Procrastination

It was over two month's ago when I sat down with my 10-year old son to discuss the academic tasks he was assigned over the summer by his 5th grade teacher:

Read 3 books (Hatchet, The Giver, A Wrinkle in Time)
Create index cards for 300 vocabulary words
Complete 300 math problems

At the time, nothing about these tasks seemed particularly difficult, especially with the "whole summer" to do it.

Preparer or Crammer?

He and I discussed two options:

"Chip away method" - this involved spreading the workload over the entire summer. We did the math, and it came out to roughly 2 pages of reading per day and 1 vocab word and 1 math problem every other day. This amounted to about 8 minutes of concentrated work per day. No big.

"Cram-it-all-in method" - this involved skipping the daily 8-minutes of work in exchange for a 3-week cram session at the end of the summer when all the work had to be completed at once.

We prepared a spreadsheet that mapped out 10 weeks of daily tasks. He could check-of the boxes on the spreadsheet daily to ensure that he was staying on track. Easy peezy.

Or, not.

He chose Option 2.

With swimming, surfing, and camp on his mind, it was hard for him to subscribe to the "chip away" method. Immediate gratification was calling.

Now, with school right around the corner, panic has set in. It's an uncomfortable time for all of us. He now has to cram all of his words, math problems, and three books into the next three weeks.

He is not happy. I am.

This is an extremely important lesson to learn - the earlier the better. He is feeling the stress and pain of having to work several hours a day while his brothers and friends soak up the last bits of summer. As a parent, it's hard to watch - but a necessary evil.

The Price of Procrastination

Procrastination is a risky business.

As an incoming 5th grader, the stakes are relatively low for my son. If he did nothing all summer, he could probably muscle his way through the first semester with minimal consequences.

As students enter high school, however, the stakes are far greater. Junior and senior year in high school is no time to learn about the consequences of procrastination.

Preparation: A Pillar of Success

It should not be surprising the "Preparation" is at the heart of what we teach at PrepWell Academy. It's our lifeblood.

Preparation is a skill with direct impact on success in academics, sports, the college admissions process, and life itself. We take it very seriously.

Enroll in PrepWell Academy today!

Prep On,

Author: PrepWell Academy's Founder, Phil Black, has spent a lifetime cracking the code on the world's most competitive programs: Yale University, Harvard Business School, Navy SEALs, Goldman Sachs, Entrepreneurship, Shark Tank, etc.

Inside PrepWell Academy, Black teaches students everything they need to know about the college admissions process in a series of expertly-timed, 3-5-minute, weekly training videos starting in 9^th grade and continuing through 12^th grade [Note: this program can only be joined in 9^th or 10^th grade]. My specialties include military service academies, ROTC scholarships, Ivy League, and student-athletes.

Letters of Recommendation

How do I ask for a Letter of Recommendation?

I received this question from a highly motivated 9th grade PrepWell Academy student. It's a bit early for 9th graders to worry about this - and I couldn't be more proud! This is proof positive that our message is getting through. It is never too early to prepare well.

How important are letters of recommendation?
If you plan to apply to selective or highly selective schools, they are very important. After a few hours of staring at GPAs and standardized test scores, they all start to blend together - especially for application readers at highly selective schools where everyone posts impressive scores. Letters of recommendation can help you stand out from the crowd. In fact, qualitative inputs like this can serve as tie-breakers in many cases.

When are they needed?
Letters are not normally due until the beginning of senior year, but in no way, shape, or form should you wait that long to begin this process.

Whom do schools want to see letters from?
Typically, schools expect to see at least one letter from a teacher in your junior year, who taught one of your core academic courses (e.g. Math, Science, History, World Language, English). In some cases, you may be required or have an option to submit additional letters.

Which teacher should I choose?
Ideally, choose a teacher from a class where: (1) you performed exceedingly well, and (2) you had significant interaction with the teacher. It would be even better if the class related directly to your area of academic interest on the application.

For example, if your coursework, extracurricular activities, personal statement, and summer jobs are all related to engineering, it would be great to get a letter from your AP Physics teacher - where you received an A, helped him or her on several research projects, and won a special science contest under his or her tutelage.

When should I choose?
Begin to assess which teacher(s) might be a good fit at the beginning of junior year. A prime candidate would be someone: (1) you like, (2) you have good rapport with, (3) who teaches your favorite class, (4) who teaches a class in your area of interest, (5) who might respond well to your requests to take on additional work or responsibilities, (6) who has a reputation for being passionate about their field, and (7) whom you could envision as a mentor.

Once you've identified a teacher, it's time to shine. Approach each and every class with high energy, interest, and engagement. Volunteer to help, do your best work, and go the extra mile. Keep a log of special projects and assignments that you work on throughout the year. Ask intelligent questions, do extra research, participate in class, and show genuine interest in the topic.

I don't mean for this to sound disingenuous, as if you are artificially trying to impress him or her. You are not. You are simply putting your best foot forward, so that this teacher will have good things to say about you when the time comes. Your intentions are well-placed and earnest. It happens everyday in the real world.

Keep in mind, you are not obligated to tell your teacher that you intend to ask for a recommendation at the end of the year. In fact, I would avoid that. Again, you are not keeping a secret, because you may change your mind down the road.

What do you want the teacher to write?
Your goal is to have the teacher write something like, "[Student X] was the single best Physics student that I have ever had the pleasure to teach in over 22 years of teaching...her dedication to learning, intellectual curiosity, and engagement with the material was beyond compare". I know this sounds pretty heavy, but this is what you want. This will get the reader's attention.

Set your teacher up for success
At the end of junior year, assuming the teacher that you chose worked out, and you performed admirably, here are some tips to make your teacher's life easier - which will add to your already legendary status:

Ask early. Most students will wait until senior year to ask for a letter. You should not. Give the teacher at least 6 weeks to work on it. Ask them at the end of junior year prior to the summer.

Ask nicely. Approach the teacher in person - not by text or email. Writing strong letters of recommendation is time-consuming and not easy. Show your appreciation for their efforts. It never hurts to tell them how much you learned in their class and that they've inspired you to major in [subject X] in college.

Provide them with everything. Make sure your teacher is focused on writing about you and not researching things about you. Ensure that they have every bit of information about you that they might need. They would rather have more information than less. This includes reminders about: (1) what class you took with them and when, (2) your grades or special test results, (3) any exceptional work you produced, (4) research projects you helped with, (5) volunteer tutoring hours, or any (6) special recognition or awards you received in the class. You're not telling them what to write, but you are making it much easier for them.

Brag sheet. Fill out a brag sheet to help your teacher get to know you better. Answers to these questions need not be exhaustive, but it might give a teacher greater insights into your background and academic aspirations.

Where should they send it? Be explicit about where to send the letter (e.g. submitted to your guidance counselor, submitted online to Naviance, straight to a college, snail mailed, etc.).

The quality is a reflection of you. A well-written, tight, and insightful letter of recommendation will reflect well on you, your application, and your school - so choose your teacher wisely. The easier you make it for them, the more time they will spend on substance and quality.
Thank You note. Thank your teacher after the letters have been submitted. A handwritten note is always a nice gesture. Maybe even invite them to your graduation party.

Privacy. Most students sign a waiver that prevents them from reading the final letter of recommendation. Unless there is a special reason why you would want to see the letter, I would sign the waiver.

The examples above are simply guidelines. Like many things during this process, there are exceptions. Some schools do not require any recommendations at all; others make it optional; and a considerable number view recommendations as a vital part of the application - especially the most highly selective schools.

Also, consider casting a wide net and don't limit your choices to teachers. For instance, if you've been a Boy Scout for six years with the same Scoutmaster who knows you as well as your parents, it might be appropriate to ask him or her to write you a letter of recommendation. They may "know you" much better than a teacher would. Keep in mind, however, that most schools will want at least one letter from a teacher in an academic environment. The key is to find individuals who can best capture your "essence".

Once again, this tip is extremely important to know before it's too late. Remember, timing is very important in the college admissions process. Prepare accordingly!

Learn about topics like this and much more by enrolling in PrepWell Academy.

Prep On,

Why is it so hard to get into college today?

Getting into college is becoming more and more competitive - and expensive. Here are five reasons that suggest why competition has increased so dramatically:

1. More international students
International students are applying to U.S. colleges and universities in record numbers. These students are often the best and brightest from around the world and many are willing (and able) to pay full-freight for a U.S. education. Imagine how enticing these candidates are for colleges. They deliver an admissions trifecta: (1) geographic diversity, (2) high-performing students, (3) paying customers.

2. Common Application
Back in the day, high school students thought long and hard about where to apply to college. Each college had its own application, unique essay questions, quirky formatting instructions, and different submission deadlines. Adding one additional school to the target list might add weeks or months of extra work. Students proceeded with caution. With today's Common Application, however, there is no such discipline. With just one click, a student can decide to apply to 17 schools instead of 7 (this is why UCLA now receives > 100K applications). Yes, it does cost money to apply to each additional school, but $50-80 per school usually isn't enough to dissuade a nervous student who's afraid they won't get in anywhere.

3. College Rankings
Ever wonder why your child receives so many marketing letters in the mail from colleges? It's not because they know or care about your child's education. It's because they want to maximize the number of applications their school receives in a given year. Why? Because the more applications they receive, the more students they can reject - which makes them look more "selective". The more selective they are, the higher they climb in the college rankings, the more prestigious they appear, and the more money they can charge. Students today receive "VIP" applications in the mail that are pre-filled-out with their personal information so all they have to do is sign it and send it in.

4. Free access to Standardized Test Prep
Thanks to Khan Academy, world-class test prep for the SAT and ACT is available to anyone, anywhere - for free. Doing well on standardized tests is no longer a competitive advantage reserved for students with access to private SAT tutors, classroom instruction, or parental support. The playing field has been leveled and thus the number of students posting outstanding standardized test scores has increased dramatically.

5. College is the new high school
A four-year degree has become a necessity to survive (and thrive) in today's knowledge-based economy. Technology, automation, and productivity gains have left little opportunity for those without higher-level education. College has become an extension of high school and thus the number of applicants has soared as well.

The early bird gets the worm
This is no reason to panic. It just means students should no longer wait until junior or senior year to begin working on the college admissions process. Preparation needs to start in freshman and sophomore year at the latest. This allows students to build their skills, experiences, and resume well before junior year. Junior year should be reserved exclusively for intense academic study, standardized test-taking, and leadership experiences.

PrepWell Academy was built to address this new imperative. We specialize in early preparation for the college admissions process. It's what we do. If you are looking for this type of guidance for your freshman or sophomore, enroll them in PrepWell Academy today.

Freshman Highlights
Sophomore Highlights

Prep On,

How a Navy SEAL studies for the SAT

If your son or daughter is taking the SAT or ACT in the coming weeks, here are some tips to help them maximize their score:

Common (but good) advice

Register for the exam
Prepare well in advance
Match study style with learning style (e.g. book, online, classroom with students, tutor, etc.)
Learn tips and tricks to help manage time, guessing strategies, etc.
Get plenty of sleep the night before

PrepWell's "uncommon" advice

Take practice tests under real test-taking conditions - over and over again!

Let me elaborate. Many students spend a lot of time looking for hacks, tricks, and shortcuts to improve their test scores. They also normally study in "short bursts" (e.g. Study Math for 40 minutes every M, W, F) - when they really should be spending a lot more time and effort simply taking more full-length tests.

In my opinion, a large component of how well you perform on the test will be based on how much mental endurance you have built up by test day.

Most high school students aren't accustomed to spending up to four continuous hours taking a single test. This is a completely new and unique experience.

How often does a teenager EVER sit in one spot for four hours - let alone concentrate deeply for that long? Almost never. This is what makes the test so challenging - not necessarily the subject matter.

No one will tell you this, but the SAT and ACT are mental endurance tests. Who can concentrate longer?

By practicing the tests, under real test-taking conditions, over and over again, students will begin to train their brain (and body) to handle the mental fatigue associated with the test.

Over time, they will grow their ability to concentrate for long periods of time. This is not unlike training for any other activity.

A Strategy Born in Navy SEAL Training

When I trained for my Navy SEAL Physical Fitness Test, I practiced taking the test over and over again exactly the way it was administered in real life - not one event at a time.

The training was brutal. It started with a 500-yard swim, then max pushups for 2 minutes, then max situps for 2 minutes, then max pull-ups for 2 minutes, then a 1.5 mile run with combat boots and pants.

Most other candidates trained for each of these events separately - but rarely together. Pushups on Mondays, Pull-ups on Tuesday, Run on Wednesday, etc.

This was their undoing. Because when you string all of those events together, the cumulative fatigue was a killer. Candidates weren't prepared for it and they fell apart.

I always trained by doing all 5 events in a row, so when I had to take the real test - I had no problem. I felt like I had been there before.

The same goes for studying for a standardized test. The more you can subject yourself to actual test-taking conditions, the more confidence and calm you will have on test day.

Not easy

If this sounds hardcore - it's because it is. I'm a hardcore guy. I train and mentor people who want to get after it. And this is one way to do it!

Like most things, training the right way isn't always the easiest way.

It might take a lot to convince your son or daughter to subject themselves to taking multiple full-length SAT or ACT exams as part of their test preparation. It's a commitment and it's challenging.

However, I know this advice has worked wonders for many PrepWellers out there and I wanted to share this advice with you and your child.

If you appreciate this unique perspective on preparation and think it would resonate with your son or daughter, I encourage you to enroll them in PrepWell Academy, where they get a dose of advice like this every single week.

Want more unconventional tips and training like this? Enroll in PrepWell Academy today.

Prep On,

Is your Child Well-Rounded or Angular?

Back in the day, highly-selective schools were impressed by the proverbial "well-rounded student" who seemed capable of doing just about anything - from sports, to academics, to community service.

"Old School" Well-Rounded Student:

4.0 GPA
National Honor Society
Soccer player (2 years)
Piano (3 years)
Vice President of Spanish Club (Junior Year)
Soup Kitchen volunteer (various)

College Admissions Officers used to assemble their incoming classes by selecting many of these "well-rounded" applicants.

Campuses eventually became havens for lots of students who were good at lots of things.

Today, things are different.

In fact, many schools today are not as impressed by generic "well-rounded" students and have turned their attention to more "angular" students.

Angular Students

Angular students take a deep dive into one (or two) core activities - often at the exclusion of others - to become world-class in their field.

"Modern Day" Angular Student:

4.4 GPA
Olympic Gold Medalist in rhythmic gymnastics (13 years)
Math Tutor

Today's top-tier campuses are increasingly filled with students with world-class expertise in one or two areas to which they have devoted a majority of their time and energy.

A Well-Rounded "Class" (not "student")

Today, many Admissions Officers state that their goal is to assemble a "well-rounded class" not a class full of "well-rounded students".

This new philosophy is impacting how students think about investing their time, money, and energy during high school.

Winners and Losers

The winners in this shift appear to be the students who have found (intentionally or by luck) what they love to do, tripled-down on it, and risen to the highest level in that field. They have found their "angle".

The losers may be the students who continue to bounce around from activity to activity demonstrating success, but with a shallow depth of engagement and low impact on a cause beyond taking up space on their resume.

Today's Angles

Angularity comes in many forms. Sometimes schools have quotas to fill in some of these buckets.

Special Talents (e.g. published writer, commissioned artist, champion coder, national level debater)
Athlete (national level)
Intellectual Curiosity (e.g. researcher, cryptocurrency trader, software hacker, entrepreneur, etc.)
Leadership (Secretary General of Model U.N.)
Academic/Test Scores (perfect SAT score, #1 in class, all 5's on AP Exams)
Other (e.g. legacy, first generation, underrepresented minority, etc.).

The Synthesizers

For students who have already established themselves as "well-rounded" students, there is still hope.

When I work with students who never specialized in anything (intentionally or unintentionally), I help them craft an application that shows how their breadth of experiences has allowed them to synthesize ideas from a wide range of topics - something that a specialist is unable to do.

Some of the most successful people in the world have been able to connect seemingly unrelated fields in innovative ways (e.g. Steve Jobs).

What's your child's "brand"?

With applications skyrocketing, Admissions Officers are desperate for a short-hand way to assess, identify, and remember what each applicant brings to the table - especially when trying to advocate for your child in committee.

Why not help them out?

You can help by having them think about their own personal "brand". This may sound contrived or something that a marketing team might be assigned to do - but it works.

I teach "personal branding" in PrepWell Academy (online version) and spend considerable time on this with my "Private" students.

As in the business world, a good brand is memorable, cuts through the clutter, and captures the essence of a student quickly, efficiently, and with impact.

I'm not suggesting this idea simply to cater to Admissions Officers. I think it's valuable for students to think about who they are and what they represent. How would your child brand themselves? It can give them a better sense of their identity.

How would I brand the two students above?

The "Old School Well-Rounded" student above would be difficult to brand. Too many activities, not enough meat on the bones, and a bit too generic. That's exactly the problem. Nothing jumps out!

The "Modern Day Angular" student above might be remembered as the "Broadway-Bound Gymnast". It's unique, memorable, and something that quickly captures the student's essence.

Several of our PrepWell Academy lessons focus on your child's personal brand and how to think about it.

When I work with PrepWellers 1-on-1, this is a major task that we undertake that often influences every other part of the application process.

PrepWell Academy Branding Hall of Fame (sample of some of our favorite PrepWeller brands)

The Hi-Tech Historian
The Compassionate Athlete
Jack-of-all-Entrepreneurs
The Conservative Cowboy
The Multi-Lingual Leader
The Irrationally Optimistic Engineer
The Deep-Thinking Thespian
Cryptocurrency Guru for Good

How is your child doing?

Is your child more "well-rounded" or "angular"? Does it make sense for them to continue on their current path? Should they specialize in something? Should they stick with the "synthesizer" approach?

Have they thought about their own "brand"? What kind of brand would they assign themselves?

If your child is not yet enrolled in PrepWell Academy, maybe they should get onboard? We teach these principles and challenge students to think about all of these concepts.

We'd love to hear your thoughts. Please share what you've learned in the comments below.

Enroll in PrepWell Academy

Keep prepping,

How To Select, Prepare, and Perform on the SAT & ACT

Your number #1 priority this summer is to prepare for your official standardized test at the end of August or beginning of September.

This is what you should do:

Select a standardized test to take (SAT or ACT)
Register for the exam
Study your face off
Take the exam
Never look back

Let me remind you why I recommend this strategy in case you start to waver on implementing any of these steps:

An SAT or ACT score is a top 3 criteria for college admissions
Summer provides maximum time and flexibility to study
Studying for this test in the middle of junior year is a disaster
Ability to maximize energy, sleep, and hydration before test
Fewer distractions and potential scheduling conflicts
Less-crowded testing sites
Results provide an early indicator of what tier of colleges to consider
Potential to score well and never take test ever again
Ability to re-test later in the year if things don't go as planned
If a re-test is necessary, the bulk of studying is already done
Ivy League athletes can use score to market themselves to coaches
Ability to take test when momentum is at its peak

Some people recommend that students take their first test in the Spring of junior year. I simply disagree.

I'm not against taking it a second time in the Spring if the early test doesn't go as planned, but I do not believe that junior year is conducive to preparing for this test.

Yes, you will theoretically be 7 months "smarter" by May because of the passage of time, but I don't believe this outweighs the advantages above.

Are you convinced?

This is so important, allow me to elaborate on the steps in more detail:

STEP 1: Take a new practice SAT and ACT; decide which to study for

My strong advice is to take a new, fresh diagnostic SAT and ACT one week apart from each other to see which test you perform better on. I don't like the idea of using a PSAT score from 10 months ago. I want two new scores, taken one week apart, in the same test-taking environment. I want an apples-to-apples comparison.

How do you do this? ArborBridge will mail you a hard copy of each practice test. Once you receive the tests, ArborBridge will schedule a time for you to take the exams using an online proctor tool that guides you through every section of the tests. You take the tests from home (ideally, one week apart).

Then, ArborBridge grades the exams and supplies you with a comprehensive report on how you performed and where you need to focus your efforts. This is a free service. ArborBridge does offer tutoring services, but you are under no obligation to commit to anything.

Some students have an opinion on which test is better for them. Some even base their decision on a friend's advice. I prefer to let the numbers do the talking. This test is too important to be lazy. If you want to get an idea of the differences between the tests:

In the summary of your scores, ArborBridge will advise which test is better-suited to you. If you decide not to use ArborBridge and use two pre-existing scores, you should use the "concordance chart" link below to figure out if you are pre-disposed to performing better on one test over the other. In many cases, the results are even and there is no discernible difference.

SAT vs ACT Concordance Chart

Okay, by now, you should know which test to focus on.

STEP 2: Register for the test

STEP 3: Study your face off

This is where you will have to consider where you live, available tutors, how much you are willing to spend (if anything), how motivated you are, and your summer schedule.

Options? Khan Academy, Study Guides, Classroom tutoring, 1-on-1 tutoring

How much should you study? Well, I tell all of my PrepWellers that it depends on how well you want to do. As in life, there is typically a strong correlation between work and results.

A student who wants to do their best should be willing to commit the month of August to significant study. For some students, this means 10 hours a week. For others, 25+ hours a week.

I hope it's clear how important I believe this summer can be for you. I know as a parent, that not every child will have the motivation or discipline to execute this plan to its fullest. I try to give you my best advice assuming you're a student who wants to be their best.

Enroll in PrepWell Academy

I wish you luck.

What are Non-Traditional Teen Activities?

Assume a group a college applicants have similar:

GPAs
standardized test scores
and high school course loads

but participate in different "Extracurricular Activities" that could be categorized as Typical or Non-Typical Teen Activities.

TTA (Typical Teen Activities)

VP, Spanish Club
President, Student Government
Corresponding Secretary, Recycling Club
Jazz Ensemble member
Mathletes Competitor
Captain, Soccer Team
Chess Club Member
Book Club participant
School Tour Guide
Sales Clerk, Forever 21

NTTA (Non-Typical Teen Activities)

Founder, SlimeFest (World's Largest Slimemaking Convention)
Skateboard Artist and Instagram Influencer (250K followers)
Founder, Bird Scooter Services (maintenance, repair, charging)
Subject Matter Expert, 19th Century Military Leaders
Professional Nerf Gun Collector (350+ different Nerf weapons)
Khan Academy Expert (completed 750 unique learning modules)
TEDx Speaker (topic: the demise of local newspapers)
Airsoft Military Simulation World Games (Poznan, Poland)
Sponsored Escape Room Artist (40+ Escape Rooms solved)
Professional Garage Saler ($3K/weekend flipping garage sale items)

Which activities captured your attention?
Which activities revealed more about the applicant?
Which activities would you ask about during an interview?
Which activities would raise an eyebrow "in committee"?
Which activities would you like to know more about?

The answer seems obvious.

Non-Typical Teen Activities (NTTAs) are far more engaging, fun, and thought-provoking than Typical Teen Activities (TTAs).

As your child navigates their way through high school, are they thinking about these types of distinctions?

Or, are they blindly doing what everyone else is doing?

Who is mentoring them?

Well, if your child wants to differentiate themselves from the masses, they should do things that the masses aren't doing - especially if they aspire to highly-selective colleges, service academies, or ROTC programs.

For a more in-depth look at this topic, check out my blog post on how to Audit your Child's Extracurricular Activities.

As you know, my goal is to expose students (and their families) to these types of insights on a weekly basis inside PrepWell Academy.

Not every lesson will stick, but seeding these ideas during a student's formative years is invaluable.

When are these seeds planted? Freshman and Sophomore Year

When is it too late? Junior and Senior Year

I can't begin to relate the number of students and parents who say, "I wish I would have known this 2 or 3 years ago...".

Enroll in PrepWell Academy

Keep Prepping,

How to Audit Your Child's Extracurriculars

Before we get too far into the new school year, I encourage you to perform an extracurricular activity audit with your 8th, 9th, or 10th-grader. Sounds like a blast, right?

This will either reinforce that you're on the right path, or open your eyes to a world you never knew existed.

Extracurricular activities are a critical component in the college admissions process - especially for very or most-selective colleges (Top 75).

Admissions Screen #1

There are 3 primary factors that determine whether or not your child will pass through the first admissions screen:

GPA
Rigor of course work (number of AP, Honors, IB classes)
SAT or ACT score

As you move up the selectivity scale, the holes in the screen get smaller and smaller.

Admissions Screen #2

Once your child gets through Admissions Screen #1, admissions officers will then review their extracurricular activities:

sports
clubs
theater
music
family support (child or elder care)
job
summer experiences
internships
shadowing
volunteer work

Not All Extracurriculars are Created Equal

On the Common Application, there are 10 spots for Extracurricular Activities.

Years ago, the most selective colleges would expect to see all 10 spots filled in.

Today, for Ivy and near-Ivy colleges, they are looking for 8 activities. However, they expect to see more significance and depth in each one.

Many will assess and categorize each activity into four Tiers (I - IV).

Tier I: Tier I activities are extremely rare. They are reserved for the very best students in the country (or world) at what they do (e.g. All-American Athlete, Olympic Gymnast, National President of DECA, National Debate Champion, etc.)
Tier II: Tier II activities represent significant accomplishment in a local, state, or regional context. For example, a standout varsity athlete (e.g. All-State, All-County, All-District, Team Captain), President of Student Body, Editor-in-Chief of school newspaper. These activities require significant responsibility.
Tier III: Tier III activities are low-level leadership positions at a local school level (e.g. Treasurer of Spanish Club, Vice President of ASB, Assistant Production Head for Theater Group, etc.)
Tier IV: Tier IV activities are low engagement, low contribution, and infrequent activities. Basically, "fluff" (e.g. work at soup kitchen twice a year, volunteer at church during holidays, etc.).

As you can see, not all extracurriculars are created equal.

How do Ivies and Near-Ivies Assess Extracurriculars?

Ivy League and near-Ivies (Top 75 schools) will expect to see about 4 activities in the Tier I - II band and 4 activities in the Tier III - IV band.

Of course, this is not a hard-and-fast rule. It's a guideline that gives Admissions Officers a structure to assess and compare.

As you can see, it's not enough to simply "fill-in" 8-10 slots. The best activities will have substance, duration, significance, and impact.

How to Audit Your Child's Extracurriculars

Sit down with your child and map out their three years of high school (remember, senior year is too late).

What activities are they doing?
What activities have they done?
What activities do they plan on doing prior to senior year?

Once these activities are sketched out, go back and categorize each activity with Tier I - IV ranking.

What did you discover?

Do they have any Tier I and II activities?
Do they have mostly Tier III and IV activities?
Should they consider adding an activity or two?
Should they double-down on something to move from Tier III to II?
Do they have any chance at a Tier I ranking?

Why is this Important?

If your child waits until junior or senior year to figure this out - it's too late.

When a senior begins to fill out their Common App, it's too late to change anything. It's too late to strive for a leadership position. It's too late to try a new club. It's too late to concentrate on one sport. It's too late to take advantage of their summers.

Admissions Screen #3

Letters of Recommendation. We will cover this in an upcoming blog post...

Admissions Screen #4

Essays. We will cover this topic in an upcoming blog post...

Summary

This is exactly why PrepWell Academy is only open to freshman and sophomores. If your child is thinking about this for the first time in junior or senior year - it's too late.

I prefer to connect with students early - when they still have a fighting chance to take control of their high school careers.

I hate to see the surprise and regret on kids' faces when they realize they missed the boat. They had no strategy. They just winged-it. They failed to prepare.

Join Us and Get Prepared

If you're interested in giving your child a roadmap to follow so that they don't fall into this or other traps - please enroll them in PrepWell Academy - where I provide weekly videos explaining each of these milestones, deadlines, and strategies (and much more).

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Are Kids Specializing in Youth Sports Too Early?

What Happened to All the 3-Sport Athletes?

These days, many parents (and their children) are feeling pressure to specialize in a particular sport earlier and earlier.

The pressure can come from coaches, parents, trainers, kids, or the media. A billion-dollar industry has emerged to meet this growing trend.

In some cases, a child's first taste of athletic success (at age 5) will send a parent on two wheels to Dick's Sporting Goods. The sales associate sees this parent from a mile away. Hello daily sales quota!

I know it's flattering when the volunteer coach tells you that Ricky or Samantha has a "big league swing". You wonder, "Could it be? Could my son/daughter be that special athlete? Could I be the next Archie Manning?"

But before quitting soccer and dance and buying Ricky a $299 T-ball bat or Samantha a $199 softball glove, consider whether specializing so early is in their best interests?

This blog post makes the case for a slower transition to specialization - or no specialization at all.

It examines the many benefits of the old-school "multi-sport athlete" and why it may make sense to bring this old sensibility back.

Better for Young Bodies

A multi-sport athlete's body tends to have fewer injuries and enjoy more long-term durability. Coordination and gross motor skills advance quickly due to the regular use of different muscle groups and body movements.

Imagine the differences in the physical demands of a middle-distance swimmer versus a catcher in baseball. A young athlete's body thrives with this variance of challenge and stress.

Better for Young Brains

Not all sports require the same mental intensity, focus, and rhythm.

A soccer midfielder's brain must be focused for long periods of time. A 50-yard backstroker has to concentrate for 24 seconds. A baseball batter has 0.3 seconds to decide to swing or not. A cross-country runner must manage 20 minutes of increasing exhaustion and leg fatigue.

Over time, the brains of multi-sport athletes become more developed, adaptive, and efficient. Their brains have to process in new and different ways depending on the sport, season, and demands.

With these changes, the likelihood of mental and physical burnout is reduced as well. The athlete looks forward to the change of pace, a different group of friends, and a new workout routine.

More Friendships

Different sports attract different people. By playing multiple sports, young athletes are introduced to a wide range of potential friends and acquaintances from all walks of life. A single-sport athlete might interact with the same 12-15 teammates for 10 years in a row.

More Relationships

Multi-sport athletes are similarly exposed to a diverse set of coaches, assistant coaches, referees, umpires, line judges, mentors, parents, etc. Each of these adults has their own leadership style, attitude, perspective, and world view. Athletes benefit from this diversity in many ways. A 60-year old legendary basketball coach will likely have a different coaching/mentoring style than a 26-year old tennis pro.

Diversification of Skills

Multi-sport athletes are constantly learning and honing new skills as they transition from season to season and sport to sport. Consider the difference between a water polo player who must master the egg-beater kick and a basketball player who must master the finger roll. These are wildly different skills that require unique strengths, athleticism, and timing.

Less Pressure to Be the Best

Multi-sport athletes often enjoy a more relaxed competitive environment. After all, since sport X is not their main sport, there is less pressure to be "the best". In fact, there is a lot of upside when a multi-sport athlete excels in a particular sport because expectations are lower. In today's competitive environment, this may make participation in a sport more fun for the multi-sport athlete.

Different Roles

Multi-sport athletes can take on different roles in different sports. During the basketball season, an athlete may need to score points. During the lacrosse season, the same athlete may be called on to lead the defensive effort. One sport may require grit while another demands a cerebral approach. This diversity of roles and responsibilities adds to an athlete's toolbox for life.

Different Environments

What do a swimming pool, golf course, lacrosse field, basketball court, and tennis court all have in common? Well, nothing - and that's the point. These playing surfaces and environments are wildly different. Athletes who can transition among these sports with aplomb have demonstrated tremendous flexibility and adaptability to different surroundings. This is an invaluable life skill.

Multi-Sports = Multi-Options

For multi-sport athletes, it's possible (if not likely) to specialize in one sport later on in high school if it makes sense. Dropping down from three sports to one sport would be an easy transition and open up a lot of time to re-focus on the single sport.

For single-sport athletes, however, there's little chance to branch off into other sports once they start high school. The window has likely closed and they would not be able to catch up. They are stuck with what they specialized in since 3rd grade.

Does Specialization Ever Make Sense?

Yes, there are, of course, many viable reasons to specialize in a particular sport.

Some athletes possess limited skills outside their chosen sport
Some athletes wouldn't make their high school team if they didn't specialize early
Some athletes aspire to play their sport professionally
Some athletes want to play their sport in college
Some sports are extremely skill and/or labor-intensive
Some athletes prefer deeper over wider relationships with teammates
Two sports may share the same season
Some athletes have limited financial or logistical resources
Some coaches disallow their players from participating in other sports

Is There a "Right Time" to Specialize?

Every athlete, sport, family, and financial situation is unique. As a general rule, unless there are extenuating circumstances, sophomore year of high school would be a good time to consider "specializing" in a sport if you have decided to move in that direction.

This gives athletes one full year (freshman year) to assess what it's like to play at the high school level across different sports. Did they enjoy one sport over another? Did they like the coach? Which team had more friends on it? Which sport did they excel in? What were the practice schedules like? Do they aspire to play a sport in college? Do they have potential to get an athletic scholarship? Can they manage the academic workload?

Summary

There is no "right or wrong" answer. What works for one athlete may not work for another. My goal was to highlight the potential benefits of a multi-sport approach in the wake of the sports-specialization craze.

Closing Thoughts

If your child has already specialized in a sport, that's okay. There are certainly many benefits to this strategy.

If your child plays multiple sports now and you are feeling the pressure to pick one (for any number of reasons), please resist making a snap decision.

Before deciding, sit down with your child and have a conversation. For your typical "above-average" athlete, this conversation should happen in 8th or 9th grade. Here are some questions to consider:

How do you like playing [sport A, B, C]?
What do you like most about each one?
Do you have a favorite?
Which one do you have more potential in?
Do you think you might want to play one of these sports in college?
What do you think about specializing in one sport?
What would you miss about the other sports?
Would you rather keep playing all 2 or 3 sports?
Let's discuss the pros and cons

Tips/Advice

Personally, as a former Div I athlete, it's a challenge to remain objective while guiding my four sons through this process (along with many PrepWellers around the country).

It's tempting to try to influence their decisions based on MY needs, wants, or unrealized dreams. Resist this temptation.

Present the options, the pros and cons, and the potential long-term consequences - and let them decide.

Your Thoughts

Please share your experiences with the community below. Did your child specialize early? How did it turn out? Any regrets? Any advice?

Please share this blog post with others who may be facing this scenario.

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3 Ways to Demystify College Admissions

As you probably know, there is a lot hype surrounding the college admissions process - probably too much.

Yes, it can be tricky if you wait until junior or senior year to start the process. The "wait-and-see" approach can lead to anxiety and broken dreams.

It doesn't have to be that way.

As you know, my deep conviction is that the college admissions process should be introduced to teenagers gradually beginning in 9th or 10th grade.

This early introduction puts families in the driver's seat.

Here are three steps you can take to help demystify the process.

STEP 1: CAMPUS VISITS THAT INSPIRE

How can we expect our children to care about college if they've never stepped foot onto a college campus?

Campus visits can often spark interest and curiosity in the process. Motivation can be triggered by the strangest things - a certain vision, feeling, or personal encounter they experience during their visits.

Of course, there is no guarantee that visiting colleges will motivate your child, but it sure beats watching them keep their head in the sand for three years.

My kids (two rising sophomores and a rising 8th grader) and I had the opportunity to visit over 15 colleges this summer. Here's a partial list of the schools we saw:

There was no elaborate "strategy" behind this list. We simply visited campuses that were close to where our vacation travel took us.

It was a nice mix of big, small, private, public, military, liberal arts, urban, rural, prestigious, and competitive schools.

These visits gave my kids something to think about, strive for, or dream about. I could see it in their eyes. I could tell by the questions they asked. They were engaged.

They now have context. They can "picture themselves" on a college campus someday.

In the best case, this inspires them to do big things.

In the worst case, at least they know what a college campus looks and feels like.

STEP 2: NEAR-PEER CONNECTIONS

When we visited campuses, we (and by we, I mean "I") struck up conversations with current students and asked them about campus life, academics, social life, and admissions.

My sons were very interested to hear what these students had to say. I could almost hear their self-talk, "Well, if this kid got in, maybe I have a shot. They're not that intimidating."

Of course, I had to ask the question, "So, what advice do you have for these guys with respect to high school activities, admissions, standing out?"

To which, on cue, they spouted:

you must start early!
you gotta have a plan
don't wait until junior or senior year
every year matters
double-down on something

They were clearly reading from the PrepWell playbook.

STEP 3: CLICK THROUGH A BLANK COMMON APPLICATION

This is one of the simplest things to do with your child.

Simply open up a Common Application online and click through the different sections:

Family
Education
Testing
Activities
Writing

Why do most kids wait until senior year to do this? Because they are:

scared
unaware
intimidated
nervous
overwhelmed

Looking through an application serves many purposes:

demystifies the process (it's just an online fill-in-the-blank form)
brings kids' attention to what will be asked of them down the road
highlights the fact that freshman and sophomore years matter
motivates them to get involved so there are no blank spaces
makes the process seem more tangible

In summary, whenever we are faced with a daunting task, the best thing to do is to take action - massive action. Don't run away. Don't hide. Don't put your head in the sand.

TAKE ACTION

If you have a rising 8th, 9th, or 10th grader, now is the time to take action.

Demystify this process by engaging in it.

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You made my son do what?

Would you want your son to experience this?

On a cool Friday afternoon in San Diego, CA, 36 high school lacrosse players (9th - 12th) were leisurely stretching out on a well-manicured grassy knoll 300 yards from the Pacific Ocean.

This was the group's final day of tryouts for the JV and Varsity lacrosse team. The participants were told to show up with a t-shirt and running shoes and to be prepared for a 3-hour workout.

Halfway through their stretching routine, two other former Navy SEAL Instructors and I emerged from of our cars and walked over to greet them. This was no ordinary greeting.

Here's how the next four hours unfolded for the group:

Activity: Introduction and (Dis)orientation

With bullhorn in hand, we told the group that the original plan had changed. The 3-hour workout had been extended to a 24-hour Hell Night where they would be tested with a series of mental and physical challenges that would last until the next day. This was not true, but we had to get the athletes off-balance.

Teens today have very little flexibility in their schedules. They are often told exactly where to go and what to do. We wanted to see how they would react when their highly-regimented schedules were disrupted.

To maintain this critical element of surprise, the full details of the plan were not shared ahead of time. This was the only way to achieve an authentic reaction and experience. The value was in the abrupt realization that they were "not in Kansas anymore".

We, along with the coaching staff, were there to observe the group's fitness, leadership, and grit in the face of adversity.

We conducted a safety brief and offered every athlete ample opportunity to opt-out of the training. This was a voluntary event. Once underway, any athlete could drop from training at any time by requesting a D.O.R. (Drop on Request).

Learning Objective: Dealing with Stress and Incomplete Information

One of our primary objectives was to put the athletes in uncomfortable situations to see how they reacted. They were supposed to be confused, unsettled, and disoriented. Our goal was to create tension and unrest in the ranks. In life, these boys will encounter times when they're not sure what to do. They can't tap on their phones. They can't call mom and ask if it's okay. They can't have a sidebar with their friends to see what they think. They have to make a decision on their own. Do they want to participate or not? Commit or Quit? Everyone was in.

Concept: Swim Buddies

We told the athletes that they always had to be within 3-feet of another teammate (a swim buddy). If they were caught without a swim buddy, everyone would pay (hello pushups).

Learning Objectives: Team over Self-Preservation

Many teens have a hard time putting someone else's welfare before their own - even a teammate. They can be self-absorbed and live in an insular world of "me, me, me". When faced with stress, this "self-preservation" instinct is amplified. This happens in sports (and life) all the time. When things aren't going well, teens often default to self-preservation mode. What can I do to deflect blame? This is the exact moment that we don't want them to focus on themselves - but rather on the team. After a few hundred pushups, the athletes finally got it. "Oh, before I run over there on my own, I better find a friend to come with me - or we will all pay. Team before me."

Task: T-Shirt Project

We summoned the class leader to the front for an offline conversation. We gave him explicit, detailed instructions: (1) Have every athlete take off their t-shirt and fold it neatly, (2) stack t-shirts in one pile, (3) distribute new t-shirts to athletes, (4) make sure sizes were allocated appropriately, (5) each new t-shirt was to have student's last name written on front and back, (6) names had to be legible and big enough to see from a distance, etc. We asked the class leader if he had any questions about his task. He responded no. Then, we issued one last directive - the entire evolution had to be done in 3 minutes. Go!

Learning Objective: Following Directions Under Stress, Unrealistic Expectations

At the end of a game, athletes are tired - mentally and physically. When the coach gathers everyone into a huddle and issues 3 different play options depending on what the other team shows defensively, it's important that the athletes can listen, process, and execute under pressure. By creating a similar environment, the leaders were pushed to sharpen their listening and communication skills.

This task was intentionally unrealistic. There was no way the leader could organize, prioritize, and execute these orders in the time allotted. This was part of the plan. We wanted to see how the leader and the group would react when they failed. Did they whine, complain, roll their eyes, and give up? Or did they brush it off and move on. Life is not fair. The officials will miss calls. Players will miss easy shots. Ground balls will be lost. There are many factors out of our control. How the group "reacted" under the circumstances is what we cared about.

Concept: Specific Instructions

Yes, the t-shirt instructions were intentionally specific. We wanted to see who could listen to and execute the plan? Or, who was too worried about how cold it was to pay attention? Needless to say, the outcome was a mess. T-shirts were on backward, no names on the back of shirts, illegible writing, and the lineup was not in height order.

Learning Objective: Clear Communication and Attention to Detail

There was no way the leader could execute this plan alone. He had to find other leaders to help. He had to communicate what he wanted to be done clearly - in sufficient detail - and under great stress. Was the leader able to detach from the chaos, take a deep breath, find a team of helpers, communicate the tasks, and move on? In sports, business, and life, attention-to-detail is very important. This evolution tested their ability to process small details while cold and confused.

Concept: No Walking Rule

The athletes were told that under no circumstances would they ever "walk" during our time together (unless injured). They were instructed to jog, shuffle, or run wherever they went.

Learning Objective: Hustle and Moving with a Purpose

Walking signals laziness and indifference. In my opinion, so do sliders and untied shoelaces. If an athlete is called off the field for a substitution, his body language speaks volumes. The best players sprint off the field with maximum effort. Would these athletes display enthusiasm, motivation, and grit - or would they feel sorry for themselves?

Event: KIMS (Keep-In-Mind) Sniper Memory Game

The group was broken down into nine, 4-man fire teams. We set up a blue tarp with 30 unrelated objects placed in random order. Each team had 30-seconds to memorize everything they could on the tarp. The team that remembered most items was the winner.

Learning Objective: Mental aptitude while tired, wet, cold

Athletes need to focus and execute no matter the weather, score, crowds, stakes, or circumstances. This activity trained the athletes to put aside their physical discomfort in order to perform a mental task. Some teams approached this with a divide-and-conquer strategy while others chose to let each individual do the best they could on their own. These types of split-second decisions and strategic thinking were what we were looking for.

Concept: Bathroom Time

As the night wore on, it got colder and colder. The athletes looked for any excuse to get a reprieve from the elements. They were putting out. Their prize? More bathroom time.

Learning Objective: Team Bonding

You might think that jamming 30+ bodies in a handicapped bathroom stall sounds miserable. You'd be right unless you were a 14-17-year-old boy hanging out with his friends and anywhere but the cold beach. We listened to what went on through the concrete wall. There was trash-talking, jokes, jabs, athletes negotiating for "hand dryer" time, and others running hot water on their hands in the sink. This is called bonding. This is called creating memories. This is called shared suffering that translates into deeper and stronger bonds among teammates. This is something they will not forget.

Task: Animal Calls

We blindfolded each athlete and whispered a specific animal name in their ear (e.g. cat, dog, cow, wolf, etc.). Once the game began, the only noise they could make was their specific animal noise. The object was to cluck, moo, and woof their way into finding their other blindfolded partner. It looked like a cross between Wild Kingdom and a zombie apocalypse. Once each athlete connected with their partner, it was off to the bathroom for more downtime.

Learning Objective: Communication, Listening Skills, Humor

When things are looking bleak, athletes that can bring a sense of levity to the situation are valuable. When the team is stressed out - the last thing they need is MORE stress. Sometimes it takes someone to crack a joke, or dance, or make fun of someone or themselves just to break the pattern. We saw this come to life during this evolution. As dumb as it sounds, the athletes were all smiles when they found their animal partner. We hope they take this lesson into the locker room, huddle, or classroom when appropriate.

Task: Physical Training

We asked for volunteers to lead the group in an exercise. It was interesting to see who raised their hands. We tried pushups, jumping jacks, flutter kicks, squat thrusts and a few others. The volunteer had to "lead" the group through the exercise. This required him to stand tall, take command, and communicate clearly. He was responsible for issuing a "preparatory command", specific counting instructions, an appropriate cadence to the movements, and for the movements to be in perfect unison. If the group messed up, the blame fell at the feet of the leader - every time.

Learning Objective: Leadership and Command Presence

After firing a few volunteers for poor performance, we asked the youngest athlete in the group to take over. At first, the athlete was nervous and unable to speak. He stood there staring into space. With some additional coaching and prompting, he began to lead. Ten minutes later, he was issuing directives in a strong and powerful voice that we had not seen before. He had a transformative moment. He went from youngest in the group to one of the more successful leaders. He rose to the occasion.

Activity: Goodbye Sunshine...

As the sun was about to drop below the horizon, we had the athletes stand and face the sun, link arm-in-arm, and sing the following song, "Goodbye sunshine, hello darkness. Goodbye sunshine, it's time to say goodnight." Over and over and over again. It was a moment of fun, shared misery, and camaraderie. It was not a moment they will soon forget. Some students thought the event was over. Others still thought we would be going for another 20 hours.

Learning Objective: Team Bonding

The goal of this activity was to embed this song and melody into the heads of the team, so that the next time things look grim, they can all break into the "Goodbye Sunshine" song and have a good laugh. This type of mind-meld is invaluable for high-performing teams. No one else on earth will know what they are singing about or why it's so funny. They don't "get it" because they weren't there. It's the ultimate insider knowledge that builds long-lasting friendships.

THE GOAL

This evolution was hard. It was mentally exhausting. It was physically taxing. It included long periods of sustained discomfort due to cold temperatures, wind, sand, chafing, water, and darkness.

It required players who didn't quite know each other to make friends - and fast. It required presumptive leaders to prove themselves and reluctant leaders to step into the light.

It built a bond among teammates that will last a lifetime. It created a reference point of discomfort that the group can reflect on when things get tough.

Lessons Learned:

team building
leadership
communication
team bonding and friendship
camaraderie
memories
working through discomfort
attention to detail
attitude
team first mentality
performance under stress

For 98% of these athletes, this will be the toughest physical and mental challenge that they will ever experience in their lives (voluntarily, that is). That's quite a statement. What other teenager can say this?

My guess is that one or two of these guys will go on to become a Marine, Navy SEAL, Green Beret, Force Recon, or some other special forces commando - in which case - they will see this game again.

In today's world, where people get upset because their Starbucks grande latte got 3 pumps instead of 2, this is an invaluable experience.

Instructors: Our 3-person Instructor cadre had nearly 50 years of experience as Navy SEALs. One Instructor was a recently retired and highly-decorated Command Master Chief (SEAL) with 27 years of active duty experience. One Instructor was a 14-year Navy SEAL veteran who is currently a Firefighter, Paramedic, and black belt in jiu-jitsu. And I was a former Navy SEAL Officer, Navy SEAL Instructor, and a current Firefighter, Emergency Medical Technician, College Admissions Counselor, and father of two of the participants in this event. We all spent significant time as real-world Navy SEAL Instructors at the Naval Special Warfare Center in Coronado, CA. We all had deep experience proctoring these activities with a wide range of individuals.

Summary

Events like this can be risky. What will the athletes think? Will they buy-in? Will anyone get hypothermia? Will anyone get hurt? Will the presumptive leaders live up to their titles? How will the athletes perform? Will anyone quit? Will the team bond? Will this expose weaknesses?

This event was developed and executed to answer these questions - for good or for bad. To get to the truth - because the truth is undefeated.

My goal was to spur a period of post-traumatic growth that these boys would never find in a traditional team-building exercise. Mini-Golf or paintball just wouldn't cut it.

These boys passed this test with flying colors. They should be proud. They answered the call. They proved to themselves and everyone else that they are not quitters.

Tips/Advice

If you have children who were not fortunate enough to experience this gift, seek out other ways to challenge them mentally and physically. Maybe it's a summer job, backpacking trip or obstacle course race?

Discussion Point

Would you like your son or daughter to participate in an event like this?

Why or why not?

I'd love to hear your thoughts.

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Accepted | Deferred | Denied (A Guide)

If you applied in the Early Round of admissions (Early Decision or Early Action), you have probably heard back from your schools by now. If not, you should be hearing very soon.

What should you do if you were:

ACCEPTED

Congratulations! You did it. Enjoy the rest of senior year. You now know that you're going to college next year.

If you applied Early Decision, which is binding, it's time to rescind any other applications you may have already submitted. If you haven't submitted any other applications yet, then you're all set. No need to apply anywhere else. It's time to send your deposit to your ED school.

If you applied Early Action, which is non-binding, be happy that you have one or more schools in your back pocket. If you would attend your EA school(s) over any other schools that you haven't submitted yet, there's no reason to submit any more applications. Save the money. You still have a few months to make your final decision. Make sure you are able to afford your EA schools before you stop the entire process.

DENIED

Obviously, this is a bummer. Remember, don't take this personally. I know it's hard to accept, but there are other great schools out there. Hang in there and keep the faith. The main admissions process has not yet begun. Try to be patient. I know you want this whole thing to be over with already, but you've still got a few weeks to go.

DEFERRED

Welcome to Club Limbo. This is also a bummer - but with a positive spin. In general, it means that the school really liked you, but didn't love you enough to accept you early. It happens. A lot. It means that the school wants to re-look at your application alongside the Regular Decision applicants.

Here are some common questions:

Will I get "extra credit" for being deferred from the Early Decision round when compared to Regular Decision applicants? Don't count on it. It may vary by school, but most schools don't have a special "deferred" pile of applications that are treated differently. Assume you will be put back in the Regular Decision pool process.

Do I have a better chance of getting in Regular Decision if I was deferred?Not necessarily. Again, it depends on the school, but most don't necessarily give an edge to deferred packages. In fact, there are some schools that defer every single Early Decision/Action applicant that they don't accept in the early round. In fact, some schools intentionally defer all applicants of alumni even if they have little chance of getting in during the Regular Decision process.

Should I re-do my Common Application essay or other parts of my application? I wouldn't. Unless you put very little effort into the Early Round application (which I doubt), I would stick with what you have. Spend your time with the supplemental essays, which many colleges weigh more heavily than the Common essay.

Should I re-do my target list of schools? Not necessarily. Hopefully, you created a balanced list of schools. Remember, most "early round" schools are reach schools for most students. The competition is brutal. Just because you got lukewarm news is not a reason to panic. Make sure you have some match and safety schools that you love and drive on. Pay attention to the supplemental essays.

Should I call the school? Yes, but not yet. Do not call to ask why you got deferred or what else you need to do to get accepted. Do not let your parents call on your behalf. Do not allow your parents call and impersonate you (yes, it happens).

HOW DO I HANDLE BEING DEFERRED?

Carefully read the deferral letter from the school and see what they recommend you do.
Don't do anything for a few weeks. Knee-jerk reactions rarely end well. The school wants to know that you've spent some time thinking about your deferral and what other schools are on your list. It does not want to hear an emotional plea 24 hours after you got deferred.
Think hard about whether you still want to go to the school. Maybe something has changed? Maybe you're relieved because you thought it would be too hard anyway? Maybe you're glad that you're not obligated to spend so much money? Maybe another school has caught your eye? Think about. You've been given another chance to reconsider your options.
If you still are 100% gung-ho on the school, reach out by phone and a follow-up email in mid-January. This allows enough time for the emotional dust to settle. It's likely that you won't get through directly to the admissions officer who read your application, so have a script ready to leave a nice voicemail. For example, "Hi, Mrs. Alan. This is Samantha from Richmond H.S. in Indiana. Happy New Year! I just wanted to call to thank you for reviewing my Early Decision application. Even though I was deferred, I wanted to confirm my continued interest in XYZ University. I still believe XYZ University would be the best fit for me and I am committed to accepting an offer in the Regular Decision round if I make it through. I will follow-up with an email updating you on what I've been up to. Please don't hesitate to reply to my email if you have any suggestions. Sincerely, Samantha Jones 2019 (Richmond H.S.)
Send a follow-up email to your Admissions Officer with a similar sentiment. Don't send extra essays, letters of recommendation, or chocolate chip cookies (yes, it happens). Simply state your continued interest in the school and let them know if you've done anything significant in the last few months. Did you complete your Eagle Scout requirement? Did you win a Debate tournament?
If you don't reach out to the school at all, when it comes time to re-evaluate your application, the admissions officer will see zero new information. This is a clear sign that you've moved on and you're no longer that interested in the school.

I hope this has been a helpful guide.

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