<p>The point isn’t that a few kids across the country can come up with a valid super-project and somehow get support. It’s really another discussion, whether adcoms believe this kid is so unique that he/she had the completely idea on his own- and developed the processes- entirely alone. In general, the answer is, no. </p>
<p>The point is, if a kid is truly interested in, say, engineering, she pursues the experiences that contribute to an understanding of the field, the tasks, collaboration and mindset. Beyond class. One way or another. And, for a highly competitive school, the attributes that lead a kid to pursue a variety of related/valid experiences are the same ones that matter very much to an elite, from the outset: vision, drive, follow-through, commitment, (for starters.) It is not good to say, I took a seminar, I scored this, I don’t have further opportunities. That’s a conversational stop. </p>
<p>Plenty of engineering programs will take a chance on a gal who is bright in math-sci. But the subject was Yale. </p>
<p>There may be kids working with nuclear whatever. But there are also plenty getting their start filing, copying, transcribing- and observing, discussing, and learning. There are kids who climb out of the high school box and there are those who simply don’t. Which do we think have a greater chance of tackling and mastering the challenges of an elite’s engineering program?</p>
<p>Let’s also realize that the kid who pursues greatness as a loner, adds a challenge. The elites, today, are looking for self-starters, sure. But also kids who can engage with (a variety of) peers, balance their personal goals/interests with those of their groups, and, yup, play by the rules. It is a risk to assume extraordinary accomplishment makes a kid compelling to adcoms, just for being that extreme.</p>