UK Update

  • Enough 7s in Maths to realistically ask for it (Oxford).  UCL – 7s in HL Maths.
  • How much weight do Oxford tests take in relation to predicted grades?  Econ and Mgt was trying to interview too many people in relation to number of places.  Hence the tests.  Only common bit of the application.
  • Is it worth offering IB certificates in addition to A-levels?  Oxford view – works well as integrated diploma.  Must be clear why it was worth doing.
  • Do UK unis value diversity?  Oxford purely looking at academics – some students will do more, others will cope only with the subject.  KEY DIFFERENCE WITH IVY LEAGUES.
  • UCL may accept 18 at HL instead of individual marks.

Oxford and the IB

  • Mike Nicholls – Director of Admissions, Oxford Uni
  • Until recently, little logic in IB offers – inconsistency, ignoring of key elements of IB etc
  • 18k applicants – 23% international 8 years ago, now 34%
  • Decline in A-level pool – under 70% applicants with A-levels
  • More international academics – more understanding
  • IB – over 1k now of the 18k applicants.
  • No offers over 40 points now. (38-40)
  • Students who have over 40 points consistently outperform A-level students at Oxford – this should lead to flexibility in the view of their specific
  • Kids with less than 37 points did badly and rarely completed their degrees.
  • Level of Maths – doing Physics and Maths HL more than compensates for not doing Further Maths
  • Humanities and Social Sciences have moved to 6-6-6 HL. Engineers need 7-7-6. UNLIKELY TO ACHIEVE THIS.
  • Average actual standard is 41-42 even though the offer is 38-40. (A-levels – 2.3 x A*)
  • Emphasis on final exams suits IB students
  • IB expects students to read full texts – play to this strength.  A-levels don’t expect this as much.
  • IB is integrated subject – Oxford has joint degrees
  • Extended Essay on top of a heavy schedule is liked.  As are time-management skills.
  • Predictions – often wildly inaccurate!  4-5% of A-level predictions inaccurate – 25% in IB cohort. (Partly because it’s harder to predict in so many subjects).
  • They will wait until A-level results are out to decide
  • NEW IB SCHOOLS – TEACHERS MAY STRUGGLE TO BE ACCURATE IN THEIR PREDICTIONS.  MUST MENTION IF YOU ARE A NEW SCHOOL DOING IB. 
  • School has to opt in to giving results – unis can be left in limbo not knowing what kids’ results are.
  • Teacher workshops – June, July.  3 day residential stay in Oxford – observe a tutorial – eye-opening.
  • Q & A – any benefit taking 4 x HL?  Not really – unnecessary pressure.  Preference for humanities for Law?  Requirements are made clear – Law has no specified subjects.  However, some subjects will give an advantage with the admission test.
  • Can the aptitude tests be prepared for?  TSA – 3-4 hours of prep is suitable.  Not much time available – need to move quickly.  Essay is not regurgitation – a much more focussed response is needed.  Maths paper – get more marks for working-out than the final answer
  • For Medicine – think hard bio-chemical degree.
  • Tutors are responsible for development of the students they admit.

Elite colleges don’t buy happiness for graduates

Elite colleges don’t buy happiness for graduates

A word to high-school seniors rejected by their first choice: A degree from that shiny, elite college on the hill may not matter nearly as much as you think.

A new Gallup survey of 30,000 college graduates of all ages in all 50 states has found that highly selective schools don’t produce better workers or happier people, but inspiring professors—no matter where they teach—just might.

The poll, undertaken this spring, is part of a growing effort to measure how well colleges do their jobs. This survey adds an interesting twist, because it looked not only at graduates after college; it tried to determine what happens during college that leads to well-being and workplace engagement later in life.

The poll didn’t measure graduates’ earnings. Rather, it was rooted in 30 years of Gallup research that shows that people who feel happy and engaged in their jobs are the most productive. That relatively small group at the top didn’t disproportionately attend the prestigious schools that Americans have long believed provided a golden ticket to success. Instead, they forged meaningful connections with professors or mentors, and made significant investments in long-term academic projects and extracurricular activities.

« It matters very little where you go; it’s how you do it » that counts, said Brandon Busteed, executive director of Gallup Education. « Having a teacher who believes in a student makes a lifetime of difference. »

The poll is the brainchild of former Indiana Republican Gov. Mitch Daniels, who became president of Purdue University in January 2013. As he prepared for the job, Mr. Daniels said he kept bumping into the same problem: a lack of benchmarked data to measure the value of a college degree. Last spring, during a trip to Gallup’s D.C. offices, he seized on the idea of applying their engagement and well-being questions, which had been used in other contexts, to college graduates. The index will soon be broken down to the level of individual schools « for those that have the will, and frankly, the nerve, » Mr. Daniels said.

« There is a lot we don’t know about higher education, and there is a sense it’s skating on its reputation, » Mr. Daniels said. « We needed to know with more rigor how well the experience is serving people. »

The poll found that just 39% of college graduates feel engaged at work—meaning, for instance, that they enjoyed what they did on a daily basis and are emotionally and intellectually connected to their jobs. And only 11% reported they were « thriving » in five different aspects of their lives, among which are financial stability, a strong social network and a sense of purpose.

That relatively small handful of graduates—who tend to be more productive—went to a variety of colleges, though they were slightly more likely to go to larger schools and less likely to have attended for-profits.

The strongest correlation for well-being emerged from a series of questions delving into whether graduates felt « emotionally supported » at school by a professor or mentor. Those who did were three times as likely to report they thrived as adults. Graduates who reported having « experiential and deep learning » were twice as likely to be engaged at work as those who didn’t.

University of Pennsylvania Professor Martin Seligman, who has studied the psychology of happiness, said it was impossible to know whether the college experiences Gallup asked about were the cause of later success or simply coincidental to it.

« One hopeful possibility is that if college were changed to produce more emotional support, this would result in much more engagement later in life, » he wrote in an email. « Another, less interesting possibility » is that people engaged at work who said they were emotionally supported in college are simply upbeat to begin with, and that rosy outlook colors their memories.

Other, less fuzzy correlations were between debt and entrepreneurship. About 26% of graduates with no undergraduate debt started their own business, compared with just 20% of those carrying debt from $20,000 to $40,000. Nearly three-quarters of U.S. college graduates leave school with debt; among those who do, the average is nearly $30,000. Graduates with that amount of debt were one-third as likely to report they were « thriving » as graduates without debt reported.

The survey’s most dramatic takeaway—that graduation from an elite college provides no discernible advantage over Podunk U—echoes a refrain that began getting traction about a decade ago. Stacy Dale, an economist at Mathematica, a New Jersey research firm, co-wrote a paper in 2004 that found that students who were accepted to elite schools, but attended less selective schools, went on to earn just as much money as their elite counterparts.

« Individual traits matter more than where you went, » Ms. Dale said. « It’s a lot more important what you learn later in life than where you got your undergraduate degree. »

Write to Douglas Belkin at doug.belkin@wsj.com