questioned me about every aspect of Princeton's curriculum and admission process. When I would visit public high schools in the Midwest, the kids rarely, if ever had questions for me. They had no clue what to even ask me about. "Princeton" was just so completely foreign to them. Not so for these kids, who all had friends currently studying there. Many of them had siblings who'd graduated from there already. So this was a real eye-opener. You can be the best kid in a crappy school, but the fact that you were in a crappy school is going to have an impact in the grand scheme of things. That's why we'd never compare kids across contexts. It just made no sense. Similarly, the test scores, grades "et all" for the rich kid would probably all be higher. If there was a "poor kid" who had incredible credentials AND didn't sound like a basket case, then he'd be hotly pursued by every top school in the country. But those kids are very rare, so it's not realistic to pit a student like that against a "rich kid with good grades and scores" which is as common as air in these applicant pools. If I did have to pick, I'd take the more precocious kid every time. I'd pick the kid who's able to make stuff happen for him. There are poor kids that can do this. There are rich kids that can do this. It's much, much rarer to find a kid from a less privileged background with this mindset though.

supahfly_remix 18y ago
Thanks for all the inside info, brandnewlow. I actually went to Princeton for undergrad in the 90s and find your insight fascinating. What I found with the prep school kids there (I was from a mediocre public school) was that the great education they received in high school did not teach them to learn on their own. This was particularly true in the sciences (physics, in particular) but might not have been true at all for those following the pre-med/i-banker/mgmt consulting track. Even though they might have seen some of the material in high school, the depth at which it is addressed in college called for a level of thinking that depended more on mental maturity then on familiarity with the material. I remember a classmate from France who showed me his linear algebra notes from high school and had obviously done matrix manipulations but just couldn't get the proofs in Mathey's 1st year linear algebra class. He ended up switching to industrial engineering, doing management consulting, MBA, etc., and is assuredly making more $ than I am.
- brandnewlow 18y ago
  I met a lot of folks who took advantage of their advantages, and a lot who didn't. But the real thing I noticed was that all these folks talked to their professors differently than I did. I was intimidated and afraid of them. I told myself that most of them were jerks, when in reality I was just really insecure about my ability to say something intelligent. My perception of authority was completely different than theirs. I took a class with Robert George during my sophomore year, Constitutional Interpretation. It was considered one of the most challenging humanities courses in the school when I was there. There was a 90 minute, fast-moving Socratic lecture once a week. George wanders the lecture hall, pointing at students and pulling them into arguments about the points of whatever cases you're discussing. Then there was a 90 minute precept once a week. 20 students and either the professor or a preceptor (often a NYC lawyer friend of George's) would lead a conversation about the week's cases. Basically, precept was a 90-minute, 20 person argument. And I just folded. I'd never been on a debate team. I'd been raised to think arguing and questioning other people in public was the height of rudeness. What happened in precept just did-not-compute. I'd read all the material. I'd make just as many notes as the other guy, but when it came time to "fight" about it, I just shut down. I was terrified. Now, the other students were probably just as terrified as I was. But they'd also probably been in classes like this before. There was some precedent for talking about ideas in this sort of controlled, but boisterous way. What looked to me like a lot of fighting was really just a spirited debate. I was just completely psyched out by it. That was a real wake-up call. I was able to see that there was a basic tool of "successful" people that I seemed to lack in the toolbox. I got a lot better at it eventually. But that's the sort of difference I observed.