kennedy essay harvard

JFK's Very Revealing Harvard Application Essay

At 17 years old, the future president seemed to understand that the value of an elite education is in the status it offers.

John F. Kennedy is one of the most mythologized figures in contemporary American history. At age 17, though, he was just a kid trying to get into college (a kid with a wealthy, famous father, of course).

The Kennedy Presidential Library and Museum has a digitized version of Kennedy's 1935 Harvard application, which includes his grades and his response to the essay prompt, "Why do you wish to come to Harvard?" Here's how the future president answered:

The reasons that I have for wishing to go to Harvard are several. I feel that Harvard can give me a better background and a better liberal education than any other university. I have always wanted to go there, as I have felt that it is not just another college , but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a "Harvard man" is an enviable distinction, and one that I sincerely hope I shall attain. April 23, 1935 John F. Kennedy

Business Insider dismisses the essay for being five sentences long (I'm not sure how much more he could have written given the space) and implies that his answer wasn't carefully considered. That's probably true—Kennedy's grades show that he wasn't an especially good student in high school, and there's not much evidence that he took his education seriously at this point in his life. Plus, as Gawker points out , Kennedy wrote nearly exactly the same essay for his Princeton application.

Still, Kennedy's essay shows a profound, if implicit, understanding of the primary value of attending an elite school: status and personal connections, rather than mastery of academic skills and knowledge. Notice that he only makes one mention of the education he'd receive at Harvard—a passing reference to the school's superior "liberal education." The rest of the paragraph focuses on the the non-academic benefits: having a "better background," sharing the same alma mater with his dad, and enjoying the "enviable distinction" of being a Harvard Man.

And it is, indeed, an enviable distinction. Harvard has produced eight United States presidents, more than any other school. The school's website has a whole section devoted to all the alumni who've won Nobel prizes. Two of its dropouts are among the richest people in America. Whether these glories are due to the school's excellent education or its impressive alumni network and name recognition, who knows? But Kennedy clearly thought he knew the answer.

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It’s no “Ask not… ” speech, that’s for sure.

John F. Kennedy’s college admissions letter to Harvard University has resurfaced on social media some 87 years later, and the Twitterati are hardly impressed with the iconic 35th president of the United States.

The note, penned by the young White House hopeful on April 23, 1935, is currently archived at the  John F. Kennedy Presidential Museum and Library in Boston, Massachusetts.

His prompt was simple — “Why do you wish to come to Harvard?” — but his answer was even simpler.

In an indisputably underwhelming statement composed of just five sentences, the 17-year-old Bay State native answered the query that would determine his educational future.

He wrote, “The reasons that I have for wishing to go to Harvard are several. I feel that Harvard can give me a better background and a better liberal education than any other university.” 

He continued: “I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a ‘Harvard man’ is an enviable distinction, and one that I sincerely hope I shall attain.”

Kennedy eventually wound up at Harvard and graduated cum laude with a Bachelor of Arts in government in 1940.

“ ’Harvard is a whole vibe. And I’m tryna catch the wave. Lemme in.’ — JFK,” one reader joked . The reaction garnered more than 59,000 likes on Twitter.

"Harvard is a whole vibe. And I'm tryna catch the wave. Lemme in." – JFK — C.E. Little, Ph.D. (@ItsDrLittle) February 1, 2022

“If you want to see peak white mediocrity, here’s JFK’s Harvard admission essay,” added another.

Even the Velveeta cheese brand chimed in : “LOL OUR PRODUCT DESCRIPTION FROM OUR WEBSITE IS 28 WORDS LONGER THAN JFK’S HARVARD COLLEGE ESSAY!”

The Democrat’s short but influential term as the nation’s youngest elected president began in 1961. JFK was assassinated on Nov. 22, 1963 at the age of 46.

But his family’s academic legacy continues until this day . Jack Schlossberg, Kennedy’s grandson via daughter Caroline Kennedy, recently graduated from Harvard Law and Harvard Business School.

Schlossberg, 29, previously attended Yale University and graduated in 2015 with a degree in history with a concentration in Japanese history.

He also appeared at the 2020 Democratic National Convention where he voiced support of now-president Joe Biden and touched upon JFK’s career.

“Times have changed, but the themes of my grandfather’s speech — courage, unity and patriotism — are as important today as they were in 1960,” he said. “Once again, we need a leader who believes America’s best days are yet to come. We need Joe Biden.”

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Why Is JFK's Harvard Admissions Essay Going Viral?

Social media users are discovering President John F. Kennedy's "underwhelming" Harvard application.

In one tweet from February 7, a UCLA PhD student tweeted JFK's Harvard application essay with a simple screenshot and the text "YALL IM CRYING PLEASE LOOK AT THIS!!!" The tweet has nearly 70,000 likes and 8,000 retweets.

Many users point out how underwhelming the essay is, others suggest that the line that got him accepted was the mention of his father, Joseph P. Kennedy Sr., who graduated from Harvard in 1912.

It reads the essay full:

The reasons that I have for wishing to go to Harvard are several. I feel that Harvard can give me a better background and a better liberal education than any other university. I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a "Harvard man" is an enviable distinction, and one that I sincerely hope I shall attain.

It's only five sentences long, and as many pointed out on Twitter, it doesn't really say much. Yet, the essay worked—he got in, started in fall of 1936, and graduated cum laude in 1940 with a Bachelor of Arts in government.

Harvard admissions has become extremely competitive in the years since JFK applied; the acceptance rate fell to 3.43 percent in 2021. Yet, according to the Harvard Crimson , "Between 2014 and 2019, the acceptance rate for legacies, 33 percent, dwarfed Harvard’s overall acceptance rate of only 6 percent."

JFK's own children and grandchildren attended Harvard: his daughter, Caroline Kennedy graduated from undergrad in 1980, and granddaughter, Rose Kennedy Schlossberg, graduated in 2010. Jack Kennedy Schlossberg didn't attend for undergrad, opting to go to Yale University instead, but he recently graduated with dual degrees from Harvard Business School and Harvard Law School.

It's not just Twitter where JFK's essay is going viral; on TikTok, law student Rashid Eldoma analyzes the essay:

Musician Jordan Kahan, who goes by Boxout, also responded to the essay on the platform joking that it "basically boils down to 'Harvard's pretty cool, also my dad went here, so let me in please."

This isn't the first time the essay has gone viral. It surfaces every few years, in part thanks to the Kennedy Presidential Library and Museum's digitized version.

Emily Burack (she/her) is the Senior News Editor for Town & Country, where she covers entertainment, culture, the royals, and a range of other subjects. Before joining T&C, she was the deputy managing editor at Hey Alma , a Jewish culture site. Follow her @emburack on Twitter and Instagram .

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Here's The 5-Sentence Personal Essay That Helped JFK Get Into Harvard

Without a doubt, John F. Kennedy is one of Harvard University's most accomplished and impressive graduates.

However, the former POTUS was not the best applicant when he decided he wanted to take up residence in Cambridge, Mass. He had poor grades from high school, and while he had spent two months at Princeton University before leaving due to an illness, even his own father called him "careless."

In anticipation of the 50th anniversary of JFK's assassination, The Washington Post has highlighted many of his school records , including a handwritten Harvard application. You can check out the digitized originals at the John F. Kennedy Presidential Library and Museum. 

As part of the Harvard application — which at the time was a mere three pages — students were asked to give a "careful answer" to the question "Why do you wish to come to Harvard?" Here's what a young JFK had to say:

The reasons that I have for wishing to go to Harvard are several. I feel that Harvard can give me a better background and a better liberal education than any other university. I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a "Harvard man" is an enviable distinction, and one that I sincerely hope I shall attain. April 23, 1935 John F. Kennedy

From the JFK library, here's the original:

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JFK’s Harvard essay resurfaces, to mockery, after Supreme Court strikes down affirmative action

John F. Kennedy endeavored to be a “Harvard Man,” just like his father.

He wrote as much as a 17-year-old in 1935 in his rather succinct essay to Harvard College, a copy of which resurfaced on social media and quickly became a target of derision after the Supreme Court struck down race-based affirmative action in college admissions on Thursday.

In Kennedy’s response to the essay prompt — fewer than 100 words — some saw hypocrisy in the court’s decision to overrule nearly half a century of legal precedent. While the Supreme Court ruled that race can no longer be a factor in college admissions, many on social media noted that at some elite universities, the children of graduates, known as “legacies,” are given preference in admissions.

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“A casual reminder of JFK’s college essay,” Rebecca Brenner Graham , who teaches history at the Madeira School in Washington, D.C., tweeted after the ruling.

a casual reminder of JFK’s college essay (this is real https://t.co/VmNgvs4V9n ) pic.twitter.com/IStQDQg6QC — Rebecca Brenner Graham, PhD (@TheOtherRBG) June 29, 2023

“The reasons that I have for wishing to go to Harvard are several,” Kennedy wrote in the essay. “I feel that Harvard can give me a better background and a better liberal education than any other university. I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer.”

“To be a ‘Harvard man’ is an enviable distinction,” he added.

With the Supreme Court’s ruling, the nation’s most prestigious schools are likely to see a significant decline in the number of Black, Hispanic, and Indigenous students admitted, according to research and analyses presented to the court last year.

The Kennedy Presidential Library and Museum has a digitized version of Kennedy’s application materials to Harvard, which includes his transcript from The Choate School — his grades were less than spectacular — along with a letter his father, Joseph Kennedy, wrote to the freshman dean explaining that while his son “has a very brilliant mind for the things in which he is interested,” he is “careless and lacks application in those in which he is not interested.”

While the admissions process was far less rigorous when Kennedy was applying, many online noted the surefire advantage the future president had as the son of a well-known and wealthy businessman who had graduated from Harvard himself.

“He’d still get in today. Because donor and legacy,” one person tweeted .

“No one benefits from affirmative action more than <checks notes> Kennedy Americans,” another wrote. “Nepo babies politics version in Ivy,” a commenter chimed in.

Kennedy graduated from Harvard in 1940 and was elected president in 1960.

The bar for admission to Harvard is now incredibly high — just 3.2 percent of undergraduate applicants were accepted to the class of 2026 — and whether Kennedy would be admitted now, even with his wealthy, privileged background, is debatable.

But many said that it’s historically underrepresented students who will be affected by the court’s ruling, while the legacy system — a century-old practice that overwhelmingly benefits white and wealthy students — will remain intact for now.

In the remarks about the decision Thursday, President Biden said the legacy system expands “privilege instead of opportunity.”

On campus, students at Harvard reacted to the decision with shock and disappointment, calling it a “step in the wrong direction.” In a video that incoming president Claudine Gay posted on Thursday, she acknowledged the school lacks “all of the answers about what’s next,” but would “continue opening doors.”

Shannon Larson can be reached at [email protected] . Follow her @shannonlarson98 .

clock This article was published more than  10 years ago

JFK’s Harvard application (with essay) and other school records

The 50th anniversary of the assassination of President John F. Kennedy this Friday has prompted an avalanche of coverage about his life and death, including today’s visit to his graveside at Arlington Cemetery by President Obama  and former President Bill Clinton. Here’s a look at something that hasn’t got much attention: his education.

The John F. Kennedy Presidential Library and Museum has digitized a number of records relating to his educational experience, and here are some of those documents, including his Harvard University application — in his own handwriting — as well as his grades from The Choate School and a letter from his father, Joseph Kennedy, to the Harvard admissions dean explaining that JFK was “brilliant” but “careless” and “lacks ambition” for things that didn’t interest him.

JFK went to these schools: Through fourth grade, the Edward Devotion School, Noble and and Greenough Lower School and the Dexter School in Massachusetts; Riverdale Country Day School in New York from fifth through seventh grades;  the Canterbury School in Connecticut for eighth grade; The Choate School in Connecticut for high school. He attended Princeton University for no more than two months in 1935, and later enrolled and graduated from Harvard.

Take a look at his grades and his university application. You may be surprised.

PHOTOS:  JFK, the man behind Camelot – A selection of the best images from his life

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The Art of Applying®

MBA Admissions Consulting | MPP & MPA Admissions Consulting | Harvard Application Advice

Harvard Kennedy School 2022-2023 Essay Advice: MPP, MPA, MPA/MC, MPA-ID

posted on November 16, 2022

Welcome to the ultimate guide to writing outstanding Harvard Kennedy School essays! Below you’ll find advice for every HKS application essay prompt for the 2022-2023 application cycle.

Table of Contents

Introduction

HKS 2022 Application Deadline

Top 10 Mistakes I See in Harvard Kennedy School Essays

Table of Required Essays by Degree

Personal History Essay Advice

Optional statement essay advice, joint or concurrent degree essay advice, reapplication essay advice, jfk essay advice, mpp essay advice, expectations essay advice, perspectives essay advice, two-year mpa essay advice, career goals essay advice, professional contribution essay advice, biographical profile vs. background summary statement, international development essay advice, public policy essay.

Hey there! I’m Kaneisha Grayson, the author of this article and the founder of The Art of Applying®.

I started The Art of Applying® in 2010 while a joint degree student at Harvard Kennedy School and Harvard Business School. Since then, my team and I have helped hundreds of applicants successfully apply to Harvard Kennedy School through our paid services, blog posts, and Youtube videos.

This blog post has the most up to date advice for the most difficult to write Harvard Kennedy School essays based on what my team and I have seen work for our clients.

If you find a mistake or a needed update in this article, let us know so we can correct it. Our 7000+ loyal email newsletter subscribers and visitors to our website help us keep our advice up to date and helpful for everyone.

If you’d like my team to help you with your Harvard Kennedy School application, contact us for more information.

What is the Harvard Kennedy School 2022 deadline?

The HKS 2022 application deadline is Thursday, December 1, 2022 at 3 pm Eastern Time .

Which essays are required for each HKS degree application?

Don’t make these mistakes in your harvard kennedy school application.

Sometimes, it’s easier to know what NOT to do. Use this checklist to make sure you don’t make these common mistakes in your Harvard Kennedy School application essays.

Do not wait several sentences or paragraphs to clearly answer the question the prompt is asking.

I know it feels creative and whimsical to start your essay with a story. Or to take the reader on a journey with a big reveal at the end of your essay. And I’m not saying you can’t do that. However, if you are not a strong creative writer, I would advise you to be as straightforward with answering the essay prompts as possible.

Imagine that your essays are policy memos that the U.S. President needs to read before an important meeting.

Do not start your personal statements or application essays with a quote.

The one exception would be if your quote is from one of the “characters” in the story you are telling. Then, a quote could be a compelling way to start the essay. However, what my team of consultants and I see most often are essays that start with quotes from a famous person or public figure. Don’t do that.

You have limited words with which to express yourself. Don’t waste even one sentence on a trite, overused phrase as a shortcut for seeming profound, heartfelt or unique.

Do not write essays that are simply your resume accomplishments in prose format. 

Your resume is the place where you can succinctly summarize the accomplishments and results you have achieved, using numbers as often as possible to quantify the results of your efforts. Your essays are the place where you tell your story, make your case, and communicate your fit with the school and degree program by directly addressing the prompt(s) you’ve been given.

Do not use trite phrases like “I want to change the world.” 

Vague phrases like the one above don’t actually tell the reader anything specific about you as an individual, leader, and team member.

 If you think about it, every human that has ever lived changed the world just by having lived here, right? They made their impact on the world, even if it was a teeny tiny impact. Rather than relying on empty platitudes, be as specific as possible about the type of impact you hope to have.

Do not accidentally mention the wrong school name. 

Nearly every season, we receive materials for editing, where the applicant mentions the wrong school name. It doesn’t mean that your application will automatically be thrown in the trash if you use the wrong school name. However, it shows a lack of proofreading one’s materials. It can also make you look insincere about your commitment to attending that particular school.

Do not submit materials that are over the word limit. 

I know you have a lot you want to share with the HKS admissions committee, but word limits are in place for a reason. When you submit materials that are over the word limit, you annoy the AdCom and make it clear that you disregard directions. By submitting essays that are within the required word limit, you are forced to express yourself in a clear, concise way. This is a skill that you will need as a student at Harvard Kennedy School as well as in your post-HKS career, whether in the public, private, or nonprofit sectors. 

But, Kaneisha, can I submit an essay that is just a few words over the word limit? Like…just give me 20 words extra. Pretty please? Nein! You are applying alongside hundreds of other highly qualified applicants. Do not frustrate, annoy, or disrespect the AdCom’s time by not taking the time to edit your essay down to the word count.

Do not wait until the last minute to write and revise your essays.

HKS takes a holistic view of your entire application. I know that sounds like marketing speak from the Admissions Office, but it’s true. It’s not just about your grades or your test score.

In 2021, I had a client who we helped get into Harvard Kennedy School with a GPA below 2.5 . He worked with our team on strengthening his applicant profile and his essays for ten months : from January 2021 until November 2021.

Your essays are the most important part of your application. The earlier you can start on them, the better. Use the previous year’s prompts as your jumping off point.

How likely is it that the Harvard Kennedy School essay prompts from last year will be different this year?

It is highly unlikely that the the prompts you see on the Harvard Kennedy School website for the prior application season will change substantially in this upcoming application season. In the 12+ years I’ve been in business, I’ve only seen the essays change twice. So the essay prompts change about every 4 years or so.

Optional Do Not’s for your Harvard Kennedy School Essays & Resume

The don’ts below are based on my personal preference and aren’t as important as the “do not”s above.

Do not use “justified alignment” for your essays. 

It creates strange spacing within your sentences. While it may look more polished to you that all of your lines take up the full line, it is a less pleasant reading experience forr the reader.

Do not include your photo on your resume or CV. 

While this is a common practice in some nations outside of the US, it is not common practice in the US.

Do not use “interesting” design elements on your CV.

I prefer a black and white CV with no color, no “interesting” bullet point shapes like diamonds, starts, etc.—just plain filled-in bullets or open bullets. I don’t even really like those horizontal separating lines on CV. I like just words and bullet points on resumes with a good amount of white space, so my eyes can rest and I’m not looking at a wall of text.

Diversity of all kinds (race and ethnicity, gender, gender identity, sexual orientation, nationality, religion, physical abilities, political philosophy, intellectual focus, socioeconomic status, geographic and many others) is important to enriching the educational experience at the Kennedy School.  Please share with us anything in your background or life experience that has shaped your perspectives and how that would contribute to the classroom and community at HKS. (250 word limit)

This essay may feel overwhelming, especially if you feel like you aren’t “different,” “special,” or “diverse” enough. The key with this essay is to remember that everyone adds diversity to the class—not just people you think of as traditionally underrepresented.

The key here is to not worry about if what makes you “you” is special or different enough. It’s to become aware of the intersecting identities that make up your particular identity, and then to choose which of those aspects would benefit your classmates through the sharing of your experiences and perspectives with your classmates.

One area of diversity that may apply to you is being a member of an underrepresented group within a well-represented racial or ethnic group. For example, while Asian-American students are well represented among top universities, southeast Asians, Pacific Islanders, and low-income Asian-American students are very underrepresented . Similarly, white students are well represented, but low-income white students or white students from rural areas are underrepresented.

Another area gaining traction in the cultural zeitgeist is neurodivergence and/or neurodiversity. In fact, after a decade-plus of suspecting I might have ADHD (and being told by my friends that I have ADHD), I (Kaneisha, the founder of The Art of Applying®), got evaluated and diagnosed with ADHD-Combined Type in April 2022.

Imagine my shock—after getting two Masters from Harvard, paying off $150,000 in student loans in seven years as a writer and entrepreneur, growing a business from scratch to a million dollars in revenue, and starting a podcast—learning that I have a brain condition that is considered a disability! 

I’m learning more each day how much my life has been affected by having undiagnosed and untreated ADHD: the challenges I have overcome as well as the benefits of having a brain that works quite differently than most people’s. 

If you fall into the category of being neurodivergent (some examples are ADHD, autism, dyslexia, dyscalculia, dysgraphia, and OCD), you could write about the ways in which navigating your personal, professional, and academic life have been affected by having a “different” kind of brain.

If I were writing this essay, I would write about these areas of diversity that apply to me:

• Growing up in a low-income high crime neighborhood with a high teen pregnancy rate
• Having undiagnosed ADHD for most of my life, and my experiences being “twice exceptional” (both gifted and challenged)
• Being one of few Black students in my college graduating class
• Coming from an extended family that is heavily affected by the prison-industrial complex

Don’t let my list intimidate you; just use it as a list to help you reflect on what makes you different and/or special. 

Here are examples of areas of diversity and/or adversity you could write about in your diversity statement and/or personal history statement:

• Being physically challenged or disabled
• Being a queer person
• Being trans or having a non-conforming gender identity
• Being a person of color
• Having experienced homelessness or food insecurity during your lifetime
• Growing up low-income
• Growing up very wealthy
• Growing up closely related to a person of prominence, fame, or a public figure
• Having served in public office
• Having achieved outstanding business accomplishments
• Having competed in athletics, chess, or related activities on a national or global level
• Having a neurodivergence such as ADHD, autism, epilepsy, Tourette Syndrome (TS), or OCD—whether diagnosed in childhood, adolescence, or adulthood
• Growing up in a single-parent household
• Growing up as an adopted child or foster child
• Growing up with adopted siblings or foster siblings
• Growing up with siblings with special needs
• Growing up with a parent who is an addict 
• Growing up with a parent who has serious mental health issues
• Acknowledging and overcoming addiction
• Discovering and navigating mental health issues
• Growing up across different states and/or countries
• Being a conservative person who plans to attend a liberal- and progressive-leaning school—or vice versa
• Navigating grief after the loss of a loved one
• Being a survivor of trauma (you don’t have to share in detail about your trauma unless you feel comfortable doing so. Be sure to include a content warning.) Table of Contents

If you have any concerns about your prior academic, professional, or personal background that you would like to share with the Admissions Committee, please provide an explanation. (250 word limit) 

Who should write the Harvard Kennedy School Optional Statement?

Even though this essay is titled as an optional statement, I recommend that most applicants to Harvard Kennedy School write the optional essay. The optional statement is your opportunity to raise your hand and say, “Well, actually…” when one of the readers is raising doubts about the strength of your applicant profile and whether you should be given one of the seats in the class.

Since HKS doesn’t have interviews, you don’t have a chance to clarify anything that may be confusing or concerning to the AdCom. The optional statement is your opportunity to stand up for yourself, clarify anything that looks confusing, and reassure the admissions committee that any challenges that held you back in the past won’t keep you from being successful at HKS.

You should write the Harvard Kennedy School Optional Statement if:

• You have C’s, D’s, F’s, W’s, or I’s on your transcript that you want to explain to the AdCom.
• You are applying to the Harvard Kennedy School MC/MPA with 7-9 years of work experience.
• You are applying to the MPP, MPA-ID, or MPA2 with fewer than two years of work experience.
• You are applying to Harvard Kennedy School without a traditional undergraduate degree.
• You are applying to Harvard Kennedy School with a GPA below 3.4.
• You have a gap on your resume of longer than six months.
• You don’t show a clear demonstrated interest in public service from your work experiences and/or volunteer work.

What should your Harvard Kennedy School Optional Statement include?

Your HKS optional essay should answer the following questions:

• What areas of your profile might the admissions committee be concerned about?
• Why did those issues occur?
• How have you since resolved those issues?
• What did you learn about yourself as a result of navigating those issues?
• What will you do if those issues arise while you are at Harvard Kennedy School?

Since you only have 250 words, you can aim to answer each of the above questions in one sentence. That will give your optional essay structure and communicate the essential information the HKS admissions committee members need.

Harvard Kennedy School’s mission is to improve public policy and leadership across the United States and around the world, so people can lead safer, freer, and more prosperous lives. How will a joint/concurrent degree enhance your pursuit of this mission? (400 word limit)

Here is the catch with this essay. According to my understanding, this essay will only be read by Harvard Kennedy School admissions committee—not the other school to which you are applying. (Someone contact me and correct me with written proof or a screenshot if I’m mistaken. I want to make sure I’m providing the most accurate information.) So the key to this essay is to focus on how your Harvard Kennedy School degree will complement your other degree .

What do I mean by that? Well, contrary to what you may think, this essay is not supposed to be where you gush about HBS, HLS, Tuck, or Sloan. Don’t spend a lot of time talking about how amazing the non-HKS school is. The joint/concurrent degree essay is where you talk about how you won’t get everything you need from just a degree from Harvard Business School, Harvard Law School, Dartmouth Tuck, or MIT Sloan for your personal and professional goals.

The most effective joint/concurrent degree essays will be written the opposite of how most people will write this essay. Most people will write this essay focusing on how amazing the resources, classes, and clubs are at the other school. But you want to focus on, say, 4-6 specific things you will get from your non-HKS school, and then write in just as much detail how your HKS degree will complement and supplement those 4-6 specific things. 

Questions to help you write your Harvard Kennedy School joint / current degree essay:

• What will you learn in the classroom at HKS that you won’t learn at all or as much in the other classroom?
• What clubs are specific to HKS that you are eager to join that don’t exist at the other school?
• What will the HKS alumni network provide you that you can’t get if you only do just the one degree at the other school?
• What personal experiences might you have, and what kinds of people might you meet as a joint / concurrent degree student that you wouldn’t meet if you only did the other school’s degree?

Make sure to not write this essay as if going to HKS alone is not enough of an education. This essay is about showing how going to the other school alone would not be enough of an education for your personal, professional, and academic goals.

The Harvard Kennedy School motto, echoing the President for whom the School is named, is “Ask what you can do.” Please share with the Admissions Committee your plans to create positive change through your public leadership and service. (500 word limit)  

Okay, y’all for this essay, I’m just going to dump a list of the biggest mistakes I see with this essay, and then give you a bunch of questions that you should make sure your JFK essay answers as specifically as possible. 

In general, this is a “career goals” essay. The HKS AdCom wants to know what your ultimate career goal is, and the career journey you could imagine yourself embarking upon to get there.

The biggest mistakes I see with the Harvard Kennedy School JFK essay are:

• Do not bury your career goal several paragraphs in or wait until the last paragraph to clearly answer the question. Do not make the AdCom guess what your plans are. Answer the question upfront in the first 1-2 sentences.
• Do not state a career goal that is too vague.
• Do not state a career goal that is too ambitious with no clear plan to get there. It is not too ambitious to say you want to be the Head of State, but you need to clearly map out the short-term, medium term, and long-term career path to get there.
• Do not state a career goal with no explanation of why that career is driven by your values.
• Do not overly use words like “hope” when discussing your plans: “I hope to take on a career in management consulting at a firm like BCG, Bain, or McKinsey.” No. Use clear, confident words like “plan,” “will,” and “intend to.” Because you totally got this! You don’t have to hope.

If you answer all of the following questions, you’ll be well on your way to writing this essay better than half of the people applying to HKS (who aren’t our clients or didn’t find this blog post in time).

Sample Outline for the Harvard Kennedy School JFK essay:

• Opening sentence: What is your ultimate long-term career goal? Be as specific as possible and state this upfront. Do not make your essay a scavenger hunt where the AdCom has to sift through several paragraphs to figure out the answer to the question they have posed to you.
• When it comes to your career goal, what specific 1-3 issues will you work to have a positive impact? On what specific geographic area and/or specific population do you plan to have a positive impact? Access to water in South Asia, equity in education in the Southern US, trans rights in Latin America, voting rights and access in sub-Saharan Africa, the US childcare epidemic, etc. Notice how I’m not just saying vague things like “sustainability,” “microenterprise,” “venture philanthropy,” or “impact investing.” I am listing specific issues, geographies, and populations. This makes your goal realistic, measurable, and ambitious at the same time rather than wishy-washy wishful thinking.
• What is your immediate career goal after HKS? What role do you want to have? What will you learn in that role? What will you contribute to the organization in that role?
• What is your mid-term career goal after HKS, such as 10 years after graduation? What will you learn in that role? What will you contribute to the organization in that role?
• Concluding sentence: Reiterate your enthusiasm to attend HKS and contribute your particular public service and leadership to the world.

The MPP curriculum is designed to broaden students’ perspective and sharpen skills necessary for a successful career in public service through a rigorous set of courses that draw on the social sciences but are adapted for action. Please describe how the MPP curriculum at HKS would leverage your distinctive abilities and/or fill gaps in your skill set as you equip yourself to achieve your career goals. (500 word limit)

The HKS MPP Essay can feel tricky, because it’s asking you to cover so many different elements. I prefer to answer the question directly within the first sentence, and then to provide more details throughout the essay. 

Within the first 1-2 sentences of this essay, briefly restate your career goal. Restating your career goal provides a clear context for the reader for the rest of your essay. You can even restate your career goal as a part of a sentence that is mostly about something else. 

Here is a sample starting sentence for the HKS MPP Essay that clearly answers the question while restating the career goal and providing clear context for the rest of the essay:

In order to pursue my career goal of being Head of Communications for an equity-focused education nonprofit such as Teach for America, I will need to improve my existing skills in persuasion, public speaking, and written communication. I will also need to gain skills in negotiation, managing and developing team members, budgeting, and quantitative analysis.

Sample Outline for the Harvard Kennedy School MPP Essay:

• Briefly remind the HKS Admissions Committee of your career goal.
• List 2-3 relevant skills that you already have that you’d like to strengthen at HKS.
• List 2-3 relevant skills you’d like to gain as an MPP student at Harvard Kennedy School.
• Discuss 2-3 specific classes you would take that would enhance your skills. State the specific skills and/or subject matter learnings you would gain in those classes.
• Discuss 2-3 classes in which you would be a strong contributor to your classmates’ learnings and for which you already have strong skills.
• Discuss 1-3 student clubs that would play to your strengths and/or fill in gaps.
• Discuss 1-3 Resource Centers at HKS that would enhance your strengths and/or help you improve in developmental areas.
• Conclude your essay 

Additional tips for the HKS MPP Essay:

• Make sure that you aren’t only listing classes taught by men. This is a common oversight among applicants.
• The classes you mention don’t have to be currently taught or scheduled to be taught in the upcoming year. As long as the class has been offered at some point in the last five years, it’s fine.
• When discussing classes that will fill in your skills gaps, list at least one required course and at least one elective.
• When discussing classes that will play to your strengths, it is okay to primarily focus on electives.
• If you are short on space, you can list fewer classes related to your strengths. Focus more on the specific classes you’ll take that will fill in your gaps.
• If you are short on space, you can eliminate discussing student clubs and resource centers.

Describe a time when you did not meet expectations and elaborate on how the experience changed you. (250 word limit) 

I love this question! Even though it can be tough to figure out what to write about, if you choose a genuine topic, and write this essay well, you will easily stand out in the applicant pool. The most straightforward way to respond to this prompt is to write about a time when you did not meet someone’s reasonable expectations. 

However, you can also write about a time when you did not meet what you believe were unreasonable expectations . It’s much more difficult to successfully tackle the second type of essay without coming off as trying to turn an essay discussing a weakness into a strength. If you write about a time when you did not meet unreasonable expectations, then you will need to discuss why you did not speak up about the expectations being unreasonable; you can’t just simply say that someone burdened you with unreasonable expectations. You have to take some responsibility for those unreasonable expectations existing and for you being accountable for meeting them.

You can write about a time when you did not meet expectations in your personal, professional, or academic life.

Outline for HKS Expectations Essay:

• Who had the expectation of you?
• (optional) How was the expectation communicated to you?
• What were the internal obstacles to meeting the expectation? 
• What were the external obstacles to meeting the expectation?
• What did you learn about how to manage the expectations of the person who you let down?
• What did you learn about yourself in not meeting this expectation?
• What lessons can you apply to the future when faced with similar expectations?

Examples of what you could write about for the HKS Expectations Essay:

• Letting your boss, team, or a direct report down at work
• Letting down your partner, family member, or friend in your personal life
• Not meeting your own expectations at work, school, or toward a personal goal

Describe a time when interactions with others and/or an experience caused you to change your mind or expanded your point of view. (250 word limit)  

This essay shows that you are open to influence, open-minded, able to change your mind in the face of new information, and/or willing to admit when you were wrong.

Sample Outline for HKS Perspectives Essay:

• What was your opinion or perspective on the issue at hand at first?
• What made you realize that your opinion or perspective might have been limited or outright wrong?
• What about the interaction or experience in particular helped you be open to changing your mind or expanding your perspective?
• What did your opinion change to or what did it expand to include?
• What did you learn about yourself from this experience?
• What did you learn about the other person from this experience?
• What lessons can you apply to the future when faced with similar experiences, interactions, or opportunities?

There are many pathways one can pursue in order to make a difference in the world. Why is the MPA Program at HKS an appropriate pathway to achieving your goals? (500 word limit)  

Sample Outline for the Harvard Kennedy School Two-Year MPA Essay:

• Briefly remind the HKS Admissions Committee of your career goals within the first two sentences of your essay.
• Discuss 3-4 specific classes you would take that would enhance your skills. State the specific skills and/or subject matter learnings you would gain in those classes that would help you achieve your career goals.
• Are there any treks you could attend or help plan that would help you achieve your career goals?
• Discuss 1-3 Resource Centers at HKS that would help you achieve your career goals.
• What is it about the HKS culture that will help you achieve your career goals?
• What elements of the HKS alumni experience and network will help you achieve your career goals?
• Conclude your essay restating your enthusiasm to attend HKS for the MPA2.

Additional tips for the HKS Two-Year MPA Essay:

Submit a statement that discusses your career goals, as well as the factors that led you to select the Mid-Career MPA program as a means of furthering your personal and professional goals. Be as specific as possible in describing how your expected course of study will enable you to build on your prior professional experience and achieve those goals. (500 word limit)  

Sample Outline for the Harvard Kennedy School Career Goals Essay:

• Spend 1-3 sentences discussing each of the factors that led you to HKS.
• What kind of organization would you like to work at?
• What will you learn here?
• What will you contribute here?
• State the specific skills and/or subject matter learnings you would gain in those classes that would help you achieve your career goals.

Additional tips for the HKS Career Goals Essay:

The prompts for these two short answer questions are so similar that I think there may have actually been a mistake in the Harvard Kennedy School application to ask them both.

In prior years, the MPP application asked for the Biographical Profile, and the MPA/MC application asked for the Background Summary Statement. This year, the MC/MPA application (and perhaps for other degrees) is asking for both of these extremely similar statements.

I’m here to provide as much clarification as I can. Understand that this is my guidance as an admissions consultant, but I am not a member of the HKS Admissions / Enrollment team. I would suggest some of you write to HKS admissions to clarify this requirement, because it really seems like a mistake to me to require both.

I think that what happened is that one question or the other should show up based on which degree you choose (this is called a “conditional form element”), but that for some reason, the condition wasn’t input into the system correctly, so both questions are showing.

What is the prompt for the Biographical Profile?

In 150 words or fewer, provide a biographical profile. Your résumé will contain detailed information on your academic history, professional/internship/volunteer positions held and specific accomplishments. What we seek here is a concise description of your academic/professional journey, career exploration, and areas of interest. Please type your biographical statement in the paragraph box below .

In this statement, focus on answering the exact things they have asked for:

• What was your schooling like from high school, to university, to now? Since they will know where you went to school from your resume, you could focus on what type of school(s) you attended (public, private, elite, prestigious, underfunded, under-resourced, etc.) and how that impacted your career.
• Quickly walk the reader through your career from start to mid-point to present day.
• State 1-3 areas of career and academic interests.

In the Biographical Profile, spend half the essay discussing your academic and professional past, and half the essay discussing your career and academic future interests you plan to explore at HKS and after HKS.

What is the prompt for the Background Summary Statement?

In 300 words or less, summarize your professional profile/background. Your résumé will contain information on titles, positions held, and specific accomplishments, what we seek here is a concise description of your professional journey, career progression and areas of expertise/experience. Specific information on the level of responsibility and impact/scale of work performed to provide context is encouraged.

Think of the Background Summary Statement as a narration of your resume in an easy-to-understand way for someone who may not be familiar with your industry.

Another way to think of the Background Summary Statement is the short introduction that would be given about you before giving a TED talk or graduation speech. It helps the reader / listener contextualize everything else they are going to learn about you.

You can write the Background Summary Statement in the first person (I have worked…) or the third person (Kaneisha Grayson has worked…)

• Once again, walk the reader through your professional journey. Don’t just say where you worked. Tell the reader what you learned and accomplished in your career so far. Think of this as the interview question, “Walk me through your resume.”
• HKS also wants to know about your career progression. How does one job lead into the next? How are your responsibilities increasing and building upon one another? This is especially helpful if career progression and promotions aren’t evident from the job titles on your resume.
• Discuss your areas of expertise and experience, both academically and professionally. You can focus on hard skills, soft skills, and domain expertise. If you aren’t sure what hard skills are versus soft skills, a quick online search for those phrases will give you lots of examples. If you aren’t sure what I mean by “domain expertise,” think of a domain as a subject area, a topic that one can study or research at HKS or in the real world.

The Background Summary Statement should be completely focused on the past, whereas the Biographical Profile is a blend of the past and the future.

But I still think this is actually an error in the HKS application.

Please explain what has changed since your last application . (250) 

What is the Harvard Kennedy School Reapplication Essay supposed to convey?

The HKS Reapplication Essay is supposed to convey that you as an applicant understand that it’s not helpful to simply resubmit the exact sample application as the exact same candidate you were last time. They want you to succinctly tell them what has changed about you personally, professionally, and/or academically since your prior application.

The Harvard Kennedy School Reapplication Essay is your opportunity to help the HKS admissions committee understand that, while you were not previously admitted, you are now even more prepared for the HKS classroom, and even more of a fit for the HKS degree program to which you are applying.

How should I start my Harvard Kennedy School Reapplication Essay?

You only have 250 words for this essay, so you need to get directly to the point. I would start this essay out with a simple sentence that lists the changes in your applicant profile since your prior HKS application. Here is an example:

Since my prior application in 2018, I have taken supplementary coursework, received a higher score on the GRE, gained further clarity on my career goals, and engaged in more volunteer work.

How should I structure the HKS Reapplication Essay? What content should I include?

Here is an outline you can use for your Harvard Kennedy School Reapplication Essay:

• Introductory Sentence
• Discuss any supplementary coursework you have taken.
• Discuss any improved test scores you have to share.
• Discuss any accomplishments, promotions, or changes in your professional experience.
• Discuss any personal accomplishments and/or updates.
• Concluding Sentence

On what note should I end the Harvard Kennedy School Reapplication Essay?

You have so few words for this essay that you can consider not including a concluding sentence. If you have room for a concluding sentence, you can reiterate your enthusiasm for attending Harvard Kennedy School or your hope that the updates you’ve provided are helpful.

Here is a sample concluding sentence for your HKS Reapplication Essay:

I hope that these updates will help the Admissions Committee in the reconsideration of my application.

The Harvard Kennedy School motto, echoing the President for whom the School is named, is “Ask what you can do.” Please share with the Admissions Committee how you have created positive change thus far in your most substantial professional leadership and/or public service role. (500 word limit)

Most applicants will mess up this essay by trying to cram too many stories and roles into this essay. You will write a much stronger essay if you focus on one overarching role in which you were able to create positive change in one big way or multiple smaller, interconnected ways . What I don’t suggest you try and do is write about multiple roles. The prompt is asking for your most substantial professional leadership and/or public service role. That means you should choose one role .

Sample Outline for the Harvard Kennedy School Professional Contribution Essay:

• What were the requirements of you in this role?
• What were the 1-4 positive impacts you were able to have in this role?
• Clearly state the positive impact you were hoping to achieve.
• What challenges, obstacles, and limitations did you and your team face when trying to achieve your goals?
• How did you and your team overcome the obstacles that you faced?
• Clearly state the positive impact you were able to achieve.
• Conclude the essay reiterating your enthusiasm to attend HKS and continue creating positive change.

Discuss your decision to choose international development as your professional career. Also, explain how developing your analytic skills relates to your career in development. (750 word limit) 

For the MPA-ID International Development Essay, you can use the outline and tips I gave for the Career Goals Essay . However, you need to make sure that you also discuss the importance of having strong analytical skills relates to your career in development.

Examples of how analytical skills relates to a career in development:

• Financing 
• Managing limited resources
• Optimizing processes to maximize limited resources
• Decreasing costs
• Increasing output
• Decreasing negative externalities
• Increasing positive externalities

Describe a public policy or public management problem related to international development and analyze a range of solutions. (750 word limit) 

The Harvard Kennedy School Public Policy Essay is similar to the Princeton SPIA Policy Memo, except that you get 750 words rather than four double-spaced pages (about 1000 words).

Sample Outline for the Harvard Kennedy School Public Policy Essay or Princeton SPIA Policy Memo:

Introductory Paragraph: Tell the reader what specific issue you are going to explore, and 3-4 solutions you will analyze.

Background Information: Provide 2-4 sentences providing background information on the issue at hand. What would the reader need to know about the issue you are going to discuss in order to understand your analysis of the possible solutions?

Discuss 3-4 possible solutions. For each of your 3-4 proposed solutions, answer the following questions:

• Clearly state the proposed solution.
• Where, if anywhere, is this solution already being implemented? How is it working?
• What are the hoped for and actual benefits of this solution?
• What are the challenges, obstacles, and limitations of this solution?

Concluding Paragraph: Here is where you can make a recommendation on what should be done now to address the issue (based on your analysis above), and where you can make a recommendation on what could be explored in the future. You should state the solution that has the most potential to address the issue at hand. Propose possible further areas of inquiry. 

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JFK's Harvard | Harvard's JFK

Just as Harvard shaped “Jack” Kennedy during his time as a student, John Fitzgerald Kennedy influenced Harvard during his political career, first as US senator, then as President of the United States.

This year, a century after the birth of John Fitzgerald Kennedy, the nation will reflect on the life and legacy of the man who became the 35th President of the United States. The objects in this exhibition, drawn from the collections of the Harvard University Archives, are presented as evidence of the important relationship between Kennedy and Harvard University. Kennedy, as a young politician, was in some ways shaped by his experience at Harvard before World War II; in turn, the policies he pursued as President would have an influence on Harvard as well.

JFK’s Harvard | Harvard’s JFK is a collaborative effort of the Harvard University Archives, Harvard Library Preservation Services, Harvard Library Communications, and Harvard Public Affairs & Communications.

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JFK's Teenage 'Harvard Man' Entrance Essay Goes Viral on Twitter 87 Years Later

The 17-year-old future president wrote in his Harvard entrance essay, "To be a 'Harvard man' is an enviable distinction, and one that I sincerely hope I shall attain"

A 1935 Harvard University entrance essay written by a then 17-year-old John F. Kennedy is again making the rounds online, this time going viral on social media for what critics say is an underwhelming piece of writing considering the teen who wrote it would go on to be president.

The short essay — written on April 23, 1935 and now housed at the John F. Kennedy Presidential Museum and Library — was written in response to the prompt: "Why do you wish to come to Harvard?"

In his five-sentence response, Kennedy extols the benefits of being a "Harvard man" and attending the same college as his father.

"The reasons that I have for wishing to go to Harvard are several," he wrote. "I feel that Harvard can give me a better background and a better liberal education than any other university."

Kennedy continued: "I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a 'Harvard man' is an enviable distinction, and one that I sincerely hope I shall attain."

Social media users recently re-shared the essay (which periodically makes headlines ), with some reinterpreting it for 2022.

" 'Harvard is a whole vibe. And I'm tryna catch the wave. Lemme in.' - JFK," wrote one Twitter user in response to the essay.

Others noted that the entrance essay Kennedy submitted to Princeton — in which he noted the "enviable distinction" of being a "Princeton man" — was strikingly similar .

Others noted that it was a different time — one in which entrance essays weren't as important a part as the overall application — and the teenager who wrote the essay did go on to achieve some notable things: "You understand that this was 85 years ago, and that he did in fact go on to fairly high office and some acclaim, right?"

Kennedy ultimately attended Harvard, graduating with a Bachelor of Arts in government in 1940.

He again wrote of what it meant to attend the prestigious university in a 1956 article for the Harvard Alumni Bulletin titled " Why Harvard Men Go Into Politics ."

"But more important than its reputation, Harvard offers the potential politician an atmosphere conducive to the furtherances of such a career," Kennedy — then serving as a Massachusetts senator — wrote. "His interest in national affairs is quickened, and his comprehension of political issues is increased."

He continued elsewhere in the essay: "This gentle though constant pressure has resulted in Harvard men on all levels of community and national affairs contributing immensely to the improvement of our public life. I have no doubt that Harvard men will continue to utilize this splendid background by continuing to enter the political arena in large numbers. Few other professions are so demanding _ but few, I must add, are so satisfying to the heart and soul."

Also that year, Kennedy published his 1956 book Profiles in Courage — co-written by his adviser, Ted Sorensen — for which he won the Pulitzer Prize for biography in 1957.

He would be elected president in 1960 and serve until Nov. 22, 1963, when he was assassinated in Dallas.

Kennedy, then 46, was struck by two bullets while riding through the streets of Dallas in an open-topped motorcade with wife Jacqueline Kennedy by his side.

Related Articles

Old News, Vintage News, Historical News, Retro News

Jfk’s harvard entrance essay resurfaced online and people are underwhelmed.

John F. Kennedy was the 35th President of the United States. While many aspects of his short life have made news over the years, one thing we didn’t expect to be brought to our attention was his Harvard entrance essay. It resurfaced online some 87 years after it was written and people have a lot of thoughts about it.

The short essay was posted to Twitter by a user who shared it along with the caption, “YALL IM CRYING PLEASE LOOK AT THIS!!!!” The tweet has since gone on to be retweeted over 5,500 times and has received more than 68,000 “likes.”

The essay was written on April 23, 1935 as part of Kennedy’s college admission package and was prompted by a single question: “Why do you wish to come to Harvard?” As we’re used to hearing his spectacular speeches from his time in politics, the then-17-year-old Kennedy’s response is a little underwhelming.

“The reason that I have for wishing to go to Harvard are several. I feel that Harvard can give me a better background and a better liberal education than any other university.

“I have always wanted to go there, as I have felt that it is not just another college, but is a university with something definite to offer. Then too, I would like to go to the same college as my father. To be a ‘Harvard man’ is an enviable distinction, and one that I sincerely hope I shall attain.”

Kennedy was accepted to Harvard and graduated in 1940 cum laude with a Bachelor of Arts in government.

The essay has received a lot of attention, with many Twitter users sharing their thoughts on the few-sentence piece. One user wrote that they’ll “never cringe or feel ashamed about my mission/research statements,” while another said it was “the worst college essay I’ve ever read.”

There’s also been discussion over how different standards were back then, due to the fact that college essays were largely handwritten and had a low word count, with others bringing up what they feel was Kennedy trying to use his father’s position in society to get accepted into the school.

Some even called the former President out for how similar this essay was to the one he wrote for Princeton .

More from us:  How Did JFK Get So Rich? The Story Behind the Kennedy Fortune

Those wishing to view the physical document can do so by visiting the John F. Kennedy Presidential Museum and Library in Boston, Massachusetts.

Final thesis: Harvard copy

About folder.

Is Affirmative Action Dead?

by CRCL | Apr 22, 2024 | Amicus , Blog | 0 comments

By Nathalie Beauchamps

Among the panoply of decisions that the Supreme Court has overturned or narrowed over the past few years, Students for Fair Admissions v. Harvard stands out. In the immediate aftermath of the decision, the burning question for those interested in or impacted by affirmative action was: what next? The lasting effects of this decision are worth discussing, not only on higher education admissions, but on school integration efforts, employer DEI efforts, and government-led affirmative action programs. Furthermore, supporters of affirmative action should think hard about what the longer-term role of affirmative action should be for addressing what is really a broader issue of remedying the lasting effects of systemic racism.

The SFFA suit was brought by a nonprofit called Students for Fair Admissions (“SFFA”), led by Edward Blum. SFFA argued that the admissions processes at Harvard College and University of North Carolina violated Title VI of the Civil Rights Act of 1964 and the Fourteenth Amendment’s Equal Protection Clause by considering race as one of several factors. After applying a strict scrutiny test to the two university admissions programs, the Supreme Court agreed with SFFA. The Court conceded that maintaining diversity in higher education was a compelling state interest, reinforcing its prior holding in the landmark decision Grutter v. Bollinger . However, the Court did not agree that utilizing race as an explicit factor in admissions was narrowly tailored enough to pass constitutional muster. Strictly speaking, SFFA did not entirely overturn Grutter by banning outright the consideration of race in admissions—college admissions boards can still consider a student’s race if discussed in their admissions essays. Moreover, SFFA only legally applies within the higher education context: the plaintiffs sued under Title VI of the Civil Rights Act of 1964, which prohibits discrimination for institutions that receive federal funding. Thus, the direct legal impact of the decision is that any consideration of race as a discrete factor in college admissions is now unconstitutional.

SFFA ’s impact was immediate: higher education admissions boards have scrambled to find another way to maintain diversity at their schools. The admissions board at Harvard College , for one, adjusted its application promptly. Instead of asking for one longer essay in which students may or may not talk about their race, Harvard now requires five shorter essays, one of which encourages students to discuss how their experiences will contribute to the diversity of the school. Time will tell whether modified approaches such as this will yield similar demographic outcomes in the years to come.

It is less clear, however, how SFFA has or will change the number of “diverse” students enrolled in higher education. Prior to SFFA , affirmative action was primarily utilized by smaller and selective colleges —institutions that have already turned to utilizing applicant essays to evaluate the race of applicants. After SFFA , it may be difficult for large state schools to take a similar approach of evaluating essays, due to the many more applicants per cycle they have to evaluate. While several states had already banned affirmative action in public schools before SFFA was decided, for those remaining, it is hard to tell what the future of diversity at these schools will look like. A report by Zachary Bleemer , written after passage of Proposition 209 (a California ballot proposition that banned affirmative action in California public schools) offers one clue for a potential outcome. The report, evaluating longitudinal data from 1994 to 2002, found that banning affirmative action in California led to underrepresented minorities ending up in “lower-quality” colleges and universities, a decreased STEM degree attainment for underrepresented minority students, and a five percent annual decline in underrepresented minority graduates’ earnings between their mid-twenties to mid-thirties. If other large schools now take the same approach as the University of California system did, data suggests that SFFA could indeed leave a dark legacy.

Higher education is certainly not the only sector impacted by SFFA . Private employers have wondered how the decision might impact their own processes that evaluate race. Because the plaintiffs in SFFA sued under Title VI of the Civil Rights Act of 1964 , which prohibits discrimination for institutions that receive federal funding, to the extent that private employers do not receive federal funding, they are safe from federal fiscal rescission. Nonetheless, private employers remain prohibited under Title VII from utilizing race as a factor in hiring. However, plaintiffs have begun arguing that certain DEI initiatives at private corporations, public corporations, and non-profits alike (e.g., diversity fellowship for intern applicants) violate the Civil Rights Act of 1866 which prohibits discrimination by any party in the making and enforcement of contracts. Just last summer, the American Alliance for Equal Rights (an organization led by SFFA founder Edward Blum), filed suit against Fearless Fund , a venture capital company run by and for women of color. The Alliance claimed that the Fearless Fund violated the Civil Rights Act by awarding grants to Black women-owned businesses. So far, the Eleventh Circuit has granted an injunction, halting Fearless from running its grant programs for the duration of the lawsuit. Companies have now noticeably begun adjusting their diversity programs to make them immune from similar suits (for example, some have made their diversity fellowships available to all applicants).

Educators have also wondered what SFFA might mean for school integration efforts. Notably, school districts do not have to change much of what they did before the SFFA decision due to prior case law. In Parents Involved in Community Schools v. Seattle School District No. 1 , the Supreme Court declined to extend its reasoning in Grutter that diversity is a compelling interest for school districts to desegregate their schools. Instead, the Court argued that diversity in higher education is distinct because it is not focused solely on race, but rather on “all factors that may contribute to student body diversity.” The Court has also formally recognized an interest in remedying the effects of past intentional discrimination. [1] Per Justice Kennedy’s guidance in his concurrence in Parents Involved , school boards have been able to promote school integration by working at the “general” rather than the “individual” level, such as redrawing school districts, relocating schools, and admitting students based on zip code as a proxy for race. Nonetheless, the lawsuits have continued, even challenging race-neutral school districting and admissions initiatives. The First Circuit , for one, just recently found in favor of three Boston schools that switched from a test-in admissions policy to one that considers applicants’ home zip codes, finding that this system did not violate the Constitution. There is no guarantee, however, that the Supreme Court will remain friendly to similar schemes that utilize race-neutral factors as proxies for race.

While the government itself also maintains affirmative action programs, these programs will likely remain untouched for the near-term future. First, United States military academies utilize affirmative action. The SFFA Court made an explicit exception within a footnote for these programs, allowing military academies to continue implementing affirmative action programs while citing the “distinct interests” of these schools. Second, the federal government, via Executive Order 11246 , requires federal contractors to abide by “affirmative action” requirements. These requirements are distinct from affirmative action in higher education because they set “placement goals” and encourage contractors to keep track of how many underrepresented minorities they employ; however, the government expressly forbids race to play a factor in hiring decisions or for contractors to utilize quotas to meet their goals.

The legacy of SFFA may be a moment for celebration for some, or a solemn reality for others. Regardless, while the status of affirmative action is in flux, it is more important than ever to reckon with the role affirmative action can or should play in the future to redress the impact of systemic racism.

If the legacy of SFFA turns out to look similar to the outcomes presented in Bleemer’s report on Proposition 209, litigators might consider prompting lower courts to re-evaluate their line of decisions that define an interest in remedying past intentional discrimination as compelling. The Supreme Court, in City of Richmond v. Croson , however, has set a high bar in this context, requiring an institution to demonstrate that it has itself intentionally discriminated against a group that purportedly benefits from its affirmative action program for there to be a compelling interest. Nonetheless, a goal of remedying historical injustices could still hold more weight in courts long term. When diversity itself is the impetus behind an affirmative action program, it is hard to justify why a student from one demographic should be “favored” over another. However, if affirmative action is positioned as part of a larger project to remedy historical injustices, this could present a more consistent moral justification for benefiting certain groups over others.

On the other hand, while affirmative action has been utilized to simply chip away at systemic injustices, it now finds itself on highly unstable ground. Consequently, this might lead litigators or advocates generally to question whether there is still any role for affirmative action within racial justice agendas. I believe there is—but within school desegregation efforts. A Brookings report argued recently that SFFA will likely not have a strong impact on college admissions, reasoning that Black and Latino students are overrepresented in two-year colleges where admissions are already not very competitive. This statistic, however, demonstrates a larger problem: racial educational disparities begin long before college. School districts in America remain highly segregated . And data shows that the achievement and earnings of Black students in the aftermath of Brown v. Board of Education improved significantly when compared to outcomes of these students before the landmark decision. Evidently, being in well-resourced schools at a young age can dictate one’s trajectory. Unfortunately, the days of court-ordered desegregation are largely behind us, and school districts hoping to find innovative ways to promote integration often receive large pushback from parents. This does not mean that we should give up combatting school segregation, which is alive and well seventy years after Brown —instead, this is an effort worth lobbying Congress for. In the wake of SFFA , school desegregation would likely do much more good than affirmative action in higher education ever could.

[1] See Freeman v. Pitts .

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Letter From Chairman Khrushchev to President Kennedy Moscow, October 28, 1962

//Source: Problems of Communism, Special Edition--Spring 1992, pp. 60-62. The Russian-language text is ibid. This letter was forwarded by Ambassador Dobrynin to Robert Kennedy on October 29. The Attorney General studied the letter over night before asking Dobrynin to come to his office on October 30 and take it back because it involved a quid pro quo. For an account of this incident, see Arthur M. Schlesinger, Jr., Robert Kennedy and His Times, p. 546. No record of the meeting has been found. The version of the letter printed here is an unofficial translation prepared by the Russian Embassy for publication in Problems of Communism. DEAR MR. PRESIDENT, Ambassador Dobrynin has apprised me of his conversation with Robert Kennedy which took place on October 27. In this conversation Robert Kennedy said that it is somewhat difficult for you at the present time to publicly discuss the question of eliminating the US missile bases in Turkey because of the fact that the stationing of those bases in Turkey was formalized through a NATO Council decision. Readiness to agree on this issue that I raised in my message to you of October 27/1/ was also emphasized. In this context Robert Kennedy said that removal of those bases from Turkey would take 4 to 5 months. Furthermore, a wish was expressed that exchanges of views on this matter between you and I should continue through Robert Kennedy and the Soviet Ambassador, and that these exchanges should be considered confidential. /1/Document 66. I feel I must state to you that I do understand the delicacy involved for you in an open consideration of the issue of eliminating the US missile bases in Turkey. I take into account the complexity of this issue and I believe you are right about not wishing to publicly discuss it. I agree that our discussion of this subject be pursued confidentially through Robert Kennedy and the Soviet Ambassador in Washington. You may have noticed that in my message to you on October 28, which was to be published immediately, I did not raise this question--precisely because I was mindful of your wish conveyed through Robert Kennedy. But all the proposals that I presented in that message took into account the fact that you had agreed to resolve, [sic]/2/ the matter of your missile bases in Turkey consistent with what I had said in my message of October 27 and what you stated through Robert Kennedy in his meeting with Ambassador Dobrynin on the same day./3/ /2/These and following brackets are in the source text. /3/For a memorandum of this meeting, see vol. XI, Document 96. I express my great appreciation to you for having instructed your brother R. Kennedy to convey those thoughts. I hope, Mr. President, that agreement on this matter, too, shall be a no small step advancing the cause of relaxation of international tensions and the tensions between our two powers. And that in turn can provide a good impetus to resolving other issues concerning both the security of Europe and the international situation as a whole. Mr. President, the crisis that we have gone through may repeat again. This means that we need to address the issues which contain too much explosive material. Not right away, of course. Apparently, it will take some time for the passions to cool down. But we cannot delay the solution to these issues, for continuation of this situation is frought [sic] with many uncertainties and dangers. Sincerely, N. Khrushchev

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Harvard announces return to required testing

Leading researchers cite strong evidence that testing expands opportunity

Students applying to Harvard College for fall 2025 admission will be required to submit standardized test scores, the Faculty of Arts and Sciences announced on Thursday. This new policy will be applied to the Class of 2029 admissions cycle and will be formally assessed at regular intervals.

For the Class of 2029 admissions cycle, Harvard will require submission of scores for the SAT or ACT. In exceptional cases in which applicants are unable to access SAT or ACT testing, other eligible tests will be accepted.

In a message to the FAS community on Thursday, Edgerley Family Dean of the Faculty of Arts and Sciences Hopi Hoekstra foregrounded “a number of factors” that underscored the decision.

“Standardized tests are a means for all students, regardless of their background and life experience, to provide information that is predictive of success in college and beyond,” she said. “Indeed, when students have the option of not submitting their test scores, they may choose to withhold information that, when interpreted by the admissions committee in the context of the local norms of their school, could have potentially helped their application. In short, more information, especially such strongly predictive information, is valuable for identifying talent from across the socioeconomic range.”

In research published last year, Harvard Professors Raj Chetty and David J. Deming and co-author John N. Friedman used data from more than 400 institutions and about 3.5 million undergrads per year to better understand socioeconomic diversity and admissions. Standardized tests emerged as an important tool to identify promising students at less-well-resourced high schools, particularly when paired with other academic credentials.

“Critics correctly note that standardized tests are not an unbiased measure of students’ qualifications, as students from higher-income families often have greater access to test prep and other resources,” said Chetty, the William A. Ackman Professor of Public Economics and director of Opportunity Insights . “But the data reveal that other measures — recommendation letters, extracurriculars, essays — are even more prone to such biases. Considering standardized test scores is likely to make the admissions process at Harvard more meritocratic while increasing socioeconomic diversity.”

Deming, the Kennedy School’s Isabelle and Scott Black Professor of Political Economy and a professor of education and economics at the Ed School, pointed to access as a key issue.

“The virtue of standardized tests is their universality,” he said. “Not everyone can hire an expensive college coach to help them craft a personal essay. But everyone has the chance to ace the SAT or the ACT. While some barriers do exist, the widespread availability of the test provides, in my view, the fairest admissions policy for disadvantaged applicants.”

In June 2020, as the pandemic severely limited access to standardized testing, Harvard began a test-optional policy under which students could apply to the College without submitting scores. The admissions cycle for the Class of 2028 was the fourth for which students were able to apply without submitting test scores. However, admissions has welcomed applicants to submit test scores, and the majority of those who matriculated during the past four years did so.

“Test scores can provide important information about a student’s application,” said William R. Fitzsimmons, dean of admissions and financial aid. “However, they representonly one factor among many as our admissions committee considers the whole person in making its decisions. Admissions officers understand that not all students attend well-resourced schools, and those who come from modest economic backgrounds or first-generation college families may have had fewer opportunities to prepare for standardized tests.”

In recent years, nonprofits such as Khan Academy have offered robust test-prep tools at no charge. In her message, Hoekstra said that access to testing should never prevent a student from applying to Harvard, and included information for those who may not be able to access the SAT or ACT, as well as tools such as Schoolhouse.world and other sources for no-cost tutoring and no-cost test preparation.

“We recognize that in parts of the United States there may be fewer students than in the past taking SAT or ACT for their state universities — and international applicants can also face barriers to testing,” said Joy St. John, director of admissions. “We hope that promising students faced with such challenges will still apply, using alternative forms of testing.”

Said Hoekstra: “Fundamentally, we know that talent is universal, but opportunity is not. With this change, we hope to strengthen our ability to identify these promising students, and to give Harvard the opportunity to support their development as thinkers and leaders who will contribute to shaping our world.”

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Protesters Disrupt Address by Chinese Ambassador Xie Feng at Harvard Kennedy School Event

Updated April 22, 2024, at 12:09 p.m.

Six people disrupted an address by Xie Feng, the Chinese Ambassador to the United States, at the Harvard Kennedy School Saturday morning to protest China’s stance on Tibet, Hong Kong, East Turkestan, and Taiwan.

Xie was delivering the opening address for the Kennedy School’s China Conference — an annual student-run event organized by the Greater China Society — when protesters stood up one at a time, shouting and holding Tibetan flags and banners reading “China Lies, People Die.”

The protest, which was organized by Students for a Free Tibet and Coalition of Students Resisting China, delayed Xie’s address and included roughly 35 protesters who stood outside the Kennedy School with Tibetan flags and signs denouncing “colonial boarding schools” in Tibet.

The protesters outside HKS were both Harvard students and local residents of the Boston area.

Cosette T. Wu ’25, co-founder of Coalition of Students Resisting the CCP and the first protester to interrupt the talk, said Xie’s past actions stand “in direct contradiction to our values and Harvard’s values.”

“These types of viewpoints should not have any place in the Harvard community,” Wu added. “We are not going to allow somebody who has had such a huge goal in advocating for a genocidal government and enacting such significant human rights abuses.”

Liu Pengyu, a spokesperson for the Chinese Embassy in Washington, condemned the protest in a statement to The Crimson, writing that the protestors’ actions “were unanimously opposed by the guests, faculty members, and students present.”

“Facts cannot be distorted. The farce put up by anti-China forces to discredit China and undermine China-U.S. relations is doomed to failure,” Liu added.

Harvard University Police Department spokesperson Steven G. Catalano wrote in a statement that HUPD officers escorted out five protesters after they refused to stop disrupting the talk.

Catalano wrote that three of the protesters escorted out by officers were Harvard students, and HUPD intends to share the students’ names with their respective schools.

The sixth protester walked out during Xie’s speech but was not logged by HUPD, Wu wrote in a message.

Tsering Yangchen ’26, co-president of the Boston chapter of Students for a Free Tibet, said in a press release that her “family escaped Tibet because China had massacred tens of thousands of Tibetans during the CCP’s military invasion and colonization of my homeland.”

“Xie Feng is an advocate for the genocide of my people and, as a Tibetan Harvard student, it’s my duty to show the world the truth,” Yangchen added.

Angela Hu, an audience member who witnessed the disruption, said that though she was not on “anyone’s side,” she thought the interruption was “certainly not an educated behavior.”

“I’m actually not really interested in who’s talking and who’s interrupting,” Hu added. “It’s more like, you should have the common courtesy.”

Yangchen said it is “very important to highlight” that “the CCP is a genocidal regime.”

“I believe we were successful,” she added. “We made our voices heard.”

Correction: April 22, 2024

A previous version of this article incorrectly stated that all six protesters who disrupted the talk by Chinese Ambassador Xie Feng were current and former Harvard College students. In fact, only some of the protesters were College students.

—Staff writer Dhruv T. Patel can be reached at [email protected] . Follow him on X @dhruvtkpatel .

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Younger votes still lean toward Biden — but it’s complicated

Introduction

By Christina Pazzanese | Harvard Staff Writer April 19, 2024

Younger voters turned out in historic numbers to help lift Joe Biden past Donald Trump in the 2020 presidential election. This year, the match-up is the same, but the feelings are much more complicated.

Gen Z and late Millennial voters (ages 18-29) are more dissatisfied with their choices and worried over kitchen table issues such as inflation and housing. But most still support Biden over Trump, contrary to some earlier polls, and they do still intend to make their voices heard in November, according to a new Harvard Youth Poll released Thursday.

John Della Volpe, the IOP's longtime polling director, said he sees "seismic mood swings" in the results as young people feel "angst" over a host of issues.

"They're deeply concerned … about the direction of the country. They are deeply concerned about their own economic well-being, the cost of housing, inflation, [the] day-to-day cost of living. They're concerned about conflicts around the world," he said. "But at the same time, the choice between Donald Trump and Joe Biden isn't necessarily close."

The poll surveyed just over 2,000 Americans nationwide between the ages of 18 and 29 from March 14-21. The margin of error is plus or minus 3.02 points. Launched in 2000, the Harvard Youth Poll is the largest political survey of young Americans and is administered by the Harvard Public Opinion Project, an undergraduate-run organization.

In a head-to-head matchup, Biden leads Trump by eight points (45 percent-37 percent). Among those most likely to vote, his lead expands to 19 points (56 percent-37 percent). That’s considerably smaller than Biden's advantage in spring 2020 when he was up by 23 points among all young voters and 30 points among likely voters.

When third-party and independent candidates Robert F. Kennedy Jr., Jill Stein, and Cornel West are included, Biden's lead over Trump shrinks from 19 to 13 points among likely voters.

Trump enjoys significant enthusiasm (76 percent) from those who already favor him but can’t seem to garner more than 37 percent of support from young voters.

The outcome of his current criminal trial in New York City, however, could damage that support.

Trump has been charged with falsifying business records to conceal an extramarital affair in 2016 in a case prosecuted by Manhattan District Attorney Alvin Bragg '95, J.D. '99. The survey showed that if Trump is found guilty, Biden would get a nine-point bump among likely voters and a 10-point bump among all young people.

Asked whether the country is on the right or wrong track, more than half (58 percent) said the wrong track, and nearly one-third were unsure. Only 9 percent said the country is moving in the right direction, the first time this number was in the single digits in the poll's 24-year history, organizers said. Four years ago, 21 percent said the nation was headed in the right direction.

Some Democrats have voiced concerns that significant numbers of young voters, dissatisfied with their election choices, might sit out the 2024 election. According to the poll, 53 percent say they'll "definitely" vote this fall, compared to 54 percent who said the same and did so in numbers that helped propel Biden to victory in 2020.

Poll results showed that two issues closely associated with under-30 voters — the Israel-Hamas war and student debt relief — may not be especially consequential ones when it comes to casting votes.

Biden gets good marks (39 percent) for his efforts to reduce student debt, and poor marks for his handling of the war in Gaza (18 percent). But young people ranked these as least important among the issues facing the country. The majority said inflation, healthcare, and housing were the top three matters, followed by gun violence, according to the poll.

Confidence in the nation's institutions has plummeted among younger Americans over the last two election cycles. Since 2015, trust in the presidency has dropped 60 points and in the Supreme Court by 55. Wall Street (9 percent) and the media (10 percent) are trusted least, but even the U.S. military, once considered largely above doubt, is now trusted by only 36 percent surveyed.

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