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Why have application numbers skyrocketed at many colleges?
Frequently asked questions about the college application process

How have colleges responded to the growth in application numbers?
Why has it gotten so much harder to get into selective colleges than in the past?

Is it easier to get in early decision than regular decision?
How are colleges influenced by their history and mission?
What can you do?
What are “institutional needs”?
What are "hooks"?
If I have a hook, how do I make sure it gets noticed?
If I don’t have a hook, should I bother applying to a very selective college?

The media is full of information about the advantages enjoyed by certain students in the college admission process. In recent years, the exponential growth of applications being submitted to well-known colleges and universities (e.g. close to 150,000 students applying for first year admission to UCLA) has fanned this fire.

School	2019 # of Applicants	2023 # of Applicants
UCLA	113,760	145,900
Swarthmore	10,749	14,287
Notre Dame	22,200	28,351

As the public has gained more inside information about the college admission process, perceived inequities are interpreted as prejudicial and unfair—unless, of course, they favor the child you have lovingly raised and prepared for this next step!

Parent Facebook groups are filled with dismay over how their talented, high achieving students could be denied admission. Everyone seems to know a neighbor or colleague whose “less qualified” child was admitted to a college that turned their own son or daughter down flat.

This is not a new phenomenon. Application numbers have grown steadily over the past few decades and the forces that bear on who gets admitted have intensified. Outcomes have become much less predictable. Economists would call this supply and demand (think Cabbage Patch Dolls and Taylor Swift concert tickets).

On their end, college admission professionals describe a dramatic increase in what they call “selection pressure”. Simply put, they have more and more applicants competing for spots in a first year class that’s not getting any bigger. A new category of colleges has emerged: the “Highly Rejective” have acceptance rates in the single digits. The popularity of these colleges has been fueled by media attention ranging from rankings to scandals.

While a significant population decline will hit high schools and then colleges beginning in about 2026 (the result of lower birth rates during and following the Great Recession of 2007-2009), highly selective colleges do not expect diminished applicant pools or selectivity. It is the lesser known colleges who are concerned. Many are already downsizing, merging, and recruiting non-traditional populations of students.

We’ll get to what “hooks” are and how they influence acceptances below, but first, it’s useful to understand how we got here, and why hooks impact admissions. For context….

Why have application numbers skyrocketed at many colleges?

Here are a number of factors that have increased college application numbers:

In 2000, 2,832,844 students graduated from high school in the US. In 2022, there were over 800,000 more high school graduates.
Over the same time frame, there has been an increase in marketing/targeted recruitment by colleges.
Rankings (in CEG’s opinion, flawed, but clearly influential) by the media call attention to “top” colleges
Ease of the application process provided by Common, Coalition, and system-wide applications:

In 2010, the Common Application had 400 member colleges; in 2022, there are over 1000 with more joining every year.
Common Application reports that the number of students applying to 10 or more schools has doubled since the COVID Pandemic

Elimination of application fees at many colleges
Test Optional, Test Blind, and Test Free movement

Began in the 1980s, gained momentum in the decades that followed, and became almost universal in response to the COVID Pandemic

The COVID Pandemic

A generation of students were unable to visit college campuses and whittle down their lists
With scores no longer an automatic disqualifier, a wider array of students chose to apply to colleges that previously seemed out of reach. However…
The largest increases in applications since the start of the pandemic have come from “traditional” well-resourced applicants who have always dominated the applicant pools of highly selective colleges (HigherEd Drive)

Frequently Asked Questions about the college application process

There are many myths and misconceptions about the college application process and how colleges decide whom to admit.

Before we explain what “hooks” are, let’s break things down and separate myth from reality. It’s important for students and parents to understand the forces that influence who gets admitted to a college and why—and recognize the parts of this process they can and can’t control.

How have colleges responded to the growth in application numbers?

They love it. More applications means more respect and admiration from the public, the faulty perception being that popularity and selectivity correlate with quality and prestige.

Acceptance rates are viewed as an index of desirability.

From a more practical standpoint, having more applicants from which to choose allows a college to be highly strategic in shaping its student body based on its priorities and preferences. The downside? Increases are addictive: enrollment managers and admission directors are judged on their ability to keep the increases in the applicant pool coming and to shrink their acceptance percentage.

Colleges have developed strategies to help them manage the larger numbers of applicants and still come in on target in terms of the size of the first year class. The most public strategy has been the increase in the number of students being admitted Early Decision.

Why has it gotten so much harder to get into selective colleges than in the past?

Supply and demand!

Colleges have more applicants and have not increased their size in response.

US News and World Report started ranking colleges “holistically” in the early 1980s; the only rankings at that time were quantitative and based on selectivity alone ( Most Competitive, Highly Competitive etc). When US News titled its annual publication “Best Colleges”, they led the public to believe they could precisely rank institutions on the basis of reputation, academic factors, and admissions data. (You can probably tell from our phrasing here that we think you should be skeptical of this conception of “best”...)

Families from around the world saw the rankings as a shortcut to a more thoughtful, realistic, student-centered process. After all, if Consumer Reports could tell us which refrigerator was the best, why couldn’t US News tell us which college was best? The difference, of course, is that a refrigerator is an object while a college is an experience (and a very complex one at that).

While US News has tweaked the ranking methodology over the years in response to challenges to its integrity, the perceived influence of the rankings remains strong. Application numbers have swelled exponentially at the colleges listed in US News’ top categories, helping to reduce acceptance percentages at a group of elite colleges to single digits.

Some good news (from a student-centered educator’s perspective) is the very recent withdrawal of a number of top law and medical schools from the US News rankings as well as a trickle of undergraduate colleges. The more colleges that continue to reject these types of misleading metrics, the less pressure enrollment managers and college leadership will feel to maintain practices that keep their institutions alive in public consciousness (such as higher application numbers and higher test score averages, which substantially increase a college's ranking status).

Is it easier to get in early decision or regular decision?

That’s the common perception, and the numbers generally bear it out.

A low acceptance rate coupled with a high yield of those students admitted is the magic formula that elevates a college’s brand. But how does a college predict which admitted students will enroll so that they choose the right ones and the right number enroll? Welcome to the world of “enrollment management.”

Early Decision allows a college to increase its yield to the max: one acceptance equals one enrolled student. This beats admitting two, three or even more students in order to fill a single space in the class—which is what many colleges have to do in the regular round when students are applying to a long list of colleges. This is when it gets much harder for colleges to predict which applicants will take them up on their offer of admission—and colleges hate to “throw away” a letter of acceptance.

The downside of Early Decision for colleges? Selection pressure is increased tremendously in the regular review when half or more of the first-year class is already locked up in the early round. Many outstanding applicants who would be a great fit for the college are waitlisted or denied as a result.

Okay, so many colleges have more applicants and are strategically motivated to admit as few of them as possible to fill their class and maintain their selectivity position in the eyes of the media and the public. How do they decide who to admit?

Again, let’s break it down.

How are colleges influenced by their history and mission?

Public, independent; coeducational, single sex; religious, secular; technical, comprehensive, liberal arts; traditional, progressive; minority-serving … Every college has a story to tell about its founding mission and history.

Some have moved on from their origins and have reinvented themselves in light of demographic and societal influences while others have kept their raison d’être (reason for being) alive and well. These founding principles may be seen not only in the traditions of the college but in curriculum design and in the social engineering of the college community.

It falls to the admissions office to maintain enrollment based on the directives articulated by the Powers That Be (the trustees and the administration). This is why a college periodically writes a Strategic Plan: to make these commitments and priorities clear and actionable.

What can you do?

Look for this information when researching a college:

On a college’s website, look at the sections titled History, Mission and Values, and Strategic Plan.

Then on the Admissions website, look for how the evaluation process is described and how it reflects the college’s identity and purpose. What language do they use to describe themselves? Colleges look for students who are a match because they are most likely to be a success story (meaning enroll, be happy, graduate, and be a loyal alum). Showing alignment with what the college values is very influential in the application evaluation process—in fact it is a must!
Where do you show alignment? In your writing, your Activities List, and most certainly in each college’s supplemental essays. It is up to you to show you “GET” them and will thrive in their community and in the academic program you have identified.

Here are two good examples of what we mean. These institutions—one private and one public—show explicitly how their history, mission, and values inform the admission process. Pay attention to this kind of information at every college on your list if you want to prepare an application that will convince them that you are a good match and will be a value-added member of the first year class!

Example #1:

From a “Highly Rejective” university: Overall acceptance rate of about 7% (about 34% of first year class filled via Early Decision I/II).

Source: JOHNS HOPKINS UNIVERSITY

WE WANT TO UNDERSTAND WHO YOU’LL BE IN OUR COMMUNITY.

Our students celebrate the exchange of perspectives, build on their experiences, and get inspired to try new things. As we review your application, we want to understand how you’ve thrived academically and contributed to your school environment, extracurricular activities, and community. Each part of the application gives us a sense of how your achievements and values align with Hopkins.

Find out more about our review process and what we look for in applicants, so you can craft your strongest application.

Your Hopkins Application: What We Consider

Academic Character

How you pursue your academics, contribute to the learning environment, and engage with your interests beyond the classroom. We typically find this in your:

Transcripts
Activities List
Recommendations
Test Scores (Optional)

Impact & Initiative

The roles and impact you’ve had in clubs, organizations, jobs and internships, or within your own family and community. We typically find this in your:

Activities List
Recommendations
Essays

Overall Match

Your values, goals, and how we believe you’d grow within the Hopkins community. We typically find this in your:

Supplemental Essay
Personal Statement
Overall Application

Example #2:

From a large public university with an in-state/out-of-state acceptance differential and a handful of highly selective academic programs. No Early Decision program; Early Action applicants are given an advantage in the competition for the most selective majors, honors programs, and merit scholarships. Overall acceptance rate of 45% (much lower in Business and STEM).

Source: THE UNIVERSITY OF ILLINOIS URBANA-CHAMPAIGN

How We Review: Admissions Philosophy

As a land-grant university and Illinois’ flagship public university, the University of Illinois Urbana-Champaign has a responsibility to serve the citizens of the state of Illinois, from the power corridors of the Chicago Loop to the cornfields of Southern Illinois. The goal of the admissions review is to execute the will of the faculty and university administration by implementing a fair and equitable process to review a large pool of applicants and select those individuals who have challenged themselves academically and show commitment to activities and service expected of UIUC alumni.

UIUC seeks to enroll a diverse student body in order to create an inclusive and pluralistic learning environment that respects the varied perspectives and lived experiences of a diverse community. The concept of a diverse student body should be understood to include diversity in many dimensions, including socioeconomic status, veteran status, city/county/state/country of origin, family background, gender, race and ethnicity, and the intersection of these factors. Students learn and achieve more in diverse environments. As we strive to provide the best possible educational environment, our students have a compelling educational need to participate in a diverse learning environment. Factors we consider for admission include consistent achievement at the highest curriculum level available to the student; competitive scores and subscores on standardized tests in relation to the context available to the student; interest in the major/program and reason for selecting the academic interest area; achievements outside of the classroom that suggest strengths and skills that will enhance the campus community; and unique circumstances that may demonstrate qualities or skills that help a student to succeed.

Review Process

In order to meet their educational missions, each academic community at UIUC seeks students who meet and exceed standards for incoming first-year students and have the potential to be leaders in their chosen fields upon graduation. When a student applies to UIUC, their application for admission is subject to a rigorous, careful, thoughtful, and complete review by admissions professionals from our office and the academic community to which they have applied.

A variety of factors are considered upon review. When reading an application, the admissions and academic community professionals review it using a holistic approach by combining the criteria being evaluated. Primary among these criteria are academic performance and coursework rigor. The other sections of the application—including the essay; major-specific questions; list of activities, achievements, and honors; and so on—will be given equal, careful, and thoughtful attention. Applicants should understand that every word of the application is considered in making an admissions decision, being sure to present themselves and their stories accurately and completely. Readers consider all evidence provided by the applicant, the context of the personal and academic circumstances, the opportunities available to them, and the strength of the applicant pool in each academic community and to UIUC overall. The weight of each criterion in the admissions decision depends on the combination of qualities presented by the applicant. We have no set formula of weighting criteria. Final decisions are made on the evaluation of a variety of criteria and not by a single point system or formula.

What are “Institutional Needs”?

Behind admissions decisions are institutional needs and priorities: a laundry list of requirements, talents, qualities, and preferences that an admissions office needs to honor as they recruit and admit students. Some of these are long term and rooted in the history and mission of the college; others are short term and may be a “fix” for a perceived lack or problem.

Identification of these needs happens on an annual basis as an admissions office reviews the results of the recruiting/admission cycle just completed. What goals were met? What deficits are apparent? At most colleges, each admissions staff member is responsible for a geographic territory and creates a plan for the coming cycle. Plans might include targeted recruiting, developing relationships with counselors at school and access organizations, and direct student contact through the College Board Student Search Service (all that print and electronic mail you receive!).

Institutional needs and priorities are unique to each college and determined by an institution’s leadership: Trustees, President, Faculty, and other stakeholders. Some are commonly held but be aware that each college defines and values these factors differently. You only have to look at a college’s Strategic Plan to see how it intends to carry out its Mission and Values.

Commonly held institutional needs and priorities:

Underrepresented backgrounds
First generation to attend college
Geographic diversity (i.e. you live in a less common state/region for that college)
Academic stars
Major academic competition and scholarship winners
Students applying to under-enrolled or new academic programs (i.e. your intellectual curiosities/experiences are rare within the college’s applicant pool)
Students with special talents
Legacies (i.e. your parent/guardian attended the college)
Faculty and staff children
VIP categories
Development potential (i.e. potential donors)

What are HOOKS?

We’re not referring to the openings of essays in this case - that dramatic sentence that grabs the reader’s attention. In admissions, a “hook” is a characteristic or achievement that advantages a student in the admissions process because it meets an institutional need or priority. A hook may be an automatic ticket to acceptance or it may simply keep an application in the running for admission as other applications are eliminated.

When reading applications, admissions staff flag the application of a student who appears to have a hook and move them into a special review. A hook needs to be validated to make sure that the applicant merits special consideration.

To be clear, students who are not qualified academically are not admitted simply because they have a hook at a particular institution. Admitting a student - no matter how talented or well-connected - who is likely to fail is never a sound practice. That said, some colleges have alternative paths for students they want to enroll but who need some additional preparation or growing-up time. Generally speaking, students with hooks are advantaged—some substantially; some would not be admitted were it not for the special talent or background that elevated them in the applicant pool.

Hooks influence the admissions decision relative to the weight a college places on a particular characteristic, achievement, or talent.

Here are some examples.

Students from Underrepresented Backgrounds

All colleges value having diversity in their student body (and on their faculty) because of how it enriches every student's academic and personal experience. So because each college naturally attracts students from certain backgrounds depending on its location, mission, and reputation, they have to work harder to attract students who are outside of their mainstream.

The word “underrepresented” has come to mean the types of people a college is lacking in its student body. Students from these backgrounds (often called “demographics”) become a recruitment priority and are considered to have a hook in the admissions process. Every college is different, so don’t assume these characteristics are valued in the same way. You can find a wealth of information about a college’s diversity on its Common Data Set (on their website) or by asking a member of the admissions staff.

Examples of possible “underrepresented” backgrounds

Geographic location
Socio-Economic Status
Family educational background
Age, disability, marital status, military status

Special Populations

Some applicants are advantaged because of their parents’ employment, fame, or educational history.

Examples of “special populations”

Children of employees at the college (faculty and staff)
Students eligible for tuition exchange programs because of parent’s employment
Legacy status: children of alumni (other family relationships may be considered)
VIP status: children of public figures such as political and business leaders, celebrities, and major donors

Applicants to Under-Enrolled, Less Selective, or New Programs of Study

The pressure on students to specialize their studies and commit to a professional career path earlier has been unmistakable over the past several decades. As reported by the National Center for Education Statistics in a recent ten-year study, enrollment in the humanities, social sciences, and education has fallen while enrollment in business and STEM has exploded. Values and demand have changed, and while many colleges have responded and expanded their offerings, few are doing away with traditional majors.

Admission offices are expected to enroll a diversity of students who will find their way into all the classrooms where professors are waiting to teach them.

Larger universities tend to admit students directly into divisions of study—some even into specific majors where seats may be limited (think STEM). Colleges that do not require students to declare their major until sophomore year still ask on their applications about academic interests or intended majors. Balancing interests and numbers is important to all institutions.

When a new program of study debuts at a college, admissions may be charged with bringing new students into that major. Donors want to see the program or building they endowed abuzz with activity. That may mean that for a few years, applicants interested in dance, Sanskrit, or rhetoric are suddenly advantaged!

In some cases, a college may find that enrollment is declining in some majors—history, English, classics, foreign languages, education, religion, or philosophy for example (majors that are not tied to a specific lucrative professional path). Applicants expressing an interest in these fields of study may find themselves advantaged in the sea of STEM and business-focused peers. But it is not enough to check a box on the application: a student must show evidence of genuine interest through activities, personal research and experience, or even recommendations. It has to be believable and not an obvious tactic to gain admission through a “back door”.

Examples:

A student expressing interest in Classics who taught herself elementary Ancient Greek because it wasn’t offered at her high school
A prospective Anthropology major who never took a class but researched and facilitated the return of Native American artifacts to a reservation
A Head Start volunteer who wants to become a special ed teacher
An agriculture applicant who has been active in 4-H

Special Talents

Athletics

Perhaps the most obvious and public hook is an applicant’s ability to contribute to a college’s athletic program. Being a high end player in high school—even a star—is not enough; college coaches have a process by which they identify students who have the skills and potential to contribute to their program. A student has to play a needed position at a level recognized by the coach—and get noticed by networking with college coaches, playing at showcases and ID camps where they will be seen, and having academic credentials at the level the college and coach expects.

Not all sports and positions are viewed as equal in the recruiting process. A hook is profoundly influential in a marquee sport: one which produces revenue and publicity. Certain position players are given greater priority in the recruiting process when a college coach is looking to address a deficiency in their program.

Scholarships are offered only by certain colleges based on the rules of their institution and the athletic division and conference to which they belong. According to NCSA (Next College Student Athlete, a recruiting service), less than two percent of high school athletes receive athletic scholarships in college.

Athletes who hope to gain recruiting attention have to start the process early, in some cases as early as ninth and tenth grades. College coaches often “fill their spots” a year or more in advance. Prospective students should check the Athletics website of a college for a Recruiting Form of some kind; this is usually the first step in connecting with a college coach.

Students hoping to play at the Division 3 level (non-scholarship but a very competitive level of intercollegiate play) may still be advantaged in the admission process if designated by the college coach as a recruit. Don’t wait until senior year to connect with coaches!

Speech and Debate

Colleges that field intercollegiate speech and debate teams hope to attract students who will contribute to the success of the team. As with athletics, prospective students need to promote their achievements with college coaches if they hope to use their skill as a hook.

Activism and Social Media

Colleges are beginning to recognize the role of “influencer” in the political, environmental, and popular culture world of Gen Z.

Performing Arts

All colleges value a student’s participation in the performing arts in high school, but some colleges place a premium on students who will contribute significantly to the performing arts life of the community. As with athletics, these colleges have a process by which prospective students identify themselves and provide evidence of their background and potential contribution (portfolios, auditions, master classes); this may be done in advance of the application process or as part of the application. The process will differ for prospective performing arts majors than for students who plan on participating but majoring in something else.

Which performing artists have a hook in the admission process?

Examples:

Marching band recruits
Students who play underrepresented orchestra instruments such as the Bassoon, French Horn, Harp, and Double Bass
Male actors, choral vocalists, dancers

Unusual Talents

“Other unusual talents” category of hooks are skills and accomplishments that make the applicant stand out as highly desirable—meaning that the student will likely stand out and contribute in a significant way to the life of the college.

Examples:

An applicant who …

Published significant research/has been recognized for scholarly work
Achieved significant entrepreneurial success, is paying for their own college education, or founded a philanthropy
Earned recognition for service on a large scale, state or nation-wide
Lived off the grid for a year and published a survival blog
Wrote and published a novel
Was named Poet Laureate for their State

If I Have a Hook, How do I Make Sure it Gets Noticed?

Whatever application form a college uses (Common, Coalition, or its own), there will be questions about a student’s demographic background, family, and education. Answers to these questions will let them know if the student comes from a valued underrepresented background.

Application readers look to the Activities section, essay(s), and even recommendations to see how the student’s background has informed their lives and their potential contribution to their college community.

Special talents need to be “marketed” in order to be influential in the admissions process. Every college will explain on its website the process for communicating with coaches and directors of activities. Evidence needs to be provided for the talent, be it a repertoire of music performance pieces, a resume of competitive debate placements, or a list of personal best times in swimming events. Certain skills and accomplishments are more quantifiable than others; prospective students need to communicate closely with college staff to provide the information they need to assess their potential contribution.

For non-competitive skills and talents involving academic research, service, writing, and leadership, it is up to the student to provide information and examples—and recommendations if appropriate. In most application platforms, there are sections which allow the student to provide extra information and examples: the Additional Information section, resume upload, digital portfolio, and research abstract upload. Another place to add this level of detailed information to an application is through the portal which becomes available after the application is submitted.

Big tip: communication is key.

Students should ask admissions staff how best to augment their application with detailed information and evidence of special talents and accomplishments.

Students benefit from being proactive, communicative, and thorough about potential hooks. Get advice from people who know you and who have been through the application and recruitment process before, and from the college side.

If I don’t have a hook, should I bother applying to a very selective college?

Of course you should! If you do careful research and find that a college is a great fit for your interests, goals, academic qualifications, and your family’s budget, then don’t give up without even trying!

The majority of students admitted to a selective college do not have the advantage of a hook, but understand that the process will be more competitive for you if you don’t. You need to plan on preparing the strongest possible application and make every effort to stand out.

How do I stand out if I don’t have a hook?

Apply Early! Early Decision usually gives a big advantage but it’s not for everyone. If not ED, then look for Early Action, Rolling, and Priority application opportunities. Early application pools of all kinds are smaller and the readers more attentive than during the regular review but know what you are getting into.

Show Interest: Many colleges value the work you put into your college research – it shows that you are working hard to determine the fit between you and the institution. It also means that you are more likely to enroll if admitted (what colleges call “yield”). Demonstrated Interest (or Demonstrated Engagement) is measured by how long and how deep your research goes: for example, subscribing to the college’s mailing list (there is a form on the admissions website), attending virtual and in-person campus visits and webcasts, having an interview if one is offered, and communicating with your admissions counselor. Even opening your emails and spending time on the website! Find out if a college “counts” Demonstrated Interest by looking at the Common Data Set (on every college’s website), Section C7 (Level of an Applicant’s Interest).

Don’t do the bare minimum. On the application, answer all the optional questions. Have an interview if one is offered. Meet an admission staff member and ask questions if they visit your high school or attend a local college fair.

Visit the campus and scope it out for yourself. If you can’t, attend virtual visits and learn all you can. Infuse what you know into your application, especially the “Why are you applying to this college” short essay. If a college doesn’t directly ask this question, answer it anyway!

Write yourself into your application. The Personal Statement isn’t just a writing sample, it's an opportunity to bring yourself to life. Tell your family’s cultural story (everyone has one). Describe what has influenced your identity and who you want to be in the world. Provide context for choices you have made about courses and activities.

Don’t ignore the Additional Information section. This is your “free” space to add information and color to your application that might otherwise be missing. This is where you can talk in greater depth about important activities or experiences, explain impactful circumstances or events, or add something creative to your application. The only misuse of this section is to not use it!

If a college has a Application Supplement, understand that these are their special customized questions and they weigh them heavily! Don’t breeze through the short essays asking you about your choice of academic program or what specifically attracts you to that college. Don’t be generic - show them you’ve done your homework and know why you are a great fit.

Focus the Activities section of your application on evidence of your initiative and impact, not just your participation. Be sure to include activities that align with your academic interests and ambitions! Don’t forget that activities include work, hobbies, things you have learned on your own, and family responsibilities, not just how you engage at school and in your community.

Many colleges invite you to submit a digital portfolio as part of your application. Read each college’s Admissions website to see what they say about Supplemental Information: who should consider submitting, portfolio requirements, and how to assemble and submit the portfolio. Common portfolio options are Theater, Instrumental/Vocal Music, Fine Arts, and Dance. Some colleges welcome Maker Space (design and technology) and Writing portfolios. If you are talented in an area and plan to participate in college (whether or not you intend to major in it) look into this exciting way to bring yourself to life in your application.

Communicate with your Admissions Counselor. Most colleges list their admissions staff, geographic responsibilities, and contact information on the website. Write a business professional email and introduce yourself - ask some good questions that show you are trying to figure out if the college is a good match for your interests. Ask their advice! This person will likely read your application and you want them on your side.