Students must download all application materials from either the home website of the school they are applying to, or from one of the online application services listed below.
Most Private/Independent & Out-of-State colleges will require transcripts at the time of application. Most will also want "mid-year" transcript updates after the fall semester senior grades have posted! Transcripts Page for more information about ordering and sending transcripts.
Most Private/Independent & Out-of-State colleges will require a form to be completed by the OPHS Counseling Office. These forms are called a variety of names (i.e. Secondary School Reports, School Reports, Counselor Reports, Counselor Evaluation, etc...) Student must download these forms and give them to their Counselor no less than 3 weeks prior to their deadlines! Go to our page for more information about the protocol for requesting Letters of Recommendation.
At Princeton we do not come to our difficult decisions through a formula. However, we do want to have a clear picture of the rigor of our applicants’ programs and the level of “competition” they face with respect to grading. We know that grading and difficulty of course load, for instance, are not absolutely standard within a single high school, let alone across all the secondary schools on the planet. Any information that illuminates students’ achievements in the context of their high schools is considered thoughtfully. We consider it a promising sign when students challenge themselves with advanced courses in particular and a full, rigorous high school program overall. We understand that not all secondary schools offer the same range and quantity of advanced courses, but our strongest candidates take full advantage of the academic opportunities available to them. We look at a variety of indicators to assess students’ academic abilities and achievements, including the secondary school program and record (which is ultimately the most important factor), as well as SAT results (and other standardized test results if applicable). Teacher and counselor recommendations are also important. We weigh the combination of these indicators to gauge how students might fare in our rigorous academic programs, in which liveliness of mind and independence of thought are valued as much as sheer ability. Intellectual curiosity and academic excellence are the most important factors in our decision.
At Yale, grades and test scores provide a starting point for a committee discussion, but in the end it is the documents that attest to or describe a candidate's qualities - as a student, a person, and as a citizen of his or her school community - that make the crucial difference. . . . In the end, everything matters. The good news is that so many little things figure in an admissions decision that it is fruitless to worry overmuch about any one of them. There is comfort in knowing, too, that for the best students, the little things usually do add up, though they may add up in different ways.