“What matters in this life is more than winning for ourselves. What really matters is helping others win too. Even if it means slowing down and changing our course now and then.” —(Mr.) Fred Rogers

“Denied! Rejected! You’re-Not-Good-Enough!”

Each year, high school seniors across America receive letters that say, or make them feel, all of the above, sometimes from the college/university/institute of their dreams and of their family’s legacy. Secondary school leaders (administrators, teachers, counselors) see and share that pain of rejection for some of these students, especially those who are exemplary applicants who meet or exceed all published selection criteria.

During my first principalship, I was not sure how best to help students that I knew should have been admitted to a particular school, but, for some embargoed reason(s), were not. One year a superior senior (top GPA and test scores, variety of school involvement including leadership roles, etc.) was denied admission from his top school in a different part of the country. He asked for my help. I decided to simply write a supplementary letter following that particular school’s procedures to share all that I had observed about this student, including traits that are often masked such as his unquestionable integrity and consistent care for his classmates – both of which I had observed personally during his four years as a member of a successful curricular club at our school.

Here are three take-aways from this experience and subsequent ones with similar circumstances:

1. Schools of higher education are completely in control of who they admit, who they wait-list, who they deny, etc. Admissions processes have significantly more “hits” than “misses”. Even when I disagreed with a specific admission decision, I recognize the autonomy (Grade 13-20) schools have to select who they want.

2. Admission processes vary widely across the landscape of higher education. Some schools have formulas that are unique and proprietary. Other schools are state schools that must admit students from defined geographical areas regardless of relative application metrics rendering any comparisons apples to oranges (or papayas).

3. No does not mean never. Students who are not granted traditional undergraduate admission can frequently apply for admission via transfer and graduate from their chosen institution in the same graduating class of which they would have otherwise been a member.

After I wrote the letter mentioned above, I received an email from that particular school, which led to a phone call, which led to that student being fully admitted. This scenario had little to do with me personally, but it had lots to do with a high school principal being willing to advocate for a student by placing both school and professional reputations at stake.

I have written similar letters since then. Some of them also resulted in admission while others were never even acknowledged. Results will vary…broadly.

What matters in school leadership is helping students who deserve to win be given a chance to do so, even if your individual reputation is the collateral required for that opportunity.

If you might benefit from a thought partner in this area of your executive school leadership, allow us to support you in leveraging the reputation of your school and yourself.