In my English class last week, a student raised a shocking proposal: a central part of all Senior English electives should be writing college admissions essays. This hand-holding mentality goes against the foundations of our school. Andover prides itself on following the “independent learner” model of education, which is why we have less class time but more homework than most of our peer schools. We are expected to be self-motivated, to learn because we want to, not because we have to. This is the reason many students decided to leave familiar surroundings and go off to boarding school in the first place. Most of us consult someone for help on our essays for proofreading, fact-checking, or just for reassurance that it sounds okay. College counselors, teachers, friends, and parents all fill this role, and that’s fine. But distracting from the core curriculum for this purpose is not. Senior English electives are the domain of the department – each teacher has something they are passionate about, and students in these classes have the unique opportunity to learn something new that they would otherwise not be exposed to. Letting the college process take over yet another aspect of our lives would be an affront to our institutional values and our dedicated and enthusiastic faculty. Although PA is a prep, or college preparatory school, the curriculum is designed to give students an education that will help them succeed in college and in life, rather than groom them to look good on paper. Andover does not “teach to the test.” Although many classes are at the Advanced Placement level, the Course of Study states that, while these courses cover the material on the AP exam, they are not AP classes per se. The goals and successes of the Andover classroom are much more abstract than what can be quantified on a standardized test or transcript. Finally, in the same vein as SAT prep classes and private college admissions coaches, this idea widens the gap between the “haves” and “have-nots” even further. There is a practical consideration here as well: if colleges find out that Andover coaches its seniors to write their essays in class, that fact automatically devalues the effort we put into our classes and applications. Furthermore, what does that say about the supposed value of an Andover education? Lets face it; the college admission process is a mess. While it’s a good thing that admission committees try to get a sense of applicants beyond their grades and SAT scores, the current process is not infallible. It’s nearly impossible to get to know a student based on just one essay, and with so much riding on it, something needs to be done. Unfortunately, a complete overhaul of the way we apply to college probably isn’t in the cards. Nevertheless, we should start in the only place we can: with ourselves. Instead of asking Andover for more help getting in, let’s focus on becoming consciences and well-rounded young adults, the kind of students that are actually impressive, not just on paper.
