As I look forward to the back to school season, I heard from several of my former high school students about where they are now. They're all making more money than me!
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| At the end of one year, admin let me know that my car was singly vandalized by a bunch of nerdy students. This is the thanks I get smh. |
Here are nine examples of Letters of Recommendation I've written for high school students over the years, covering different goals, including scholarships, internships, and admissions. I mostly wrote in the capacity as a high school science teacher, specifically chemistry, physics, and robotics. There were two times when I was in grad school when writing. I've redacted identifying details and program specifics.
- 1. For a Full Ride Scholarship
- 2. For a Research Experience as an Undergraduate (REU)
- 3. For a Summer Science Internship
- 4. For a Work Internship during a Gap Year
- 5. For Selective College Admission
- 6. For the Common App
- 7. For College Admissions (Restricted Word Count)
- 8. For an Arts-Oriented Program
- 9. For an Engineering Scholarship
For a Full Ride Scholarship
[Name] has my highest recommendation for his academic achievement, engineering potential, and his conscientious personality. I have known [Name] as his FIRST robotics mentor since he started high school, encompassing [Time Period and Events]. [Name] has been a team leader and a quick study from the start with responsibilities including [Skills], and cooperating with other teams as [Officer].
Each summer and fall, [Name] has led projects in reimagining our robots. Not only has he made some of our robot demos to younger audiences more memorable and interactive, he often reused parts already in our shop, adding minimal expenses to off-season projects while effectively training other students. His assessments are accurate, and whenever he identifies what the team needs he always includes potential solutions. For his team contributions over the years, [Name] was recognized with [Award]. Now, as a senior, [Name] has essentially created his own job as our team’s project manager, restructuring previous build captain positions to be more conscientious of budget, deadlines, and student talent development.
In athletics, [Name] focuses on improvement, pushing himself, yet knowing when to rest. In [Sport], his hustle is noticeable from the stands as he leads from the front; in track, he literally raises the bar... [Name] has managed to schedule his athletic activities in a way that he can still fully participate in his other extracurriculars. After school, he [Schedule]. He’s still willing to work on projects from home, often bringing plenty of ideas the next time our team meets. On the occasions where he misses a meeting, his absence is clearly felt, yet the team is still able to carry out the plans that [Name] helps lay out.
Academically, he is the single top student I have encountered in my teaching career, which includes a selective subset of high achieving gifted kids. He can handle advanced material and he respects the feedback levied against his work. I realize that some teachers and mentors may actually find his attitudes polarizing, since [Name] can be a bit confident in his understandings; however, I found that he will often adjust and deepen his understandings once he has time to wrestle with an issue. He learns quickly with great working and episodic memory; that is, he’ll retain a lot of information and can recall his experiences in great detail. In college, he would greatly benefit from projects, labs, and undergraduate research experiences. [Name] rarely appears “overloaded” because he sets up his time very well, and his physical and mental endurance is evident in how he can remain extremely productive in the short and long term.
Though self-deprecating about his public speaking, he obviously holds the audience’s attention. At our many team demos to young children and presentations to engineers, the feedback about our team often specifically mentions [Name]. In team discussions with mentors, [Name] is articulate and on-task, focused on achieving goals on a schedule. For each robotics season, we have a six week deadline, and [Name] has become adept at delivering a functional product as he leads his fellow students.
During competitions, he is always focused on getting ready for the upcoming match. He has learned from some of the frustrations of maintaining plenty of moving parts, both on the robot and amongst teenaged personalities. However, [Name] is highly reflective and embodies the notion of gracious professionalism. He’s funny, too. [Name] is willing to guide other students who might be pushed to the margins, and he exhibits great patience. His mindset is always to fix and learn from mistakes, and he never blames people. Rather, he contextualizes the situation they’re in. He realizes that challenges aren’t supposed to be easy, but are calls to act and do. When we talk one-on-one, [Name]’s genuine beliefs are so reassuring, and I’ve become a more empowered educator and researcher because now I know I’ll have a great colleague in the future.
My research interests as a doctoral student at UW-Seattle have undoubtedly been framed by my experiences mentoring [Name]. From educational neuroscience to gifted and STEM education policy, [Name] has informed what I see as the upper limits of human development and potential. I cannot wait to see what [Name] will do in college and as a young professional, as he gears up to be the world’s next great engineer.
For a Research Experience as an Undergraduate (REU)
[Name] is a conscientious student who makes her opinions and deeply held beliefs known through her writing. When given the opportunities to present, her preparation, diligence, and humor are shared with her peers. I have known [Name]through her participation in robotics … and as her chemistry and physics teacher. She has made many connections between the physical sciences and their applications in biomedical sciences, exploring these advanced topics in imaging, radioactive medicine, and pharmacokinetics in some of her projects and research materials throughout my courses.
She works smart on research, preparing annotated bibliographies and research notes in a meticulous system that she isn’t afraid to share or show her expertise. She often studies, spending most of her mornings in the science wing looking over notes before the school day starts whilst occasionally tutoring her fellow students. [Name]is not afraid to ask for help, either, but would prefer that she master a skill or concept on her own; she never asks for the answer, but seeks the help she needs to form her own understandings.
Certainly, she possesses a level of studiousness recognized by her peers, and at best, she is looked at as an intellectual leader. In collaborative projects, [Name] has demonstrated her leadership by delegating tasks and keeping to the deadlines she sets.
In college, [Name] will likely participate in several extracurricular activities and societies. Her expansive resume is only eclipsed by the fact that many of the clubs of her interest did not exist until she created them, such as multicultural club. For robotics, [Name] has participated in some of our outreach events to promote STEM education to 4-8 grade students across the parish. She has interests not only in the biomedical sciences, but in complex sociological issues regarding … and changing economies. [Name] is articulate in the intersection of the natural and social sciences, and she has proven herself to be proficient at researching, programming, and modeling different phenomena.
[Name] is a hard worker, and she has the potential to become a highly active, productive, student in college. She would excel in an environment with like-minded peers and would benefit greatly from undergraduate research experience. [Name] will also greatly contribute to the university’s student life and later, as a student researcher primed for lab work. I enthusiastically recommend her application.
For a Summer Science Internship
[Name] was a student in my spring semester chemistry class. As a new student to my class – which I, and the students, would consider accelerated and more challenging than other sections – [Name] stood out with his humor, and he emerged a leader. My instructional focus on overarching concepts and higher order quantitative reasoning was different, yet [Name]’s consistently strong performance during day-to-day activities offered clarifying insight and well-timed chemistry themed jokes. His easygoing, playful nature disguise his genuine concern for understanding and improvement.
My tests were pretty rough, affectionately nicknamed things like the Tenderizer, but [Name] refused to be tenderized. I recall that even on the first few chemistry tests, he scored in the top 10%-15% out of 120 students. He was one of the few new spring semester students who quickly adapted to learning more material in a shortened amount of time. His knack for understanding patterns was evident in advanced material regarding acids, bases, and organic molecules; while a majority of the class was initially stymied by nomenclature or calculations, [Name] was capable of working with different sets of rules to identify properties of various chemicals.
One Saturday in March, the Ides of March in fact, [Name] and another student took the opportunity to take a practice ACT, which was a three hour commitment. I vividly recall that day because it was foggy, and I was running a bit late. [Name] drove and was patiently waiting in the school parking lot. I opened my classroom and let the students in. Then I ran off to make copies of the test booklet. When I returned, [Name] had written projections of what he expected to score, though he specified areas that he needed to improve. These predictions were pretty accurate, though he was pleasantly surprised on one subtest and “dun goofed” on another. However, we discussed strategies for him to mitigate and recover from any mistakes. These predictions remained on my board over the weekend, and prompted other students to volunteer their goals for the ACT.
As an aside, I also offered to buy nachos, supreme nachos, and though visibly tempted, they refused. To me, this was not only an instance of hyper-focus in practicing for the ACT, but a feat of superhuman resistance: those nachos were awesome.
Teaching, especially in STEM classes, is difficult, but purposeful work. [Name] is of the order of students who inspire me to continue my own education. Already, he has gained so much from his experiences at [Program] this summer, and I would imagine that the continued opportunity for professional mentoring will carry momentum as he begins his collegiate career next fall. Thus, I highly recommend [Name] for [Program].
For a Work Internship during a Gap Year
I am writing to recommend [Name], currently a senior at [School], for an internship position in your office. [Name] is a hardworking, capable student in my physics class who is heavily involved in her school and civic communities. She is president of the school’s [Environmental Club] which strives to maintain a clean, healthy school environment by collecting all of the school’s recycling and cultivating the green spaces on our campus. She has also served our school on the [Sport] team and by being an active member in National Honors Society, Student Council and Interact Club, which all participate in a variety of community outreach experiences.
Academically, [Name] has maintained high grades in challenging honors and Advanced Placement courses throughout high school. This academic year, she is among the top 10 students in her graduating class of 200. She works well with others, keeping them oriented to accomplishing their goals, and she is open to critique on improving her workflow and products. Specifically, in physics [Name] maintains an open mind to learning physics theory while also being able to apply this knowledge into making functioning mechanical and electrical components. She is never afraid to ask for help, yet she problem solves independently and seeks cooperation from other students and teachers. She often mediates the group so that they can reorganize and reframe their ideas to make theory become a reality. Indeed, her academic experiences reflect a commitment to high quality work, a love of learning, and successful social and emotional skills required for a demanding atmosphere.
[Name]’s post-high school plans are incredibly thoughtful, weighing the costs and benefits of the options available to her. I have the highest confidence that [Name] possesses the personality and perseverance to fit into any type of work environment.
For Selective College Admission
[Name] was in my chemistry class last year at [School]. He made it memorable, ascending to the title of Lord [Name] the Bard and regaling the class with brilliantly adapted or improvised song. Not only did he enhance the class through entertainment, but he consistently offered clarifying insight for his fellow students. In class, [Name] was always willing to tackle big ideas in science, not only regarding methodology and the direction of research on a technical level, but also on an ethical level. In particular, he has expressed interest in the implications of empathy and the chemical basis of emotion, leading discussion and spirited debate. During class competition and reviews, he has demonstrated strategic prowess. Not only did he answer questions quickly and correctly, but he optimized his team’s performance by maximizing scoring opportunities and delegating tasks to group members.
This pattern of excellence continued the entire year. He quickly adapted to learning large amounts of material in a shortened amount of time. His knack for understanding patterns was evident in advanced material regarding acids, bases, and organic molecules; while a majority of the class was initially stymied by nomenclature or calculations, [Name] was capable of working with different sets of rules to identify properties of various chemicals.
This year, [Name] joined the [Robotics Team] which I mentor. He began in the fall, and he will continue on in this “varsity sport of the mind” this upcoming spring during the six week build season. His commitment is greatly appreciated and seems to be inspiring to newer students. As a senior, he has become a model for younger students to follow. Despite his initial inexperience, [Name] will have plenty of opportunities to develop general knowledge in mechanics and electronics as well as employ soft skills in teamwork and strategy.
Additionally, [Name] has demonstrated a breadth of interest throughout high school, participating in chorus, [Program], athletics, and writing competitions. Though he has expressed interest in the medical field, [Name] is capable of weighing options and keeping an open mind. He is a well-rounded student who has demonstrated adaptability; indeed [Name] has expressed that he simply wants to be the best [Name] that he can be. [College] will provide an excellent academic environment for [Name], and he will benefit tremendously around peers with similar talents and drive. Though he performed outstandingly in an accelerated chemistry class, I only wish that our school had a gifted class where he and other students could excel even more.
Teaching, especially STEM, is difficult, but purposeful work. Students like [Name] inspire me to be the best teacher that I can be: … and my reason for going into education rather than medical school or gerontology or biomedical engineering was because I’d have the potential to mentor future leaders in STEM, health, humanities, arts, and business. [Name] is a part of a brilliant future, and I highly recommend him for admissions into [College] for the class of [Year].
For the Common App
[Name] thinks intensely and efficiently. His economy of words carries authority during classroom discussion, and I can always count on [Name] to pick up on the big ideas in physics, conceptually and mathematically. He has a knack for translating this new vocabulary and grammar to his fellow classmates with wit and intensity. When challenged with multi-step problems in classical mechanics that require some concept learned a semester ago, or even from other math classes or chemistry, [Name] proceeds in a systematic, well-thought manner without complaint. He studies physics in a mature way that shows a deep understanding of complex interactions, highlighting the key variables without being bogged down in minor technical minutia. On tests, his explanations always fill the space neatly, always supported by examples with numbers.
[Name] would fare well in an accelerated environment with peers with similar interests and intensity. He shows greatest interest in cosmological, astronomical, and quantum mechanical topics, but few opportunities come up in class since its focus is algebra-based classical mechanics. While few students knew what LIGO is, [Name] was devastated we had to cancel a trip to see the Laser Interferometer Gravity Wave Observatory up in rural Louisiana. In class, he often masters the material far faster than any other student and can reference long-forgotten topics, so enrichment specifically designed for [Name] is a niche I have to carve out in my lessons. He is savvy to the latest breakthroughs in theoretical physics; his mastery of classical mechanics probably comes from his time on the varsity [Sport] team.
In a research environment working with a mentor, [Name] has the maturity to work both in cooperation and independently. Per unit time spent, he is indeed the most efficient in engineering projects, but he seems to prefer more abstract challenges. On rare occasions, [Name]’s interactions with other students appear critical in a pessimistic way, such as telling other classmates why a particular aspect of their project would not work. Though he is often correct in his analysis of these moments, a brief reflection allows him to offer a few suggestions that could help. For his own products, [Name] often designs simple solutions that work.
[Name] enters the class with a greeting and never leaves without wishing for me to have a good day. He is amongst the brightest at [School], in the top 5% in academic class ranking. He takes away lessons with simple messages with the understanding that each plays a part in a larger, complex universe. While other students hesitate to draw conclusions, [Name] realizes there is little risk in entertaining certain ideas, allowing him to freely process various permutations of concepts. [Name] never makes excuses, and any setbacks he sees as opportunities to rethink, work harder, and overcome.
For College Admissions (Restricted Word Count)
[Name] has the potential to become a great engineer. She’s precocious… and she’s persistent. She joined our [Robotics], and has contributed greatly to our outreach to local K-8 schools. She has also served as a volunteer at qualifying events our team has hosted as well as two regional competitions with over 50 teams each. I taught her chemistry, and I was her robotics mentor during [Year].
In class, [Name] summarized her notes in a synthesis of analysis and personalization. She understood some chemistry concepts by making some metaphors or actively engaging with the phenomena through our lab activities. In robotics, she was present at most meetings and events to relay information to the team. She carries out her responsibilities as a team-player with a uniquely “[Name]-sense-of-humor.”
[Context], however she remains a good, overall well-rounded student. She works best when her dispositions can be put in check by her peers.
[Name] is active on [School]’s campus by being representing as [Officer] for [Club], as a Freshman Mentor, and a member of the National Honor’s Society. She intends to pursue her senior research project about women in engineering fields, and she has much to contribute. On the robotics team, she serves as both a builder who assists other teams in building their chassis. [Name] will help coordinate outreach activities and sponsor visits.
Indeed, [Name] will become a contributing member to your college campus’s student life. I feel that she would benefit from peer-mentoring programs and that she’ll excel at independent research projects. [Name] learns best once she knows how her support system works, and she becomes increasingly independent with feedback; that is, she listens, and once she gets rolling, she’ll start thriving.
For an Arts-Oriented Program
[Name] represents the best of [School], not only possessing a stellar grade point average, but by embodying an omnipresent spirit. She’s active everywhere! If you were to go to any given school-wide event, [Name] is there taking pictures, capturing these beautiful moments for posterity. She gets along with just about everyone on campus, and everyone, including myself, can only dream of being as cool as [Name].
She manages her time extremely efficiently, given her extensive participation in the school’s community life; she outperforms many of her peers because she prioritizes her needs and carves out time to study, seeking the help of her teachers or finding time to collaborate with others. In my chemistry class, she achieved some of the highest grades because she focused on thinking widely without getting bogged down into details; she would still notice those details, however, and restate them in her own way. Comparing notebooks, [Name]’s organizational skills match professional scientists and engineers. [Name] absorbs material rapidly, but rather than being spongy, she artfully filters and resynthesizes big ideas. She even asks questions, and more importantly, checks her understanding without prompting, demonstrating that she takes charge of her own learning. In short, I have the highest confidence in [Name]’s academic abilities.
Not only does [Name] possess qualities of great thinkers, she also has gifts necessary for leadership such as communication, goal-setting, and a robust sense of duty. Her leadership roles include running [Club] service projects as she climbed the ranks through different elected offices. With her careful guidance, the [Club] was able to undertake impactful and sustainable local service projects to help bolster [City]’s community. As a member of our award winning [Club], she faithfully conducts meetings and shares her art and writing, always seeking to improve upon each iteration. As a school ambassador, she welcomes new and returning students into a … [lifelong learning community]. Her performances on-stage and on-screen top off her contributions in theatre and broadcasting. As one of the many stylish hats that she wears, her behind the scenes work permeates through these high-quality productions.
[Name] thinks critically and roots all of her forms of expression in a well-attuned sense of empathy. She recognizes what can be improved, but always sees the upside to everything. She dedicates much of her time perfecting her art in a community-driven environment. As a young teacher, I feel that [Name]’s omnipresence models a quality that I strive to emulate. [Name], always there, ready to give her all.
For an Engineering Scholarship
[Name] demonstrates extremely high potential in STEM with his active interest in both unifying natural theories of our universe and his desire to learn about systems and mechanisms. I have known [Name] for the last two years, and he plays an integral part of [School]’s community as a member of the [Art], [Sport] team, and a member of our [Robotics] team.
[Name] also volunteers his time strengthening [City] throughout the year with beautification ministry through his church and over the summer as an intern for [Civic Organization]. His mastery of tool use reciprocates from his experiences on robotics and through service projects which have led him towards a path in mechanical engineering.
With his strong academics and his service background, [Name] had permanently affixed himself to the top of my chemistry class, always achieving the highest grades and mastering content well in advanced to his peers. He remarked how principles in chemistry were interrelated, and he used most of his time building his knowledge and understanding instead of relearning basic concepts. He often explained material to his classmates using examples and enthusiasm with an “If I can do it, you can, too” attitude. His classmates love [Name], the humble [Instrument]-playing nerd who happens to play [Sport] and can lift heavy objects.
… I have utmost confidence that his interests would have expanded as a result of being around academically stronger students. His math can become muddled because of a desire to show all work, even bits that are not relevant to the problem, but this meticulousness is only at the cost of speed and not precision; he takes time to do everything instead of filtering out irrelevant information, though he is usually correct. Much improvement will arise both math and writing once he practices strategies to speed up simpler tasks. [Name] excels at producing polished work for longer term projects where the details matter more, such as each nine weeks project in our chemistry and physics classes and his senior research project on [Topic]. According to his English teachers, his paper was capable of blowing their minds while being grammatically correct and stylistically pleasant.
Overall, I highly recommend [Name] for consideration for your scholarship. [Name] shows promise as a future mechanical engineer and as a citizen of the world who will dedicate his time in the service of others. His works exemplify the spirit of learning through experiences which build on one another, and he explores science topics seeking breadth with depth. [Name] brings humor and excitement, humanizing the natural sciences and applying them to real world contexts. I hope that he is able to develop a vision for innovation while iterating upon his successful experiences.
Discussion
I feel comfort in knowing I've helped students pursue life-changing educational opportunities. I'm really proud.
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