Result guide: At Risk

WHAT THIS MEANS

This result usually means your recommendation plan has gaps, such as recommenders who don't know you well yet, no plan to brief them, or tight timing, which can keep your letters from supporting your application the way they could.

Admissions readers can often tell when a letter is generic or when the writer doesn't know the student well.

The most useful step now is to identify a relationship you can deepen: even one teacher who knows your work well can change the quality of your letters.

WHY THIS MATTERS

Generic letters, such as 'a strong student who works hard,' confirm what the transcript already shows. Readers look for letters that show the student's character, thinking and potential.

Counselor letters depend on what the counselor knows about you. Many counselors have large caseloads, so sharing your story and context (in a meeting, a form or a short note) helps them write specifically.

Late requests, particularly close to early deadlines, often produce rushed letters, because teachers have less time to reflect and less context for writing well.

WHAT STRONG APPLICANTS DO DIFFERENTLY

• —They identify the teachers they want as recommenders early, ideally junior year, and build those relationships through office hours, class participation and conversations.
• —They provide a detailed brag sheet to every recommender: their intended major, strongest academic interests, most meaningful activities, and any context the teacher should know about their background.
• —They check how many teacher letters each school asks for and whether any subjects are required, then choose recommenders who together give a fuller picture of who they are.