Category Admissions

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Obtaining an Masters of Business Administration can provide you with a world of possibilities in you career. As Dave Wilson, president and chief executive officeer of the Graduate Mangement Admissions Council and a 1965 MBA grad from University of California, Berkeley’s Haas School of Business, says,  ”An MBA opens the door,”  ”When you get in there, it gives you a sense of perspective, a balance, a world view that is often different from what you would have had before you took the degree.”

Most student will give credit to the success they have had in the working world, to the material and lesson they learned in business school.  Further, business school gives students the opportunity to really find themselves and learn what they are truly passionate about, ultimately translating this passion into a career. Under this pretense, Bloomberg Businessweek has tracked the growth of the top MBA grad of 1991 and examined what an MBA and 20 years of work has done for them.  We have copied the five examples that they include below.  Their stories show what an MBA can really give and what doors this degree can open.

Tom Anderson

Then: MIT Sloan School of Management Class of 1991, Seley Scholar, the most distinguished of Sloan’s achievement awards honoring outstanding leadership, professional promise, high academic achievement, and contributions to the school

Now: CEO, Education Dynamics

Tom Anderson graduated from Dartmouth in 1984 with a math degree and a plan to go into medicine. But after speaking to some doctors who expressed regret with their career choices due to the HMO mess that characterized the 1980s, Anderson changed his mind. He took a job teaching high school math for a few years and then joined Paine Webber as a stockbroker. He spent three years at the firm, and in that time he found himself drawn to asset management. But to make the job switch, he was going to need an MBA.

Anderson went out on a limb and applied to only one school: Sloan. “Fortunately I got in,” he says. “I went there expecting to go into asset management, but one of the great things about the top business schools is that you get incredible exposure to a bunch of different companies and different fields in different professions.”

After earning his MBA, Anderson signed on at McKinsey & Co. He worked there for the next decade, moving up the corporate ladder and eventually becoming a partner. He left McKinsey and joined Capital One, where he successfully ran, then sold, one of its medical lending businesses. Then, after taking on a similar role at three other businesses, Anderson gained a reputation as a star CEO in the private equity world.

Anderson now fuels a passion for education as the CEO of Education Dynamics, which aims to help adult learners find the right schools and the right degree. “Sloan was a life-changing experience for me on many dimensions,” he says. “If I could have figured out how to get paid and do that my whole life, I would have been a permanent student.”

Martha Blue

Then: University of North Carolina’s Kenan-Flagler Business School Class of 1991, Valedictorian

Now: Co-founder, Real Change Strategies

Martha Blue’s career began in fixed income sales and trading at Goldman Sachs after she graduated from the University of Pennsylvania in December 1986 with an accounting degree from the Wharton School. She stayed at Goldman for two years before deciding it wasn’t for her.

Blue took a six-month break in Florence, Italy, then returned stateside with a plan to earn her MBA. After spending a weekend in Chapel Hill, N.C., she knew that UNC’s Kenan-Flagler School of Business was her MBA destination. “The school had so much energy and so many people dedicated to making it a world-class program,” Blue says. “It was the most realistic preparation for a work environment you could get at a business school.”

Upon graduating from Kenan-Flagler, Blue spent four years at McKinsey & Co., while trying to decide which industry she could bear spending the next 20 years of her life in. She ultimately settled on the nonprofit sector. After working for a conservation group for a year, she founded Blue Consulting in 1996, which served a mix of for-profit and nonprofit clients. Then, in 2007, she co-founded Real Change Strategies, which only serves nonprofit organizations.

Two decades later, Blue says her MBA was “crucial” to her career development. “It gave me a broad view that I would not otherwise have gotten,” she says.

Peter Ebell

Then: Southern Methodist University’s Cox School of Business Class of 1991, Valedictorian

Now: Founder, Bellwood Capital

South African by birth, Peter Ebell earned an engineering degree in 1986 from the University of the Witwatersrand in Johannesburg. He served in the navy for two years after graduation and then found a job at Johannesburg Consolidated Investments, focused on the gold and platinum mining industry.

After a year and a half, Ebell began to wonder what it would take to move up the corporate ladder into a “top job.” It was quickly evident he needed a strong background in finance to get those kinds of positions, so he decided to enroll in a one-year full-time MBA program at Southern Methodist. While there, he became especially impressed with the finance program, specifically the training in derivatives.

Once he obtained his MBA, Ebell returned to South Africa and became an equity analyst, eventually convincing the higher-ups at his firm that derivatives were something important to get involved in. Four years ago he moved back to the U.S. and is now in the process of seeding his own hedge fund, Bellwood Capital, in Massachusetts. “I’m very happy with my career path as it’s turned out,” Ebell says. “I wouldn’t say I learned a lot at Cox. It indicated to me where my interests lay, effectively, and because of that I was able to develop those interests.”

Andrew Grengos

Then: UCLA Anderson School of Management Class of 1991, Edward W. Carter Fellow, awarded to the top 2 percent of each full-time graduating class at Anderson

Now: CEO, Neuraltus Pharmaceuticals

Andrew Grengos graduated from MIT in 1986 with a bachelor’s degree in chemical engineering only to find that he didn’t think it would make for an interesting career. He worked for Morgan Stanley for two years before deciding he needed to be more well-rounded, having never taken a business or economics class in his undergraduate studies.

The Australia native looked at graduate schools on the West Coast and settled on Anderson after hearing about its strong finance program. “I truly had these big functional expertise blank spots,” Grengos says. “Knowing those blank spots and filling them, I absolutely think it was very helpful to me.”

After paying for his MBA completely out of pocket, Grengos spent more than six years working for McKinsey & Co., before moving into the biotech industry. He served as the chief business officer and head of corporate strategy for companies such as Chiron, Dynavax Technologies (DVAX), and Amgen (AMGN), before he decided he was ready to try his hand at running a company. He chose Neuraltus Pharmaceuticals based on its work in the neurodegenerative disease space, an area of interest to him because of his father’s bout with Alzheimer’s. “I thought there’d be some good karma spending a chunk of my career working in a place that was trying to help people like my father,” he says.

Scott Moyer

Then: Georgia Institute of Technology MBA Class of 1991, Student of the Year

Scott Moyer graduated from University of California, Riverside in 1987 with a degree in administrative studies, a “fairly generic degree,” he says, that lacked specificity.

After working for an engineer for a short while, Moyer followed his fiancée to Atlanta and enrolled in Georgia Tech’s full-time MBA program in 1989. He tested out of three of his core MBA courses and was able to take electives with the second-year MBAs. “Many of the (second-year students) were seriously trying to get into a full-time job,” Moyer says. “I figured out early on that if I could get straight A’s my first quarter, that would get me an internship.” And he did, with former Big Five accounting firm Arthur Andersen.

Moyer graduated with his MBA and CPA in 1991 and was hired full-time at Arthur Andersen. He worked there for four years before deciding he wanted to do more consulting work. He later worked with Coca-Cola (KO) and Siemens One (SI), where he became chief financial officer in 2001.

A recovering serial CFO, Moyer now works as a director at PricewaterhouseCoopers overseeing consulting projects. “I wouldn’t be anywhere if I hadn’t gone back to get an MBA,” Moyer says. “I was drifting in the wind trying to figure out what I wanted to do, and going to Tech made it very easy for me to focus on an area of expertise.”

“Standing Out” in a Business School Application

The desire to “stand out” (while inherent in all applicants), is not what the admissions committee wants you to be thinking about during your application process.  The most important aspect is to answer the questions clearly, making sure you are doing the best job you can to tell YOUR story; instead of constantly trying to put yourself in a context outside of where you think the other applicants are.

I have heard admissions committee members say numerous times that over-thinking and over-crafting your application can ultimately hurt your overall chances of acceptance.  Often times, students attempt to say exactly what they think the admission committee wants to hear, when what the admission committee REALLY wants to hear is the student’s story told truthfully and thoughtfully.

The Role the GMAT in your MBA application

The GMAT Exam is a chance for the student to prepare for an exam and take on a challenge.  Of course, no student walks into an exam without preparing first. Use your GMAT efforts and scores to highlight the areas that you think may be missing from you undergraduate and work experience. If you do not have much quantitative experience, focus on that area of the GMAT to portray to admissions committee that you can do great work in that area as well. Remember it is still just one piece of the mosaic that is your application.


Many students get very anxious about the essay portion of an MBA application because they believe that this is the section that they have the most control over (unlike the recommendations, undergraduate records, and your job).  However, it is important to remember that the essay is just another portion of the holistic presentation of your application.  It is not a writing contest, but more so, another tool to present YOU as a prospective business school student. So personalize it. Focus on the areas of your life that you are most proud and passionate about.  These items will ultimately be your strongest point in conveying your growth over time and your ability to succeed.


Try to pick a person to recommend you that you have known for a long time. Admissions Committees look for recommendations that are personalized and give somewhat of an inside look into how the student works and presents themselves.

Diversity on an Application

Diversity is an important factor to consider when applying to business school. However, it must be done so in the right way.  Many times, students think they must emphasize the diversity that they have been exposed to in the workplace or at school.  However, there are many different types of diversity to consider and a very important one is the way in which you lead.  From the student leader who wants to be president of the United States, to the entrepreneur who likes to work in small teams and getting a new business up and running, business schools look for Diversity of Character and want to find student who can lead in effective and creative ways.

Hope these tips help! For more tips, please visit our MBA Admissions Advice.

Posted on November 7, 2011 by Manhattan Review

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In face of the increased competition from GRE, administered by the ETS, and the changes in admissions processes preferred by business school worldwide, Graduate Management Admissions Council (GMAC) has decided to add a new section, Integrated Reasoning, to its challenging Graduate Management Admission Test (GMAT).  This new section of the exam is designed to test advanced reasoning skills and is separately scored from the total 800 score of verbal and quantitative sections. It is to launch in the 10th edition of the GMAT on June 4, 2012, less than two years away from now.

In spring 2010, GMAC piloted the new section with current MBA students and plans to pilot it again with thousands of students this fall.

GMAC states: “The new section will replace one of the two writing sections currently on the exam.  It will be scored separately and have a new audio component for some questions.  The test’s current verbal and math sections will remain unchanged.”  The new changes in the exam are the following:

  • Test takers will need to interpret charts, graphs, and spreadsheets, and answer interactive questions that will test their analytical skills.
  • Test takers will be asked to analyze information, draw out conclusions and determine relationships between data points.
  • Test takers will wear headphones while taking this portion of the test.  The use of headphones is a new feature that will help schools assess students’ auditory learning style.
  • Rather than just multiple-choice questions, test takers will drag-and-drop data points, as well, as write mini-essays.

GMAC has released a sample question similar to questions that will appear on the new test. Students are asked to look at a table that sorts like a spreadsheet and detail the number of passengers and airline movements at 21 airports around the world. They are then presented with a list of statements about the information in the table and asked to determine which of the statements are true based on the data in the spreadsheet. Other exercises include using the same table to evaluate the reason for or likelihood of certain outcomes, or to use the table to determine where other airports rank.  Some other possible questions may be to determine a country’s plans for a road.  This would include looking at maps and government data.

Below is a sample question with the data tables and charts test takers will see in the new version of the GMAT. To view the data table and graph click on the link below!

Sample Question Data Table/Graph

1. Of the models with Gasoline Engine Type, the model with the greatest ratio of City MPG to Highway MPG is also the model with the greatest difference between Highway MPG and City MPG.

2. The minimum City MPG for a Toyota make is less than the maximum City MPG for a Volkswagen make.

3. A model chosen at random from those models with a Highway MPG greater than 30 miles per gallon has a 50% chance of being a Toyota.

4. The median carbon footprint for all models is greater than the mode carbon footprint for all models.

5. The standard deviation of the Highway MPG values for all BMW models is lower than the standard deviation of the Highway MPG values for all Toyota models.

Integrated Reasoning Answers: Statements 1 and 4 are FALSE; Statements 2, 3, and 5 are TRUE.

Why the new changes?  These changes are due to the evolving trends seen in business school classrooms.  This is a way to distinguish between those students who will adapt well in the classroom rather than just score a high score on the GMAT, making it easier for business schools to select who to be admitted. This new change is welcomed with great enthusiasm by business schools. GMAC created the section after b-school faculty members expressed a preference for proof that students could read, synthesize and reason well from a set of data within a limited amount of time without relevant in-depth knowledge and any memorization.

The addition of 30-minute Integrated Reasoning in replacement of one of the Analytical Writing Assessment sections is the biggest change to GMAT since it became a computer-adaptive test in the late 1990s. Other recent year changes occurred in 2006 after the switch over of the test administration from the ETS to Pearson. However those changes are more in rules and format, less in content.

Some students may fear that with this new section added to the GMAT, their score may not be as high than with the old exam.  Fear not.  GMAC is planning outreach and educational programs for business school faculty and students.  These programs will include information sessions and details on the new tests.

To get a better sense on the new integrated reasoning section click on the title below:

 Next Generation GMAT Question Demonstration

We at Manhattan Review wholeheartedly support such a constructive change on the GMAT and are prepared to incorporate the teaching of the new section into our curriculum. We strongly feel that without changing the existing verbal and math questions and one of the writing sections, the new Integrated Reasoning section will make the test much improved and effective while minimizing implementation costs. A win-win solution for all parties involved! However, this new section does seem to put more emphasis on extensive data analysis, which might be a challenge for students who are not used to seeing a large amount of data in a spreadsheet format. 

Posted on June 28, 2010 by Manhattan Review

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Many high school seniors try to ease the uncertainty of applying to schools by applying early admission.  What is early admission, you might be wondering?  Early admission binds both the student and the college into admittance months earlier than the regular admission deadline is due.  Even in this touch-and-go economy, early admittance seems to be increasing, not decreasing.  Here is a list of several schools which have published their early admittance increases, thanks to The New York Times.

Duke: 31% increase

Northwestern: 11% increase

Cornell: 4% increase

Dartmouth: 3% increase

Occidental: 40% increase (Note: Occidental has a very small program, not totaling over 157 applicants this year.)

The Times goes onto say that Wesleyan, Emory, Pomona and Grinnell were colleges that saw no increase or decrease, but were about even with their early admittance percentages compared to last year.

Some colleges have a non-binding early admittance program, like Stanford, where you have the choice of whether you want to attend the school or not when applying early.  Stanford saw its early admittance rate go up by about 4% this year.  Yale, on the other hand, with a program very similar to Stanford’s, saw its applications drop 5%, along with Amherst, Swarthmore and Hamilton.

Is it good to know your statistics of early admittance before applying to schools?  The Times brings up this important question, ultimately saying “yes” – that even though the reality can be somewhat grim in terms of the freshmen seats being given away to early admittance applicants, it’s still important to be aware of your changes of getting in.  For example, Cornell offered binding acceptances to 1,167 applicants, which totals to about 40% of its freshmen class.  This is a good percentage to know when waiting for those acceptance or rejection letters to come in.

However, early admittance students should be careful when applying to schools with binding programs.  Counselors often discourage early admittance because it decreases your chances of obtaining stellar financial aid in the bargaining process.  Should you decide to apply early with binding or non-binding agreements to colleges and universities, make sure the agreement is the right one for you.

For any college admissions help, consult with our experts at Manhattan Review.

Do you ever wonder which is more important to high school seniors: the ACT or SAT?  It appears they are both equally important as some admissions offices even consider both tests to be cut-off points for a certain percentage of students.

According to the New York Times, there was a report published through the National Association of College Admission Counseling, where researchers asked 250 colleges whether they used either the SAT or ACT as a cut-off for admission.  Of those who participated in the report and accepted the SAT, 1 in 5 said they used certain scores as a “threshold” for admission.  Those who claimed to use the ACT for admission purposes used 1 in 4 said they used a similar cut-off, too.

There is good news, though, for students not in the top percentile of both tests.  According to the study, three-quarters of the colleges report using scores “holistically.”  What does that mean?  Typically, that means the tests are just one factor out of many in how a candidate is evaluated.  After-school activities, recommendations, GPA and their curriculums are taken into consideration, as well.  Also, according to the study, “strength of curriculum” and “grades in college prep courses” appear to matter most when reviewing a candidate.

The colleges and universities that said they use SAT and ACT grades as cut-offs chose not to disclose their names.  However, the New York Times claims that using SAT and ACT grades as cut-off points might be at odds with the highly venerated “Principles of Good Practice,” which states they “cannot use test scores as the sole criterion for admission.”

In essence, what’s the difference between the SAT and ACT?  Here are some quick facts about both tests that might give light to any confusion.

SAT: Originally, the SAT was designed to democratize admissions and has been around for more than 80 years.  In 1999, the SAT was more popular amongst test-takers by about 10%, but now both the SAT and ACT are even.

ACT: The ACT was created more recently than the SAT and was initially aimed at measuring classroom achievement rather than internal ability.  For a number of years the test was only popular in the Midwest and states in the surrounding area, but has branched out nationwide as of late.

Looking to take the SAT or ACT in the near future?  Contact Manhattan Review to find yourself a tutor right away!

Manhattan Review offers a variety of TOEFL preparation choices including online live recording library, in-person private tutoring, online tutoring, online courses and classroom courses. It has over 5 years of experience in preparing students for TOEFL around the world and has consistently received student compliments with their score increase. Meanwhile, Manhattan Review has hosted a number of advanced business English programs and communication training for leading institutions including Columbia Business School.

When applying to universities, schools will almost always ask for international students to supply a TOEFL score.  Your TOEFL score is proof you are sufficient in English to the point where you can function properly in an academic environment, listen and comprehend all necessary material, as well as work in the realm of business as an English speaker.  Many universities provide a TOEFL minimum score on their website; if not, it is advisable for all international students to inquire to the admissions office what their minimum score might be.

ETS has generously released some universities’ minimum TOEFL scores on their website, which are seen through the following Undergraduate examples:

  • Boston University – College of General Studies, School of Management

-       READING: 25

-       LISTENING: 21

-       SPEAKING: 23

-       WRITING: 22

  • Columbia International University

-       TOTAL SCORE: 80

  • Oregon State University

-       TOTAL SCORE: 80, with a minimum of 16 for each section

  • Syracuse University

-       TOTAL SCORE: 80

  • University Of Toronto

-       TOTAL SCORE: 100, with a 22 minimum on the WRITING section

You might be surprised to see schools require specific minimums on certain sections.  Often times, the speaking and writing sections will have these minimums, as colleges and universities consider both speaking and writing critical to success in their programs.  How do you begin to tackle your TOEFL preparation, knowing you might need specific scores on all four sections?

Here is some TOEFL prep advice so you don’t feel too overwhelmed.

1)   Know the grading system.  As you study, keep in mind what the raters are looking for in terms of a good essay and speaking response.  What makes an independent essay get the high score of a 5?  What can I do in order to make my integrated speaking responses gain the high score of a 4?  The better you know how they grade you, the better you will do on test day.

2)   Learn the point system.  In addition to knowing the rating system of speaking and writing responses, get to know what questions are worth their particular number of points.  For example, in the reading or listening section, if you are answering a categorizing question where you are asked to place particular words or phrases into a category – how would they grade your answer if you got three out of four categorizations wrong?  These are important things to know so you have no surprises on test day.

3)   Study the TOEFL on a section-by-section basis.  Occasionally, when you have the time, it’s a great idea to practice all four skills (reading, listening, speaking & writing) all in the same day; however, it’s in your best interest to focus on each of the skills one at a time.  For example, take two days in a row and just work on your speaking.  Warm up with independent speaking tasks and then move on to the more challenging integrated tasks.

Remember, progress on the TOEFL takes time, so be patient with yourself.

Overall, the first step in your admissions process is to find out your TOEFL score requirement, then plan your studies accordingly.

If you ever wonder whether you fit the typical profile of an EMBA applicant or want to know more about the latest trends of EMBA programs, take a look at these important facts!

  • The U.S.-based EMBA Council lists about 250 EMBA programs from 180 leading institutions around the world on its web site.
  • Because of rapid globalization, most EMBA classes comprise students from a wide range of industry sectors and countries.
  • An EMBA program can cost up to $100,000.  Customized courses start at a few hundred dollars. An increasing number of executive education organizations offer online courses.
  • Customized executive education programs are on the rise.  Duke University’s corporate education division reports growth of 25 percent a year for custom-made courses.
  • A typical EMBA student is likely to be in his/her early 30s and will have six to ten years of working experience.
  • Employees taking Executive Master’s of Business Administration Programs in the U.S., Europe & Asia have average salaries of $130,000 to $200,000.
  • Executives enrolled in the highest-ranking EMBA programs in the U.S. have salaries of $180,000 to $200,000.  Europe is slightly lower at $130,000 to $160,000.

Posted on March 17, 2010 by Manhattan Review

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Weeks after unveiling its first series of GMAT instructional videos on YouTube, Manhattan Review is rolling out a second series on MBA Admissions advice for business school applicants. The videos feature short lectures on how to set application goals to meet deadlines, how to prepare for interviews, and how to strategize effective recommendation letters. The videos are designed to be short enough for the viewer to catch a quick overview, while still being long enough to fully convey the basic concepts that all MBA applicants need.

The videos feature members of Manhattan Review’s MBA Admissions Consulting team. Each lecture focuses on a different aspect of MBA Admissions that stems from the consultant’s expertise. The videos educate YouTube viewers, while also giving them a chance to experience the content and substance of Manhattan Review MBA Admissions Consulting Services.

Manhattan Review offers a variety of admissions consulting services, from comprehensive elite school packages focusing on a single school to those addressing admissions for up to five different MBA programs. Also available are hourly admissions packages, as well as packages specific to essay/resume writing and interview preparation. “By viewing these free MBA Admission videos,” said Tracy Yun, CEO, “applicant can get an overview of the basics of MBA Admissions and get a sampling of our more in-depth consulting services.”

As the number of applicants to MBA programs has grown over recent years, more MBA hopefuls have turned to admissions consulting services in order to gain an edge. And with the recession affecting people’s budgets, applicants need to be sure of the quality of the admission consultation that they purchase. The new series of YouTube videos from Manhattan Review demonstrates the quality of its service for students in need of consultation on their MBA applications.

Listed below are some initial videos that comprise Manhattan Review’s ongoing MBA Admissions Advice Video Series.

  • Business School Application – Tips on Essay-Writing
  • Business School Application – Tips on Recommendation Letters
  • Business School Application – Tips on Resume Preparation
  • Business School Application – Tips on Interview Preparation & Explaining Candidacy
  • Tips on Overall Strategy & School Choice
  • Tips on Optimal Number of Schools to Apply For & Time Management
  • Why Use An MBA Admissions Consultant

Email to ask about the MBA Candidacy Evaluation.

There appears to be a drop in interest from overseas applicants to U.S. MBA programs, according to Kumar Anand of the Economic Times in an article titled: “Number of Applicants for Executive Management in Indian B-Schools Rises.”

Anand cites the example of Jorawar Singh, an Indian young professional seeking an MBA degree inside India and not the likes of Boston and Ohio B-Scools.  This is unusual for many Indian MBA applicants, as well as applicants from other countries, too, as U.S. schools are typically the most sought after in terms of admission.  Anand writes: “In all, 42% of the full-time MBA programs in the U.S. reported a decline in the number of foreign applicants.  Of these, as many as 70% reported the largest decrease in number of applications from India.”

Jorawar Singh, the young professional Anand cites, feels a one-year B-School in India will help him get a job after graduation in India, as opposed to going overseas and then returning to look for work.  Singh contributes, by saying: “Today, quite a few Indian B-Schools are offering quality executive management program at much cheaper cost.”  Anand adds to this, saying that a number of Indian MBA applicants favor Indian B-Schools over U.S. B-Schools because the quality of education is much higher in India than is used to be, not to mention the cheaper cost.

Dave Wilson, president and CEO of GMAC (Graduate Management Admission Council) claims:

“More Indians prefer Indian B-Schools over B-Schools in the U.S.  Of late, India has been offering world-class management education.  Less expensive quality education provided by Indian B-Schools remains a big draw for Indian students.   People are interested in pursuing MBAs from the geography where they could continue working, and India has emerged as a preferred destination for many.”

Curious to know the facts supporting these statements?  Anand claims that a total of 17,488 applications were submitted to Indian B-Schools in 2008.  That number is five times higher than seen in 2004, according to the GMAC.  At the moment, 24 Indian B-Schools accept GMAT scores for 53 programs.

Posted on December 21, 2009 by Manhattan Review

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The acceptance rate of the super-selective Ivy League is extremely low. There is a record number of high school students who are applying for college straight out of high school – more than 60 percent, according to David Hawkins, director at the National Association of College Admission Counseling. Meantime, the number of students applying for college is increasing each year. According to the federal Department of Education, this year will feature the highest number of high school graduates, 3.2, almost a million up from five years ago.

Recent admission trends indicate that even though you have a high GPA and good or perfect SAT scores, it’s not a given that you’ll get admission to your first choice school, so it’s wise to have as many back-ups as you can to optimize the final result of your college application process without waiting for another entire year. As a matter of fact, many students are applying to as many as 10 or 15 universities. This is primarily attributed to the Common Application form, which can be downloaded from the Internet and sent online to as many as 300 schools nationwide.

However, the results of this survey of first-year college students is relieving: 70% of these students say that they ended up at their first choice school, and most students are ultimately happy with their choice of college.  At first this may seem surprising, especially since schools like Yale accepted fewer than ten percent of the 20,000 students who applied last year, and both Harvard and Columbia accepted just more than 10 percent, but there are many reasons why students end up at specific schools, as both the students and the college make great endeavors to find a right fit.