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Is College Worth It: The Benefits of College Education

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Published: Jan 28, 2021

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Why Is College Worth It? (Essay)

Works cited.

Archibald, R., & Feldman, D. (2006). Graduation Rates and Accountability: Regressional Discontinuity Estimates of the Impact of Merit Aid on College Persistence. Journal of Human Resources, 41(4), 669-700.
Bureau of Labor Statistics. (2021). Unemployment rates and earnings by educational attainment. U.S. Department of Labor. https://www.bls.gov/emp/chart-unemployment-earnings-education.htm
College Board. (2021). Trends in College Pricing 2021. https://research.collegeboard.org/pdf/trends-college-pricing-2021-full-report.pdf
Deil-Amen, R., & Rosenbaum, J. E. (2003). The unintended consequences of merit aid: The impact on college access and choice. Journal of Higher Education, 74(4), 365-391.
Deming, D. J., Goldin, C., & Katz, L. F. (2012). The value of postsecondary credentials in the labor market: An educational perspective. American Economic Review, 102(4), 463-468.
Federal Student Aid. (n.d.). FAFSA: Free Application for Federal Student Aid. U.S. Department of Education. https://studentaid.gov/h/apply-for-aid/fafsa
Finnie, R., & Mueller, R. E. (2019). The financial returns from post-secondary education: A literature review. Canadian Journal of Higher Education, 49(1), 22-44.
Hout, M. (2012). Social and economic returns to college education in the United States. Annual Review of Sociology, 38, 379-400.
Jackson, C. K., Johnson, R. C., & Persico, C. (2016). The effects of school spending on educational and economic outcomes: Evidence from school finance reforms. Quarterly Journal of Economics, 131(1), 157-218.
Perna, L. W. (2010). Understanding the working college student. ASHE Higher Education Report, 35(3), 1-131.

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The Value of Higher Education: Is College Worth it?

A college education is an essential stepping stone to a successful career and a fulfilling life. While many people debate the value of a college education in today’s economy, a college education is a crucial investment that can transform one’s life in countless ways. The benefits of a college education go beyond a job or career; it impacts personal development, civic engagement and overall well-being.

In this guide, we’ll dive deep into the career advancement and salary opportunities available for individuals pursuing a college education. In addition, we’ll take a close look at all of the ways a college student can grow personally, from a health, social and economic standpoint.

Ready to start your journey to college? Crimson Education is the world’s leading College Admissions Consulting company helping student gain admissions into top universities in the US & UK. Speak to our expert advisors to learn more about our Admissions Support Program !

Advantages of a College Degree

One of the main reasons people pursue higher education is to increase their earning potential and career opportunities. Studies have consistently shown that college graduates have higher earnings and more career advancement opportunities than those without a college degree. A college education provides specialized skills and knowledge that are highly valued in the workforce.

Additionally, college graduates have access to a larger professional network, which can lead to more job opportunities and career advancement . In this regard, a college degree can be a valuable investment in one's future, providing a path to higher earning potential and greater job satisfaction. Here’s a closer look at the economic and career opportunities available for college graduates:

Increased Job Opportunities

A college degree opens up more job opportunities than a high school diploma alone. Many employers require a college degree for certain positions, and a degree can make candidates more competitive in the job market.

Higher Earning Potential

One of the most significant benefits of obtaining a college degree is the higher earning potential it provides. College graduates tend to earn more than those with only a high school diploma, and this trend holds across various professions and industries.

According to the Bureau of Labor Statistics , in 2021, the median weekly earnings for workers with a bachelor's degree was $1,334, compared to $899 for those with a high school diploma only. Furthermore, individuals with an advanced degree, such as a master's or doctoral degree, tend to earn even more.

The higher earning potential of college graduates can be attributed to several factors. First, college graduates have specialized knowledge and skills that are highly valued in the workforce. They are trained to think critically, analyze complex problems, and communicate effectively, all of which are skills that are in high demand across various industries.

Second, many employers require a college degree for certain positions, especially those that involve complex tasks or require specialized knowledge. Therefore, having a college degree makes candidates more competitive in the job market and increases their chances of being hired.

Specialized Skills

Obtaining a college degree provides graduates with specialized skills and knowledge that are highly valued in the workforce. These skills and knowledge are developed through coursework, hands-on experience, and exposure to various learning environments.

Some of the specialized skills that college graduates possess include:

Critical thinking and problem-solving : College graduates are trained to analyze complex problems, identify potential solutions, and make informed decisions.
Communication skills : College graduates have honed their written and verbal communication skills, which are essential in many professional settings.
Technical skills : Depending on the degree program, college graduates may have specialized technical skills that are in high demand, such as computer programming, data analysis, or engineering.
Leadership skills : College graduates often have experience working in teams and leading projects, which can be valuable in management and leadership positions.
Adaptability : College graduates are trained to adapt to changing environments and situations, which is essential in today's rapidly evolving job market.
Cultural competency : College graduates are exposed to a diverse range of cultures and ideas, which can enhance their ability to work with people from different backgrounds.

Having specialized skills can make college graduates more attractive to employers and increase their chances of being hired for certain positions. These skills can also lead to higher salaries, as many employers are willing to pay a premium for specialized expertise.

Networking is an essential aspect of career development, and obtaining a college degree provides graduates with a valuable network of contacts. College graduates have access to a vast network of alumni, professors, classmates, and professionals in their field, which can provide numerous benefits throughout their careers.

Networking can lead to job opportunities, as many employers prefer to hire candidates through referrals. Building relationships with professionals in your field can help you learn about job openings before they are publicly advertised, giving you an advantage in the job market.

Career Advancement Opportunities

Obtaining a college degree can open up numerous career advancement opportunities for graduates. A college degree provides specialized knowledge and skills that can make graduates more competitive in the job market and eligible for higher-paying positions with greater responsibility and leadership opportunities.

A college degree can provide graduates with the opportunity to switch careers, as they have the skills and knowledge needed to transition to a new field. In addition, graduates with specialized skills and knowledge can also pursue industry certifications, which can increase their credibility and open up new career opportunities.

Increased Job Satisfaction

College graduates often work in fields they are passionate about, which can lead to greater job satisfaction. By pursuing their interests and passions, they are more likely to find fulfillment in their work. In addition, college graduates are often eligible for jobs with greater job security, such as those in government, education, or healthcare. Having a stable job can lead to greater job satisfaction, as employees feel more secure in their position.

Social Mobility and Economic Stability

College education can expose individuals to diverse perspectives, cultures, and ideas, which can broaden their understanding and empathy for others. This can help individuals develop stronger relationships, build social capital, and navigate social and economic barriers. However, that’s not all that a college education can help support social mobility. College can provide individuals with networking opportunities that can lead to job opportunities, mentorship, and access to resources that can help them move up the social and economic ladder.

In addition, a college education can provide individuals with access to a broader range of career opportunities, including those that require specialized skills and knowledge. This can lead to career advancement, which can provide individuals with greater social mobility.

As a result of a broader range of career opportunities, college graduates tend to have greater resilience to economic downturns, as they may have more skills, education, and experience to adapt to changing economic conditions. Also, college courses often include personal finance education, which can provide students with the knowledge and skills to manage their finances effectively, including budgeting, saving, investing, and managing debt. This can lead to greater financial stability and security over the long term, leading college graduates to have more economic stability.

Personal Development and Fulfillment

A college education can contribute to personal development and fulfillment through intellectual growth, self-discovery, personal growth, social connections, and a love of lifelong learning. This is because a college education can facilitate personal growth through experiences that challenge individuals to step outside of their comfort zones, take risks, and learn from their mistakes.

As a student works towards obtaining their degree, their time in college can be a time of self-discovery as individuals explore their interests, values, and beliefs. This can help individuals develop a sense of identity and purpose and make informed decisions about their personal and professional lives.

In addition, many colleges provide opportunities for social connections and community building, which can lead to a sense of belonging and fulfillment. The opportunities colleges provide for personal development can include participation in student organizations , cultural events, and community service.

Health and Well-Being

While not many people think about the ways a college can support an individual’s health and well-being, pursuing a college education can play a key role in a student’s life-long well-being.

Many colleges and universities provide access to healthcare services, including medical care, mental health counseling, and wellness programs. In addition, a college education can promote physical activity through organized sports programs, recreation facilities, and fitness classes.

In addition, a college education can provide a supportive environment for students through peer support networks, mentorship programs, and counseling services. A supportive environment can help students cope with challenges and promote overall well-being. Many campuses also promote stress management through stress reduction programs, mindfulness training, and counseling services.

Overcoming Challenges and Creating Opportunities

A college education is helpful for individuals looking to overcome challenges and create opportunities to flourish.

Pursuing a college education allows opportunities for innovating and creative solutions, which increases a student’s likelihood of success. A college education can expose individuals to diverse perspectives, cultures, and ideas, which can help them approach challenges and opportunities from multiple angles. College allows individuals to develop skills and exposure to diverse perspectives. These factors allow students to become more adaptable, resilient, and successful in the event of challenges.

Do you need a college degree to be successful?

If the answer to this question were a simple “yes,” then the decision to go to college would be easy. Many factors help make someone successful. But, for most successful people, college is one of those factors.

Is college necessary for a successful career?

Yes and no. College opens up opportunities both intellectually and socially that you wouldn’t have otherwise. You’re surrounded by a network of students and professionals from all walks of life. There’s a good chance one might be your connection to your future career.

As a college graduate, you’ll likely have better career prospects, higher pay, and a higher-skilled job. These factors often contribute to stability, success, and overall happiness.

Final Thoughts: Is college worth it?

Based on current evidence, trends, and statistics, yes, college is worth it . If you have a college degree, you should have an easier time finding, keeping, and enjoying your career. But, the ultimate decision is still up to you. If you’re still unsure if college is for you, consider contacting one of Crimson’s advisors. They can answer your questions, help you determine which college might be right for you, and guide you towards a path that will lead you to the career of your dreams.

Ready to start your education journey? Book a free consultation with our advisors to learn more about how Crimson can help you!

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Experts discuss whether college is still worth it

Subscribe to the center for economic security and opportunity newsletter, gabriela goodman gabriela goodman research assistant - economic studies , center for economic security and opportunity.

December 13, 2023

This is a summary of an event held on December 7, 2023. You can watch the full video of the event here .

Higher education has historically been seen as the most reliable path to economic mobility. However, with uncertainty around student loan programs, high sticker prices, and growing distrust in institutions, Americans are increasingly questioning whether college is still worth it.

On December 7, 2023, the Center for Economic Security and Opportunity (CESO) hosted a virtual panel moderated by Sarah Reber, a CESO senior fellow, to discuss the value of higher education and returns to obtaining a college degree. Below are some key takeaways.

Attitudes toward higher education have shifted.

Paul Tough, a contributing writer at the New York Times Magazine where he has written about these trends, started the discussion off by summarizing changing attitudes toward higher education: Ten years ago, 74% of young adults agreed that higher education is very important, down to only 41% today. This shifting perspective is manifesting in declining college enrollment, explained Tough. The number of U.S. undergraduates has declined to 15.5 million from 18 million in 2010.

Tough attributed this trend to two primary causes. First, trust in institutions is falling, and higher education is no exception. This is particularly the case among conservative voters who perceive colleges as pushing a liberal political agenda. Second, people are worried about the financial risk associated with high college costs and low completion rates.

Research suggests that average returns to college are still high.

David Deming, Harvard University Professor of Political Economy, explained that after increasing for decades, the college wage premium—the difference in average earnings between college graduates and non-college graduates—has plateaued, but remains around 65%. That is, the average four-year college graduate earns about 65% more than the average high school graduate.

Returns vary by institution.

Cellini said that some colleges, particularly for-profit institutions, are riskier than others. For-profit colleges are generally more expensive than non-profit or public alternatives and don’t increase earnings as much. As a result, students who attend for-profit institutions tend to have higher debt and are more likely to default on their student loans. Gándara expanded on this point, saying that for-profit institutions enroll a disproportionate number of low-income, veteran, and older students. This disparity means that it is often students from more disadvantaged backgrounds that attend schools with lower returns.

Starting but not completing college can make students financially worse off.

Tough pointed out that about 40% of students who start college don’t complete their degree. These students often end up in a worse financial position than their peers who chose not to attend college in the first place.

Our college institutions are in desperate need of reform. David Deming, Harvard University Professor of Political Economy

Deming agreed that completion is too low and suggested that lack of resources at many colleges is a major part of the problem. Student support services are particularly important. As Gándara mentioned, public and other less well-funded schools enroll more low-income students—exactly the types of students who could benefit more from stronger support systems.

Community colleges have limitations but can be an affordable alternative to four-year institutions.

Panelists pointed out the value of community colleges, an oftentimes more affordable option than traditional four-year colleges. Students can start at community college and transfer to a four-year college. However, as Deming noted, transferring from community college to a four-year college is not necessarily a smooth process. Additionally, he added that short-term programs often lead to shorter-term benefits and fewer transferable skills. Both Deming and Cellini touched on potential benefits of “stacking” credentials, meaning using multiple educational programs such as vocational training and traditional degrees to build a more comprehensive skillset and knowledge base.

Where do we go from here?

The panelists described a number of approaches to increasing the returns to college and improving college completion rates. Cellini mentioned initiatives to hold schools accountable for their students’ outcomes. Both Cellini and Tough proposed efforts to make information about financial aid and college choices more easily accessible and digestible, though Tough argued that some policy discussions have over-emphasized helping individual students navigate a too-complex system at the expense of more systematic change that would make higher education fairer. Deming suggested expanding government subsidies to make college more affordable. The panelists agreed that community colleges require more funding.

So, is college still worth it?

The consensus among the panelists: College is worth it for most people, with some caveats. Institution type and area of study both impact the returns to college, as do academic preparation and risks associated with not completing a degree. “The system is not fair,” Tough added.

There are actions society can take to make college pay off for more people. “Our college institutions are in desperate need of reform,” concluded Deming. As reiterated throughout the panel, the U.S. college system disadvantages low-income students, often leaving them with substantial debt while providing insufficient support systems to help them succeed.

The Brookings Institution is financed through the support of a diverse array of foundations, corporations, governments, individuals, as well as an endowment. A list of donors can be found in our annual reports published online here . The findings, interpretations, and conclusions in this report are solely those of its author(s) and are not influenced by any donation.

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Does College Matter?

Find the right college for you..

College does matter and is absolutely worth it - if you choose a program that matches your career goals, graduate on time, and avoid too much debt.

Almost every job that leads to a promising career, with good pay and benefits, requires education or training beyond high school. For most high-paying professional jobs, that means a four-year college degree.

At the same time, career training or short-term educational programs for a growing number of technical fields can pay off, too.

For many, the question is: college or trade school?

Is college worth the cost?

If you stick with your studies and graduate in a reasonable time, college is worth the cost. The vast majority of college graduates are better off financially than their peers who didn’t complete college. College degrees are still in high demand from employers, and completing college is a strong sign that you’re ready for high-skilled work.

The key is finding a school where you’re likely to graduate and finish with low or modest debt. The national average is about $29,400 , which most graduates are able to pay off because their degree helped them earn a well-paying job. You can find detailed information about college graduation rates, the real cost of college over time, and how potential earnings vary by career field at bigfuture.org. And you can give yourself the opportunity to save time and money toward a degree while you’re in high school by scoring a 3 or higher on an AP Exam to earn college credit .

Students can get into trouble when they don’t graduate, or when they take on significant debt before they’re able to finish. Many college students don’t graduate on time, which makes a degree more expensive. Or they don’t finish at all, which means they don’t get the benefit of higher earnings.

Finishing college is the single most important thing you can do to make it affordable. Students who leave college without graduating are the most likely to have trouble with debt and future employment. As many as 4 in 10 students who start a 4-year degree program don’t finish in 6 years. Colleges with more resources, like generous financial aid funding, good counselors, and mentoring programs, typically have a better track record of graduating their students on time and with low debt.

What about career or technical training?

There are valuable training and credential options available, but there are also a lot of expensive programs that don’t add much to your résumé. It’s important to know what kind of training is most valuable for your planned career field.

Specific training programs in fields like construction, manufacturing, and healthcare can lead to immediate job opportunities and above-average pay. Job training credentials offered by community colleges, often in partnership with local employers, are some of the highest-rated programs.

Some larger tech companies like IBM, Google, and Apple will accept proof of specific coding or data analytics skills for entry-level jobs. However, they still normally require college degrees for higher-level positions.

Building a long-term career—taking on more responsibility, managing other people, earning more money—is often easier for those with both a college degree and industry-specific credentials. Employers usually see a college degree as meaning you have a set of flexible skills, like critical thinking and communication. Industry-specific credentials are a sign that you have hard skills like coding or database management.

Together, they make a stronger case that you’re ready for skilled work than either alone. Unless you have a very clear sense of your dream job and its required training programs, it’s generally better to pursue both college and industry credentials.

Should I go to college?

Thinking clearly about your goals and college options can help you make the right choice. Feeling confident about your next step after high school, whether that’s college or a high-value career path, will set you up for success.

Many variables affect your life and career, and it’s impossible to plan and predict all of them. It’s most important to find a field that genuinely interests you, then get all the valuable education and training you can in that field. Here are some tips on how to be successful after high school:

Take classes in college or through a training program.
Pursue internships with companies or organizations that can give you experience in your chosen field.
Cultivate mentors who have built careers that interest you and ask how they did it.

You’re much more likely to complete a worthwhile degree or training program if you’re working toward a life and a job you’ll love. Focus on the future you want and be open to different options for getting there.

A business journal from the Wharton School of the University of Pennsylvania

Knowledge at Wharton Podcast

Is going to college worth the investment, october 26, 2011 • 12 min listen.

The value of a college education is under attack. While more U.S. students are enrolled than ever before, a perfect storm of soaring costs, rising student debt and shrinking job prospects have led more and more critics to challenge whether college remains a worthwhile investment for students. Knowledge at Wharton spoke to experts at Wharton and elsewhere to examine both sides of a debate that is growing increasingly loud.

Public Policy

We are experiencing something of a bubble in education…a bubble as pernicious as the bubbles we had in technology in the 1990s and in housing in the 2000s. –PayPal co-founder Peter Thiel

In every study that’s been done, the data are black and white. College greatly enhances the earnings potential. –Educator and entrepreneur Vivek Wadhwa

There’s an entire middle ground. You want to provide the opportunity for people to make the choice that’s right for them. –Wharton marketing professor Eric Bradlow

Among those leading the attack is PayPal co-founder Peter Thiel, who charges that higher education has become a dangerous bubble. Thiel, whose own credentials include bachelor’s and law degrees from Stanford University, has put his money where his mouth is by awarding $100,000 two-year fellowships to 20 promising teenage entrepreneurs to develop their business ideas instead of attending college. Like other bubbles, college is “characterized by runaway costs where people are paying more and more for something whose quality hasn’t gone up,” Thiel argued during an October 12 debate in Chicago sponsored by the New York-based debate series Intelligence Squared U.S.

College advocates counter that higher education has never been more vital as employers demand the advanced schooling and training that are required of workers in a global, technologically oriented economy. “China and India are educating,” says Vivek Wadhwa, who holds research positions at Duke University, Harvard Law School and the University of California at Berkeley. “If we’re going to dumb down America at the same time the world is getting smarter, we’ll become a Third World country,” notes Wadhwa, founder of two software companies.

Few people dispute the economic value of at least some post-high school education, since incomes can rise sharply with further schooling. At issue is who is best served by a four-year college experience and what the viable alternatives should be. “There isn’t one way to the finish line,” according to Wharton marketing professor Eric Bradlow . “The educational system should provide a broad set of opportunities.”

Underlying this debate are rapidly changing workplace trends arising from ceaseless automation, the movement of jobs off-shore and sometimes-clashing data on the impact of these changes. Here is a look at the key elements on both sides of the argument over whether college remains worthwhile:

The price of schooling has indeed been rising at a breakneck pace. Tuition and fees at U.S. colleges and universities climbed 439% in current (unadjusted for inflation) dollars from 1982 to 2007, according to a 2008 report from the National Center for Public Policy and Higher Education in San Jose, Calif. That topped the 251% rise in U.S. health care costs over the same stretch, and was nearly three times higher than the growth of median family income.

While the $50,000-plus sticker price of elite private colleges and universities has gained headlines, the increases have hit public schools that enroll some three-quarters of all U.S. undergraduates particularly hard. Cash-strapped states are driving the increases by slashing funding, leaving students to foot more of the bill. Tuition and fees have more than doubled at the University of California since 2005, for example, igniting student protests at the Berkeley campus this fall.

Along with soaring costs have come growing debt loads. On average, U.S. college seniors who graduated in 2009 carried $24,000 in student loan debt, up 6% from the previous year, according to the Institute for College Access & Success in Oakland, Calif. President Obama has announced plans to use his executive authority to institute an initiative to lower student loan payments for many borrowers, offer additional consolidation options and shrink the time period after which any remaining debt would be forgiven.

Bleak Job Picture

Debt-burdened graduates face the toughest job market in years. Data collected by the Center for Labor Market Studies at Northeastern University show a drop in the share of graduates under the age of 25 who have jobs from 81% in 2000 to 74.4% in the period from October 2010 to March 2011. The share of recent graduates with jobs that require a college degree fell farther, from 59.7% in 2000 to 45.9%, indicating that some graduates have resorted to positions like waiting on tables or parking cars.

Meanwhile, automation and the transfer of U.S. jobs to other countries are reshaping workplace demand. Microsoft Excel software now performs tasks that once required in-house computer programmers, notes Wharton management professor Peter Cappelli , and computer technology has made it easier to move white-collar jobs offshore. Radiologists in Bangalore, India, routinely read U.S. hospital x-rays, he adds, while workers in the Philippines handle U.S. back-office banking chores.

These trends will only accelerate. “The range of easily off-shored jobs will get bigger and bigger over time,” says Princeton University economist Alan Blinder. The college graduates most likely to suffer are those “who get pushed into going to college because ‘you have to,'” and land in jobs like computer programming that are easily moved off shore, notes Blinder. These individuals will be forced to compete with low-wage earners in other countries “and not get much return” on their college investments.

Such students would be better served by using their talents to become skilled electricians, carpenters or plumbers, says Blinder. “But if you asked me whether it would be better to send more or fewer kids to college,” he adds, “my answer would be ‘more,’ but not 100%.”

The good news for college students is that incomes tend to rise along with education. “The empirical evidence on this is very clear,” says Anthony Carnevale, director of the Georgetown University Center on Education and the Workforce. “A bachelor’s degree is now worth about $1.2 million more than a high school diploma” in average lifetime earnings, he notes, while virtually any post-secondary education can boost income. A two-year associate of arts degree is worth about $425,000 more than a high-school diploma, for example, and college dropouts can still earn more than $240,000 more than students who stop at high school.

Plenty of variation exists within these estimates, of course. Petroleum engineers with a bachelor’s degree have median earnings of $120,000 a year, or more than three times the $36,000 median income for graduates who teach preschoolers after majoring in early childhood education. “What you [major in] matters a lot,” says Carnevale.

Some college graduates may earn less than workers with a high school diploma. An electrician who never went to college can earn $1.8 million over a lifetime on average, according to Georgetown figures, compared with $1.5 million for a real estate broker with a bachelor’s degree.

Higher education brings additional benefits, college advocates say. “In college you learn a broad set of disciplines,” notes Wadhwa — “everything from marketing to mathematics. They broaden your horizons and provide a foundation on how to build new skills.”

This will prove crucial in a changing economy, says Cappelli. “The basic problem we have is uncertainty about the job markets in the future. That argues for the ability to learn and adapt and pick up new skills, and that would seem to argue for going to college.”

Becoming an Entrepreneur

Thiel noted in Chicago that he hired only graduates of top colleges for PayPal jobs at first. But he gradually changed his mind. “In Silicon Valley I saw so many talented people who had not gone through college tracks and had done extraordinarily well. In some ways, they were more creative [and] were not weighed down with these enormous college debts.” That apparently helped inspire his Thiel Fellowship awards to enable budding entrepreneurs to develop their business ideas instead of going to school.

But skeptics question this approach. “What’s the point of asking kids to start [businesses] at 18 rather than 22?” asks Cappelli. “I can’t see the reason. Successful entrepreneurs are people who know what they are doing, who understand their industry and what the competition is like. Somebody who’s not educated, either formally or through experience, is not going to do very well.”

Wadhwa says a study of some 500 engineering and technology firms that he coauthored illustrates such points. It found that startups launched by college graduates from 1995 to 2005 outperformed those started during the same period by entrepreneurs with only high school diplomas. Companies launched by the high school graduates averaged less than half the annual sales and number of employees as compared with the average for the startups as a whole.

If education is vital to success in the global economy, other countries appear to be gaining on Uncle Sam. The United State ranks seventh out of 29 advanced countries in the percentage of young adults enrolled in college, and 15 th in terms of the number of certificates and degrees awarded per 100 enrollees, according to the National Center for Public Policy and Education.

The high rate of dropouts means that many U.S. students must now repay hefty educational loans without the benefit of a college degree to help them get jobs. “A large number of people who go to college do not succeed,” notes Ohio University economist Richard Vedder, who directs the Center for College Affordability and Productivity in Washington, D.C. “More than 40% fail to graduate within six years. So there’s a substantial risk associated with attending college.”

Many high school graduates are turning to community colleges for vocational training and the chance to transfer to four-year institutions. Enrollment in two-year schools rose from 45% of all students in U.S. public colleges and universities in 1990 to nearly 49% in 2009, data from the National Center for Education Statistics (NCES) show.

But tuition at community colleges is coming under pressure as states pare back their support. “There’s real distress at those institutions,” says Laura Perna , a professor at the University of Pennsylvania’s Graduate School of Education. “They have a tradition of low tuition as a means of providing open access. As they raise tuition, they may not be enrolling everyone who wants to go.”

Other schools attracting students include vocationally oriented for-profit institutions such as DeVry, Kaplan and Phoenix universities. Enrollment in such schools surged from 1.5% of all U.S. college and university students in 1990 to 8.8% in 2009, according to the NCES. For-profits draw heavily from low-income families and students of color, notes Perna, and are experiencing “tremendous enrollment growth.”

For-profits have also drawn fire from critics who charge that many schools have low graduation and job placement rates, together with crushing levels of student debt. The Obama administration in June issued rules requiring for-profits whose students get federal loans to show that graduates can meet certain repayment requirements.

The View Ahead

The stormy debate over whether college is a good investment is unlikely to blow over anytime soon. Agreement is elusive on whether schools are producing enough graduates with associate and bachelor’s degree to meet future occupational needs. While the Georgetown Center on Education and the Workforce says that the United States will fall short by three million graduates by 2018, other researchers dispute the methodology behind this projection and see no shortage ahead. But few doubt that some type of post-secondary education is vital in today’s economy. “It’s our obligation to see that there’s a path for everyone,” says Perna. “All the different pathways are really preparations for meaningful work.”

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Page One Economics ®

Is college still worth the high price weighing costs and benefits of investing in human capital.

"An investment in knowledge pays the best interest."

—Benjamin Franklin

Students have several options for life after high school, including enrolling in college, pursing a technical training program, starting a career, or enlisting for military service. While college has been a popular choice, college enrollment for recent high school graduates has dropped from its peak of 70% in 2009 to 61% in 2021. 1 In fact, some people are challenging the notion that college is the best route for the majority of students. A March 2023 survey found that only 42% of Americans believe college is worth the cost because it leads to better job opportunities and higher income , while 56% believe that earning a college degree is not worth the cost. That has changed a lot in 10 years: A 2013 study found that 53% believed college was a good decision, while 40% believed it wasn't. 2

Of course, attending college is an individual decision, as each person must weigh the costs and benefits of their options. While some costs of college are immediate (your tuition payments), the benefits are spread over an entire career. This article looks at the costs and benefits of a college education and explains the rate of return of going to college, viewing higher education as an investment. Economists often use the word investment to refer to spending on capital, but that does not mean just physical capital (tools and equipment); it can mean investment in human capital (education and training) too.

Costs and Benefits of Attending College

It's true that the cost of going to college has risen significantly in recent decades. The first row of Table 1 shows the average annual tuition for colleges and universities in 1980, 2000, and 2020. The last row of the table shows how much college tuition costs in terms of 1980 dollars, showing that in real (inflation adjusted) terms, attending college cost over twice as much in 2020 as it did in 1980.

Now, let's examine the financial benefits of going to college, which include how much more money a person with a college degree earns than someone without one; this is sometimes called the college wage premium . Figure 1 shows the annual earnings differences, adjusted for inflation, between workers with a college degree and workers with no more than a high school education.

More specifically, each line in the graph represents how much more money workers with a college degree earn in a year than those with only a high school diploma, for 1980, 2000, and 2020. For each set of data, the college wage premium starts relatively small, but it increases as workers age and acquire skills and experience. For example, in 1980 (yellow line), new college graduates earned about $1,000 more than those with only a high school diploma; but, by mid-career, college-educated workers earned about $10,000 more than high school-educated workers. In 2000 and 2020, however, you can see that the differences in income between education groups were much larger. In 2020 (green line), those with a college degree earned nearly $5,000 more after graduation; but, by mid-career, college-educated workers earned $18,000 more than high school-educated workers. Note that these numbers are adjusted for inflation (stated in 1980 dollars).

What Is the Return on Investing in a College Education?

Let's again consider the costs of a college degree. In 1980, the price paid for a college education, on average, was $13,996 (4 x $3,499). If you add up the extra income these workers received each year after graduation, the rate of return on the college tuition they initially paid is very large. For example, a White woman who invested in a college education in 1980 could expect to make back in annual income the cost of her college education plus 21.6%—all of this in addition to the income she would have made without a college degree. By 2020, this rate had risen to 22.7%. Table 2 shows the rates of return on a college education for several demographic groups in 1980, 2000, and 2020.

Of course, there are other ways to invest money besides a college education. For example, instead of paying for four or more years of college, a person could invest money in a financial asset and go straight into the workforce. In this case, the person might have a lower wage, but invested funds and capital gains would add to their income. Although the rates of return on a college education vary greatly across time, gender, and race, they are still considered higher than the returns on financial assets, such as stocks and bonds. For example, investing in the stock market has returned about 10% per year since 1957 3 ; in 2020, returns on a college education varied from 13.5% to 35.9%. By this measure, a college degree is an excellent investment.

What Is This Calculation Missing?

Calculating the rate of return on a college education is imperfect because it is not a tangible asset . A numerical calculation excludes certain intangible aspects that may affect the estimated rates of return on a college education. These include a person's inherent skills, employment status, and career satisfaction.

The Skill Sets Behind Higher Earnings

The rates of return shown in Table 2 were calculated from data collected on the earnings of college-educated workers. However, it is possible that college-educated workers have skills—ones they had even before attending college—that make them simultaneously better at earning high incomes and more likely to pursue a degree. The question here is are people more highly skilled because they went to college or are highly skilled people simply more likely to go to college? 4 It's difficult to tell the difference, so this may cause the rate of return on a college degree to be overestimated.

Unemployment

You can only collect income data from someone who has a job, meaning everyone accounted for in this calculation is employed. This information does not account for the fact that high school-educated workers tend to experience higher rates of unemployment. That is, if you have only a high school diploma, you are more likely to be unemployed than someone with a college education. This concept is depicted in Figure 2, which shows the unemployment rates for varying levels of education. You can see that the more educated a person is, the more likely they are to have a job. This issue could cause the rates of return on a college degree to be underestimated.

Career Satisfaction and Non-Financial Benefits

As previously stated, people attend college (or don't) for many different reasons. This article did not include any factors aside from financial ones. For example, high school-educated and college-educated workers may work different hours, work in different conditions, or face different stressors. This calculation does not account for career satisfaction, or lack thereof, that one might get from a specific type of job.

Conclusion

Students have many options for life after high school. One of the most popular options is college. Even though college enrollment has dropped and people have a more dismal outlook on the returns on investing in a college education, the data suggest it is still one of the best investments a person can make. In fact, the advice former Federal Reserve Chair Ben Bernanke gave in 2007 still seems to ring true: "When I travel around the country, meeting with students, businesspeople, and others interested in the economy, I am occasionally asked for investment advice…. I know the answer to the question, and I will share it with you today: Education is the best investment." 5

1 The Economics Daily, US Bureau of Labor Statistics, May 23, 2022; https://www.bls.gov/opub/ted/2022/61-8-percent-of-recent-high-school-graduates-enrolled-in-college-in-october-2021.htm .

2 "Americans Are Losing Faith in College Education, WSJ-NORC Poll Finds." Wall Street Journal , March 31, 2023; https://www.wsj.com/articles/americans-are-losing-faith-in-college-education-wsj-norc-poll-finds-3a836ce1 .

3 See https://www.officialdata.org/us/stocks/s-p-500/1957?amount=100&endYear=2022/ .

4 Wolla, Scott A. "College: Learning the Skills To Pay the Bills?" Federal Reserve Bank of St. Louis Page One Economics ®, December 2015; https://research.stlouisfed.org/publications/page1-econ/2015/12/01/college-learning-the-skills-to-pay-the-bills/ .

5 Bernanke, Ben S. "Education and Economic Competitiveness." Speech presented at the US Chamber Education and Workforce Summit, Washington, DC, September 24, 2007; https://www.federalreserve.gov/newsevents/speech/bernanke20070924a.htm .

© 2023, Federal Reserve Bank of St. Louis. The views expressed are those of the author(s) and do not necessarily reflect official positions of the Federal Reserve Bank of St. Louis or the Federal Reserve System.

Asset: A resource with economic value that an individual, corporation, or country owns with the expectation that it will provide future benefits.

Benefits: Things favorable to a decisionmaker; rewards gained from an action/activity.

Costs: Things unfavorable to a decisionmaker.

Financial asset: A contract that states the conditions under which one party (a person or institution) promises to pay another party cash at some point in the future.

Income: The payment people receive for providing resources in the marketplace. When people work, they provide human resources (labor) and in exchange they receive income in the form of wages or salaries. People also earn income in the forms of rent, profit, and interest.

Investment: An asset purchased with the hope that it will gain value and provide a financial return.

Investment in human capital: The efforts people put forth to acquire human capital. These efforts include education, experience, and training.

Rate of return: A useful measure to compare how different assets may increase your wealth.

Real: Monetary values, wages, or prices, adjusted for inflation and measured in constant prices—that is, in prices of a given or base period. Real monetary values are obtained by adjusting nominal wages or prices with a price measure such as the CPI.

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Is College Worth It?

Chapter 1: Overview
Chapter 2: Trends in College Enrollment, Completion, Cost and Debt
Chapter 3: Public Views and Experiences
Chapter 4: Views of College Presidents
Chapter 5: The Monetary Value of a College Education
Appendix 1: Survey Methodology

Executive Summary

This report is based on findings from a pair of Pew Research Center surveys conducted this spring. One is a telephone survey taken among a nationally representative sample of 2,142 adults ages 18 and older. The other is an online survey, done in association with the Chronicle of Higher Education , among the presidents of 1,055 two-year and four-year private, public, and for-profit colleges and universities. ( See a description of our survey methodology. )

Here is a summary of key findings:

Survey of the General Public

Cost and Value. A majority of Americans (57%) say the higher education system in the United States fails to provide students with good value for the money they and their families spend. An even larger majority—75%—says college is too expensive for most Americans to afford. At the same time, however, an overwhelming majority of college graduates—86%—say that college has been a good investment for them personally.
Monetary Payoff. Adults who graduated from a four-year college believe that, on average, they are earning $20,000 more a year as a result of having gotten that degree. Adults who did not attend college believe that, on average, they are earning $20,000 a year less as a result. These matched estimates by the public are very close to the median gap in annual earnings between a high school and college graduate as reported by the U.S. Census Bureau in 2010: $19,550. A more detailed Pew Research Center analysis ( see Chapter 5 ) shows that this gap varies by type of degree and field of study.
Student Loans. A record share of students are leaving college with a substantial debt burden, and among those who do, about half (48%) say that paying off that debt made it harder to pay other bills; a quarter say it has made it harder to buy a home (25%); and about a quarter say it has had an impact on their career choices (24%).
Why Not College? Nearly every parent surveyed (94%) says they expect their child to attend college, but even as college enrollments have reached record levels, most young adults in this country still do not attend a four-year college. The main barrier is financial. Among adults ages 18 to 34 who are not in school and do not have a bachelor’s degree, two-thirds say a major reason for not continuing their education is the need to support a family. Also, 57% say they would prefer to work and make money; and 48% say they can’t afford to go to college.
Split Views of College Mission. Just under half of the public (47%) says the main purpose of a college education is to teach work-related skills and knowledge, while 39% say it is to help a student grow personally and intellectually; the remainder volunteer that both missions are equally important. College graduates place more emphasis on intellectual growth; those who are not college graduates place more emphasis on career preparation.
For Most College Graduates, Missions Accomplished. Among survey respondents who graduated from a four-year college, 74% say their college education was very useful in helping them grow intellectually; 69% say it was very useful in helping them grow and mature as a person; and 55% say it was very useful in helping them prepare for a job or career.
Above All, Character. While Americans value college, they value character even more. Asked what it takes for a young person to succeed in the world, 61% say a good work ethic is extremely important and 57% say the same about knowing how to get along with people. Just 42% say the same about a college education.

Survey of Presidents

Right or Wrong Direction? Six-in-ten college presidents say the system of higher education in this country is headed in the right direction, but a substantial minority—38%—say it is headed in the wrong direction.
Declining Student Quality. A majority of college presidents (58%) say public high school students arrive at college less well prepared than their counterparts of a decade ago; just 6% say they are better prepared. Also, 52% of presidents say college students today study less than their predecessors did a decade ago; just 7% say they study more.

Interactive

Explore the attitudes of the public and of college presidents about the value, cost, quality, mission and payoff of higher education.

We’re Not Number One. Only 19% of college presidents say the U.S. system of higher education is the best in the world now, and just 7% say they believe it will be the best in the world ten years from now. Most presidents —51%—describe the U.S. system as one of the best in the world.
Doubts about Achieving Obama’s Goal. Nearly two-thirds of college presidents (64%) say it is unlikely that, by 2020, the U.S. will achieve the goal set by President Obama to have the highest share of young adults with a college degree or certificate of any country in the world.
Who Should Pay? Nearly two-thirds of college presidents (63%) say students and their families should pay the largest share of the cost of a college education. Just 48% of the public agrees. An equal share of the public would prefer that the bulk of the cost of a college education be borne by the federal government, state governments, private endowments or some combination.
Split Views of College Mission. Presidents are evenly divided about the main role colleges play in students’ lives: Half say it is to help them mature and grow intellectually, while 48% say it is to provide skills, knowledge and training to help them succeed in the working world. Most heads of four-year colleges and universities emphasize the former; most heads of two-year and for-profit schools emphasize the latter.
Measuring Grade Inflation: Just over a quarter (27%) of college presidents say that the faculty at their own institution grades students too leniently. Only 1% says they grade students too stringently. The vast majority (73%) says students are graded about right.
Scant Enthusiasm for Faculty Tenure. Only a quarter (24%) of presidents say that, if given a choice, they would prefer that most faculty at their institution be tenured. About seven-in-ten say they would prefer that faculty be employed on annual or long term contracts.

About the Surveys

This report is largely based on findings from two Pew Research Center surveys conducted in the spring of 2011.

The general public survey (GP) is based on telephone interviews conducted with a nationally representative sample of 2,142 adults ages 18 and older living in the continental United States, including an oversample of 336 adults ages 18-34. A total of 1,052 interviews were completed with respondents contacted by landline telephone and 1,090 with those contacted on their cellular phone. The data are weighted to produce a final sample that is representative of the general population of adults in the continental United States. Survey interviews were conducted under the direction of Princeton Survey Research Associates International, in English and Spanish. For more details, see Appendix 1.

Interviews conducted March 15-29, 2011
2,142 interviews
Margin of sampling error is plus or minus 2.7 percentage points for results based on the total sample and 4.5 percentage points for adults 18 to 34 years old at the 95% confidence level.

The college presidents survey (P) is based on a web survey conducted with 1,055 college and university presidents in the U.S. The survey was designed by the Pew Research Center in association with the Chronicle of Higher Education. Overall, 1,022 interviews were completed online and 33 interviews were completed by phone (for the presidents who requested being interviewed by phone). The college and university presidents surveyed are from four major sectors: 1) private four-year colleges and universities; 2) public four-year colleges and universities; 3) two-year public and private colleges; 4) four-year and two-year for-profit colleges and universities. The data were weighted to correct for disproportionate non-response that might bias sample estimates. The weighting accounts for both the institution type and geographic distribution of the colleges and universities eligible to take part in the survey. Survey interviews were conducted in English under the direction of Princeton Survey Research Associates International. For more details, see Appendix 1.

Interviews conducted March 15-April 24, 2011
1,055 interviews
Margin of error is plus or minus 2.8 percentage points at the 95% confidence level for results based on the total sample, 4.8 percentage points for presidents of four-year public universities, 3.8 percentage points for presidents of four-year private universities, 4.6 percentage points for presidents of two-year colleges (public or private), and 11.3 percentage points for presidents of private for-profit colleges and universities.

Notes on Terminology

Unless otherwise noted, “college graduates” refers to those who graduated from a four-year college and hold a bachelor’s degree or higher.

In referring to institutions of higher education, the terms “school,” “institution,” “college” and “university” are used interchangeably, except that “university” does not apply to two-year institutions.

“Private college” refers to private (as opposed to public) not-for-profit (NFP) colleges and universities. This term is not intended to apply to private, for-profit colleges.

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Sample Essay: Is College Worth It?, with Outline

Published by gudwriter on November 23, 2017 November 23, 2017

Is College Worth It Example Essay

Is college worth it? Here is a sample essay that discusses whether college education is worth it in the long run or it’s just a waste of money and time.

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Essay Outline on Whether College is Worth it

Introduction.

Thesis: While there are arguments that college education is not worth it in the current society, this paper contends that college education is indeed worth it irrespective of the prevalent economic conditions.

Paragraph 1:

College education is worth acquiring because those with a college degree earn substantially higher as compared to their counterparts who have secondary school education.

The earning gap between the two groups only continues to become wider even as the economy transforms.
“High school graduates earn about 62% of what those with four-year degrees earn, according to a Pew Research Center study.”

Paragraph 2:

College education also adds on to the market value of college graduates making them more valuable than non-college graduates.

College degree is highly valued by the job market of today and prospective employers view it as the minimum educational requirement for employment.
In comparison to high school graduates, college graduates would easily secure job opportunities.

Paragraph 3:

It is also worth pursuing college education because with it, one gets into a better position to acquire and enjoy the benefits of health insurance and develop their pension plans.

“In 2011, the percentage of full-time workers offered pension plans by their employers who chose to participate ranged from 77% for those without a high school diploma to 94% for those with an advanced degree.”
Higher levels of educational attainment put one in a better place to have a health insurance cover that is provided by their employer.

Paragraph 4:

College education further helps students in multiple other ways than just monetary returns.

According to a survey, 74% of students said they had achieved invaluable intellectual growth by attending college while 69% believed college had helped them attain higher personal maturity levels.
Thus, apart from employment, college makes students become better prepared to face life and the challenges that come with it.

Paragraph 5:

One argument against college education is that it plunges students into huge debt burdens.

The argument holds that the $400 average monthly wage that fresh college graduates get is not enough for servicing their student loans.
This argument ignores the fact that as they continue to work, college graduates develop professionally and continue earning more than their starting salary.

Paragraph 6:

Opponents of college education also front an argument that the market value of students does not benefit from college education.

Apparently, this explains why people with college education may find themselves in odd jobs such as being hotel attendants.
This argument is off the mark because college education indeed increases the market value of students and that is why they earn more than high school graduates.

College education is worth it given the many benefits it sires. One should pursue college education at all costs even if it means running into debts. Deliberately failing to acquire college education is akin to deliberately settling for less in life. For an in-depth analysis of Candide, please read our Candide analysis essay.

Is College Worth it Example Essay

College education is one area that many people in the United States of America have invested and continue to invest in. It is widely believed that with college education, one has a better chance at life in terms of professional and personal development. College education has long been seen as a good avenue through which one may access and effectively exploit economic opportunities both domestically and internationally. However, the cost of acquiring college education has risen in the recent past and continues to rise even at present. A debate has thus ensued as to whether college education is really worth its cost in the prevailing economic situations. While there are arguments that college education is not worth it in the current society, this paper contends that college education is indeed worth it irrespective of the prevalent economic conditions. In college that’s where you may find worthy and important friendship , it’s where you mold relationship since you have a better understanding of yourself.

College education is worth acquiring because those with a college degree earn substantially higher as compared to their counterparts who have secondary school education. The earning gap between the two groups only continues to become wider even as the economy transforms. As pointed out by Weston (2015), “High school graduates earn about 62% of what those with four-year degrees earn, according to a Pew Research Center study.” In the year 1979, those with high school education used to earn 77% of what college graduates earned; a proof that the earning gap is indeed increasing (Weston, 2015). It would thus not be advisable to forego college education and settle for high school education because in effect, that means settling for lower earnings. Under normal circumstances, an investment that attracts higher returns on investment is worth considering or pursuing and so is college education.

College education also adds on to the market value of college graduates making them more valuable than non-college graduates. As clearly stated by Selingo (2015), college degree is highly valued by the job market of today and prospective employers view it as the minimum educational requirement for employment. This then implies that in comparison to high school graduates, college graduates would easily secure job opportunities. With college education, one thus opens more economic opportunities for themselves. This is why Weston (2015) advises that in the current economy, everybody should “consider some post-secondary training if they do not want to fall down the economic ladder.” Irrespective of the program one undertakes in college, they would enhance their market value by amassing as much professional experience as possible and thereby command better earnings.

It is also worth pursuing college education because with it, one gets into a better position to acquire and enjoy the benefits of health insurance and develop their pension plans. “In 2011, the percentage of full-time workers offered pension plans by their employers who chose to participate ranged from 77% for those without a high school diploma to 94% for those with an advanced degree” (Baum, Ma & Payea, 2013). It is further noted by Baum, Ma & Payea (2013) that higher levels of educational attainment put one in a better place to have a health insurance cover that is provided by their employer. With a health insurance, one can be sure of medical attention whenever they need it while with pension plans, one is sure to live a dignified life after they retire. Therefore, one would suffer less financial burden if they have these two provisions, both before and after retirement. As is evident here, the benefits would far outweigh the cost at which college education is acquired.

College education further helps students in multiple other ways than just monetary returns. According to a survey, 74% of students said they had achieved invaluable intellectual growth by attending college while 69% believed college had helped them attain higher personal maturity levels (“Is College Worth It?,” 2011). Thus, apart from employment, college makes students become better prepared to face life and the challenges that come with it. A more intellectually strengthened person is likely to approach life with an open mind which would enable them develop well-thought solutions to various life problems. Similarly, a high level of personal maturity helps one in developing meaningful relationships both at personal and professional levels. Thus, college education generally prepares a person for better life. It would be less meaningful to earn a lot of money and spend it unwisely.

One argument against college education is that it plunges students into huge debt burdens. Selingo (2015) argues that the $400 average monthly wage that fresh college graduates get is not enough for servicing their student loans. The scholar contends that with such little earnings, college graduates may end up repaying their loans for long. Supporters of this opinion hold that being in debt overshadows the value the students might have got from the education given that it is costly to acquire. However, this argument ignores the fact that as they continue to work, college graduates develop professionally and continue earning more than their starting salaries.

Opponents of college education also front an argument that the market value of students does not benefit from college education. Apparently, this explains why people with college education may find themselves in odd jobs such as being hotel attendants. According to Selingo (2015) ,““Looking at the actual return on the costs of attending college, careful analyses suggest that the payoff from many college programs — as much as one in four — is actually negative”. However, this argument is off the mark because as revealed herein, college education increases the market value of students and that is why they earn more than high school graduates.

College education is worth it given the many benefits it sires. One should pursue college education at all costs even if it means running into debts. It would be satisfying to service the loan knowing very well that afterwards, one would continue reaping the benefits of the education. Increased market value, higher earnings, health insurance cover, and retirement plans all make college education a necessity. Deliberately failing to acquire college education is thus akin to deliberately settling for less in life.

Baum, S., Ma, J., & Payea, K. (2013). “ Education pays 2013: the benefits of higher education for individuals and society” . The College Board. Retrieved from https://trends.collegeboard.org/sites/default/files/education-pays-2013-full-report.pdf

Is College Worth It?. In Pew Research Center . Retrieved July 9, 2020 from https://www.pewsocialtrends.org/2011/05/15/is-college-worth-it/

Selingo, J. (2015). “ Is college worth the cost? Many recent graduates don’t think so”. Washington Post . Retrieved 21 November 2017, from https://www.washingtonpost.com/news/grade-point/wp/2015/09/30/is-college-worth-the-cost-many-recent-graduates-dont-think-so/?utm_term=.d1c7eef76720

Weston, L. (2015). “ Why college is still worth it even though it costs too much” . Time . Retrieved 21 November 2017, from http://time.com/money/4061150/college-degree-worth-it/

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Sat / act prep online guides and tips, getting college essay help: important do's and don’ts.

College Essays

If you grow up to be a professional writer, everything you write will first go through an editor before being published. This is because the process of writing is really a process of re-writing —of rethinking and reexamining your work, usually with the help of someone else. So what does this mean for your student writing? And in particular, what does it mean for very important, but nonprofessional writing like your college essay? Should you ask your parents to look at your essay? Pay for an essay service?

If you are wondering what kind of help you can, and should, get with your personal statement, you've come to the right place! In this article, I'll talk about what kind of writing help is useful, ethical, and even expected for your college admission essay . I'll also point out who would make a good editor, what the differences between editing and proofreading are, what to expect from a good editor, and how to spot and stay away from a bad one.

What Kind of Help for Your Essay Can You Get?

What's Good Editing?

What should an editor do for you, what kind of editing should you avoid, proofreading, what's good proofreading, what kind of proofreading should you avoid.

What Do Colleges Think Of You Getting Help With Your Essay?

Who Can/Should Help You?

Advice for editors.

Should You Pay Money For Essay Editing?

The Bottom Line

What's next, what kind of help with your essay can you get.

Rather than talking in general terms about "help," let's first clarify the two different ways that someone else can improve your writing . There is editing, which is the more intensive kind of assistance that you can use throughout the whole process. And then there's proofreading, which is the last step of really polishing your final product.

Let me go into some more detail about editing and proofreading, and then explain how good editors and proofreaders can help you."

Editing is helping the author (in this case, you) go from a rough draft to a finished work . Editing is the process of asking questions about what you're saying, how you're saying it, and how you're organizing your ideas. But not all editing is good editing . In fact, it's very easy for an editor to cross the line from supportive to overbearing and over-involved.

Ability to clarify assignments. A good editor is usually a good writer, and certainly has to be a good reader. For example, in this case, a good editor should make sure you understand the actual essay prompt you're supposed to be answering.

Open-endedness. Good editing is all about asking questions about your ideas and work, but without providing answers. It's about letting you stick to your story and message, and doesn't alter your point of view.

Think of an editor as a great travel guide. It can show you the many different places your trip could take you. It should explain any parts of the trip that could derail your trip or confuse the traveler. But it never dictates your path, never forces you to go somewhere you don't want to go, and never ignores your interests so that the trip no longer seems like it's your own. So what should good editors do?

Help Brainstorm Topics

Sometimes it's easier to bounce thoughts off of someone else. This doesn't mean that your editor gets to come up with ideas, but they can certainly respond to the various topic options you've come up with. This way, you're less likely to write about the most boring of your ideas, or to write about something that isn't actually important to you.

If you're wondering how to come up with options for your editor to consider, check out our guide to brainstorming topics for your college essay .

Help Revise Your Drafts

Here, your editor can't upset the delicate balance of not intervening too much or too little. It's tricky, but a great way to think about it is to remember: editing is about asking questions, not giving answers .

Revision questions should point out:

Places where more detail or more description would help the reader connect with your essay
Places where structure and logic don't flow, losing the reader's attention
Places where there aren't transitions between paragraphs, confusing the reader
Moments where your narrative or the arguments you're making are unclear

But pointing to potential problems is not the same as actually rewriting—editors let authors fix the problems themselves.

Want to write the perfect college application essay? We can help. Your dedicated PrepScholar Admissions counselor will help you craft your perfect college essay, from the ground up. We learn your background and interests, brainstorm essay topics, and walk you through the essay drafting process, step-by-step. At the end, you'll have a unique essay to proudly submit to colleges. Don't leave your college application to chance. Find out more about PrepScholar Admissions now:

Bad editing is usually very heavy-handed editing. Instead of helping you find your best voice and ideas, a bad editor changes your writing into their own vision.

You may be dealing with a bad editor if they:

Add material (examples, descriptions) that doesn't come from you
Use a thesaurus to make your college essay sound "more mature"
Add meaning or insight to the essay that doesn't come from you
Tell you what to say and how to say it
Write sentences, phrases, and paragraphs for you
Change your voice in the essay so it no longer sounds like it was written by a teenager

Colleges can tell the difference between a 17-year-old's writing and a 50-year-old's writing. Not only that, they have access to your SAT or ACT Writing section, so they can compare your essay to something else you wrote. Writing that's a little more polished is great and expected. But a totally different voice and style will raise questions.

Where's the Line Between Helpful Editing and Unethical Over-Editing?

Sometimes it's hard to tell whether your college essay editor is doing the right thing. Here are some guidelines for staying on the ethical side of the line.

An editor should say that the opening paragraph is kind of boring, and explain what exactly is making it drag. But it's overstepping for an editor to tell you exactly how to change it.
An editor should point out where your prose is unclear or vague. But it's completely inappropriate for the editor to rewrite that section of your essay.
An editor should let you know that a section is light on detail or description. But giving you similes and metaphors to beef up that description is a no-go.

Proofreading (also called copy-editing) is checking for errors in the last draft of a written work. It happens at the end of the process and is meant as the final polishing touch. Proofreading is meticulous and detail-oriented, focusing on small corrections. It sands off all the surface rough spots that could alienate the reader.

Because proofreading is usually concerned with making fixes on the word or sentence level, this is the only process where someone else can actually add to or take away things from your essay . This is because what they are adding or taking away tends to be one or two misplaced letters.

Laser focus. Proofreading is all about the tiny details, so the ability to really concentrate on finding small slip-ups is a must.

Excellent grammar and spelling skills. Proofreaders need to dot every "i" and cross every "t." Good proofreaders should correct spelling, punctuation, capitalization, and grammar. They should put foreign words in italics and surround quotations with quotation marks. They should check that you used the correct college's name, and that you adhered to any formatting requirements (name and date at the top of the page, uniform font and size, uniform spacing).

Limited interference. A proofreader needs to make sure that you followed any word limits. But if cuts need to be made to shorten the essay, that's your job and not the proofreader's.

A bad proofreader either tries to turn into an editor, or just lacks the skills and knowledge necessary to do the job.

Some signs that you're working with a bad proofreader are:

If they suggest making major changes to the final draft of your essay. Proofreading happens when editing is already finished.
If they aren't particularly good at spelling, or don't know grammar, or aren't detail-oriented enough to find someone else's small mistakes.
If they start swapping out your words for fancier-sounding synonyms, or changing the voice and sound of your essay in other ways. A proofreader is there to check for errors, not to take the 17-year-old out of your writing.

What Do Colleges Think of Your Getting Help With Your Essay?

Admissions officers agree: light editing and proofreading are good—even required ! But they also want to make sure you're the one doing the work on your essay. They want essays with stories, voice, and themes that come from you. They want to see work that reflects your actual writing ability, and that focuses on what you find important.

On the Importance of Editing

Get feedback. Have a fresh pair of eyes give you some feedback. Don't allow someone else to rewrite your essay, but do take advantage of others' edits and opinions when they seem helpful. ( Bates College )

Read your essay aloud to someone. Reading the essay out loud offers a chance to hear how your essay sounds outside your head. This exercise reveals flaws in the essay's flow, highlights grammatical errors and helps you ensure that you are communicating the exact message you intended. ( Dickinson College )

On the Value of Proofreading

Share your essays with at least one or two people who know you well—such as a parent, teacher, counselor, or friend—and ask for feedback. Remember that you ultimately have control over your essays, and your essays should retain your own voice, but others may be able to catch mistakes that you missed and help suggest areas to cut if you are over the word limit. ( Yale University )

Proofread and then ask someone else to proofread for you. Although we want substance, we also want to be able to see that you can write a paper for our professors and avoid careless mistakes that would drive them crazy. ( Oberlin College )

On Watching Out for Too Much Outside Influence

Limit the number of people who review your essay. Too much input usually means your voice is lost in the writing style. ( Carleton College )

Ask for input (but not too much). Your parents, friends, guidance counselors, coaches, and teachers are great people to bounce ideas off of for your essay. They know how unique and spectacular you are, and they can help you decide how to articulate it. Keep in mind, however, that a 45-year-old lawyer writes quite differently from an 18-year-old student, so if your dad ends up writing the bulk of your essay, we're probably going to notice. ( Vanderbilt University )

Now let's talk about some potential people to approach for your college essay editing and proofreading needs. It's best to start close to home and slowly expand outward. Not only are your family and friends more invested in your success than strangers, but they also have a better handle on your interests and personality. This knowledge is key for judging whether your essay is expressing your true self.

Parents or Close Relatives

Your family may be full of potentially excellent editors! Parents are deeply committed to your well-being, and family members know you and your life well enough to offer details or incidents that can be included in your essay. On the other hand, the rewriting process necessarily involves criticism, which is sometimes hard to hear from someone very close to you.

A parent or close family member is a great choice for an editor if you can answer "yes" to the following questions. Is your parent or close relative a good writer or reader? Do you have a relationship where editing your essay won't create conflict? Are you able to constructively listen to criticism and suggestion from the parent?

One suggestion for defusing face-to-face discussions is to try working on the essay over email. Send your parent a draft, have them write you back some comments, and then you can pick which of their suggestions you want to use and which to discard.

Teachers or Tutors

A humanities teacher that you have a good relationship with is a great choice. I am purposefully saying humanities, and not just English, because teachers of Philosophy, History, Anthropology, and any other classes where you do a lot of writing, are all used to reviewing student work.

Moreover, any teacher or tutor that has been working with you for some time, knows you very well and can vet the essay to make sure it "sounds like you."

If your teacher or tutor has some experience with what college essays are supposed to be like, ask them to be your editor. If not, then ask whether they have time to proofread your final draft.

Guidance or College Counselor at Your School

The best thing about asking your counselor to edit your work is that this is their job. This means that they have a very good sense of what colleges are looking for in an application essay.

At the same time, school counselors tend to have relationships with admissions officers in many colleges, which again gives them insight into what works and which college is focused on what aspect of the application.

Unfortunately, in many schools the guidance counselor tends to be way overextended. If your ratio is 300 students to 1 college counselor, you're unlikely to get that person's undivided attention and focus. It is still useful to ask them for general advice about your potential topics, but don't expect them to be able to stay with your essay from first draft to final version.

Friends, Siblings, or Classmates

Although they most likely don't have much experience with what colleges are hoping to see, your peers are excellent sources for checking that your essay is you .

Friends and siblings are perfect for the read-aloud edit. Read your essay to them so they can listen for words and phrases that are stilted, pompous, or phrases that just don't sound like you.

You can even trade essays and give helpful advice on each other's work.

If your editor hasn't worked with college admissions essays very much, no worries! Any astute and attentive reader can still greatly help with your process. But, as in all things, beginners do better with some preparation.

First, your editor should read our advice about how to write a college essay introduction , how to spot and fix a bad college essay , and get a sense of what other students have written by going through some admissions essays that worked .

Then, as they read your essay, they can work through the following series of questions that will help them to guide you.

Introduction Questions

Is the first sentence a killer opening line? Why or why not?
Does the introduction hook the reader? Does it have a colorful, detailed, and interesting narrative? Or does it propose a compelling or surprising idea?
Can you feel the author's voice in the introduction, or is the tone dry, dull, or overly formal? Show the places where the voice comes through.

Essay Body Questions

Does the essay have a through-line? Is it built around a central argument, thought, idea, or focus? Can you put this idea into your own words?
How is the essay organized? By logical progression? Chronologically? Do you feel order when you read it, or are there moments where you are confused or lose the thread of the essay?
Does the essay have both narratives about the author's life and explanations and insight into what these stories reveal about the author's character, personality, goals, or dreams? If not, which is missing?
Does the essay flow? Are there smooth transitions/clever links between paragraphs? Between the narrative and moments of insight?

Reader Response Questions

Does the writer's personality come through? Do we know what the speaker cares about? Do we get a sense of "who he or she is"?
Where did you feel most connected to the essay? Which parts of the essay gave you a "you are there" sensation by invoking your senses? What moments could you picture in your head well?
Where are the details and examples vague and not specific enough?
Did you get an "a-ha!" feeling anywhere in the essay? Is there a moment of insight that connected all the dots for you? Is there a good reveal or "twist" anywhere in the essay?
What are the strengths of this essay? What needs the most improvement?

Should You Pay Money for Essay Editing?

One alternative to asking someone you know to help you with your college essay is the paid editor route. There are two different ways to pay for essay help: a private essay coach or a less personal editing service , like the many proliferating on the internet.

My advice is to think of these options as a last resort rather than your go-to first choice. I'll first go through the reasons why. Then, if you do decide to go with a paid editor, I'll help you decide between a coach and a service.

When to Consider a Paid Editor

In general, I think hiring someone to work on your essay makes a lot of sense if none of the people I discussed above are a possibility for you.

If you can't ask your parents. For example, if your parents aren't good writers, or if English isn't their first language. Or if you think getting your parents to help is going create unnecessary extra conflict in your relationship with them (applying to college is stressful as it is!)

If you can't ask your teacher or tutor. Maybe you don't have a trusted teacher or tutor that has time to look over your essay with focus. Or, for instance, your favorite humanities teacher has very limited experience with college essays and so won't know what admissions officers want to see.

If you can't ask your guidance counselor. This could be because your guidance counselor is way overwhelmed with other students.

If you can't share your essay with those who know you. It might be that your essay is on a very personal topic that you're unwilling to share with parents, teachers, or peers. Just make sure it doesn't fall into one of the bad-idea topics in our article on bad college essays .

If the cost isn't a consideration. Many of these services are quite expensive, and private coaches even more so. If you have finite resources, I'd say that hiring an SAT or ACT tutor (whether it's PrepScholar or someone else) is better way to spend your money . This is because there's no guarantee that a slightly better essay will sufficiently elevate the rest of your application, but a significantly higher SAT score will definitely raise your applicant profile much more.

Should You Hire an Essay Coach?

On the plus side, essay coaches have read dozens or even hundreds of college essays, so they have experience with the format. Also, because you'll be working closely with a specific person, it's more personal than sending your essay to a service, which will know even less about you.

But, on the minus side, you'll still be bouncing ideas off of someone who doesn't know that much about you . In general, if you can adequately get the help from someone you know, there is no advantage to paying someone to help you.

If you do decide to hire a coach, ask your school counselor, or older students that have used the service for recommendations. If you can't afford the coach's fees, ask whether they can work on a sliding scale —many do. And finally, beware those who guarantee admission to your school of choice—essay coaches don't have any special magic that can back up those promises.

Should You Send Your Essay to a Service?

On the plus side, essay editing services provide a similar product to essay coaches, and they cost significantly less . If you have some assurance that you'll be working with a good editor, the lack of face-to-face interaction won't prevent great results.

On the minus side, however, it can be difficult to gauge the quality of the service before working with them . If they are churning through many application essays without getting to know the students they are helping, you could end up with an over-edited essay that sounds just like everyone else's. In the worst case scenario, an unscrupulous service could send you back a plagiarized essay.

Getting recommendations from friends or a school counselor for reputable services is key to avoiding heavy-handed editing that writes essays for you or does too much to change your essay. Including a badly-edited essay like this in your application could cause problems if there are inconsistencies. For example, in interviews it might be clear you didn't write the essay, or the skill of the essay might not be reflected in your schoolwork and test scores.

Should You Buy an Essay Written by Someone Else?

Let me elaborate. There are super sketchy places on the internet where you can simply buy a pre-written essay. Don't do this!

For one thing, you'll be lying on an official, signed document. All college applications make you sign a statement saying something like this:

I certify that all information submitted in the admission process—including the application, the personal essay, any supplements, and any other supporting materials—is my own work, factually true, and honestly presented... I understand that I may be subject to a range of possible disciplinary actions, including admission revocation, expulsion, or revocation of course credit, grades, and degree, should the information I have certified be false. (From the Common Application )

For another thing, if your academic record doesn't match the essay's quality, the admissions officer will start thinking your whole application is riddled with lies.

Admission officers have full access to your writing portion of the SAT or ACT so that they can compare work that was done in proctored conditions with that done at home. They can tell if these were written by different people. Not only that, but there are now a number of search engines that faculty and admission officers can use to see if an essay contains strings of words that have appeared in other essays—you have no guarantee that the essay you bought wasn't also bought by 50 other students.

You should get college essay help with both editing and proofreading
A good editor will ask questions about your idea, logic, and structure, and will point out places where clarity is needed
A good editor will absolutely not answer these questions, give you their own ideas, or write the essay or parts of the essay for you
A good proofreader will find typos and check your formatting
All of them agree that getting light editing and proofreading is necessary
Parents, teachers, guidance or college counselor, and peers or siblings
If you can't ask any of those, you can pay for college essay help, but watch out for services or coaches who over-edit you work
Don't buy a pre-written essay! Colleges can tell, and it'll make your whole application sound false.

Ready to start working on your essay? Check out our explanation of the point of the personal essay and the role it plays on your applications and then explore our step-by-step guide to writing a great college essay .

Using the Common Application for your college applications? We have an excellent guide to the Common App essay prompts and useful advice on how to pick the Common App prompt that's right for you . Wondering how other people tackled these prompts? Then work through our roundup of over 130 real college essay examples published by colleges .

Stressed about whether to take the SAT again before submitting your application? Let us help you decide how many times to take this test . If you choose to go for it, we have the ultimate guide to studying for the SAT to give you the ins and outs of the best ways to study.

Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download them for free now:

Anna scored in the 99th percentile on her SATs in high school, and went on to major in English at Princeton and to get her doctorate in English Literature at Columbia. She is passionate about improving student access to higher education.

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How to Answer the 2024-25 Common App Essay Questions

An outstanding college essay can be the x-factor that gets you accepted to the school of your choice – particularly if you’re hoping to attend a prestigious university . As the emphasis on test scores declines , recent data shows that over 56% of colleges place considerable or moderate importance on students’ supplemental essays. So the Common Application, with its variety of essay prompts , can help you showcase your personality, achievements, and aspirations.

While writing essays about yourself may be an art form, how you approach your answer can be more scientific. Here are our best strategies to select and answer the Common App essay questions for the 2023-2024 admissions year.

How do you know which prompt to pick?

Before you start brainstorming, consider the following criteria to choose an essay topic.

Instinct – When writing a college essay made its way onto your to-do list , was there a personal story that jumped to mind? If so, test out how it feels to trust that instinct. Is there a prompt that this idea aligns with?
Passion – Can you write about this topic with excitement? If you’re leaning toward a topic because it feels like the one you “should” choose rather than one you’re amped about, don’t fall for that common mistake . Admissions officers read a ton of essays. If you’re not passionate about your subject matter, it’ll be clear.
Understanding – While the Common App essay questions seem fairly straightforward, ensure you understand your prompt and can answer all parts of it. Another mistake students make is forcing something they want to talk about into an existing essay topic. If you have an idea that doesn’t address one of their specific questions, consider prompt 7, which allows you free rein to explore the topic of your choice.
Dimension – Does your essay give insight into who you are, outside of your GPA, extracurriculars, and letters of recommendation? For example, if you were the captain of your school’s varsity soccer team, an essay about soccer may not be your best choice.

The Common App Essay Topics

According to a study from Yale , the most important thing to college admissions officers isn’t which prompt you choose, but that you write a great essay. Here are a few pointers to keep in mind:

Craft a compelling, cohesive narrative that relates back to who you are as a person and a student.
Be honest , and don’t embellish details nor use AI .
Avoid clichés that college counselors have seen before .
Start early , and give yourself plenty of time to perfect your essay.
Proofread your essay , and ask a friend, teacher, or family member to read it too.

Common App Prompt #1: Identity essay

“Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.”

Students who have a unique aspect of their identity that isn’t otherwise represented in their application might enjoy this prompt. And remember: identity doesn’t just mean your ethnic background.

Choose an aspect of your identity that makes you who you are. Are you the first in your family to go to college? Were you educated outside of a traditional school system? Are you a member of a religious group that has shaped your worldview? Each of these examples represents an aspect of identity that might be interesting to explore.
Be specific about your background, identity, or interest that you’ve chosen. Explain how your personal experience deviates from the norm.
Describe the impact of this facet of your identity on who you are. Reflect on how this has related to your growth and perspective on yourself, your community, and your future. For example, if English wasn’t your first language, how did learning the language influence your interests? Did you turn to movies and television and discover a love of cinema that influenced you to pursue a career in entertainment?

Get your creative juices flowing by reading other Common App essay prompt 1 examples that worked.

Common App Prompt #2: Overcoming obstacles essay

“The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?”

Don’t think you can only write on this topic if you’ve experienced some type of significant hardship. No matter who you are or where you’re from, you’ve had to overcome obstacles to get to where you are today. Adversity breeds resilience, which is a great quality to highlight to a college admissions committee.

Identify an obstacle that has impacted you. Think back on experiences that required you to persevere. This could be something big, like the loss of a parent or a natural disaster, or something less severe, like a failing grade on an important assignment or losing an election for class president.
Detail the experience and your role in it. How did you feel when you first encountered this challenge? If you were overwhelmed or scared, be honest. Specificity around details, emotions, and your mindset will create empathy and paint a full picture. Then, complete the story. How did this event unfold? How did your mindset shift?
Highlight what you learned and your eventual success. As you brainstorm, make a list of your takeaways. If you experienced a major illness, did you find a renewed sense of gratitude for your physical health? Then, connect your learnings to some success. If you got fired from a part-time job, did the experience help you identify the career path you actually want to pursue and put you in a position to pursue it?

Study up on how other determined students have aced Common App essay prompt 2 .

Common App Prompt #3: Individuality essay

“Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?”

College campuses are full of students who are eager to expand their horizons and reassess previously held worldviews. If this sounds like you, prompt three might be perfect.

Choose a belief or idea that you questioned at some point. This could be anything from your approach to mental health, to your perspective on gender roles or religious beliefs. Explain why you held this belief and the importance of this idea in your life.
Explain what prompted you to explore . Was it a book? An article? A conversation with a teacher? Describe the scene – what happened, where you were, and how you felt.
Detail the experience of your reflection . Did you turn to books to better understand the other side of this issue? Did you engage in conversation with people who thought differently from you? Get into the weeds of your exploration.
Present your conclusion . If you changed your perspective, what was the evidence that caused this shift? And if you discovered an even greater sense of certainty around your original opinion, how does that feel? Or, if you’re still not sure but continuing to explore, that’s a great answer, too.

Read how other curious high school students explored beliefs in Common App Prompt #3 essay examples .

Common App Prompt #4: The gratitude essay

“Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?”

Gratitude can be a powerful source of motivation, particularly when we’re feeling defeated or down. If you’ve experienced an act of kindness that impacted your life in some significant way, reflect on it in prompt #4.

Pinpoint an act of kindness that someone has done on your behalf. This could be something monumental, like a family member donating an organ, or a small, everyday gesture, like a stranger paying for your coffee.
Set the stage for your story. What happened? Why did you need this act of kindness? If you ran out of gas in the middle of the highway, what did that feel like? Then, present the act of kindness in as much detail as you can while staying within the word limit. What prompted the kind stranger to pull over with their gas can? What conversation ensued?
Explore your gratitude and reflect upon how the experience affected you. Did this random act of kindness change your perspective? Did you pay it forward through community service? Show how this experience caused you to change in some way, big or small. Don’t stop at gratitude; push yourself to action.

Read about times other high school students felt inspired by the empathy shown to them.

Common App Prompt #5: The personal growth essay

“Discuss an accomplishment, event, or realization that sparked a period of personal growth and a new understanding of yourself or others.”

High school is a period of deep personal growth. Use this prompt to highlight ways you’ve grown that might not be captured by your GPA or extracurricular activities.

Reflect on periods of personal growth and pinpoint the events that might have triggered them. Make a list of these types of occurrences. For example, traveling abroad to a new country, being selected to write for the school newspaper, or overcoming a fear of public speaking to compete in a debate.
Narrate your experience . You might think of this as your “before” and “during” snapshot. If you weren’t the best student in your science class, but had an exciting hypothesis to tackle in a science fair project, describe how you approached this project. Then, tell the reader about what happened. Did you succeed? Did you fail? Did you uncover a new skill?
Expand on your shift in perspective and how this experience caused you to look at yourself and those around you differently. Think of this as your “after.” If your project went on to win your local science fair, how did this shift your view of your scientific abilities? Underline how you grew from this experience and how it shaped your perspective.

For inspiration, here are examples of Essay #5 responses from high school students just like you.

Common App Prompt #6: The passion essay

“Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?”

Every student, no matter their GPA or collegiate aspirations, has a hobby or pastime they enjoy. Are you particularly passionate about yours? Take this opportunity to write about it, particularly if your passion is unique.

List the things you love . Ideally, your greatest passion came to mind as soon as you read this prompt. But if you have an affinity for more than one thing, make a list. This could be anything from making pottery to playing chess or trying out new recipes in the kitchen.
Explain why you have such an affinity for this hobby or pastime. Delve into the history behind this passion. How did you first get interested in rescuing animals? Did a parent or mentor expose you to this work? Did the experience of finding a lonely cat on the street spark your passion?
Expand upon your learning process and how you developed your knowledge of this topic. If you love astronomy, what steps did you take to learn about the night sky and types of stars? Did you immerse yourself in YouTube videos about space? Or visit local observatories? Demonstrate your thirst for knowledge and ability to self-motivate.

Read other passionate essays here that have captivated admissions officers.

Common App Prompt #7: Topic of your choice

“Share an essay on any topic of your choice . It can be one you’ve already written, one that responds to a different prompt , or one of your own design.”

Prompt 7 can be divisive. For some, this open-ended prompt is a great opportunity to write a unique, personal essay. Since there are no rules (other than the word limit), there are several ways to approach Prompt 7.

You could choose a topic that is unique to you, write a personal statement, or tell a compelling story that has some broader appeal. Or, you could think totally outside the box and turn your essay into a screenplay, newspaper article, or other artistic form.

If you’re considering this prompt, try not to recycle an essay you’ve previously written for a high school class. The admissions officer will recognize your junior year English essay on Othello and, most likely, will find this choice lazy. Moreover, the Common App essays are meant to offer insight into who you are – not how you perform academically.

That said, this prompt does offer you the opportunity to reuse a prior essay as a base and then tweak it. Just be careful. The college admissions process is high-stakes. Don’t ruin your chances because you’re trying to save time on your essay.

To find inspiration, check out other students’ essays on Prompt 7 .

Pay less for college with Going Merry

The Common App essays give students an opportunity to inject some personality into their college applications. No matter which prompt you choose, write with passion and honesty. And then recycle some of those essays in your scholarship applications on Going Merry , to win some cash for college. Going Merry is a comprehensive college prep platform that helps students get into college and afford it without student loans. We provide tips to make your college applications shine; we curate thousands of high-quality scholarships and help you win them; and we make it easier to compare colleges through our (free!) college cost insights tool. Take the next step to realizing your collegiate aspirations when you sign up for Going Merry today .

Disclaimer: This blog post provides personal finance educational information, and it is not intended to provide legal, financial, or tax advice.

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Police in Fort Worth say four children are among six people wounded in a drive-by shooting

Police in Fort Worth, Texas, says four children are among six people wounded in a drive-by shooting at an apartment complex that Police Chief Neil Noakes called stupid

FORT WORTH, Texas -- Four children are among six people wounded in a drive-by shooting at a Fort Worth, Texas, apartment complex, according to police.

The six were shot about 7:30 p.m. Wednesday and five were taken to a hospital while one refused treatment, according to Officer Brad Perez of the Fort Worth Police Department.

Their conditions were not released, and Perez said in an email Thursday morning that police were still “gathering information” about the shooting.

No arrests have been announced, but the shooting was called “stupid” by Police Chief Neil Noakes, who said he is sickened by the violence.

“It makes me angry, I am mad," Noakes said. “There is absolutely no reason anybody should be conducting themselves in such a violent, careless, heartless way that children should be shot.”

Noakes said the shooting appeared to be isolated and that there was no danger to the public.

Perez said the wounded range in age from 3 to 19 and that they were shot by someone in a vehicle that drove by them while they were outside the apartments.

Perez said police had not determined the precise ages of all those wounded.

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Dolphins signing Odell Beckham Jr.: Former Ravens WR getting one-year deal worth up to $8.25 million

Obj is taking his talents to south beach.

Odell Beckham Jr . is heading down to Miami. The Dolphins have reached an agreement on a one-year deal with the former All-Pro wide receiver, CBS Sports lead NFL insider Jonathan Jones has confirmed . Beckham's deal is worth up to $8.25 million, which is reportedly less than what he was offered by other teams on the open market. The veteran ultimately opted for Miami because of the fit.

Beckham, who was released by the Baltimore Ravens back in March, visited with the Dolphins earlier this offseason and reportedly had an offer, but the two sides did not immediately come to terms on a contract at that juncture. With the NFL Draft in the rearview mirror and the Dolphins not making any substantial moves at the position (drafted Malik Washington in the sixth round), that could've opened the door for Beckham to jump aboard.

"Things went great with him," McDaniel said of Beckham's visit from back in March, via USA Today . "We did make him an offer and business takes time, especially with players like Odell, who's had a phenomenal career and still has really good football in front of him and has options. I think those conversations will be ongoing. We'll see where they go."

The 31-year-old now joins a Dolphins receiver room that oozes talent headlined by Tyreek Hill and Jaylen Waddle . Beckham will now slot in as the No. 3 pass-catching option for Tua Tagovailoa behind that duo. Speaking of Hill, the star receiver appears to be a key reason why Beckham has decided to sign with the Dolphins as he had been actively recruiting him on social media.

Beckham entered the NFL in 2014 as the No. 12 overall pick of the New York Giants out of LSU. With New York, Beckham established himself as one of the league's top receivers with three straight seasons of at least 1,300 yards to begin his career. More recently, Beckham was on board with the Los Angeles Rams for their championship run to Super Bowl LVI. In that game, however, Beckham suffered a torn ACL, which forced him to miss the entire 2022 campaign.

With the Ravens last season, he caught 35 passes for 565 yards and three touchdowns in 14 games played.

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David French

Colleges Have Gone off the Deep End. There Is a Way Out.

A dozen tents surrounded by students sitting on the ground on the quad at Columbia University; one sign reads, “Welcome to the People’s University for Palestine.”

By David French

Opinion Columnist

I had my head in a law book when I heard the drums. That was the sound of the first campus protest I ever experienced. I’d come to Harvard Law School in the fall of 1991 as a graduate of a small, very conservative Christian college in Nashville. Many of my college classmates had passionate religious and political commitments, but street protest was utterly alien to the Christian culture of the school. We were rule followers, and public protest looked a bit too much like anarchy for our tastes.

But Harvard was different. The law school was every bit as progressive as my college was conservative, and protest was part of the fabric of student life, especially then. This is the era when a writer for GQ magazine, John Sedgwick, called the law school “ Beirut on the Charles ” because it was torn apart by disputes over race and sex. There were days when campus protests were festive, almost celebratory. There were other days when the campus was seething with rage and fury.

That first protest was in support of faculty diversity, and it was relatively benign. I walked outside and followed the sound of the drums. A group of roughly 100 protesters was marching in front of the law school library, and soon they were joined by an allied group of similar size from Harvard’s John F. Kennedy School of Government. I watched as they danced, sang and listened to speeches by student activists and sympathetic professors. That first protest had an angry edge, but it was also completely peaceful and endlessly fascinating to a kid from a small town in Kentucky who’d never seen a drum circle before.

But things soon got worse, much worse. Protests got more unruly, and student activists got more aggressive. The entire campus was in a state of conflict. In Sedgwick’s words, students were “waging holy war on one another.” Small groups of students occupied administrative offices, and angry activists shouted down their political opponents in class and often attempted to intimidate them outside class. I was shouted down repeatedly, and twice I received disturbing handwritten notes in my campus mailbox in response to my anti-abortion advocacy. My student peers told me to “go die.”

Watching the protests and experiencing the shout-downs changed the course of my career. I was both enthralled by the power of protest and repulsed by the efforts to silence dissenters. Given the immense cultural influence of American higher education, I agreed with the Supreme Court’s famous words in the 1957 case Sweezy v. New Hampshire : “Teachers and students must always remain free to inquire, to study and to evaluate, to gain new maturity and understanding; otherwise, our civilization will stagnate and die.” Those words, combined with my own negative encounters at Harvard, helped define my legal career. From that point forward, I would defend free speech.

It’s been more than 30 years since that first campus protest, and over that time I’ve seen countless protests, I’ve defended countless protesters — and I’ve even been protested against at several schools. In the course of those cases and confrontations, I’ve learned that the issue of campus protest is remarkably complex and that campus culture is at least as important as law and policy in setting the boundaries of debate.

There is profound confusion on campus right now around the distinctions among free speech, civil disobedience and lawlessness. At the same time, some schools also seem confused about their fundamental academic mission. Does the university believe it should be neutral toward campus activism — protecting it as an exercise of the students’ constitutional rights and academic freedoms but not cooperating with student activists to advance shared goals — or does it incorporate activism as part of the educational process itself, including by coordinating with the protesters and encouraging their activism?

The simplest way of outlining the ideal university policy toward protest is to say that it should protect free speech, respect civil disobedience and uphold the rule of law. That means universities should protect the rights of students and faculty members on a viewpoint-neutral basis, and they should endeavor to make sure that every member of the campus community has the same access to campus facilities and resources.

That also means showing no favoritism among competing ideological groups in access to classrooms, in the imposition of campus penalties and in access to educational opportunities. All groups should have equal rights to engage in the full range of protected speech, including by engaging in rhetoric that’s hateful to express and painful to hear. Public chants like “Globalize the intifada” may be repugnant to many ears, but they’re clearly protected by the First Amendment at public universities and by policies protecting free speech and academic freedom at most private universities.

Still, reasonable time, place and manner restrictions are indispensable in this context. Time, place and manner restrictions are content-neutral legal rules that enable a diverse community to share the same space and enjoy equal rights.

Noise limits can protect the ability of students to study and sleep. Restricting the amount of time any one group can demonstrate on the limited open spaces on campus permits other groups to use the same space. If one group is permitted to occupy a quad indefinitely, for example, then that action by necessity excludes other organizations from the same ground. In that sense, indefinitely occupying a university quad isn’t simply a form of expression; it also functions as a form of exclusion. Put most simply, student groups should be able to take turns using public spaces, for an equal amount of time and during a roughly similar portion of the day.

Civil disobedience is distinct from First Amendment-protected speech. It involves both breaking an unjust law and accepting the consequences. There is a long and honorable history of civil disobedience in the United States, but true civil disobedience ultimately honors and respects the rule of law. In a 1965 appearance on “Meet the Press,” the Rev. Dr. Martin Luther King Jr. described the principle perfectly: “When one breaks the law that conscience tells him is unjust, he must do it openly, he must do it cheerfully, he must do it lovingly, he must do it civilly — not uncivilly — and he must do it with a willingness to accept the penalty.”

But what we’re seeing on a number of campuses isn’t free expression, nor is it civil disobedience. It’s outright lawlessness. No matter the frustration of campus activists or their desire to be heard, true civil disobedience shouldn’t violate the rights of others. Indefinitely occupying a quad violates the rights of other speakers to use the same space. Relentless, loud protest violates the rights of students to sleep or study in peace. And when protests become truly threatening or intimidating, they can violate the civil rights of other students, especially if those students are targeted on the basis of their race, sex, color or national origin.

The result of lawlessness is chaos and injustice. Other students can’t speak. Other students can’t learn. Teachers and administrators can’t do their jobs.

In my experience as a litigator , campus chaos is frequently the result of a specific campus culture. Administrators and faculty members will often abandon any pretense of institutional neutrality and either cooperate with their most intense activist students or impose double standards that grant favored constituencies extraordinary privileges. For many administrators, the very idea of neutrality is repugnant. It represents a form of complicity in injustice that they simply can’t and won’t stomach. So they nurture and support one side. They scorn the opposition, adopting a de facto posture that says , “To my friends, everything; for my enemies, the law.”

I’ve experienced this firsthand. I vividly remember representing a campus Christian group in a dispute at Tufts University in 2000 . The group had been derecognized for requiring that student leaders of their group share that group’s traditional sexual ethic, which reserves sex for heterosexual marriage. You might disagree strongly with that view, but granting religious groups the flexibility to impose faith-based requirements on religious leaders fits squarely within the American tradition of free exercise of religion.

Tufts is a private university, so it has some flexibility in suppressing religious expression on campus, but it had no excuse for attempting to toss a Christian group from campus at the same time that it permitted acts of intimidation against those Christian students. For example, at the most contentious moment of the dispute, Tufts officials prevented my student clients and me from entering the hearing room where their appeal was being heard, while a crowd of protesters gathered in a darkened hallway, pressed up around us and herded us into a corner of the hall. There was no campus outrage at this act of intimidation. We saw no administrative response.

University complicity in chaos isn’t unusual. In a case I worked on when I was president of the Foundation for Individual Rights and Expression, we discovered that administrators at Washington State University’s Pullman campus had actually helped plan a disruptive protest against a play put on by a student director, an intentionally provocative show that mocked virtually every group on campus.

University or faculty participation in unlawful protest isn’t confined to the cases I worked on. At Oberlin College, administrative facilitation of ugly and defamatory student protests outside a local business ultimately cost the school $36 million in damages. At Columbia, hundreds of sympathetic faculty members staged their own protest in support of the student encampment on the quad, and there are reports that other faculty members have attempted to block members of the media from access to the student encampment.

None of this is new. All of it creates a culture of impunity for the most radical students. Disruptive protesters are rarely disciplined, or they get mere slaps on the wrist. They’re hailed as heroes by many of their professors. Administrators look the other way as protesters pitch their tents on the quad — despite clear violations of university policy. Then, days later, the same administrators look at the tent city on campus, wring their hands, and ask, “How did this spiral out of control?”

There is a better way . When universities can actually recognize and enforce the distinctions among free speech, civil disobedience and lawlessness, they can protect both the right of students to protest and the rights of students to study and learn in peace.

In March a small band of pro-Palestinian students at Vanderbilt University in Nashville pushed past a security guard so aggressively that they injured him , walked into a university facility that was closed to protest and briefly occupied the building. The university had provided ample space for protest, and both pro-Israel and pro-Palestinian students had been speaking and protesting peacefully on campus since Oct. 7.

But these students weren’t engaged in free speech. Nor were they engaged in true civil disobedience. Civil disobedience does not include assault, and within hours the university shut them down. Three students were arrested in the assault on the security guard, and one was arrested on charges of vandalism. More than 20 students were subjected to university discipline, three were expelled , and one was suspended.

The message was clear: Every student can protest, but protest has to be peaceful and lawful. In taking this action, Vanderbilt was empowered by its posture of institutional neutrality . It does not take sides in matters of public dispute. Its fundamental role is to maintain a forum for speech, not to set the terms of the debate and certainly not to permit one side to break reasonable rules that protect education and safety on campus.

Vanderbilt is not alone in its commitment to neutrality. The University of Chicago has long adhered to the Kalven principles , a statement of university neutrality articulated in 1967 by a committee led by one of the most respected legal scholars of the last century, Harry Kalven Jr. At their heart, the Kalven principles articulate the view that “the instrument of dissent and criticism is the individual faculty member or the individual student. The university is the home and sponsor of critics; it is not itself the critic. It is, to go back once again to the classic phrase, a community of scholars.”

Contrast Vanderbilt’s precise response with the opposing extremes. In response to the chaos at Columbia, the school is finishing the semester with hybrid classes, pushing thousands of students online. The University of Southern California canceled its main stage commencement ceremony , claiming that the need for additional safety measures made the ceremony impractical. At both schools the inability to guarantee safety and order has diminished the educational experience of their students.

While U.S.C. and Columbia capitulate, other schools have taken an excessively draconian approach. Gov. Greg Abbott of Texas posted on X, “Students joining in hate-filled, antisemitic protests at any public college or university in Texas should be expelled.” On April 25 the Foundation for Individual Rights and Expression sent a forceful letter to the president of the University of Texas at Austin condemning the display of force on campus. “U.T. Austin,” it wrote, “at the direction of Gov. Greg Abbott, appears to have pre-emptively banned peaceful pro-Palestinian protesters due solely to their views rather than for any actionable misconduct.”

At Emory University, footage emerged of police tackling a female professor who posed no obvious danger to the police or anyone else. Protests are almost always tense, and there is often no easy way to physically remove protesters from campus, but the video footage of the confrontation with the professor was shocking. It’s hard to conceive of a justification for the violent police response.

At this moment, one has the impression that university presidents at several universities are simply hanging on, hoping against hope that they can manage the crisis well enough to survive the school year and close the dorms and praying that passions cool over the summer.

That is a vain hope. There is no indication that the war in Gaza — or certainly the region — will be over by the fall. It’s quite possible that Israel will be engaged in full-scale war on its northern border against Hezbollah. And the United States will be in the midst of a presidential election that could be every bit as contentious as the 2020 contest.

But the summer does give space for a reboot. It allows universities to declare unequivocally that they will protect free speech, respect peaceful civil disobedience and uphold the rule of law by protecting the campus community from violence and chaos. Universities should not protect students from hurtful ideas, but they must protect their ability to peacefully live and learn in a community of scholars. There is no other viable alternative.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

David French is an Opinion columnist, writing about law, culture, religion and armed conflict. He is a veteran of Operation Iraqi Freedom and a former constitutional litigator. His most recent book is “Divided We Fall: America’s Secession Threat and How to Restore Our Nation .” You can follow him on Threads ( @davidfrenchjag ).

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