How I Got Into Smith: Part II
In part I, I wrote about my high school extracurricular activities. In this post, I focus on the academic side of my application. I’ll be honest that these posts weren’t as well planned as I would have liked and that ideally, this part would have been first. It was initially going to be a single post, but I didn't have enough time to finalize this part before my unofficial deadline of Sunday at 11:59. It worked out in the end as splitting it into two parts created a new blog post out of thin air. Furthermore, it turns out I had a lot more to add to this part.
My academics were definitely a strong aspect of my college applications. For some additional context, I applied to Smith regular decision and was admitted with a presidential scholarship. To learn more about merit aid at Smith, click here. Smith was my first choice throughout the application process and I actually submitted my application before the early decision deadline. To read more about why I chose Smith or more accurately why it became my first choice, click here. For additional context, I attended a public high school in Vermont with a graduating class size of 106 with 65% of the class attending two and four-year colleges. If this post is interesting to you, you may also enjoy reading about my academic journey to engineering and computer science.
I’ve always loved school and education has been a top priority. Between middle and high school, I took six and a half years worth of high school science classes. In addition to the advanced track of our regular curriculum, I took a marine biology class that included a research trip to Bermuda and three APs (chemistry, biology, and physics C mechanics). You can read more about my AP experience here. Of the three main sciences, physics is my favorite. As a class though, I think AP biology was the best. I won departmental awards my first and last years. I was really proud of the first science award as it was a special award created just for me (as opposed to for a specific class year). The crazy thing about taking all these science classes is that I have taken very few science classes here at Smith. Thinking about this irony is part of why I thought to write this post in the first place. Technically I have only taken two science classes (PHY 118 and PHY 210) during my time at Smith. (And to be honest, PHY 210 hardly counts as it's really just an applied math class that’s offered by the physics department). You can check out all of my Smith courses here. The reality is that I fulfilled the introductory chemistry and physics requirements of my engineering major with AP credits.
In addition to lots of science classes, I doubled up on math classes in ninth and eleventh grades. Granted I didn’t take math my senior year and retook calculus at Smith. I think there were some clear flaws in my math education as many of the courses were too easy and had too much overlap year to year. At the same time, we didn’t cover enough trigonometry and had other gaps in our precalculus course. I did learn a lot in my AP statistics class and was surprised by how much I enjoyed the content. It makes total sense in retrospect as I now see math as an interesting and useful tool. Back in elementary and middle school, math was my favorite subject and I loved it in isolation of other subjects and real-life applications. In ninth grade, I got a math award, but unlike the other departmental awards, a lot of people got them.
My favorite class of high school was AP computer science A. In that course, I learned Java and the basics of object-oriented programing. In ninth grade, I’d been introduced to computer science through a semester-long Python course. In my senior year, I took an online website development course from my state university. I learned HTML, CSS, and some PHP. I also took a semester-long engineering course. It didn’t have math or science prerequisites, lectures, or structured assignments. What it did provide was a fun self-directed opportunity to learn how to use our new CNC machine and work with (mostly fix) the 3D printers.
Four years of English were required to graduate, so I took our required ninth and tenth-grade courses followed by an advanced expository writing course and an advanced literature course called world authors. I’ve always loved reading, but English classes and literary analysis aren’t really my thing. To read some of my reflections on writing, click here. I managed to win an English award my sophomore year which was cool as I’d never really seen English as a strong subject of mine. Granted, I didn’t like my sophomore English class as it only had seven other students who clearly didn’t want to be there and didn’t do assignments well or on time. I also took French all through high school and won awards my first and last years. I was generally more engaged with school than my peers, but French is where my peers’ lack of engagement had the most negative effect on my learning. I’m not trying to brag about any of my academic awards, but I do genuinely believe I did stand out on my own merit. When it came to French, it was more just that there wasn’t much competition.
Social science classes were the ones I generally avoided. Knowing that I only needed three years of social science to graduate and having already doubled up on math and science, I skipped the ninth-grade social science class. As a sophomore, I took the advanced version of our sophomore social science class called democratic roots. As a junior, I took AP U.S. history as U.S. history was required to graduate. The other AP courses were of actual interest to me and this was the only one I took for the AP designation. It was one of my least favorite courses, but I defend my decision to take it as the regular version was sort of a joke at my school. Furthermore, the APUSH teacher was also the advisor for the school publication and was able to write what I presume to be a strong letter of recommendation. As a senior, I took a semester of AP art history and another semester of art history through my local community college. The AP course was entirely online through UC Scout. I didn’t finish the AP course as the community college version was free due to my state’s dual enrollment program. The community college course was also fully online and was much more limited in scope.
I was in the jazz band from eighth through tenth grade. I played the electric bass, an instrument I picked up because they needed a bass player. Jazz isn’t my kind of music, so I never really got into it. To check out some of my favorite songs and musical history, click the respective links. I “quit” the jazz band as it conflicted with AP chemistry. The bass is an integral part of the rhythm section, but rhythm doesn’t come naturally to me and is challenging even with deliberate practice. I was used to being in all of the advanced courses but was in the intermediate jazz band with eighth and ninth graders. Additional required electives included health, financial literacy, and three semesters of physical education. The only class I did over the summer was an independent study for physical education credit. The running I did for the self-directed course probably helped earn me a spot on the varsity field hockey team. I also took a weight lifting class which I absolutely hated.
I wasn’t planning on sharing my actual stats, as there is so much more to college admissions than raw scores or even academics. What really matters is (in terms of academics) is the rigor of your courses in the context of the high school you attend. However, if you’ve read this far, I don’t really mind sharing my actual grades and scores. I earned straight As throughout high school and had a GPA of 4.26 (unweighted on a 4.33 scale). My school didn’t officially do class rank, but I am almost positive I had the highest grade point average. I do know that at the end of my junior year I had attained the “highest level of academic achievement” which I presume takes into account courses and grades. A lot of schools have gone test-optional due to the pandemic, but it’s worth noting that Smith was already test-optional. I don’t know exactly how merit scholarships work, but I am guessing that a strong SAT/ACT score would be necessary to earn one. My SAT score was 1500 (780 math and 720 verbal). I did study a lot over the summer before senior year and improved by almost 150 points from my PSAT. I also submitted SAT subject test scores of 790 for chemistry and 770 for math level II.
