Insights from Discussions with Admissions Officials on School Profiles, Grading Scales, and Admissions Criteria
Discussions with university officials shed light on the importance of school profiles, grading scale variations, and admissions criteria. Insights include the significance of school profiles, diversity in grading scales, and the role of NHS in the admissions process. Admissions offices consider factors like GPA weighting, rank comparisons, and the significance of joining NHS when evaluating applicants.
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Haddon Township High School Grading Scale Weighting / GPA / Rank NHS
Discussions with directors and deans of admissions This year, schools included: Rutgers University, New Brunswick TCNJ West Chester University University of Delaware Franklin & Marshall College Bucknell University Swarthmore College Muhlenberg College Gettysburg College University of Pennsylvania (2x) NYU other source Princeton University other source Syracuse University other source
Questions asked 1. Does school profile matter to the admissions office at ___________________________ College/University?
Questions asked 2. How do you view/reconcile the variation among schools grading scales? Are you seeing any trends in these?
Questions asked 3. How do you compare the rank of a student from one school to the rank of a student from any/every other?
Questions asked 4. Do you care how any given school weights its honors/AP classes? Does the GPA scale matter in any way to you or your institution?
Questions asked 5. How important is NHS in the admissions/scholarship process? What happens when a school does not belong to NHS?
Questions asked 6. What should our parents/students be most concerned about when applying to your school?
School Profile Unanimous: Yes, it definitely matters it offers great insight very helpful for all the reasons you would expect context! Of course, no way for us to know anything about your school if we aren t familiar with your profile.
Grading Scale Consensus: Great variation in grading scales across the country. (NOTE: especially in NJ) No significant trends noted. The 10-point scale is not the norm.
Comparative Grading Scales of Local Schools Haddonfield - 93-100 (8-pt. scale) Bishop Eustace - 93-100 (8-pt. scale) Paul VI - 93-100 (8-pt. scale) Camden Catholic - 93-100 (8-pt. scale) Gloucester Catholic - 93-100 (8-pt. scale)
Comparative Grading Scales of Local Schools Eastern - 92-100 (9-pt. scale) NOTE: 64 and below = F Audubon - 92-100 (9-pt. scale) NOTE: 64 and below = F Collingswood - 92-100 (9-pt. scale) NOTE: 64 and below = F Lindenwold - 92-100 (9-pt. scale) NOTE: 64 and below = F W. Deptford - 92-100 (9-pt. scale) NOTE: 64 and below = F
Comparative Grading Scales of Local Schools Gateway - 93-100 (A), 83-92 (B), 73-82 (C), 65-72 (D), 64 and below = F (Scale: 8, 10, 10, 8) Haddon Hts. - 93-100 (A), 83-92 (B), 73-82 (C), 65-72 (D), 64 and below = F (Scale: 8, 10, 10, 8)
Comparative Grading Scales of Local Schools Cherry Hill East/West 90-100 (10-pt. scale) NOTE: 59 and below = F Paulsboro - 90-100 (A), 80-89 (B), 70-79 (C), 65-69 (D), 64 and below = F (Scale: 11, 10, 10, 6)
Comparative Grading Scales of Local Schools *Pitman - 93-100 (A), 85-92 (B), 75-84 (C), 70-74 (D), 69 and below = F (Scale: 8, 8, 10, 5) *Only school with same DFG as HTHS
Key Terms Grade Points (GP): A = 4, B = 3, C = 2, D = 1, F = 0 Quality Points (QP): (Grade Points)(Number of Credits) Ex. 1- Student earns a 'B' in a 5 credit course: (3)(5) = 15 Quality Points Ex. 2- Student earns an 'A' in a 5 credit course: (4)(5) = 20 Quality Points So, as Grade Points increase by 1, Quality Points increase by the number of credits.
Ex: Regular 5 cr. Courses - 10 A's, 13 B's Weighted 5 cr. Courses - 2 A's, 3 B's, 1 C QP's: (12)(5)(4) + (16)(5)(3) + (1)(5)(2) = 490 Tot. Credits: 145 Total Non-A Weighted Credits: 20 Total Weighted A Credits: 10 490 + 20 145 10 150 = 3.5839 +
Weighted GPA Formula (broken down): GPA raised for A's in weighted courses QP's raised for Non-A weighted courses Unweighted GPA A fixed denominator is used to encourage students to take courses of interest. This can never exceed 4.0
Our system Other systems In other systems, students put themselves at an advantage by increasing their weighted credits and decreasing their total credits. In our system, students are encouraged to take courses of interest since the left side of the expression cannot exceed 4.0 and all weighted A s have a constant factor applied.
Non-Weighted Grades- 14 As Weighted Grades- 12 A s, 3 B s Student 1: End of senior year All 5 cr. courses Non-Weighted Grades- 16 A s Weighted Grades- 12 A s Student 2: End of senior year All 5 cr. courses Our system: (26)(5)(4) + (3)(5)(3) + 15 145 (28)(5)(4) 140 60 150 + = 4.40 Student 1 60 150 + = 4.40 Student 2 Other systems: (26)(5)(4) + (3)(5)(3) + 75 = 4.4138 Student 1 145 (28)(5)(4) + 60 140 = 4.4286 Student 2
Weight / GPA / Rank Consensus Colleges/Universities do not care how we weight our classes. Do/can not compare rank of students in school A to rank of students in school B. Decisions never come down to simple numbers. (NJ: 4.0 - 13.0) e.g. Florida, Lake Wobegone
NHS Not important! We don t even look at it at all anymore. It s just a point of distinction for the students and parents to be proud of .no money on or off the table because of it. Nothing to do with our decision-making process. We don t even think about it I ve never worked in a school that did. 3 schools professed to give automatic scholarship money for NHS: Union College (Nebraska), Albright College, and Washington College (Md.). Washington is the only one that still honors this - $15,000/year. NOTE: Will honor HTHS as a replacement! Great news more inclusive (2x-3x).
NHS Some schools our students have been accepted to since dropping NHS at HTHS: o Bucknell University o University of Notre Dame o Vassar College o University of Pennsylvania o American University o Gettysburg College oHaverford College o Bryn Mawr College o NYU o Georgetown University o University of the Arts o Johns Hopkins University o Muhlenberg College o George Washington University o Franklin & Marshall
What should our parents/students be most concerned about when applying to your school? Course selection much less focused on numbers. Working hard in school being cooperative and good citizens. Be true to values (i.e. authentic). Take the most challenging curriculum in which you can be successful. Consistent effort in rigorous programs. Growth mindset adaptable/coachable. Appropriate, rigor and balance. Do two or three things well - we value the work.
