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Wealthier areas are much more likely to have more parental involvement both with the school and in the students’ home lives. That makes all of the difference.The parents of students in an affluent school district are much more likely to:Have college educations.Be married to the other parent of their child.Have children after establishing a career and getting married.Have the time to help their children with their homework, or at least make sure their children are doing their homework.Be involved with the school itself, as volunteers, coaches, etc…Contribute financially for specific school needs, like technology, uniforms, etc…I’m also tempted to write that the parents are more likely to see the value in their child’s education, and be more supportive, rather than adversarial, to their child’s teachers and principals. But that sounds kind of judgmental on my part. Just because a parent has to work a lot to provide the basics doesn’t mean that they don’t care about their child’s education. It just means that their attention is stretched thin and they are stressed by other realities.

This is a dated example, I think. The idea is that after marriage, the gardener will do the same work as before, but not be paid an explicit cash wage. Therefore the value of the services will not be measured in GDP (whether or not it should still be in the definition of GDP is a question people debate).GDP measures only goods and services purchased by end users. It misses work people do for themselves, or for their families, or for others without explicit compensation (volunteer coaches or PTA secretaries for example). It misses a lot of other stuff as well.

Thanks for the A2A.This is the million-dollar question because I have seen applicants win state and national awards and be denied to colleges that other applicants, like me, with “average” ECs have gotten in to.Here are my ECs for reference.Self-rehabilitation — I suffered a spinal cord injury three years ago, so I wasn’t hesitant to tell colleges that I spend roughly 1-2 hours a day doing therapy. It’s a major time consumer.National Honors Society President — A leadership position. It looks nice on paper, I guess. I conducted three large volunteer projects and brought in local speakers.Research — I did research over the summer at WashU that focused on spinal cord injuries.Youth basketball volunteer coach — I love basketball, and since I’m unable to play anymore, I decided to teach what I had learned to younger players.Student council representative — A leadership position. Really didn’t do a whole lot except plan dances and do two service projects.Fellowship of Christian Athletes leader — A leadership position. This is the only EC I did all 4 years. It was a fun time with friends.Spinal cord injury activist — I have given multiple speeches about my story and have participated in online support groups for those with spinal cord injuries.Junior rotarian — A leadership role.TutorAcademic decathlon memberDo I think my ECs are spectacular? No. I didn’t win any cool awards or whatever. But, my ECs tell a story of who I am. Sure, I suffered a spinal cord injury. However, that alone wasn’t going to get me in to top colleges. It’s the way I bounced back and did ECs that were actually meaningful to me and my goals. My research gave me the opportunity to learn more about my condition and try to make a difference. My activism demonstrated that I am willing to stand up for those with disabilities and decrease ignorance. My volunteer coaching job showed that even though I was unable to play basketball anymore, I was resilient and found a new way to contribute.Try to make your ECs tell a story of who you are and what you can bring to that college. A bunch of random ECs is fine, but ECs that expose your character and goals are much better, and you might be more successful.Best of luck and let me know if you need any help!—KH