In the 1920s, however, holistic admissions were a novelty. Previously, the incoming class was selected through a single examination against which all applicants were compared. In 1926, after a four-year effort, Lowell switched the College over to a process that considered more than just academic qualifications.
Lowell first successfully took steps to diversify the student body through instituting the “Top Seventh Rule” in 1923. The rule required admissions officers to contact students in the top seventh of their class across the country in order to expand Harvard’s reach beyond boarding schools and Boston-area elites.
Lowell’s prejudices, however, also dictated his methods of diversifying Harvard’s incoming class of freshmen, according to SFFA’s filings.
In 1922, Lowell and other administrators had become “increasingly alarmed” over the rising number of Jewish students earning admission to the College based on their high test scores, SFFA’s document reads. Jewish applicants scored a significant amount of spots due to their top marks on the exam. At this time, 21.5 percent of the student population identified as Jewish.
Lowell referred to “the Hebrew question” as a “knotty one” and a “source of much anxiety.” He concluded that Harvard could do “the most good” by limiting the number of men admitted from the religious group, even warning fellow administrators and the governing bodies that unless the University took action, the “danger would be imminent.”
In the same year, Lowell attempted to institute quotas on the amount of Jewish students admitted to the College, framing it as a method to curb “increasing” anti-Semitism among the student body, Lowell wrote in a letter to Alfred A. Benesch, Class of 1900.
名校强调：
1. EC要杰出，体育，音乐，哪项不需要每天N小时，哪里还有空深入学习？（除了少数天才）
2. leadership，这简直就是扯蛋，为了展示领导力去做很多虚伪的事，十几岁的孩子，哪里有那么多领导力？一个学校，那么多学生都是leader? 互相领导？
3. 种族多样化diversity，这个就不说了，Fxxx it
4. social awareness 有社会责任心的人，这个。。。根本没有标准的事，大学说了算
5. essay，写无数篇，真的对那么多不同学校每个都有特殊激情？大学难道不知道这是引导孩子们写虚伪的文章？
这些录取过程，把孩子和家长都扒一层皮。最后的结果呢？99% 名校毕业的也是泯然众人，跟好州大没区别，都是做一份工作。
stanford cs vs san jose cs, 都去google, 一点区别都没有。
以前还是很重视merit的
SFFA Argues Harvard's 'Holistic' Admissions Rooted In Tactics Once Used to Limit Jewish Admits | News | The Harvard Crimson (thecrimson.com)
In the 1920s, however, holistic admissions were a novelty. Previously, the incoming class was selected through a single examination against which all applicants were compared. In 1926, after a four-year effort, Lowell switched the College over to a process that considered more than just academic qualifications.
Lowell first successfully took steps to diversify the student body through instituting the “Top Seventh Rule” in 1923. The rule required admissions officers to contact students in the top seventh of their class across the country in order to expand Harvard’s reach beyond boarding schools and Boston-area elites.
Lowell’s prejudices, however, also dictated his methods of diversifying Harvard’s incoming class of freshmen, according to SFFA’s filings.
In 1922, Lowell and other administrators had become “increasingly alarmed” over the rising number of Jewish students earning admission to the College based on their high test scores, SFFA’s document reads. Jewish applicants scored a significant amount of spots due to their top marks on the exam. At this time, 21.5 percent of the student population identified as Jewish.
Lowell referred to “the Hebrew question” as a “knotty one” and a “source of much anxiety.” He concluded that Harvard could do “the most good” by limiting the number of men admitted from the religious group, even warning fellow administrators and the governing bodies that unless the University took action, the “danger would be imminent.”
In the same year, Lowell attempted to institute quotas on the amount of Jewish students admitted to the College, framing it as a method to curb “increasing” anti-Semitism among the student body, Lowell wrote in a letter to Alfred A. Benesch, Class of 1900.
简单数学都不会，上大学就是浪费钱。我家孩子如果是这种情况，我会果断上技校学技工，不纠结了。
有学习障碍
以后占了个学位但学不下去，嫌难，私校得B还是不难的，拿B匆匆毕业，压根啥知识也没撑握。不过是难为了一些真有实力又热爱学习但不演戏的娃，不过这些实在娃最终也还是在找工作中脱颖而出，干得也很好，很快提拔做manager.
现在这种极端是最近二十年，2000 年以后的事儿
是不是美国在教育，科研，开发等方面变得越来越越差了呢？可能大家认为马上就要变得越来越越差了。如果能让识到一点，可能看问题就会不同：真正的天才，真正引领各行各业的开拓者就那么一小撮人，80-90%的人只会是follower，做好一个合格的公民就足够了对于国家/整体来说。
的本质。看看我上面说的
彻底告别学好数理化走遍天下都不怕
“EC要杰出，体育，音乐，哪项不需要每天N小时，哪里还有空深入学习？（除了少数天才）”
这句话正中要害。 如果需要关起门来读书，拒绝EC才能保持GPA， 那不就跟天朝高考一样了？
说实话， 中学的书本完全不需要每天熬夜读。 少打电子游戏，多玩EC对读书只有好处。
见仁见智吧。
又无法像中国 高考，无法无限制提高标准。
既然名校录取的学生水平越来越差，但进去又越来越难，大家game the system，内卷，浪费资源。那还不如在达到一定标准后，抽签。或者扩招，让更多的人进来。
加拿大走的是扩招路子。美国私立不愿意扩招，那就lottery，降低名校给雇主的signal。大家也就不用game the system。
拿到lottery资格的，说明达到藤校的录取标准了，很多人不愿意付贵的学费，拿到lottery资格，也会放弃，反正雇主知道自己水平到了，找工作也好找。
1不盲目崇拜名校，EC不跟风，坚决根据孩子的兴趣开展EC。
2无论那类学生都应该培养leadership，最后能不能当leader不是那么重要，至少在这个过程中学会大胆的表达，组织还有好多softskill。
3可以考虑diversity，但不能抛开merit 抛开个人能力个人努力只讲diversity，这点是学校左派走向极左的表现。
4.和3一样，全心全意为人民服务是极左，但为人民服务是需要的。
5藤校需要自己的essay确实是劳民伤财，可以像common app一样，几个学校共用essay。
任何一个学校都是一个孵化场，师傅领进门，修行在个人，美国是广阔天地大有作为，少年们，加油！
不过大藤（HYP） 对career还是很有帮助的， 举例说最近一个著名基金招人， 只有9个学校。 HYP+SM 都在上面。
如果有可能， 还是要争取
本质上就是比赛一个没有什么实际用途的事，但是比赛的目的就是看你是不是再这么一个游戏规则下能找捷径下苦功夫得到最好的成绩。虽然得到成绩的技能本身是没有什么用的，但是能有这样的能力毅力，别的事大概率也能做的好。
are at least 50 other colleges in the US that will provide high-quality education.