• 安恩斯教育

哈佛等300所美国大学联合发声明:2021招生录取将看重这些!

近日,哈佛大学教育研究生院通过其创办的 "Making Caring Common" 项目,联合了包括耶鲁在内的300多所美国大学的招生负责人,发布了一份最新的集体声明,旨在通过美国大学招生负责人的力量,明确回复相关的一些问题,消除疫情期间存在的一些误解,以便缓解申请者的顾虑,并且鼓励学生保持自我身心健康,平衡学习与生活,进行有意义的学习以及关爱他人。


我们知道,大学招生办经常会放出一些信号,这些信号可以影响到学生在整个高中期间的经历和优先事项。那么2021年新的招生指引有哪些特别要注意的呢?我们来为大家解读如下。



具体地说,美国大学招生官们重视学生做到几点:


1

自我照顾自我照顾是非常重要的,尤其是在危机时刻。我们认识到,许多学生,在经济上面临各种各样的损失和困难,只是在寻求生存。我们也认识到,由于许多不同的原因,这段时间对许多学生来说压力很大,要求也很高。我们鼓励所有的学生在这段时间里首先要照顾好自己,再去谈其他。


2

学术表现在这段时间里,我们很重视学生的学术表现。但考虑到许多家庭的情况,我们认识到许多学生在学术上遇到困难。我们将在疫情造成的困难的背景下评估学生的学术成就。此外,我们将主要根据学生在疫情前和疫情后的学术成就来评估其他学术成就。任何学生都不会因为本次疫情而改变承诺或计划,学校关于成绩单的决定,不会因为学生没有AP或IB考试,或他们无法参加标准化考试(尽管这里所代表的许多大学不需要这些测试)而处于劣势。我们还将从课程背景、学术资源和可获得的支持等因素来评估学生。

3

服务和对他人的贡献我们重视那些有能力为自己的社区做出贡献的学生。虽然许多学生由于压力或条件限制等没有这样做,但其他学生却在寻找机会参与进来并有所作为,我们重视学生的参与程度。这次的疫情造成了一系列巨大的需求,比如辅导疫情知识、病例接触追踪、支持老年人,或帮助送餐等。我们认为,对这些需求作出反应是学生在这次疫情期间可以做的一种有价值的方式。我们也重视与疫情无关的各种形式的贡献活动,例如努力登记选民、保护环境、打击种族不公正和不平等或制止同龄人之间的网上骚扰。我们看重的不在于学生在这段时间里是否创建了一个新的项目或展示了领导力。我们不是让学生在公共服务的“奥林匹克竞赛”中去比拼。对我们来说,我们看重的是学生的贡献或服务是否真实和有意义,无论是给防疫前线的工作者写便条,还是跟与世隔绝的邻居联系。我们将根据学生所面临的困难来评估这些贡献和服务。我们也可以从他们的贡献中了解到他们对国家和社会的贡献。在此期间,没有能力服务他人或做贡献的学生将不会处于不利地位,我们将从其他方面审查这些学生的入学申请。


4

家庭贡献人们常常有一种错误的认识,认为学生的申请活动应该高大上,以及那些简短的服务形式最好,而费时费力更深层次的家庭贡献被忽略了。例如,许多学生可能要照顾年幼的兄弟姐妹,或照顾生病的亲人或为家庭赚钱补贴家用等。我们认识到,这些责任可能在疫情期间有所增加。我们认为家庭贡献是非常重要的,我们鼓励学生在入学申请中展示出来,这会对申请的审查产生积极影响。


5

课外活动和暑期活动许多暑期计划都受到了这次疫情的影响,在这段时间内,学生申请时不会因为没有参加课外活动,暑期活动而在录取时受影响。我们从来没有看重特定的课外活动或者暑期经历,我们知道每个学生的情况不同,机会也不同。在当前的情况下,为社会提供帮助或尽到家庭责任更重要。


最后,招生官们将从申请者的学校本身展开调研工作,收集有关课程设置和学术资源的有关信息,以便了解申请者在疫情期间遇到的障碍。并且鼓励学生交流任何会影响其学业成绩的特定因素。这些因素可能包括,例如,无法上网,没有安静的学习场所,或承担着上述各种的家庭责任。鼓励学生具体描述这些情况所产生的负面影响,如何影响他们的学业成绩或从事与他们相关的活动能力。招生官们希望了解学生每周花了多少时间来承担家庭责任,例如照顾生病的亲人。此信息将完全保密。共同申请和大学申请联盟都为学生提供了机会,让他们描述是如何受到全球疫情影响的。


新的招生指引传递出来的信号都是让学生不要过于焦虑和担心,以往申请中特别看重的活动和标化成绩在2021年申请中或许不会占有太大的比重,招生官们反而更加看重学生在家庭与社会环境里,所做出的贡献和表现。

联合声明英文原文:


What We Care about in this Time of Crisis: A Collective Statement from College Admission Deans


As admission and enrollment leaders, we recognize that we and the institutions we represent send signals that can shape students’ priorities and experiences throughout high school. This collective statement seeks to clarify what we value in applicants during this time of COVID-19. We are keenly aware that students across the country and the world are experiencing many uncertainties and challenges. We primarily wish to underscore our commitment to equity, and to encourage in students self-care, balance, meaningful learning, and care for others.


More specifically, we value the following:


1. Self-careSelf-care is of high importance, especially in times of crisis. We recognize that many students, economically struggling and facing losses and hardships of many kinds, are simply seeking to get by. We also recognize that this time is stressful and demanding for a wide range of students for many different reasons. We encourage all students to be gentle with themselves during this time.


2. Academic workYour academic engagement and work during this time matters to us, but given the circumstances of many families, we recognize that many of you face obstacles to academic work. We will assess your academic achievements in the context of these obstacles. In addition, we will assess your academic achievements mainly based on your academic performance before and after this pandemic. No student will be disadvantaged because of a change in commitments or a change in plans because of this outbreak, their school’s decisions about transcripts, the absence of AP or IB tests, their lack of access to standardized tests (although many of the colleges represented here don’t require these tests) or their inability to visit campus. We will also view students in the context of the curriculum, academic resources, and supports available to them.


3. Service and contributions to others.We value contributions to one’s communities for those who are in a position to provide these contributions. We recognize that while many students are not in this position because of stresses and demands, other students are looking for opportunities to be engaged and make a difference. This pandemic has created a huge array of needs, whether for tutoring, contact tracing, support for senior citizens, or assistance with food delivery. We view responding to these needs as one valuable way that students can spend their time during this pandemic.


We also value forms of contribution that are unrelated to this pandemic, such as working to register voters, protect the environment, combat racial injustice and inequities or stop online harassment among peers. Our interest is not in whether students created a new project or demonstrated leadership during this period. We, emphatically, do not seek to create a competitive public service “Olympics” in response to this pandemic. What matters to us is whether students’ contribution or service is authentic and meaningful to them and to others, whether that contribution is writing regular notes to frontline workers or checking in with neighbors who are isolated. We will assess these contributions and service in the context of the obstacles students are facing. We also care about what students have learned from their contributions to others about themselves, their communities, and/or their country (Please see Turning the Tide for additional information about the kinds of contributions and service we value). No student will be disadvantaged during this time who is not in a position to provide these contributions. We will review these students for admissions in terms of other aspects of their applications.


4. Family contributions. Far too often there is a misperception that high-profile, brief forms of service tend to “count” in admissions while family contributions—which are often deeper and more time-consuming and demanding—do not. Many students may be supervising younger siblings, for example, or caring for sick relatives or working to provide family income, and we recognize that these responsibilities may have increased during these times. We view substantial family contributions as very important, and we encourage students to report them in their applications. It will only positively impact the review of their application.


5. Extracurricular and summer activities. No student will be disadvantaged for not engaging in extracurricular activities during this time. We also understand that many plans for summer have been impacted by this pandemic and students will not be disadvantaged for lost possibilities for involvement. Potential internship opportunities, summer jobs, camp experiences, classes, and other types of meaningful engagement have been cancelled or altered. We have never had specific expectations for any one type of extracurricular activities or summer experience and realize that each student’s circumstances allow for different opportunities. We have always considered work or family responsibilities as valuable ways of spending one’s time, and this is especially true at this time.


Reporting information that is important to students and to us. We will gather information from schools themselves about curriculum and academic resources and supports, but encourage students to communicate any factors specific to their circumstances that impeded their academic performance. Those factors might include, for example, lack of access to the internet, no quiet place to study, or the various family responsibilities described above. We encourage students to describe concretely how any of these circumstances have negatively affected their academic performance or ability to engage in activities that matter to them. It is helpful to know, for example, how much time students spent per week taking on a family responsibility, such as taking care of a sick relative. This information will be treated completely confidentially. Both the Common Application and the Coalition for College application provide opportunities for students to describe how they have been impacted by the pandemic.

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