In over three decades in the classroom, I learned to spot the résumé padders who loaded up on extracurricular activities in junior and senior year. As adviser for the high school newspaper, I witnessed what colleges really hope to see: depth over breadth, quality over quantity.

The students who started as ninth-grade reporters and rose to be editors by senior year had something special. They showed commitment, growth, and genuine passion. They learned to meet deadlines under pressure, manage conflicts, and lead a team. These weren’t just activities on a résumé–they were transformative experiences.

I remember the student in my AP English Language class who showed me his résumé: two pages of 10-point, single-spaced clubs he’d joined in his last year, holding “leadership” positions in many of them. How can you do a good job for any one of these clubs when you’ve spread yourself so thin? That’s exactly what colleges wonder too. That’s why they ask for hours per week and weeks per year.

Think strategically

It’s important to think strategically about your activities, not just accumulate them. (And if you’re applying to schools that admit to major, like the University of Texas at Austin, your activities should align with your major. Right, Bob Carlton?)

A suggested timeline

Grade 9: Explore the many extracurricular activities available to you.

Grade 10: Begin focusing on a few activities that really interest you.

Grade 11: Start making commitments and taking on leadership roles in a few activities you really care about. Think about making an impact.

Grade 12: Continue with the activities you love, and as a leader, teach the juniors how to take over when you leave. That’s your legacy.

Remember

Colleges want to see growth and intention, not just participation. Quality beats quantity every time.