Brian’s speech was electrifying as he spoke at an incredible speed.
“This was the first quote my Yale interviewer wrote in my admissions file, a document I finally obtained three years after gaining acceptance into Yale University.”
I vividly recall that interview as if it occurred just yesterday. It took place over a Zoom call, as my application process coincided with the peak of the pandemic and remote learning. I was dressed in my father’s old, oversized dress shirt, trying to make a good impression. The interviewer was delightful, yet I must admit that some of my responses may have been incoherent. I was so nervous that I forgot to take proper breaths between my sentences.
When I had the opportunity to look at my admissions file years later, it provided me with insight into what my interviewer was truly thinking during that fateful day. It was an eye-opening experience that revealed the factors that ultimately led to my acceptance into Yale.
I reviewed my application as a junior with the registrar
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Under the Family Educational Rights and Privacy Act, all students in the US have the right to review their college admissions file. In my case, I reached out to the university registrar via email and received a response within 45 days. A member of their support staff scheduled a virtual meeting for me. During the meeting, I was not allowed to take pictures or record, so I took handwritten notes instead.
The staff member and I didn’t exchange many words. Instead, she shared her screen and allowed me to read in silence. It felt like she understood the emotional significance of this moment for students, and I was grateful for that. It’s quite daunting for any teenager to condense their identity into a 650-word common application essay and a questionnaire. However, it’s even more overwhelming to see, in retrospect, how everything was evaluated.
I got a behind-the-scenes look into Yale admissions when they read my application
In evaluating my application, every component was assigned a score ranging from one to nine. My extracurricular activities and the first teacher recommendation both received a rating of six from the evaluators. The second teacher recommendation and the counselor’s recommendation earned a rating of seven each. The interview was deemed “outstanding,” while the overall rating was a 2++ on a scale of one to four, with one being the highest. The presence of pluses in the rating indicated a positive evaluation.
When I looked at my ratings, I realized that they were not exceptional, but they were not terrible either. The numbers on the pages seemed impersonal and calculated. It was odd to think that something as subjective as extracurricular activities could be assigned a numerical value.
The comments left by the admissions officers were what truly caught my attention, going beyond just the ratings. I was particularly struck by their remarks on my character, essays, and the potential impact I could have as a student.
“I was moved to tears when I read Essay 1,” one reader expressed their emotional response to my common application essay. Another reader commented on the same essay, highlighting its unique perspective: “The depiction of the protagonist’s Chinese New Years is unconventional as it sheds light on his family’s financial hardships.”
I felt a surge of emotions as I recalled the process of writing that essay. The memories came rushing back, reminding me of the challenges I faced in getting started. I realized that in order for someone to truly understand me, they needed to have an understanding of my background. My goal was to demonstrate that I deserved a place at the table, where legacy students and the affluent often outnumber individuals like myself who come from a first-generation, low-income background.
As I continued reading, I discovered additional remarks from admissions officers that touched my heart. They expressed sentiments like, “He demonstrates kindness towards his mother,” “It is evident that he possesses a genuinely compassionate nature,” “This is one of the brightest, most sincere, and cheerful students I have ever encountered,” “I firmly believe that Brian would inspire his fellow peers at Yale to advocate for justice,” and “My overall impression is that this student would make a significant contribution to the undergraduate community.” These comments truly resonated with me.
I couldn’t find any negative comments during my search.
“I don’t deserve this,” I muttered quietly to myself. As a junior in college, I found myself no longer achieving a perfect 4.0 GPA. Uncertain about my post-graduation plans and juggling two part-time jobs, I was just trying to survive the midterms. However, it was comforting to know that there was someone out there who believed in me and supported my journey.
The process reminded me how far I have come
Growing up in a disadvantaged household with no college-educated individuals, I have always approached the Ivy League application process with a sense of skepticism.
I used to question the “holistic” admissions process that many colleges, including Yale, claim to have. This was because I lacked the resources to enroll in SAT test prep and couldn’t afford to pursue unpaid leadership positions or resume-boosting activities at school. Despite my numerous criticisms about Yale, my doubts about the fairness of the admissions process remained.
In their comments, the admissions committee showed understanding by considering my application in light of my circumstances. While I may never know the exact details of their deliberations, I have learned a few valuable lessons from my own observations and conversations with others who have gone through the same process: it is one’s character and potential that matter most, not a need for perfection.
In the end, it was up to me, and no one else, to give myself the opportunity to apply in the first place.
An admissions officer expressed their admiration for the outstanding GPA, particularly within its context, referring to it as a “home run.”