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As any high school senior going through the admission process knows, it can be challenging to assess what universities are truly looking for in their college applications. With acceptance rates dropping year by year, the struggle to stand out in an increasingly competitive landscape becomes even more difficult. To help provide some transparency and openness to prospective applications, I would like to share my knowledge of and experience with Committee-Based Evaluation, which many highly selective institutions use to review their applicants. Once you understand how the process works, I want you to know how to use this knowledge to your advantage to craft a stronger application.
What Is Committee-Based Evaluation?
Committee-Based Evaluation (CBE) is a specific assessment approach in which individuals, often with diverse expertise, collectively evaluate an applicant for admission. CBE was first established in university admissions in 2013 by admission officers at the University of Pennsylvania. As of 2018 (most recent data), over 40+ schools are employing the CBE method, but as of now, numbers are likely much higher due to institutions seeking more efficient and holistic approaches to application review. Some examples of colleges that employ this process include Rice University, the University of Pennsylvania, Caltech, Emory University, Georgia Tech, Amherst College, and Smith College.
Here is a comparison chart of the inner workings of the One-Reader Process vs. CBE
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One-Reader Process |
CBE Process |
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Initial Review: One admissions officer reads the entire application, including academic records, standardized test scores (if required), essays, recommendation letters, extracurriculars, and supplemental materials. |
Initial review: Two admission officers review the application. Reviewer 1: Pilot (They are the Territory Manager for that student). They review the transcript, school profile, and letters of recommendation. Reviewer 2: Co-Pilot is responsible for reviewing the Common Application (demographics, activity list, additional information, and personal statement) and the supplemental essays. |
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Evaluation and Scoring: The reader may assign scores or ratings based on various dimensions (e.g., academics, character, leadership, diversity of experience), using a rubric set by the admissions office. |
Evaluation and Scoring: Both readers discuss each of their application sections in real time. They must come to a consensus on a score or rating based on various dimensions (e.g., academics, leadership, diversity of experience, level of community impact, and intellectual curiosity), using a rubric set by the admissions office. Initial Review decisions include: Deny, move applicant to Pre-Committee (not all institutions have this round), or send straight to Committee round. |
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Recommendation: Based on the evaluation, the reader recommends an Admit, Deny, Waitlist, or refer for Committee review if the case is complex or borderline. |
Pre-Committee: If students move forward they are sometimes reviewed again by two officers (one of whom is the chair of the Committee), along with the Pilot reader for each application. This review works the same as the initial round. Pre-Committee decisions include: Deny, Waitlist, or move to Committee round. |
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Final Decision: For straightforward cases, the one-reader recommendation may be final. For more competitive or ambiguous cases, the file may move to a committee or senior staff for final review. |
Committee/Final Decision: This round contains an Admission higher-up, the Pilot reader, and other admission officers. In this round, students are reviewed more deeply in consideration of their indicated college major or school of study. At this stage, academics have been verified, allowing for a deeper review of letters of rec, additional student context, the student’s genuine interest in attending the university, and admission interviewer notes. Committee Decisions include: Admit, Deny, or Defer/Waitlist. |
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Quality Control: In some schools, a percentage of one-reader decisions are randomly spot-checked or reviewed by a second reader or an admissions committee to ensure consistency. |
Quality Control: Following the Committee round, they run checks to ensure all denial decisions were correct and no mistakes were made in previous rounds. |
Why Schools Use CBE
Achieve Efficiency & Higher Quality Reads Simultaneously
In the CBE process, there are always at least two readers, meaning that each application file that used to take 12-15 minutes to read now only takes 6-8 minutes. For the universities, this means they save upwards of 1250 work hours, which is even more essential now that application volumes are increasing. As you read this, you may wonder, "How does this help me?" Well, you are still getting a 12-15 minute read, but it is now happening simultaneously, because each reader is reviewing only half of your application but doing so in much more depth than they would be able to do with just one reviewer.
Various Perspectives and Reduction in Bias
The CBE method leverages the committee members' combined knowledge, perspectives, and judgment to ensure a more balanced, comprehensive, and fair evaluation process. Involving multiple evaluators reduces the risk of individual bias and encourages a more thorough examination of the applicant. Having another officer in the room allows for checks and balances and provides an opportunity to bounce ideas off one another before making a final decision as a team.
What Admissions Officers Consider in Each Role
Pilot Lens
The Pilot's job is to review the student's academic qualifications while using context to understand the entire picture of the student better. First, they will review the high school's academic profile, which provides information regarding its curriculum (AP, IB, Honors, etc.), the maximum rigor available, and its students' average standardized test score range. Once the admission officer has this knowledge, they will evaluate whether the student challenged themselves within the scope of their opportunities and compare them to other students from their high school who are also applying. Lastly, they will read the letters of recommendation to learn how your counselor and teachers view you as a person, student, and a member of their high school community. Lastly, they will be sure to consider any context shared by your counselor that may have affected an applicant's academic performance (i.e., health issues, having to work to support family, having to commute more than an hour to and from school)
Co-Pilot Lens
Meanwhile, the Co-Pilot dedicates their time to a more qualitative evaluation of the student's application. They want to build a complete picture of the student, understand their passions, and discover the motivation to attend their university. They will review the demographics to get a better understanding of the student's background, including the student’s
- Socioeconomic status: Data such as family income, parental education, and their occupations can indicate whether the student had access to resources like tutoring, extracurriculars, or advanced coursework.
- Geographic context: A student from a rural, under-resourced area might have had fewer academic opportunities than someone from a well-funded urban or suburban district.
- Race and ethnicity: This can provide insight into how the student may have navigated systemic inequities or how they might contribute to campus diversity and cultural perspectives.
- First-generation college student status: If a student is the first in their family to attend college, it shows they’re breaking new ground, which can indicate resilience and motivation.
- First-generation American status: This can indicate someone who will bring valuable diversity, global awareness, and a commitment to making the most of educational opportunities that may not have been available to previous generations.
- Language Spoken at Home: This can indicate bilingualism or added responsibilities, such as translating for family members, which can speak to maturity and adaptability.
Extracurricular Activities & Essays
When reviewing a student’s extracurricular activities, admission officers look for depth, impact, and intellectual curiosity in their involvements. They're not impressed by a long list of clubs or achievements, but rather by how students have committed their time and what that reveals about their character and interests. Leadership roles, initiative, and long-term involvement stand out as they demonstrate dedication, responsibility, and personal growth. In the activity list, the committees will also want to see how the applicant has taken their passion for learning outside the classroom. They like to see activities that connect more deeply to the indicated area of interest. These can be activities such as academic research, passion projects, nonprofits, patents, internships, blogs, or even writing a children’s book. These types of engagements demonstrate a student's willingness to take their learning to the next level. Strong extracurricular activities will help paint a fuller picture of the student beyond the classroom and how they might contribute to the college community.
When reading an applicant's personal statement, the admission counselor looks for authenticity, self-awareness, and strong writing skills. They expect the essay to offer a genuine glimpse into the student's personality, experiences, and values, meaning something that isn't obvious from a transcript or test score. A compelling personal statement should reflect a genuine voice, thoughtful reflection, and a unique perspective, helping the reader understand what motivates the student and how they've grown from their life experiences. From a more technical standpoint, they also expect essays to be well-organized, engaging, and free of grammar or spelling errors, showing the student's ability to communicate effectively.
In supplemental college essays, admissions counselors want to see thoughtfulness, specificity, and alignment with the school's values and offerings. They expect applicants to go beyond surface-level praise and demonstrate a deep understanding of why they are a good fit for the college and how they plan to contribute to the campus community. Strong essays show that the student has researched the college extensively, mentioning specific programs, professors, clubs, or campus experiences, and connecting them to their academic goals or interests. They also seek originality, self-awareness, and writing that feels personal rather than formulaic. Above all, they want to see that the student has a genuine interest in attending the school and has a clear sense of purpose in applying.
How Applicants Can Use This Knowledge Strategically
Craft a Cohesive Narrative
The collaborative nature of the CBE process means the applicant's narrative must be cohesive across all sections. Students should ensure that their academic strengths and contextual background—often conveyed through the school profile, counselor recommendation, or additional information section—are aligned with their personal goals and application theme. Their essays and activities should consistently reflect their identity and interests; for example, if a student expresses a passion for sustainability, that theme should be evident in their extracurriculars, intended major, and discussed in their supplemental essays. Additionally, recommenders should be aware of the student's overall "theme" so their letters of recommendation reinforce and complement the narrative presented throughout the application.
Balance Strengths Across Sections
When presenting an application, it's crucial to balance strengths across the various application sections. Students cannot depend on perfect academics and a 1600 to get them into highly selective institutions or for impactful activities to make up for poor academics. Applicants need rigorous coursework, GPA, and test scores (if submitted) to demonstrate academic strength within their specific context, highlighting how they maximized their available educational opportunities. At the same time, they should use essays and extracurricular activities to showcase their character, creativity, and impact on their communities. Intellectual curiosity should be evident in multiple aspects of the application, such as their participation in academic clubs and competitions, writing about their independent learning projects (academic research, passion projects, internships, etc.), or expressing their excitement for a university's unique academic opportunities in their supplemental essays.
Remember Context Matters
Context MATTERS in the admissions process, and it's essential to recognize how the academic and personal components work together to interpret an applicant's achievements fairly. Applicants should use the additional information section or the counselor recommendation to explain any significant hardships or obstacles, such as financial stress, health challenges, or family responsibilities. Students should be honest and reflective in their essays, as admissions officers value growth and resilience more than the appearance of perfection. Being transparent about one's experiences doesn't hurt an application; it empowers admissions officers to advocate more effectively for the applicant during committee discussions. If you have specific questions about what context is important to include, it is best to speak to your high school’s college counselor.
Highlight Impact Over Quantity
When it comes to extracurricular involvements, highlighting impact is more important than listing endless activities. Admissions officers value depth, leadership, and authenticity over sheer quantity. Applicants should focus on a few meaningful commitments demonstrating long-term involvement or personal growth. It's highly beneficial to use specific action words and provide quantitative data to illustrate contributions; for example, saying "I led a food drive for 200 families and served 500+ meals to my community" is more impactful than simply stating "volunteered at a shelter." Family responsibilities or part-time jobs should also be framed as valid and impressive commitments, particularly when managed alongside academic obligations.
Conclusion
In a competitive and often confusing admissions landscape, understanding how colleges review applications can make all the difference. By using strategies that align with the Committee-Based Evaluation process, students can present their most authentic and compelling selves to admissions committees. At PathIvy, our advisors draw directly from inside experience at top universities to help students navigate this process with precision and confidence. By tailoring each application to resonate with how admissions officers truly evaluate them, we empower students to stand out and succeed. If you wish to learn more about PathIvy, please schedule a free consultation to learn more about how we can assist you!