I applied to GDS when I was in eighth grade and had to go through a multi-step admissions process. When I applied, the GDS admissions process required writing supplements, a family interview, report cards and teacher recommendations. Many steps of the process left me confused, as certain application requirements lacked clear explanations, making it hard to understand what characteristics GDS admissions officers were looking for in applicants.
GDS admissions officers should clarify what they’re looking for in applicants on the GDS website or application. Such transparency would help applicants present the best versions of themselves. It would ensure that students applying to GDS know the school’s mission and values.
Like many other incoming high school students, I applied to several schools, but GDS’ application process stood out to me because GDS required two essays — one based on a prompt and an already-written one from eighth grade — but no standardized tests. I found that these essays didn’t explain what they were evaluating.
The essay prompt was a very general question about my identity and personality. It left me unsure of what the admissions officers were looking for — was it specific aspects of my personality, my writing ability or a multitude of things I hadn’t thought of? The uncertainty left me wondering how to best present myself, especially since the application relied so heavily on writing.
GDS’ admissions process seemed to be heavily English-focused because, aside from report cards, only written supplemental essays were required but no standardized tests. Perhaps the English-focused application reflected the school’s values, but I didn’t understand why my academic abilities were assessed only in terms of my English skills and grades.
The interview process was equally confusing. My interview felt like a casual conversation, leaving me unsure of what the admissions officers were looking for. A few structured questions, like “What unique qualities do you think you could bring to GDS?” or “What’s a recent challenge you overcame, and how did you grow from it?” would’ve made it easier for me to present myself without feeling lost in the conversation. Structured questions provide a sense of direction, allowing students to show their strengths more confidently, rather than guessing what the interviewer wants to hear.
During my interview, I was really nervous. I was partly responsible for making sure the conversation flowed well instead of focusing on being my authentic self. I felt pressure because I had to help further the conversation and couldn’t solely focus on showcasing who I am as a student in and outside of school. Having a few structured questions would have allowed me to be more grounded and get a sense of direction of what specifically was being asked of me.
There were, however, positive aspects of the application process. I liked that the application required two teacher letters, which gave admissions officers a better sense of me than grades or test scores. In general, I found GDS’ application process more personal than those at other schools like Sidwell, where the process felt more rigid and number-based.
However, GDS now requires standardized tests, which is a step towards transparency for future applicants. Standardized tests benefit applicants by providing a clear, measurable goal for applicants to aim for, making the process an equal and objective playing field for all applicants.
To make the GDS application process more transparent, admissions officers should clarify what they are looking for in applicants on their website, structure interviews more effectively, and provide more specific questions to guide applicants. These steps would make the GDS application process more straightforward for all applicants.