Core Summary
The author of this article was once a senior study abroad consultant in China, helping students to apply to prestigious universities for many years. However, she gradually realized that the domestic college admission process places too much emphasis on tangible indicators such as GPA and SAT scores, effectively “compressing” students into a mere list of application requirements. Later, she pursued a master’s degree in school counseling at the University of Virginia and interned at a local high school, where she experienced the American concept of “holistic education.” This approach focuses not only on academic outcomes but also on the comprehensive growth of students in terms of their studies, emotions, and careers. This experience led her to reflect on the issue in China’s college admission system, where the value of the individual is often overshadowed by the pursuit of results.
I. Domestic College Admission: Turning Students into a List of Hard Indicators
As a study abroad consultant in China, her main goal was to help students secure offers from top universities. Daily discussions revolved around topics like “what GPA to achieve,” “what SAT score to get,” “whether they have participated in any competitions or research activities,” and “whether their application essays will impress the admissions officers.” Students were treated almost like products waiting to be packaged for application purposes, with all efforts centered on these quantifiable metrics. Even when she wanted to talk about students’ interests and personalities, the intense competition often made it difficult to do so—after all, results were considered more important.
The author gave an example: Even with students she had worked with for a long time, they could only occasionally discuss personal matters outside of the application season, and these opportunities were becoming increasingly rare. This reflects the anxiety within the industry as a whole: parents demand results, institutions need to meet their performance targets, and consultants are forced to focus on numbers, gradually forgetting that students are living, breathing individuals.
II. American School Counselors: Going Beyond the Office to Be “Detectors of Details”
During her internship at an American high school, she observed that school counselors had a completely different approach. They didn’t sit in their offices waiting for students to come to them; instead, they actively explored the campus to notice subtle changes in students’ behavior—whether someone was unhappy, arrived late, or ate alone. They also communicated with teachers and parents to gain a better understanding of the students’ overall well-being.
For instance, her mentor spent an entire day introducing her to various school staff members, including counselors for different grades, family support teachers, and mental health specialists. These professionals worked together to create a supportive network for the students’ growth. The core skills of school counselors were not just application strategies but observation and empathy. During interviews, they even conducted five-hour scenario tests to assess their ability to understand students on a deeper level. The author realized that education is not about solving application problems but about seeing the whole person.
III. College Admission as Just One Aspect of Three-Dimensional Growth
The American School Counseling Association (ASCA) has defined three key areas of focus for school counselors: academic development, social and emotional development, and career development. College admission is seen as just one part of this broader process. The foundation for growth begins in elementary school, where children learn to express their emotions and interact with peers. In middle school, they need help dealing with self-identity and academic pressures. In high school, while guidance on course selection and college applications is important, the focus is also on maintaining mental health—helping students manage stress before discussing university choices.
In other words, American school counselors deal with “growing individuals” rather than just applicants. They care about how well a student is doing at the present moment, not just which university they might attend in the future.
IV. Reflection: Letting Results Not Overrule Personal Growth
After her internship, the author realized the challenges of the domestic college admission system. Many institutions and schools are overly focused on outcomes, with KPIs overshadowing the well-being of students. She mentioned that some schools have even abandoned their holistic education approach, and parents now seek specialized “college preparation” services from institutions—which is a reversal of the proper priorities.
She recalled a student’s words: “I hope counselors can help us understand the meaning of university, not just focus on applications.” This statement struck her deeply; college admission is just one stage in life, and what matters more is whether students become well-rounded individuals with healthy minds and independent thinking. Just like the “fragrance of light” she experienced upon arriving at Virginia for the first time, these numerical goals are merely outcomes, while the real value lies in the growth of the individual.
In essence, this article argues that the purpose of education is not about obtaining offers but about nurturing people. Domestic college admission processes need to place students back at the center and ensure that tangible indicators do not overshadow their genuine needs.