Flash back to 2023, to the difficult yet life-changing experience of preparing for the SAT and the subsequent admission process that led one into the chosen university. It becomes clear that the meaning behind an SAT score represents anything but the abilities of that individual. The harsh realization I am now forced to make, that we’re all essentially average with an aggregate score of 1290 and a full potential of 1390, has in turn provoked the IB seniors to rethink the academic goals we’ve all set for ourselves early in high school. Once awash with dreams of Ivy Leagues, the conversations have largely directed towards the realities of what is now possible and realistic for us to aim towards: which in-state university will be a good match? Although our cohort has been mostly a group of model students, many of us have planned to attend the local community college as a way of boosting our grades before moving to a larger state university. My story goes a different way. In fact, I now possess admission letters from Florida’s best five institutions. The most telling thing though is that I am the only IB student to reach that point. As for my SAT score? I received 1360. The lowest in the cohort at all. My admission as a testament to the fact that test score results sometimes don’t ever reflect a student’s full ability.

As the valedictorian of my class, my academic story started with: I was ‘destined for the Ivies’. I know I’ll be attending state colleges because I understand that the Ivies undoubtedly run on the logic that your SAT scores reveal most of the ‘success’ given to you, and I applied to colleges in the way that I did — highlighting leadership roles in multiple groups and accomplishments through volunteer work and community service ­— to prove that I’m not interested in being defined by one statistic. A lot of my application was spent detailing regional, state and national awards I’ve received for those accomplishments because national awards demonstrate a commitment to making an impact beyond standardized tests. I received offers for acceptance that prove that a commitment to leadership and community service can be seen and heard a lot louder than test scores. Fortunately because I was a well-rounded student throughout high school, I can choose among the best in-state universities. Meanwhile, my classmates spent a couple of months prepping to take the SAT to receive a score that could potentially limit their options for colleges. My decision to commit to the University of Florida is a result of this process.

My dedication to the University of Florida is evidence that genuine potential encompasses a comprehensive understanding of a person’s abilities, interests, and community contributions, and extends beyond test results. I understand that my grades do not define me because I have been actively involved in my community, and I am grateful that the Florida schools share this understanding.
As I embark on this new chapter at the University of Florida, I am reminded that success is multifaceted. It is not confined to a single number on a standardized test but rather forged through a combination of academic excellence, leadership, and a commitment to making a positive impact. The journey from the SAT preparation room to the acceptance letters has been transformative, proving that the pursuit of one’s true potential is a nuanced and diverse path, not solely dictated by a set of test scores.