essay about education in uzbekistan

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Educational System—overview

According to official sources, about 60 percent of Uzbekistan's population is covered under the system of education. The earlier educational system required 11 years of compulsory schooling for both men and women. In 1992 the policy decision was made to change from 11 to 9 years of compulsory education. After nine years of compulsory schooling, students can prepare for higher education in tenth or eleventh grade or turn to vocational training. After graduating from any type of secondary education, an individual can enter a higher education institution to obtain a bachelor's degree and continue study toward a master's or doctoral degree.

Budget constraints and other transition problems following the collapse of the Soviet Union, have made it difficult to maintain and update educational buildings, equipment, texts, supplies, teaching methods, and curricula. Foreign aid for education is desperately needed, but has not been sufficient to compensate for the loss of central funding.

When viewed in general, the Uzbekistan educational system includes:

• Preschool training (preprimary-from three to six years old)
• General secondary education (from 6 to 15 years old)
• Secondary vocational education (from 15 to 18 years old)
• Higher education (undergraduate and graduate-from 18 years old).

Girls and boys are legally considered equal and study in the same classes and schools. Schools are open to all ethnic groups, and minorities in schools are rarely an issue.

The academic year begins on 2 September (the first of September is the Independence Day) or the first working day of September. The academic year ends in June for secondary schools and in July for higher education. Russian was a common language for over 100 nationalities living in the Soviet Union and played the same role as English for the United States. It was also the Lingua Franca of the socialist world that included Bulgaria, Poland, Mongolia, and other European and Asian countries. Without Russian as a common language, Uzbeks (and other ethnic groups) would have to learn Ukrainian, Belorussian, Moldovian, Armenian, and many other languages to communicate with the multinational population of the Soviet Union. Therefore, until 1991, Uzbeks preferred schools with instruction in Russian for their children. To not do so would have put them at a great disadvantage socially. After Uzbekistan gained its independence, Uzbek (not Russian) became the official language of instruction. In 1998-1999, some 76.8 percent of pupils at day schools were educated in Uzbek.

Examinations in the educational system of Uzbekistan are primarily oral. Universities, institutes, and some colleges still have entrance exams. Course exams occur only at the end of the course (semester). State exams are taken at higher education institutions at the completion of all coursework. The grading system of Uzbekistan is numerical. The highest grade is 5 (excellent = A), then follows 4 (good = B), 3 (satisfactory = C), and 2 (unsatisfactory = F). One is never used. Final grades are determined by test scores, papers, attendance, and class participation.

Because compulsory education is freely provided to all children of Uzbekistan, private schools have a difficult time justifying their existence. In fact, they were banned in 1993. Also, since Uzbekistan Law declares the separation of education from religion, there are no religious schools. However, in 1999, the establishment of the Tashkent Islamic University was allowed. Computer technology, thanks to international assistance, is being introduced to educational institutions and training centers. In 1994, the Central Asian Telecommunications Training Center (CATTC) was established in Uzbekistan under the Tacis Program of the European Commission. Training at the CATTC is provided using modern teaching aids, active methods, and individual and group methods by specialists and experts in different fields. The Computer Center at the University of Samarkand provides computer service to departments and research units and collaborates with other institutions and the private sector to run short training courses. At the secondary school level, computers are still rare.

As a result of decline in funding, the printing of books, textbooks, and other publications face numerous difficulties. This problem is common for all NIS countries. Nevertheless, despite obvious difficulties, according to UNESCO, Uzbekistan schools supplied about 60 percent of textbooks as a whole and for some selected subjects up to 100 percent. Publishing houses produced about 149 million copies of over 1700 various titles. From 1992 to 1997, some 174 textbooks with over 53,000 copies were published, including 138 original, 19 translated, 8 parallel in 2 languages, and 9 experimental textbooks. About 170 various tutorials and educational literature in 7 languages are published. Audiovisual materials are usually manually prepared by teachers. With the high price of copying and low salaries, teachers and professors must be creative.

In the Soviet-type higher education institution, most students studied for a full working week (five to six days a week, six to eight hours of classes a day). Evening and correspondence courses were also popular. The first and the second year of the curriculum usually included the study of social science with similar course requirements for all students. Specialization began in the third year and continued in the fourth year. Within this period a student had between 4,500 and 5,000 face-to-face hours of instruction in 20 to 30 subjects, depending on the field of concentration. Curriculum included general subjects like philosophy and economy, specialized subjects determined by the chosen profession, and very specific courses depending on the deeper specialization. Curriculum was very rigid and equal for all students. There were no choices. In the modern system higher education institutions, curriculum is certainly less rigid. However, the authorization of the curriculum is still the responsibility of a ministry, not a particular institution.

The expansion of curricula, including the addition of courses in French, Arabic, and English, has placed new stress on a limited supply of teachers and materials. In the mid-1990s, a major curriculum reform was begun. Western experts advised:

• a more commercial approach to the mathematics curriculum
• more emphasis in economics courses on the relationship of capital to labor
• more emphasis in social science courses on individual responsibility for the environment
• the addition of entirely new subjects, such as business management.

Because such changes involve new materials and a new pedagogical approach by staff, the reform period is estimated at 10 to 15 years. The current transformation of the educational system is performed along educational models in developed countries. According to Gulyamov, "During the process of developing the National Program the experience of reforming education in more than 30 leading countries in the world has been studied" (Gulyamov 1999).

In 1997, President Karimov founded "Umid," a program providing students with educational fellowships for obtaining education abroad. By the year 2000, over 700 students have been awarded the "Umid" Presidential Scholarship to pursue graduate and undergraduate degrees in the United States, the United Kingdom, Germany, France, Italy, and Japan. Certainly, returning graduates are expected to bring back "the influence," and those who have finished their studies are employed by the State. The Uzbekistan educators established contacts with the United Nations Organization and separate countries like France, Germany, the Republic of Korea, Turkey, and the United States. Many organizations like Peace Corp (USA), ACCELS (USA), British Council, Merci Project (Great Britain), Goethe Institute (Germany), NAFE (USA), and Save the Children Fund (Great Britain) participate in the educational efforts undertaken by Uzbekistan. For example, the Ministry of Education of Turkey assisted in forming 22 Lycea for over 4.8 thousand students. Another example is the American Council on Cooperation in Education (ANCALS) which within 4 years helped over 222 Uzbekistan students get education in the United States. Finally, within only 2 years, 25 Uzbekistan schools got the certificates of UNESCO Associated Schools Project (ASP).

An American Educational Advising Center (EAC) funded by the United States Information Agency (USIA) and administered by the American Council for Collaboration in Education and Language Study (ACCELS) was established in Tashkent to assist individuals interested in studying, training, and/or pursuing research in the United States. Tashkent EAC also monitors three similar regional educational advising centers located in the other cities. EAC provides ongoing training for the advisors.

Finally, the European Training Foundation (ETF) established an observatory to monitor the vocational education and training in Uzbekistan. It also disseminates the language training programs and helps the European Commission with the implementation of the Tempus program. Since 1994 the latter has financed over 12 projects, including the restructuring of the Geography Faculty at Samarkand State University and the development of a new history curriculum at Tashkent State University.

Education has and will continue to play a significant role in development. First, it increases an individual's internal potential, self-respect, and self-esteem. Second, it makes an individual a better prospect for employment. Third and most importantly, an educated individual gives more back to the society. Unfortunately, the results of education and training are less directly connected to revenue for immediate business growth, which is why the government tends to cut educational budgets.

Additional topics

• Uzbekistan - Preprimary Primary Education
• Uzbekistan - Constitutional Legal Foundations

Education - Free Encyclopedia Search Engine Global Education Reference Uzbekistan - History Background, Constitutional Legal Foundations, Educational System—overview, Preprimary Primary Education, Secondary Education

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6 steps to create your winning college list.

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CHAPEL HILL, NORTH CAROLINA - JUNE 29: People walk on the campus of the University of North Carolina ... [+] Chapel Hill on June 29, 2023 in Chapel Hill, North Carolina. The U.S. Supreme Court ruled that race-conscious admission policies used by Harvard and the University of North Carolina violate the Constitution, bringing an end to affirmative action in higher education. (Photo by Eros Hoagland/Getty Images)

Navigating the college admissions landscape in 2024 demands a comprehensive understanding of current trends while ensuring that each student's unique values and needs are aligned with their chosen institutions. Here are practical steps to guide you in creating a winning college list that aligns with your values and goals.

Step 1: Define Your College Criteria

Start by identifying what's important to you in a college experience. Consider factors like location, size, academic programs, extracurricular opportunities, and campus culture. Understanding your preferences will help you narrow down your options.

Rank Your Needs

Below is a list of needs your future college could meet for you. Beside each item, rank it on a scale of 1 to 4.

• 1 = Non-negotiable
• 2 = Important
• 3 = Semi-important
• 4 = Unimportant

Your College Needs

• Long distance from current home
• Friends from high school will be there
• Internship opportunities in my future career
• Politically engaged student body
• Near nature, lots of outdoor activities
• Attractive program in my desired major
• School with high “name brand” recognition, prestigious
• Good sorority/fraternity scene
• Beautiful environment
• Cool college town, lots of off-campus opportunities
• Strong study abroad program
• Strong religious affiliation/spiritual opportunities
• Strong alumni network
• Chance to play collegiate sports
• Diverse student body
• Can drive home easily

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This list is by no means comprehensive. You may have a completely different set of priorities than the ones featured here. The point is this: The sooner you get real about what your needs are, the sooner you can cross schools from your list that don’t meet them. You’re the one going to college; you’re the boss of your experience.

Step 2: Research College Cultures And Values

Dig into the culture and values of each college you're considering. Start by visiting the university's website and reading their mission and vision statements. This can provide insight into what the institution values and strives to achieve.

For example, Carnegie Mellon University's Tepper School of Business emphasizes critical thinking and leadership. The school’s mission statement reads: "To create value for business and society by providing intellectual leadership, advancing the science and practice of management, and developing ethical leaders to be the agents of change in a world driven by technology and innovation.” Its motto, "My heart is in the work," suggests a deep commitment to integrating passion with profession. Does this resonate with your values and how you see your future?

To further understand a college's culture, go straight to the source: the student newspaper. Student newspapers offer candid student perspectives. For instance, a student at Stanford University might describe the entrepreneurial spirit on campus, while a student at Swarthmore College might highlight the collaborative and socially conscious atmosphere.

Step 3: Investigate Strategic Goals

Many people often express frustration with the perceived opacity of the college admissions process, and their concerns are not unfounded. However, if you want insight into the types of students likely to be admitted in the upcoming year, it’s essential to examine the college's strategic goals for the next few years. This information is usually available in their strategic plan, which can be found on their website. Look for documents that detail the institution's goals and the strategies they plan to implement to achieve them.

For instance, Stanford University’s strategic plan emphasizes sustainability and interdisciplinary research. If you are passionate about environmental science, Stanford’s focus on sustainability might align well with your interests. Conversely, the University of Chicago may highlight its commitment to rigorous intellectual inquiry and civic engagement, which appeals to students who value deep academic exploration and community involvement.

By understanding a school's strategic goals, you can determine whether the institution’s direction aligns with your academic and personal aspirations. For example, if Carnegie Mellon's Tepper School of Business prioritizes fostering innovation and using data for social good, and you have experience in launching nonprofits or working with big data, you can highlight this alignment in your application. This approach not only enhances your application but also ensures that you choose a school where you can thrive and contribute meaningfully.

Step 4: Explore Academic Offerings And Structures

When deciding on a major , it's crucial to investigate the academic programs and structures at each college. Understand the scheduling systems, core curriculum requirements, and research opportunities within your intended major.

For example, Brown University offers an open curriculum, allowing students the flexibility to design their own educational paths without mandatory general education requirements. This approach might appeal to applicants eager to explore diverse academic fields. On the other hand, Columbia University’s Core Core Curriculum ensures that all students, regardless of major, receive a broad-based education in the liberal arts, appealing to those who value a structured and comprehensive academic foundation.

Check specific departmental websites for detailed information about faculty, ongoing research projects, and student involvement in research. These resources will give you a clearer picture of the academic environment and opportunities available in your chosen field, helping you make an informed decision about which college will best support your academic and career aspirations.

Step 5: Follow the Money

This might sound counterintuitive but hear me out. If you want to know which students a college will likely admit in the next few years, look at where the college is investing its resources. Recent donations and funding priorities can provide clear indicators of the school's current and future focuses.

For example, if you're interested in studying music business (full disclosure: I was a music business major), Belmont University should be on your radar. In April 2024, the school received a $58 million donation from a music executive to expand its programs. Such significant funding can lead to better facilities, more research opportunities, and potentially more seats and scholarships for students in those programs.

To research your favorite colleges, use resources like The Chronicle of Philanthropy to see where significant donations have been made. If your intended program has recently received a large donation, it could mean enhanced resources and opportunities for you. Conversely, if a college you’re considering is directing funds into programs or initiatives that don’t align with your interests, it might be worth reconsidering your choice.

Understanding where a college allocates its financial resources can help you to ensure alignment between your academic and career goals with the institution's strengths and priorities.

Step 6: Build Connections

It’s not only what you know; it’s who you know. A strategic step in creating a college list is to establish relationships with alumni, current students, professors, and administrators. Networking with individuals who are currently attending or have previously attended the colleges you’re interested in will give you a personalized and in-depth view of each institution.

Alumni networks, campus visits, and informational interviews can provide invaluable insights. Reach out to alumni through LinkedIn or your high school's alumni network. Attend college fairs and visit campuses if possible. During your visit, engage with current students and faculty to get a sense of the campus atmosphere and academic environment. Remember to send thank-you notes and follow-up messages after every interaction.

When building your college list, remember that it's not about finding the "best" college—it's about finding the best college for you. You are not just choosing a college; you are shaping your future. Make sure it’s a future that aligns with who you are and who you want to become.

When you apply to college, share your talents with the institutions that will appreciate them. You’ll know which ones they are once you follow this guide to success.

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In Situ Estimation of the Coefficient of Stress Source in the Eulerian–Lagrangian Spray Atomization Model 2024-01-5069

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Examine the correlation between Chinese power and artificial intelligence. 

Artificial intelligence (AI) is one of a short list of technologies marked for priority support in China and, by some accounts, ranks at the very top. The attention the PRC government pays to AI development is reflected in state-level plans that began in 2015 ; by the position AI holds in China’s 14th Five-year Plan (2021-2025), where it ranks first among “frontier industries;” and by China’s unabashed goal to be the world’s leader in AI by 2030.

This aspiration is credible. Behind China’s declarations of intent are the volume and quality of Chinese AI research evidenced in peer-reviewed journals, the scale of state- and private-sector investment, the infusion of AI at all levels of education, support from its diaspora population, China’s unmatched ability to field applications, and its willingness to explore alternate paths to advanced AI beyond the large language models (LLM) that typify most global initiatives.

The link between AI and a country’s economic and military power is understood clearly in China. Our greatest concern – and we have many – is the likelihood China’s ruling elite will harness AI to perpetuate itself under the guise of “safety” and alignment with socialist values.

Identify China’s diverse range of targets and programs for acquiring foreign AI proprietary information and talent. 

The PRC’s history of looking abroad for inspiration in science and technology (S&T) has been documented in detail , is acknowledged by the principals, and needs no elaboration. Essentially, we took our understanding of China’s transfer practices and looked for AI examples.

Every transfer venue identified earlier, without exception, we found to be used to support China’s AI development. The science ministry’s foreign transfer offices are all doing some form of AI “outreach.”  The State Administration of Foreign Expert Affairs, Ministry of Education, and technical ministries have ramped up engagement. All major “talent” programs are recruiting AI specialists. Most China-oriented overseas professional associations have signaled support. Their counterparts in China – the tech “transfer centers” – have adjusted their priorities.

Access to global AI expertise is facilitated by U.S. tech firms, many of which have facilities in China, and by foreign academics individually and through their institutions. Examples are international AI alliances, school-to-school partnerships, co-authored research and, of course, students abroad. That said, one should not disparage China’s indigenous AI research. The two approaches complement each other.

Analyze the link between China’s AI advancements and its neuroscience R&D. 

Brain and AI research have inherent commonalities that reward interdisciplinary study. The goal of AI research from its outset in the 1950s has been to replicate human cognitive functions, so even if one discounts the direct role of brain science (how much do birds and airplanes have in common?), AI is still mimicking the human brain’s output – learning, vision, planning, etc. – so the dependencies are there.

The chief difference is Western AI downplays these linkages while Chinese AI embraces them. As late as 2015, “AI” appeared in state notices as a catalyst for brain science only. Later plans re-emphasized this connection and carved out distinct funding categories for brain-inspired ( 类脑 ) AI research. The emphasis on BI-AI in China is evidenced in a rising number of related papers, dedicated research facilities ( 31 at last count ), and in a survey we did of Chinese AI scientists that showed 84 percent of the respondents crediting BI-AI with a higher likelihood of success.

China, like the rest of the world, is furiously pursuing LLM research but is not stuck in the same “monoculture” and is shrewdly hedging its bets.

What are the main goals of China’s AI-brain research?

The overarching goal, articulated in China’s 2017 plan and in statements by top scientists, is a “merger” of human and artificial intelligence. This can be interpreted metaphorically as greater interdependence between AI and humans, and literally as the loss of any meaningful distinction between the two forms of cognition. Unlike their Western counterparts, Chinese scientists have fewer qualms about a future dominated by artificial general intelligence (AGI).

The nexus between AI and brain research comprises three areas. There is BI-AI that aims to replicate human cognitive functions by modeling the brain’s structural, functional, and effective linkages. There is “connectomics,” wherein the dependencies are reversed, namely, AI facilitates brain modeling via algorithms that filter out noise or by extrapolating from visible to invisible neuronal pathways. Finally, there are brain-computer interfaces (BCI), in which China is heavily invested and where AI has major roles. Chinese AI researchers agree with this classification.

Our study unearthed thousands of datapoints relating to China’s AI-brain research, personalities, and infrastructure. Xi Jinping himself publicly encouraged the pursuit of connectomics! Can you imagine a Western head of state doing that?

Assess effective ways to measure China’s AI risk and monitor its global developments. 

The risk associated with China’s AI development is a subset of the risk one assigns to AI in general, and a measure of how China uses this game-changing technology.

There is no consensus on the former: predictions range from a heaven-on-earth Singularity to human extinction. Assuming some middle ground, our chief concerns are military adaptations, enhanced influence operations and political control (the immortal Chinese Communist Party), production efficiencies that disadvantage competitors (us), ownership of AI standards, CCP values alignment, and – at the far end – privacy usurpation and mind control through BCIs and “affective” computing, potentially at the discrete neuronal level. 

Since we are not in the bean-counting business, we are uncertain how these risks can be quantitatively assessed. But we do have thoughts on how Chinese AI can be monitored, which derive from China’s own decades old foreign S&T intelligence operations.

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A year after affirmative action ban, how students are pitching themselves to colleges

• Deep Read ( 13 Min. )
• By Olivia Sanchez, Nirvi Shah, and Meredith Kolodner The Hechinger Report

June 28, 2024

In the year since the U.S. Supreme Court banned the consideration of race in college admissions, students have had to give more thought to how they present themselves in their application essays – to what they will disclose.

Data from the Common Application shows that in this admissions cycle, about 12% of students from underrepresented racial and ethnic groups used at least one of 38 identity-related phrases in their essays, a decrease of roughly 1% from the previous year. The data shows that about 20% of American Indian and Alaskan Native applicants used one of these phrases; meanwhile 15% of Asian students, 14% of Black students, 11% of Latinx students, and fewer than 3% of white students did so.

Why We Wrote This

A year ago, the U.S. Supreme Court barred affirmative action in college admissions. Students have since used their application essays as a place to explore identity.

To better understand how students were deciding what to include, The Hechinger Report asked newly accepted students from across the United States to share their application essays and to describe how they thought their writing choices ultimately influenced their admissions outcomes. Among them was Jaleel Gomes Cardoso from Boston, who wrote about being Black. 

“If you’re not going to see what my race is in my application, then I’m definitely putting it in my writing,” he says, “because you have to know that this is the person who I am.”   

In the year since the Supreme Court banned  the consideration of race in college admissions last June, students have had to give more thought to how they present themselves in their application essays .

Previously, they could write about their racial or ethnic identity if they wanted to, but colleges would usually know it either way and could use it as a factor in admissions. Now, it’s entirely up to students to disclose their identity or not.

Data from the Common Application shows that in this admissions cycle about 12% of students from underrepresented racial and ethnic groups used at least one of 38 identity-related phrases in their essays, a decrease of roughly 1% from the previous year. The data shows that about 20% of American Indian and Alaskan Native applicants used one of these phrases; meanwhile 15% of Asian students, 14% of Black students, 11% of Latinx students, and fewer than 3% of white students did so.

To better understand how students were making this decision and introducing themselves to colleges, The Hechinger Report asked newly accepted students from across the country to share their college application essays. The Hechinger staff read more than 50 essays and talked to many students about their writing process, who gave them advice, and how they think their choices ultimately influenced their admissions outcomes.

Here are thoughts from a sampling of those students, with excerpts from their essays. 

Jaleel Gomes Cardoso of Boston: A risky decision

As Jaleel Gomes Cardoso sat looking at the essay prompt for Yale University, he wasn’t sure how honest he should be. “Reflect on your membership in a community to which you feel connected,” it read. “Why is this community meaningful to you?” He wanted to write about being part of the Black community – it was the obvious choice – but the Supreme Court’s decision to ban the consideration of a student’s race in admissions gave him pause.

“Ever since the decision about affirmative action, it kind of worried me about talking about race,” says Mr. Cardoso, who grew up in Boston. “That entire topic felt like a risky decision.” 

In the past, he had always felt that taking a risk produced some of his best writing, but he thought that an entire essay about being Black might be going too far. 

“The risk was just so heavy on the topic of race when the Court’s decision was to not take race into account,” he says. “It was as if I was disregarding that decision. It felt very controversial, just to make it so out in the open.” 

In the end, he did write an essay that put his racial identity front and center. He wasn’t accepted to Yale, but he has no regrets about his choice.

“If you’re not going to see what my race is in my application, then I’m definitely putting it in my writing,” says Mr. Cardoso, who will attend Dartmouth College this fall, “because you have to know that this is the person who I am.”                       

 – Meredith Kolodner

Essay excerpt:

I was thrust into a narrative of indifference and insignificance from the moment I entered this world. I was labeled as black, which placed me in the margins of society. It seemed that my destiny had been predetermined; to be part of a minority group constantly oppressed under the weight of a social construct called race. Blackness became my life, an identity I initially battled against. I knew others viewed it as a flaw that tainted their perception of me. As I matured, I realized that being different was not easy, but it was what I loved most about myself.  

Klaryssa Cobian of Los Angeles: A seminomadic mattress life

Klaryssa Cobian is Latina – a first-generation Mexican American – and so was nearly everyone else in the Southeast Los Angeles community where she grew up. Because that world was so homogenous, she really didn’t notice her race until she was a teenager.

Then she earned a scholarship to a prestigious private high school in Pasadena. For the first time, she was meaningfully interacting with people of other races and ethnicities, but she felt the greatest gulf between her and her peers came from her socioeconomic status, not the color of her skin. 

Although Ms. Cobian has generally tried to keep her home life private, she felt that colleges needed to understand the way her family’s severe economic disadvantages had affected her. She wrote about how she’d long been “desperate to feel at home.”

She was 16 years old before she had a mattress of her own. Her essay cataloged all the places she lay her head before that. She wrote about her first bed, a queen-sized mattress shared with her parents and younger sister. She wrote about sleeping in the backseat of her mother’s red Mustang, before they lost the car. She wrote about moving into her grandparents’ home and sharing a mattress on the floor with her sister, in the same room as two uncles. She wrote about the great independence she felt when she “moved out” into the living room and onto the couch.  

“Which mattress I sleep on has defined my life, my independence, my dependence,” Ms. Cobian wrote. 

She’d initially considered writing about the ways she felt she’d had to sacrifice her Latino culture and identity to pursue her education, but said she hesitated after the Supreme Court ruled on the use of affirmative action in admissions. Ultimately, she decided that her experience of poverty was more pertinent. 

“If I’m in a room of people, it’s like, I can talk to other Latinos, and I can talk to other brown people, but that does not mean I’m going to connect with them. Because, I learned, brown people can be rich,” Ms. Cobian says.  She’s headed to the University of California, Berkeley, in the fall.

– Olivia Sanchez

Essay excerpt: 

With the only income, my mom automatically assumed custody of me and my younger sister, Alyssa. With no mattress and no home, the backseat of my mom’s red mustang became my new mattress. Bob Marley blasted from her red convertible as we sang out “could you be loved” every day on our ride back from elementary school. Eventually, we lost the mustang too and would take the bus home from Downtown Los Angeles, still singing “could you be loved” to each other.  

Oluwademilade Egunjobi of Providence, Rhode Island: The perfect introduction

Oluwademilade Egunjobi worked on her college essay from June until November. Not every single day, and not on only one version, but for five months she was writing and editing and asking anyone who would listen for advice.

She considered submitting essays about the value of sex education, or the philosophical theory of solipsism (in which the only thing that is guaranteed to exist is your own mind). 

But most of the advice she got was to write about her identity. So, to introduce herself to colleges, Oluwademilade Egunjobi wrote about her name.

Ms. Egunjobi is the daughter of Nigerian immigrants who, she wrote, chose her first name because it means she’s been crowned by God. In naming her, she said, her parents prioritized pride in their heritage over ease of pronunciation for people outside their culture. 

And although Ms. Egunjobi loves that she will always be connected to her culture, this choice has put her in a lifelong loop of exasperating introductions and questions from non-Nigerians about her name. 

The loop often ends when the person asks if they can call her by her nickname, Demi. “I smile through my irritation and say I prefer it anyways, and then the situation repeats time and time again,” Egunjobi wrote. 

She was nervous when she learned about the Supreme Court’s affirmative action decision, wondering what it might mean for where she would get into college. Her teachers and college advisors from a program called Matriculate told her she didn’t have to write a sob story, but that she should write about her identity, how it affects the way she moves through the world and the resilience it’s taught her. 

She heeded their advice, and it worked out. In the fall, she will enter the University of Pennsylvania to study philosophy, politics, and economics. 

I don’t think I’ve ever had to fight so hard to love something as hard as I’ve fought to love my name. I’m grateful for it because it’ll never allow me to reject my culture and my identity, but I get frustrated by this daily performance. I’ve learned that this performance is an inescapable fate, but the best way to deal with fate is to show up with joy. I am Nigerian, but specifically from the ethnic group, Yoruba. In Yoruba culture, most names are manifestations. Oluwademilade means God has crowned me, and my middle name is Favor, so my parents have manifested that I’ll be favored above others and have good success in life. No matter where I go, people familiar with the language will recognize my name and understand its meaning. I love that I’ll always carry a piece of my culture with me.  

Francisco Garcia of Fort Worth, Texas: Accepted to college and by his community

In the opening paragraph of his college application essay, Francisco Garcia quotes his mother, speaking to him in Spanish, expressing disappointment that her son was failing to live up to her Catholic ideals. It was her reaction to Mr. Garcia revealing his bisexuality. 

Mr. Garcia said those nine Spanish words were “the most intentional thing I did to share my background” with colleges. The rest of his essay delves into how his Catholic upbringing, at least for a time, squelched his ability to be honest with friends about his sexual identity, and how his relationship with the church changed. He said he had striven, however, to avoid coming across as pessimistic or sad, aiming instead to share “what I’ve been through [and] how I’ve become a better person because of it.” 

He worked on his essay throughout July, August, and September, with guidance from college officials he met during campus visits and from an adviser he was paired with by Matriculate, which works with students who are high achievers from low-income families. Be very personal, they told Mr. Garcia, but within limits. 

“I am fortunate to have support from all my friends, who encourage me to explore complexities within myself,” he wrote. “My friends give me what my mother denied me: acceptance.”

He was accepted by Dartmouth, one of the eight schools to which he applied, after graduating from Saginaw High School near Fort Worth, Texas, this spring.

– Nirvi Shah

Essay excerpt:  

By the time I got to high school, I had made new friends who I felt safe around. While I felt I was more authentic with them, I was still unsure whether they would judge me for who I liked. It became increasingly difficult for me to keep hiding this part of myself, so I vented to both my mom and my closest friend, Yoana ... When I confessed that I was bisexual to Yoana, they were shocked, and I almost lost hope. However, after the initial shock, they texted back, “I’m really chill with this. Nothing has changed Francisco:)”. The smiley face, even if it took 2 characters, was enough to bring me to tears. 

Hafsa Sheikh of Pearland, Texas: Family focus above all 

Hafsa Sheikh felt her applications would be incomplete without the important context of her home life: She became a primary financial contributor to her household when she was just 15, because her father, once the family’s sole breadwinner, could not work due to his major depressive disorder. Her work in a pizza parlor on the weekends and as a tutor after school helped pay the bills. 

She found it challenging to open up this way, but felt she needed to tell colleges that, although working two jobs throughout high school made her feel like crying from exhaustion every night, she would do anything for her family. 

“It’s definitely not easy sharing some of the things that you’ve been through with, like really a stranger,” she says, “because you don’t know who’s reading it.”

And especially after the Supreme Court ruled against affirmative action, Ms. Sheikh felt she needed to write about her cultural identity. It’s a core part of who she is, but it’s also a major part of why her father’s mental illness affected her life so profoundly. 

Ms. Sheikh, the daughter of Pakistani immigrants, said her family became isolated because of the negative stigma surrounding mental health in their South Asian culture. She said they became the point of gossip in the community and even among extended family members, and they were excluded from many social gatherings. This was happening as she was watching the typical high school experiences pass her by, she wrote. Because of the long hours she had to work, she had to forgo the opportunity to try out for the girls’ basketball team and debate club, and often couldn’t justify cutting back her hours to spend time with her friends.  

She wrote that reflecting on one of her favorite passages in the Holy Quran gave her hope:

“One of my favorite ayahs, ‘verily, with every hardship comes ease,’ serves as a timeless reminder that adversity is not the end; rather, there is always light on the other side,” Ms. Sheikh wrote.

Her perseverance paid off, with admission to Princeton University.

-- Olivia Sanchez

Besides the financial responsibility on my mother and I, we had to deal with the stigma surrounding mental health in South Asian culture and the importance of upholding traditional gender roles. My family became a point of great gossip within the local Pakistani community and even extended family. Slowly, the invitations to social gatherings diminished, and I bailed on plans with friends because I couldn’t afford to miss even a single hour of earnings.

David Arturo Munoz-Matta of McAllen, Texas: Weighing the risks of being honest

It was Nov. 30 and David Arturo Munoz-Matta had eight college essays due the next day. He had spent the prior weeks slammed with homework while also grieving the loss of his uncle who had just died. He knew the essays were going to require all the mental energy he could muster – not to mention whatever hours were left in the day. But he got home from school to discover he had no electricity. 

“I was like, ‘What am I gonna do?’” says Mr. Munoz-Matta, who graduated from Lamar Academy in McAllen, Texas. “I was panicking for a while, and my mom was like, ‘You know what? I’m just gonna drop you off at Starbucks and then just call me when you finish with all your essays.’ And so I was there at Starbucks from 4 until 12 in the morning.” 

The personal statement he agonized over most was the one he submitted to Georgetown University.  

“I don’t want to be mean or anything, but I feel like a lot of these institutions are very elitist, and that my story might not resonate with the admissions officers,” Mr. Munoz-Matta says. “It was a very big risk, especially when I said I was born in Mexico, when I said I grew up in an abusive environment. I believed at the time that would not be good for universities, that they might feel like, ‘I don’t want this kid, he won’t be a good fit with the student body.’”

He didn’t have an adult to help him with his essay, but another student encouraged him to be honest. It worked. He got into his dream school, Georgetown University, with a full ride. Many of his peers were not as fortunate. 

“I know because of the affirmative action decision, a lot of my friends did not even apply to these universities, like the Ivies, because they felt like they were not going to get in,” he says. “That was a very big sentiment in my school.”                       

– Meredith Kolodner  

While many others in my grade level had lawyers and doctors for parents and came from exemplary middle schools at the top of their classes, I was the opposite. I came into Lamar without middle school recognition, recalling my 8th-grade science teacher’s claim that I would never make it. At Lamar, freshman year was a significant challenge as I constantly struggled, feeling like I had reached my wit’s end. By the middle of Freshman year, I was the only kid left from my middle school, since everyone else had dropped out. Rather than following suit, I kept going. I felt like I had something to prove to myself because I knew I could make it.

Kendall Martin of Austin, Texas: From frustration to love

Kendall Martin wanted to be clear with college admissions officers about one thing: She is a young Black woman, and her race is central to who she is. Ms. Martin was ranked 15th in her graduating class from KIPP Austin Collegiate. She was a key figure on her high school basketball team. She wanted colleges to know she had overcome adversity. But most importantly, Ms. Martin says, she wanted to be sure, when her application was reviewed, “Y’all know who you are accepting.”

It wouldn’t be as simple as checking a box, though, which led Ms. Martin, of Kyle, Texas, to the topic she chose for her college admissions essay, the year after the Supreme Court said race could not be a factor in college admissions. Instead, she looked at the hair framing her face, hair still scarred from being straightened time and again. 

Ms. Martin wrote about the struggles she faced growing up with hair that she says required extensive time to tame so she could simply run her fingers through it. Now headed to Rice University in Houston – her first choice from a half-dozen options – she included a photo of her braids as part of her application. Her essay described her journey from hating her hair to embracing it, from heat damage to learning to braid, from frustration to love, a feeling she now hopes to inspire in her sister.  

“That’s what I wanted to get across: my growing up, my experiences, everything that made me who I am,” she says.

–  Nirvi Shah

I’m still recovering from the heat damage I caused by straightening my hair every day, because I was so determined to prove that I had length. When I was younger, a lot of my self worth was based on how long my hair was, so when kids made fun of my “short hair,” I despised my curls more and more. I begged my mom to let me get a relaxer, but she continued to deny my wish. This would make me so angry, because who was she to tell me what I could and couldn’t do with my hair? But looking back, I’m so glad she never let me. I see now that a relaxer wasn’t the key to making me prettier, and my love for my curls has reached an all-time high. 

This story about  college admission essays  was produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Hechinger’s  higher education newsletter . Listen to Hechinger’s  higher education podcast .

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Call for High School Projects

Machine learning for social impact .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. 

This year, we invite high school students to submit research papers on the topic of machine learning for social impact.  A subset of finalists will be selected to present their projects virtually and will have their work spotlighted on the NeurIPS homepage.  In addition, the leading authors of up to five winning projects will be invited to attend an award ceremony at NeurIPS 2024 in Vancouver.  

Each submission must describe independent work wholly performed by the high school student authors.  We expect each submission to highlight either demonstrated positive social impact or the potential for positive social impact using machine learning. Application areas may include but are not limited to the following:

• Agriculture
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Authors will be asked to confirm that their submissions accord with the NeurIPS code of conduct and the NeurIPS code of ethics .

Submission deadline: All submissions must be made by June 27th, 4pm EDT. The system will close after this time, and no further submissions will be possible.

We are using OpenReview to manage submissions. Papers should be submitted here . When registering for a new OpenReview profile, you can type in the name of your high school as the institution and “high school student” as the role. Submission will open June 1st.  Submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. 

Formatting instructions:   All submissions must be in PDF format. Submissions are limited to four content pages , including all figures and tables; additional pages containing only references are allowed. You must format your submission using the NeurIPS 2024 HighSchool style file using the “preprint” option for non-anonymous submission. The maximum file size for submissions is 50MB. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review.  Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Mentorship and collaboration:  The submitted research can be a component of a larger research endeavor involving external collaborators, but the submission should describe only the authors’ contributions.  The authors can also have external mentors but must disclose the nature of the mentorship.  At the time of submission, the authors will be asked to describe the involvement of any mentors or external collaborators and to distinguish mentor and collaborator contributions from those of the authors.  In addition, the authors may (optionally) include an acknowledgements section acknowledging the contributions of others following the content sections of the submission. The acknowledgements section will not count toward the submission page limit.

Proof of high school attendance: Submitting authors will also be asked to upload a signed letter, on school letterhead, from each author’s high school confirming that the author was enrolled in high school during the 2023-2024 academic year.

Supplementary artifacts:   In their four content pages, authors may link  to supplementary artifacts including videos, working demonstrations, digital posters, websites, or source code.  For source code, this can be done by, for example, uploading the code to a free  https://github.com/  repository and then including a hyperlink to that repository in the submitted paper. Data files that are not too large can also be uploaded to a GitHub repository, and larger files can be uploaded to a free research data repository like  https://dataverse.harvard.edu/ . Please do not link to additional text. All such supplementary material should be wholly created by the authors and should directly support the submission content. 

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Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology.  Any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, or proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

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