Is an Honors College Right for You? Assessing Fit

In the United States, college enrollment totaled 19.28 million undergraduate students nationwide in Fall 2024 (Education Data Initiative). Of those, some are enrolled in university honors programs. Since honors programs are competitive, often admitting students who graduate in the top 5% of their high school class, it's essential to remember that most students will not have the opportunity to participate in an honors college experience. It is equally important to remember that there is nothing wrong with students who do not. The purpose of this article is to help students and families evaluate readiness and candidacy for university honors programs.

While each program varies in structure and emphasis, students who thrive in honors environments typically exhibit a strong commitment to academic excellence, leadership, a desire for meaningful engagement beyond the classroom, and an eagerness to take on academic challenges.

For high-achieving and intrinsically motivated high school students, university honors colleges and programs offer an enriched undergraduate experience within a large university setting—think “big fish in a big pond.” However, it’s vital to understand that honors programs are not easy résumé padding or an easy path to prestige: they are not right for everyone, perhaps even most college students. They are competitive, rigorous, and designed for students who want to deeply engage with their education—often at a level that rivals rigorous liberal arts programs.

Who Thrives in an Honors College?

In The Disengaged Teen, Jenny Anderson and Rebecca Winthrop seek to discover why so many adolescents lose their love of learning. During their research, they identified four modes of learning—resister, passenger, achiever, and explorer—which provide a convenient framework within which to assess readiness and fit for university honors programs. Understanding where a student is on the continuum described below can help students and families decide whether to complete an honors college application.

Resister: Children who resist may struggle internally with feelings of inadequacy. They may communicate such feelings by failing to complete homework, pretending to be ill, skipping class, or acting out. While resisters may be able to get into college, they are not good candidates for university honors programs.

Passenger: Think of the passenger as the person who is just along for the ride. Passenger learners typically do just enough in school to get by and may question the value of education. Due to the self-regulation and core academic drive required for success in university honors programs, students who are not ready and able to push themselves are unlikely to be admitted to or thrive in such programs.

Achiever: Achievers do what it takes to get high grades, and their self-worth may be defined by academic achievement. Achievers may not be intrinsically engaged; instead, they are motivated by external sources, such as grades and praise. Since achievers have the ability to succeed at a high level in their high school courses, they have the potential to succeed in a university honors program. However, if they have not demonstrated academic excellence and curiosity in a tangible way beyond the classroom, it will be difficult for them to craft competitive honors college applications. 

Explorer: Learners who are primarily motivated by intrinsic curiosity and who pursue knowledge in the quest for answers to questions are natural fits for university honors programs. Due to their intrinsic drive to learn, engage, and find answers to questions, explorers have the capacity and experiential track records to craft competitive honors program applications.

Note: While the brain may stop growing in size by early adolescence, it continues to develop and mature until the mid-to-late 20s. Importantly, the prefrontal cortex—the part of the brain behind the forehead—is one of the last parts to mature. This area is responsible for skills such as planning, prioritizing, and making good decisions, also known as executive functions. In other words, students who are passengers may evolve into achievers, and those who are achievers may become explorers. For this reason, it is crucial to understand that students who are not competitive and/or a good fit for honors colleges when they apply to college, may at some point evolve to the point where they are ready to step up and take on the challenges that come with being an honors college student. If that is the case, in many instances, they can apply to the honors college while in college. To learn more about the teen brain, click HERE.

In general, honors colleges are a strong fit for students who meet several of the criteria listed below:

• Excel academically in high school (GPA, demonstrated rigor, high class rank, and, in some instances, test scores)
• Are self-regulated, motivated, curious, and have demonstrated an eagerness to explore ideas beyond the standard high school curriculum (i.e., tangible examples)
• Have advanced time management and organizational skills (i.e., executive functioning skills)
• Have taken on leadership roles.
• Seek smaller, seminar-style classes with opportunities for deeper discussions and extensive collaboration with faculty and peers.
• Want to foster close relationships with faculty through research and/or mentorship.
• Value opportunities for leadership, global experiences, service, and professional development.
• Aim to graduate with distinction or prepare for competitive graduate or professional schools.
• Are willing to prioritize additional academic obligations, including seminars, thesis and capstone projects, and service learning
• See college as a time to grow beyond the degree.

Make no mistake: university honors programs require significant time, effort, and academic discipline—they’re for students who want more and are willing and excited to do the work.

Bottom Line

Honors colleges can be transformative, offering the best of both worlds: the resources of a large public university and the intimacy of a smaller academic community. But they demand more than strong grades. They require initiative, intellectual maturity, and a genuine commitment to scholarship beyond the grades.

While many state flagship universities have honors programs (see below for a list), students should also consider honors programs at other state universities. For qualified applicants, this may offer a strategic and more affordable way to join other high-achieving, intellectually curious students and elevate their undergraduate education.

Ultimately, students near the top of their high school class who are truly energized and excited by academic challenge, who are self-regulated, and who enjoy collaboration and seek deeper connections with faculty and peers should consider a university honors program.

Click HERE or a list of 50+ State Flagship and Other Notable University Honors Programs

For more information on university honors programs, help with assessing fit, or anything else related to the college admissions process, please reach out at kathy@fineeducationalsolutions.com to set up a consultation.