Who Gets Into Schools Like Stanford: A Case Study

For those of you who have never heard of Yogi Berra you should do a search. Aside from being one of the greatest athletes in the history of his sport, he is noted for saying things that at first glance don’t seem to make sense but upon reflection do make us think. When Yogi was asked about going to a popular nightspot in New York, here is what he said: “Nobody goes there anymore. It’s too crowded.”

I bring this up because there is something I hear today from many students, parents, pundits and educators when it comes to commenting on who gets in to highly selective colleges and universities: “Don’t even bother to apply. Nobody gets in.” If these words were ‘true’ then the schools would shut down. Paradoxically, these schools, because they are deemed in rankings as at the ‘best’, experience huge increases in applications each year. After decisions go out, however, the chorus of “nobody gets in” starts making the rounds again in ever-louder shouts.

What follows is an interview with someone who is anything but a nobody. Samantha is one of the more talented students in the world. Her insights into education and developing her talents and passions demonstrate that she is not only accomplished but also self-aware and globally fluent.

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Could you tell us a little about your family and where you grew up?

I’ve lived in Vancouver all my life. I’m half Asian on my mom’s side; my mom’s side of the family is part of the Huaqiao community in Manila. My paternal grandparents both grew up in England, but they and my father have lived in many locations since. I often feel that this unique mix of cultures and backgrounds has given me many interesting perspectives.

You attend a wonderful school West Point Grey Academy. How long have you been going there and can you share what you think it special about it? What is the atmosphere like among students? Is it competitive, cooperative or some of both? How hard are the classes and how are the teachers?

I’m a lifer at West Point Grey Academy, so I can say without a doubt that it’s the best school I’ve ever attended! In all seriousness though, my school’s community, support, and opportunities are absolutely incredible. One thing people always notice when entering West Point Grey Academy (affectionately called ‘dubpeeg’) is the energy that bounces around in the halls; it’s a school where we greet everyone in the hallways and get involved in all sorts of co- and extra-curricular activities. The relatively small grade size (about 70 kids) means we all know each other, and the culture is very much about ‘showing up’ to things, whether that’s club meetings, debate competitions, student council meetings, or even watching other students’ sports competitions. The atmosphere among students is very much cooperative; although we all are driven to achieve our best, I think that the motivation is internal. In terms of the classes, we have the flexibility to choose from many different kinds of courses with different course loads. The teachers are yet another component of the school community that makes it so supportive. They are always willing to stay after class or during lunch to answer questions or supervise make-up tests. This really helps students (like me!) catch up on work after returning from trips. I remember last year, before I went to Lithuania (for WIDPSC), I asked my math teacher what I would be missing. He wrote out his lesson plan for the entire month of April and gave me a copy!

West Point Grey Academy has had a tremendous record of success in the area of debate. You have been involved with debate for many years and have been recognized internationally for your abilities. Can you talk first about why you decided to join debate and what the school does to prepare students so well for success?

Debate, Model UN, and public speaking are a huge part of dubpeeg culture. Our coach was actually the coach of the Canadian National Debate team when they won in Qatar. We regularly have students on the National Team. Actually, my debate partner will be travelling to Singapore this summer to represent Canada at the World Schools Debate Competition for the second time. But more than that, because of the large volume and success of kids in higher grades who debate, I think it’s a trickle-down inspirational effect for students new to the senior school. We also run our own Model United Nations, which involves a large portion of the student population. So, a lot of people get involved! Personally, I got involved with debate because the year before (grade 7) I was giving a lot of speeches as school captain and I did quite well at a speech competition. I thought, why not? (Plus, I’m absolutely terrified of basketballs, so I knew I wasn’t going to have that take up my time!) The school prepares kids by having many intramural debate competitions where the seniors mentor the juniors (we often call them pizza debates because everyone gets pizza at the end). WPGA also offers a course called Persuasive Writing (in grade 8 and 9) that helps teach debate analytical skills. Also, the course AP Comparative Government gives a lot of spec knowledge that is quite impressive to pull out in a round!

You have travelled all over the world to compete in debate. Can you talk about where you have gone and what kind of debate you specialized in and why and finally can you share some of your international accomplishments too?

I’ve gone the most exotic places for public speaking. WIDPSC was in Brisbane, Australia, then Durban, South Africa, then Druskininkai, Lithuania, and finally Hong Kong. For debate, my international trips include Dallas (Old Parklands Debate Competition), Claremont (PanAmerican Debate Championship), Olomouc, Czech Republic (Heart of Europe Debate Championship), and Oxford and Durham (Oxford and Durham Cup). I’ve also been able to see quite a bit of Canada through various national competitions, which has been a blast! I’m so lucky to have had the opportunity to travel so extensively; I’ve had so much fun learning about new cultures and meeting people all over the world. To me, it can be especially fascinating to realize that even when we live in different countries and have vastly different backgrounds, there’s still so much we have in common!

I’ll just list a few of the highlights

World Individual Debate and Public Speaking Champion (2015)

National Public Speaking Champion (2015)

National Debate Champions (2014 and 2015); 4th place speaker and top BC speaker (2015)

Oxford Cup Champion (Canadian qualifier for the Oxford Cup in England) (2014)

Provincial Debate Champions (2015, 2013)

Regional Debate Champions (2015)

Canadian National Debate Team (2014–2015)

International Independent Schools Public Speaking Competition: 2nd place overall, top U-16 speaker (2012)

2nd place team, PanAmerican Debate Championship (2015)

2nd place team, Old Parklands Debate Competition (2015)

There is a lot of talk in the media today about the need for students to develop a passion. Were you born as a passionate learner or did others help you find your passion for debate and academic success?

I couldn’t agree more. Funnily enough, I actually gave a speech on that- the need for people to step up to the plate, be leaders, and inspire others with their passion. I think I’ve always been a highly motivated learner but my passion was inspired in different ways. My passion for creative writing was kindled by an excellent English teacher in grade 4; for speech, in various student leadership roles in grade 7; debate, through immersing myself in the school culture and going on some fantastic trips. I’ve also become really passionate about other areas. My teachers have inspired my passion in biology and languages. The fantastic people I’ve connected with via those activities inspired my passion for music and service.

How much pressure do you put on yourself to be the best? How do you manage your time to do all the things you do so well? What are the skills that you have aside from just being smart that helps you stay focused and permit you to achieve your goals?

I’m motivated to push myself to my own best. I’m not the kind of person who will do things halfway or half-heartedly; once I decide to do something I will throw all my passion behind it. That said, I understand that I can’t always push myself to the limit on everything! It’s always been a balance, but in the last couple years I’ve worked on prioritizing. Sometimes I get back from trips and things are crazy busy, and I just have to accept that I won’t be able to do as well on assessments that week than if I’d been around. So I’ll ask for help and I’ll study as much as I can, but not to the point that I’m overly stressed or not sleeping. Specifically, skills that help me manage my time are focus and looking ahead. I try to start my work first after I get home rather than watching TV, etc., so I can get it done as early as possible. As for looking ahead, I try to ask my teachers what’s coming up so I can bring study materials with me when I’m away or ask questions well in advance.

Do you have any mentors who have been important to you in school, in your activities or in any other way? If so how did they help you?

Obviously my debate coach, who has worked with me so much on developing my public speaking & debate abilities, but also my confidence and adaptability skills. A grade 4 English teacher who ignited my passion for creative writing, and so many of my current teachers who inspire me about my next step, including my chemistry teacher and physics teacher. Finally, my cello teacher who has taught me to value of meticulous work and a woman who runs an organization I volunteer with who is my role model for connecting with people.

When it came time for you to look at where you wanted to go to university how did you decide which schools to apply to and why did you look at US Schools?

I don’t have a perfectly clear idea of what major I want, so the US liberal arts education really appealed to me. I like the idea of exploring a variety of courses before I choose my path. I did a few university tours in summers, did some research online, and chatted with my school university counselor.

How many schools did you apply to? You ended up getting accepted to Stanford, the most selective schools in the US. There are many people in the world that would love to know how you did this? What are the things you think made you a successful candidate for Stanford? Would you be wiling to talk about the things you wrote about in your application?

I actually only applied to four, but that’s because I received my acceptance from Stanford early. I was heavily leaning towards that school so I didn’t submit most of my other applications. I’m sorry, I don’t know what makes me a successful candidate for Stanford! I’d love to know too! One of my essays was about basically being a crazy old cat lady so maybe they were missing that in their class of ’19 demographics? I just tried to write about the things that were most essential to my character. I also wrote about connecting to my Chinese culture, and learning how to do impromptu speaking!

Why did you end up choosing Stanford?

Stanford stood out as the school with the ideal fit for me. First of all, I really like the quarter system. I like that I get to take more courses than the semester system, which is important because I really want to explore a lot of different interest areas. Also, it means that winter and spring breaks are real breaks, not exam cram time, which is important because I’m sure I’ll need a real rest! I also really like the residence program where I move around every year. Various other programs are also excellent; other than the academics, I’ve heard that the debate and study abroad programs are wonderful. Plus, location! I’m very close to home and on the same time zone as my family in Vancouver. I also have family living in California. I’m about an hour away from San Francisco, a city I visited a few years ago and LOVED. And it’s beautiful and warm and sunny all the time!

Do you have a plan for what you hope to study at Stanford?

The only course I 100% know I’m going to take (funnily enough) is Mandarin. I’ll take a lot of human biology courses, because that’s the area I’m most passionate in. I’d also love to explore other areas like history, literature, and communications. We’ll see, I guess!

Do you have any long-term goals about what you want to do when you graduate?

Not really! I have a few vague ideas but I’m sure those will change a lot once I go through university and find areas I’m passionate about.

Do you have any advice for students who are thinking about activities, and universities and doing well in order to reach their dreams?

Balance! There’s no point cramming your schedule so full that you’re burned out early. Along those lines, there’s no point doing things just to look good on a resume. Obviously it’s good to push yourself to try different things and immerse yourself in them, but at some point you need to make sure that the enjoyment is still there. On a bit of a different note, I’d say the most important personal quality is self-confidence. Self-confidence to speak up, get involved, and seize opportunities. An inspiring guest speaker once shared a saying something along the lines of “opportunities aren’t a chance- they’re a choice”. I believe that self-confidence is what lets people make that choice.

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Samantha has shared some things that will, I think I can safely assume, intimidate some readers. After all, there are only so many people in the world who can say they have claimed the top award in the world for an activity of some sort.

On the other hand, anyone reading her words should come away thinking that she as person is anything but intimidating. Her words do not have to try to impress. Her actions already do that. Instead her tone is open-mined, curious and warm. Her advice about how important self-confidence can be should be something everyone can learn from.

So too is her advice about mentors and passion. Early on a teacher sparked her interest in writing and she had the opportunity to work with a coach who is clearly one of the best given the record of success of debaters at her school.

Samantha is also a perfect example of those students who will benefit most from a liberal arts education. Her interests are wide-ranging and she has chosen Stanford for all the right reasons given the way the education and environment matches her individual interests and even location in the world.

Her words, then, apply not just to those who are looking to get into the schools that take ‘nobody’; instead, they apply to any student who wants to learn, grow and explore and will be able to approach the world with confidence instead of fear.

At the same time, I also think it is useful for those of us on the outside who may not have her talents to understand a little better what it does tae to get into schools that accept about 5% of those who apply. A student who has worked hard, has strong grades and tests scores will end up at a great school. But almost all who have these stats and not much else will not be admitted to schools that take only very talented ‘somebodies’. Talent in this case means far more than numbers. Her debate skills, her global background, and her clear love of learning all make her stand out. Even her essay topic sounds like one this is both risky and unique. She had the confidence to submit something edgy.

I would first of all like to thank Samantha for sharing her words here. I have learned much not just about her but also about how think about living and learning. I would also like to thank John Sy, a wonderful education counselor and admission expert in the Philippines. He is Samantha’s uncle and he provided me with an introduction to her after he mentioned her in an education counselor form in which he provides many great comments and insights.

My guess is that Samantha will be able to share more insights that will educate us as she begins her journey at Stanford and then afterward on her career path too.