哈佛等美国315所大学发布明年招生指引

哈佛大学等美国315所大学招生主任联合发出了2021年新的招生指引。这个倡议几乎颠覆了此前的美国大学招生导向，也可能成为以后的招生录取标准，值得大家仔细研读。孩子年龄小的家长，也值得留意，这股教育潮流的逆转将深远的影响未来的高等教育，下面为大家解读。完整的英文指引附在文末。

这个指引，是由哈佛大学教育学院牵头，美国300所著名院校招生主任联名发布的。（联名从最初的165所大学增加到315所，目前还在增加）。目的是告诉2021年季申请的学生和家长，什么是录取时重要的，什么是不重要的。

首先，最值得注意的是，新指引把自我照顾和照顾他人，提到了前所未有的重要位置。学术表现，尤其是分数，在录取的地位大大降低了。招生官强调，学生要呈现自己在面对疫情困境时，遇到哪些学业上的困难，如何努力的。更强调学生在特定的家庭生活背景下的学术表现；对家庭、社区和他人的贡献；强调学生的努力过程，而不是结果。

这是第一个标准，但着墨最少。放在全球疫情背景下，申请明年入学的学生，讲述自己如何经历面对疫情，肯定是必不可少的。这一部分表述的比较笼统，我的理解是在疫情当下，学生首先要照顾好自己，才能谈其他，在学业上不要过于苛责自己。放在美国背景下，年轻学生的自律也是很重要的，譬如戴口罩、保持社交距离、远离聚会等。

学生的学术表现当然重要。但招生官在看学生学术成就时，会把它放在疫情造成的困难的背景下。另外，录取会评估学生在疫情前和疫情后的学术成就，也就是说，要看到学生如何克服困境的努力。学生不会因为AP、IB测试，其他标准化考试取消而处于劣势。招生官在评估这些学术成就时，会放在课程、学术资源、能得到的支持等因素上考量。

重点来了，这是招生指引着墨最多的部分，学生和家长要高度重视。招生官强调看重学生对社区的贡献，强调学生的参与。一部分是疫情时的贡献，范围很广，譬如可以是辅助疫情知识、病例接触追踪、支持老年人、帮助送餐等。另一部分是与疫情无关的，譬如选民登记、保护环境、反击种族不公正不公平、阻止网络恐吓等。

招生官强调，他们的兴趣不是学生是否创立了一个新项目，或者体现出了领导力。不是要让学生在公共服务的“奥林匹克竞赛”中去比拼，而是看这个贡献是否发自内心的，是否是有意义的（authentic and meaningful）。

譬如给防疫前线的工作者写便条、查看被隔离的邻居。招生官会评估学生在做这些服务面临的困难，从这些活动中学习到什么，对他/她自己，对所在社区，对所属的国家。需要指出的是，招生官列出这些例子，不是要给你一个活动清单，而是鼓励你，再小的事情和服务，只要是体现你可贵的品格，都是有价值的。

招生官在此强调了一个长期以来的申请误区，学生的申请材活动应该是那些高大上的，譬如去非洲当志愿者，而费时费力更深层次的家庭贡献被忽略了。鼓励学生把对家庭重要的贡献都呈现出来，它对申请者只会有正面的影响。包括照顾兄弟姐妹、照看生病的亲人、为家庭赚钱补贴家用等。举个例子，生活在贫困家庭的孩子，能帮忙准备一日三餐，照顾兄弟姐妹，就是他/她最大的贡献。

指引指出，疫情影响下，各种活动都取消了，因此学生申请时不会因为没有参加课外活动，暑期活动而在录取时受影响。招生官也强调，大学招生从来没有看重特定的课外活动或者暑期经历，而是把学生的工作和家庭责任作为有价值的考量，这在疫情时代尤其重要。

指引最后强调了学生报告信息的重要性。招生录取机构会从学校收集课程信息，学术资源和学校支持方面的信息。但鼓励学生提供任何对学业表现有负面影响的因素。譬如没有网络、没有安静的环境学习、需要承担家庭责任等。鼓励学生详细的描述，这些影响他们学习表现或学术能力的负面环境，譬如每周学生要花多少时间承担家庭责任，照顾生病的亲人等。

总体感受，这个新的指引在往回归教育的本质上走。那些花里胡哨，高大上的课外活动，权重降低甚至可以说无关紧要了。也给给那些赶潮流，花重金去非洲等地方刷志愿者经历的家长和孩子敲个警钟，没必要做无用功。而是更强调学生和家庭本身，如何发掘潜能、努力上进，克服困难取得进步。所以，学生尤其是平民子弟，要学会发去发掘自身和家庭的闪光点，不要去追逐那些费钱费力看上去高大上的课程、活动、夏令营等。

中国学生在这条岐路上已经走的太远。另外，今年年初有个新闻，有中国学生花7000美元参加“民主旅游”，去爱荷华州观摩美国大选。有中国学生去总统候选人拜登的竞选团队当志愿者，真实目的却是去拿拜登的推荐信。不但没拿到，还被媒体曝光了。完全没必要那么功利，即使真的想呈现自己这方面的兴趣和经历，老老实实去做志愿者，把自己的感受经历写出来，没必要去拿拜登的推荐信。

最后，有家长会犯嘀咕，这个指引是不是临时的，明年疫情缓解后就会回到分数为王的老路上？我的回答是：不会。我在之前文章中提到过，疫情只是催化剂，这是一股教育变革的潮流。分数依然重要，但不会像以前一样成为录取的中心。大学入学，尤其是美国大学入学，会更看重学生在具体的家庭和社区环境下，所体现出来的表现和潜力，就像这个倡议呈现的一样。

As admission and enrollment leaders, we recognize that we and the institutions we represent send signals that can shape students’ priorities and experiences throughout high school. This collective statement seeks to clarify what we value in applicants during this time of COVID-19. We are keenly aware that students across the country and the world are experiencing many uncertainties and challenges. We primarily wish to underscore our commitment to equity, and to encourage in students self-care, balance, meaningful learning, and care for others.

Self-care is of high importance, especially in times of crisis. We recognize that many students, economically struggling and facing losses and hardships of many kinds, are simply seeking to get by. We also recognize that this time is stressful and demanding for a wide range of students for many different reasons. We encourage all students to be gentle with themselves during this time.

Your academic engagement and work during this time matters to us, but given the circumstances of many families, we recognize that many of you face obstacles to academic work. We will assess your academic achievements in the context of these obstacles. In addition, we will assess your academic achievements mainly based on your academic performance before and after this pandemic. No student will be disadvantaged because of a change in commitments or a change in plans because of this outbreak, their school’s decisions about transcripts, the absence of AP or IB tests, their lack of access to standardized tests (although many of the colleges represented here don’t require these tests) or their inability to visit campus. We will also view students in the context of the curriculum, academic resources, and supports available to them.

We value contributions to one’s communities for those who are in a position to provide these contributions. We recognize that while many students are not in this position because of stresses and demands, other students are looking for opportunities to be engaged and make a difference. This pandemic has created a huge array of needs, whether for tutoring, contact tracing, support for senior citizens, or assistance with food delivery. We view responding to these needs as one valuable way that students can spend their time during this pandemic.

We also value forms of contribution that are unrelated to this pandemic, such as working to register voters, protect the environment, combat racial injustice and inequities or stop online harassment among peers. Our interest is not in whether students created a new project or demonstrated leadership during this period. We, emphatically, do not seek to create a competitive public service “Olympics” in response to this pandemic. What matters to us is whether students’ contribution or service is authentic and meaningful to them and to others, whether that contribution is writing regular notes to frontline workers or checking in with neighbors who are isolated. We will assess these contributions and service in the context of the obstacles students are facing. We also care about what students have learned from their contributions to others about themselves, their communities, and/or their country (Please see Turning the Tide for additional information about the kinds of contributions and service we value). No student will be disadvantaged during this time who is not in a position to provide these contributions. We will review these students for admissions in terms of other aspects of their applications.

Far too often there is a misperception that high-profile, brief forms of service tend to “count” in admissions while family contributions—which are often deeper and more time-consuming and demanding—do not. Many students may be supervising younger siblings, for example, or caring for sick relatives or working to provide family income, and we recognize that these responsibilities may have increased during these times. We view substantial family contributions as very important, and we encourage students to report them in their applications. It will only positively impact the review of their application.

No student will be disadvantaged for not engaging in extracurricular activities during this time. We also understand that many plans for summer have been impacted by this pandemic and students will not be disadvantaged for lost possibilities for involvement. Potential internship opportunities, summer jobs, camp experiences, classes, and other types of meaningful engagement have been cancelled or altered. We have never had specific expectations for any one type of extracurricular activities or summer experience and realize that each student’s circumstances allow for different opportunities. We have always considered work or family responsibilities as valuable ways of spending one’s time, and this is especially true at this time.

Reporting information that is important to students and to us. We will gather information from schools themselves about curriculum and academic resources and supports, but encourage students to communicate any factors specific to their circumstances that impeded their academic performance. Those factors might include, for example, lack of access to the internet, no quiet place to study, or the various family responsibilities described above. We encourage students to describe concretely how any of these circumstances have negatively affected their academic performance or ability to engage in activities that matter to them. It is helpful to know, for example, how much time students spent per week taking on a family responsibility, such as taking care of a sick relative. This information will be treated completely confidentially. Both the Common Application and the Coalition for College application provide opportunities for students to describe how they have been impacted by the pandemic.

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