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Home-School & Non-Traditional Educational Path
Applicants who are not currently enrolled in a secondary school or college should explain their educational path to the Admissions Committee by using the “Academics” and the “Additional Information” sections of the Common Application.
Home-schooled students
Complete the Home School Supplement to the Common Application’s Secondary School report. This form provides students and families with an opportunity to describe their approach to home schooling and to provide information on curriculum, grading scale and evaluation.
Out-of-school applicants
There is no separate program or special application for students who have been out of school for an extended period of time. However, applicants with a non-traditional background can find support at Dartmouth through various offices and departments around campus.
Provide background information
Students who have not been enrolled in a school or college for an extended period of time can use the Activities and Work Experience sections of the Common Application to provide background on their pursuits since leaving school. These applicants may also want to use the Personal Statement or the Additional Information section to highlight their experiences and to outline their interest in returning to school.
Consider enrolling in college courses prior to applying
Applicants who have been away from a formal educational setting for more than 2 years should consider enrolling in college course work prior to applying to Dartmouth. Recent and successful completion of challenging academic course work will provide the Admissions Committee with relevant evidence of a candidate’s academic ability and provide you with teacher or instructors who can write recommendations that reflect your current abilities and potential.
Transfer Applicants
Transfer applicants who have left college recently and are not currently enrolled should discuss their decision to leave their college or university and also describe their plans for their time away from school.
