Do High-Cost Summer Programs Pay Off? A Measured Look at ROI and Admissions Impact

“Choose summer experiences that feed genuine curiosity and build skills—not ones marketed as providing an edge in selective college admissions.”
— Kathy Griswold Fine, Ph.D.

Every fall, students and parents ask the same question:

“Will attending an expensive summer program, conducting research, or traveling abroad help me get into a selective college?”
Given the barrage of marketing from university-affiliated and private programs—many of which subtly, or not so subtly, promise that their experiences “set applicants apart”—the question is understandable. But the reality is far more nuanced.

The Booming Market for High School “Research” and Summer Programs

Thousands of organizations are competing for the attention—and money—of families eager to support their children’s college aspirations. As students consider summer plans, it's vital to understand the industry that has developed around these offerings.

In addition to residential programs on college campuses, study abroad opportunities, start-ups, internships, etc., a rapidly growing subset of this market involves “research,” including programs that promise publication. The breadth of questionable publishing practices is significant, with some estimates suggesting that more than 8,000 predatory journals publish over 400,000 papers per year (Telfer School of Management, University of Ottawa, 2020).

The predatory nature of this expansive and lucrative industry means that students and families must be discerning when selecting summer activities and understand how admissions offices view such activities.

What Pricey Summer Programs Can Offer

When thoughtfully selected, summer programs, research, and opportunities to travel abroad can be fulfilling, educational, fun, and even transformative. Specifically, they may help students:

• Feed authentic curiosity. Immersing yourself in a topic you genuinely enjoy—whether neuroscience, economics, or the arts—encourages deeper, self-driven learning.
• Ask and answer big questions. Meaningful programs teach students to think critically, test ideas, and collaborate with peers and mentors from diverse backgrounds.
• Learn valuable college-readiness skills. Research and writing, civil discourse, time management, resilience, and self-advocacy skills can improve when students proactively pursue learning opportunities outside the classroom.
• Clarify academic and career interests. A summer experience or research project can confirm or redirect a student’s intended field of study before college.

Without a doubt, these are all valuable outcomes. However, with the exception of highly selective, typically free programs, it is important to distinguish personal enrichment from admissions advantage.

What Expensive Summer Programs Don’t Offer

Although the University of Pennsylvania mentioned that for the Class of 2026, “Nearly one-third of the admitted students engaged in academic research,” since then, there has been no mention of research that I could find in Penn’s congratulatory blogs. On its website, Caltech states, “...only about 35% of our admitted students from the recent class submitted research papers and publications as part of their supplemental materials.” It goes on to qualify what they mean by “research.” Not surprisingly, there is no mention of expensive programs and pay-to-publish scenarios.

In other words, there is no credible evidence that “pay-to-play” summer programs increase a student’s chances of admission to selective colleges. While some organizations imply a causal link between participation and acceptance rates, with compelling email subject lines like: “How Aiden got into Stanford last year with XYZ,” the relationship is likely correlative rather than causal.

Students who independently pursue academic endeavours beyond the classroom often possess the characteristics colleges value most: academic excellence, initiative, and the curiosity and drive to seek enrichment well beyond what is offered in a standard high school curriculum. It is superior academic talent combined with student agency and an extraordinary work ethic that result in impressive accomplishments, which in turn drive admissions outcomes, not the programs themselves.

Are There Competitive Summer Programs for Teens?

Yes, but they are the exception. Most university-branded summer programs are not selective and admit the majority of applicants who are able and willing to pay. By contrast, a few highly competitive and often free programs are recognized for their rigor and selectivity, such as:

• Carnegie Mellon University Summer Academy for Math and Science (SAMS)
• MITES (MIT Introduction to Technology, Engineering, and Science)
• North Carolina School of Science and Mathematics (NCSSM): Summer Programs
• Research Science Institute (RSI) (MIT / Center for Excellence in Education)
• Stanford Institutes of Medicine Summer Research Program (SIMR)
• Telluride Association Summer Seminars (TASS)

Programs like these admit only a small fraction of applicants and typically provide full financial support: they are the exceptions, not the rule.

What Current Evidence Concludes About High School Research

Anecdotally, I have observed a positive relationship between extracurricular activities, including summer reading, volunteering, working, research, professional shadowing, etc., and the insightfulness of student essays. In fact, I could argue that such applications are qualitatively better. However, there is no evidence that such qualities are reasons for selective college admissions. Nor is there evidence that the lack of such qualities is a reason for selective college rejections.

Regarding research during high school, recent reports and analyses imply that engaging in research can be a meaningful learning experience. Positive, but secondary, admissions readers may view research as a plus because it can show intrinsic curiosity, initiative, and intellectual independence, all qualities valued in holistic admissions (Hechinger Report). However, it is critical to note the following:

• Strong academics remain the foundation. Students admitted to the most selective universities with research experience almost always have near-perfect GPAs and top standardized test scores when submitted. In other words, research may enhance an already excellent record, but it cannot compensate for weaker academics (i.e., rigor and grades).

• No proven causal effect. Correlation ≠ causation. There is no evidence that research causes better admission results. It is likely that the correlation exists largely because motivated, high-achieving students are the ones who pursue and complete meaningful research in the first place (National Library of Medicine).

• Equity and access. Equity and ethics matter. Admissions offices are skeptical of pay‑to‑publish schemes and superficial projects. Depth, mentorship, integrity, and reflection carry weight—not price tags. My own research shows that many “research publication” programs marketed to high schoolers are pay-to-publish, lacking legitimate peer review. Admissions offices are aware of this and may view superficial publication claims skeptically. (ProPublica)

Putting It All Together

Motivation and agency drive meaningful summer experiences. Whether a student works a job, conducts research, takes a class, volunteers, or cares for siblings, what matters most is:

• Why they pursued the experience
• What they learned
• How it influenced their growth

Selective colleges look for:

• Sustained curiosity
• Genuine engagement
• A track record of academic excellence
• Resilience and independence
• Reflection and maturity

Avoid experiences simply to “check a box.” Admissions readers can tell the difference. When planning summer activities, students should choose programs that feed genuine curiosity, build meaningful skills, and fit their personal circumstances—not those marketed as shortcuts to selective college admissions.

What Summer Programs Are Available?

Click HERE for a list of summer research and other opportunities.

Note: This resource is for informational purposes only—not endorsements or recommendations. My goal is to help students and families make informed, intentional choices that align with their motivations, values, and resources.

How To Evaluate a Summer or Research Program Before Applying

Before enrolling in any summer or research experience—especially one with a significant cost—take time to evaluate its fit, quality, and educational value. Here are key questions to ask:

1. Purpose and Motivation

• Why am I interested in this program?
• Does it align with my academic interests or help me explore new ones authentically?
• Am I choosing it because it excites me—or because I think it will impress colleges?

2. Academic Fit

• What will I actually learn or create?
• Is there measurable skill‑building and feedback?
• Is the curriculum designed for high school students, or is it repackaged introductory material?
• Will I gain skills that connect meaningfully to my future goals?

3. Selectivity and Structure

• How competitive is admission? (Look for acceptance rates, prerequisites, or evidence of a review process.)
• Who are the instructors or mentors—faculty, graduate students, or paid program staff?
• Will I receive personalized feedback or mentorship, or is it primarily lecture-based?

4. Cost and Access

• What is the total cost, including travel and housing?
• Are scholarships or financial aid available?
• Could I achieve similar growth through a lower-cost or self-directed experience?

5. Outcomes and Reflection

• What will I take away from the experience—skills, confidence, clarity, a tangible project, such as a portfolio or paper?
• How will I reflect on and communicate what I learned in future essays, interviews, or conversations?

Note: Working a job, community engagement, or caregiving can be just as formative and viewed as more equitable than expensive programs.

FAQs About High-Cost Summer Programs, Research, and College Admissions

Will attending an expensive summer program improve my chances of getting into a selective college?

There is no evidence that high-cost or pay-to-play programs increase admissions odds to selective institutions. Admissions offices care about academic performance, rigor of coursework, intellectual curiosity, initiative, and character. A program may enrich your learning, but it is not a shortcut to selective admissions.

Do colleges expect students to do research in high school?

No. Research is not expected, and most admitted students at selective colleges have never conducted formal research. Research can be a meaningful learning experience and may complement an already strong academic record, but it does not replace high grades, rigor, and strong writing.

Is working or volunteering a better use of my time?

Working a job, caregiving for younger siblings, or contributing to your community demonstrates responsibility, maturity, work ethic, adaptability, and resilience—qualities colleges value. Further, unlike expensive programs, work and service commitments are widely accessible, grounded in real responsibility, and viewed as equitable forms of engagement

How valuable are Counselor-in-Training (CIT) positions?

Most CIT programs recruit from their own former campers, and those campers often come from families who could afford years of tuition at private or specialty camps. Additionally, because CIT roles are frequently unpaid, students who must work for income during the summer may not have the flexibility to participate.

That said, CIT roles can be very valuable. Without a doubt, CIT positions signal positive leadership experience, responsibility, communication and conflict-resolution skills, the ability to work as part of a team, reliability, and maturity: all good things!

Are free or highly selective programs viewed differently?

A handful of programs, including, Carnegie Mellon University Summer Academy for Math and Science (SAMS), MITES (MIT Introduction to Technology, Engineering, and Science), North Carolina School of Science and Mathematics (NCSSM): Summer Programs, Research Science Institute (RSI) (MIT / Center for Excellence in Education), Stanford Institutes of Medicine Summer Research Program (SIMR), and Telluride Association Summer Seminars (TASS) are highly competitive—often more selective than Ivy League admissions. Participation in these programs can reinforce the strength of an already exceptional academic profile.

Should I pay to publish my research?

No. Pay-to-publish schemes lack legitimate peer review and are increasingly viewed skeptically by admissions offices. If publication is a genuine goal, students should work with legitimate mentors and target reputable journals—many of which do not charge fees.

Does doing research demonstrate intellectual curiosity?

It can—but only when the student engages deeply. Surface-level or heavily guided projects do not convey intellectual independence. What matters most are the questions you explored, the skills you built, what you learned, and how you reflect on the process.

Authenticity carries more weight than the outcome.

Can a summer program help me figure out what I want to study in college?
Possibly. Exploring subjects during the summer can help you confirm or redirect academic interests. Students gain the most clarity when they choose programs aligned with genuine interests, have opportunities to reflect on what they learned, and the experience includes real mentorship, feedback, or hands-on work

How should I choose a summer program?

Be intentional by evaluating your goals and resisting aggressive marketing. Ask yourself: “What do I genuinely want to learn or experience?” “Does this program offer meaningful instruction or mentorship?” “Is the value proposition worth the cost?” and, importantly, “Could I achieve similar growth through work, local opportunities, volunteering, or a self-directed project?”

Are expensive programs better than lower-cost or local opportunities?

Not necessarily. Colleges care about substance, not price tags. Some of the most meaningful experiences come from work, internships, professional shadowing experiences, volunteering, caregiving, creative or self-directed projects, and community-based programs.

How will I know if a summer experience is “worth it”?

If the only measurable benefit is being able to list something on a college application, it is likely not worth the investment. Look for genuine learning, meaningful responsibility, practical skills gained, mentorship and feedback, personal growth, and clarity about goals.

How should I write about a summer experience in my applications?

Admissions readers are more interested in authentic reflection than in a program's name. Focus on what motivated you, what you learned, challenges you faced, and how you overcame them, how you grew, and how the experience connects to future interests

What if I can’t afford summer programs?

Don’t worry: you are not at a disadvantage. Because they demonstrate responsibility and agency, activities such as work, caregiving, volunteering, independent study, or local opportunities are highly impactful.

What’s the most critical factor in summer planning?

Alignment with goals and interests. There is no one “right” path. Choose experiences that match your interests, fit your goals and circumstances, allow you to learn and contribute, and help you grow as a person and a student

Sources and Further Reading

Hechinger Report

Rodriguez, L. (2023, August 15). Opinion: Tackling research projects can help students get into top colleges and universities. The Hechinger Report. https://hechingerreport.org/opinion-tackling-research-projects-can-help-students-get-into-top-colleges-and-universities/

National Library of Medicine / PubMed Central

Santi, R., Holt, J. M., & Patrick, M. E. (2024). Why and how: Engaging high school students in research and science learning experiences. Perspectives on Medical Education, 13(4), 245–252. https://pmc.ncbi.nlm.nih.gov/articles/PMC12082194/

Pioneer Academics

Pioneer Academics. (2025, May 30). The truth about high school research publication: What you must know. https://pioneeracademics.com/helpful-resources/publishing-as-high-school-students/the-truth-about-high-school-research-publication-what-you-must-know/

ProPublica

Smith, S. (2023, May 18). The newest college admissions ploy: Paying to make your teen a “peer-reviewed” author. ProPublica. https://www.propublica.org/article/college-high-school-research-peer-review-publications

Telfer School of Management, University of Ottawa.

(2020, September 30). The fake news of science: Dangers of predatory publishing for students, our future leaders. https://telfer.uottawa.ca/en/telfer-knowledge-hub/better-canada/the-fake-news-of-science-dangers-of-predatory-publishing-for-students-our-future-leaders