They love me, they love me not: Smart strategies to help students find the perfect college

Key points:

• Free resources can strengthen advising programs
• Tools and ideas to engage students in career-connected learning
• Why mentorship networks are essential in the college admissions process
• For more on college readiness, visit eSN’s Innovative Teaching hub

You’ll often hear two words come up in advising sessions as students look ahead to college: match and fit. They sound interchangeable, but they’re not.

Match refers to what colleges are looking for from students. It’s mostly determined by admissions requirements such as GPA and test scores, and in some cases, other criteria like auditions, portfolios, or athletic ability. Fit is more of an art than a science; it refers to what the student is looking for in a college, including personal preferences, social and cultural environment, financial factors, and academic offerings. When we talk to students about college fit, it’s an opportunity for them to ask themselves whether they like what a certain institution offers beyond being admitted.

In the college admissions process, both terms matter. A strong match without a good fit can leave a student disengaged and negatively affect their chances of graduating from college. Nearly a quarter of undergraduate freshmen drop out before their second year, and it seems likely to me that a lot of these cases boil down to bad fits. On the other hand, a great fit that isn’t a match could be difficult for admission in the first place, and if a student is admitted anyway, the rigorous coursework they encounter might be more than they’re ready for. To maximize postsecondary success, advisors, families, and students alike should fully understand the difference between match and fit and know how to approach conversations about each of them.

Match: Reach, target, and solid

As I’ve worked with advisors over the years, one of the best ways we’ve found to guide students on match is using the categories of “Reach,” “Target,” and “Solid” schools. We can determine which schools belong to what category using the data that colleges share about the average incoming GPAs and test scores of admitted classes. Typically, they report weighted GPAs and composite test scores from the middle 50 percent of accepted applicants, i.e., from the students who fall anywhere from the 25th to 75th percentile of those admitted.

• Reach: These are schools where admission is less likely, either because a student’s test scores and GPA are below the middle 50 percent or because the school traditionally admits only a small percentage of eligible applicants.
  
• Target: These are schools where either GPA or test scores fall in the middle 50 percent of admitted students.
  
• Solid: These are schools where students are well within the middle 50 percent for both GPA and test scores.

Building a balanced college list across these categories is essential in the college planning process. Often, I see high-achieving students over-index on too many Reach schools, which may make it hard for them to get accepted anywhere on their list, simply because their preferred schools are ultra-selective. Meanwhile, parents and guardians may focus heavily on fit and overlook whether the student actually meets the college’s admission criteria. Advisors play a key role in keeping these data-informed conversations grounded with the goal of a balanced list of college options for students to pursue.

The importance of early planning

Timing matters. In general, if you meet with students early enough, conversations about fit are productive, but if you’re meeting with students for the first time in their senior year, the utmost priority should be helping them build a balanced list. Ideally, we want to avoid a situation where a student thinks they’re going to get into the most competitive colleges in the country on the strength of their GPA and test scores, only to find out that it’s not that easy. If advisors wait until senior year to address match, students and families may already have unrealistic expectations, leading to difficult conversations when options are limited.

On the other hand, we would stress that although GPA is the factor given the most weight by admissions offices, there are ways to overcome match deficits with other elements of a college application. For instance, if a student worked part-time to support their family or participated in co-curricular activities, colleges using holistic review may see this as part of the student’s story, helping to balance a GPA that falls outside the typical range. These experiences highlight a student’s passions and potential contributions to their chosen major and campus community. We don’t want students to have unrealistic expectations, but we also shouldn’t limit them based on numbers alone.

In any case, advisors should introduce both match and fit concepts as early as 9th grade. If students have a specific college in mind, they need to be aware of the match requirements from the first day of freshman year of high school. This allows students to plan and track academic progress against requirements and lets families begin exploring what kind of environment, resources, and financial realities would make for the right fit.

Fit: A personal process

Once match is established, the next step is making sure students ask: “What do I want in my college experience?” The answers will involve a wide range of factors:

• Institutional type: Public or private? Small liberal arts college or large research university?
  
• Academic considerations: What majors are offered? Are there study abroad programs? Internship opportunities?
  
• Student life: What is the student body like? What kind of extracurriculars, sports, and support services are offered? Are there fraternities and sororities? What is the campus culture?
  
• Affordability: What financial aid or scholarships can I expect? What is the true net cost of attendance?
  
• Outcomes: What a student hopes to gain from their postsecondary experience, including specific degrees or credentials, career preparation, financial benefits, personal growth, and skill development.

Fit also requires conversations within families. I’ve found that open communication can reveal misunderstandings that would otherwise falsely limit students’ options. Sometimes students assume their parents want them close to home, when in fact, parents just want them to find the right environment. Other times, families discover affordability looks very different once they use tools like free cost calculators. Ongoing dialogue about these topics between advisors, students, and families during the high school years helps prepare for better decisions in the end.

Bringing it all together

With more than 4,000 colleges and universities in the U.S. alone, every student can find a college or university that aligns with their goals and abilities. Doing so, however, is both an art and a science. Advisors who help families focus on both dimensions, and start the conversation early, set students up to receive those treasured acceptance letters and to thrive once they arrive on campus.

For school districts developing their proficiency in postsecondary readiness factors, like advising, there is an increasing amount of support available. For one, TexasCCMR.org, has free guidance resources to strengthen advising programs and other aspects of college and career readiness. While Texas-focused, many of the insights and tools on the site can be helpful for districts across the country in building their teams’ capabilities.

About the Author:

Donald Kamentz is a skilled facilitator and education consultant utilizing his diverse experiences in both non-profit management and K-12 education to help organizations best serve all student populations. As the Founder and CEO of Contigo Ed, Donald Kamentz brings his over 30+ years of diverse experiences and passion for working in the postsecondary access and success arenas. He has been a member of both the National Association of College Admission Counseling (NACAC) and the Texas Association for College Admission Counseling (TACAC) since 1999.