If your student has been deferred from college during the Early Action or Early Decision round, I want you to take a deep breath. This is not a rejection. In fact, at the most selective colleges in the country, being deferred is more common than being accepted or denied in the early round. With application numbers at record highs in the 2025-2026 cycle, understanding what a deferral really means and how to respond strategically can make a significant difference in the final outcome.
Quick Answer: What Does Being Deferred from College Mean?
Being deferred from college means the admissions committee has postponed making a decision on your student's application until the regular decision round. It's not a rejection. The college wants to reconsider the application alongside the complete applicant pool before making a final call. At top schools like Harvard and MIT, this happens to 70-80% of early applicants, so your student is in very good company.
What to Do After Being Deferred: Your 3-Step Action Plan
Before we dive into the details, here's exactly what your student needs to do in the next three months. I've guided hundreds of families through this process, and this strategic approach has helped many deferred students gain acceptance in the regular round.
Step 1: Respond Thoughtfully (Weeks 1-3)
In the first two to three weeks after receiving the deferral, your student should read the deferral letter carefully to note any specific instructions, meet with their school counselor to discuss strategy, and write a compelling Letter of Continued Interest (LOCI). This letter should include genuine enthusiasm for the specific school, meaningful updates since applying, and a clear statement that they'll attend if admitted (if this is true). The LOCI is your most powerful tool, so take time to get it right.
Step 2: Strengthen the Application (December - February)
Between now and when decisions are released, your student should excel in their senior year courses and maintain strong grades, particularly in rigorous AP or honors classes. They should pursue meaningful achievements like awards, leadership roles, or significant projects. Most importantly, they need to submit their mid-year transcript showing fall semester grades. If there's truly significant news to share (winning a major competition, earning a prestigious scholarship, publishing research), they can send brief monthly updates, but only for genuinely important accomplishments.
Step 3: Stay Balanced and Keep Perspective (Through March)
This is critical: your student cannot put all their eggs in the deferred school's basket. They need to continue working seriously on other college applications, demonstrate appropriate interest in the deferred school by attending virtual events, and take care of their mental health throughout this stressful process. Many students end up loving a school that wasn't their first choice, so keeping options open is essential.
The key thing to remember is that being deferred from college is NOT a rejection. It means the college wants more time to decide whether your student is the right fit for their incoming class. Taking these strategic actions can significantly improve the chances of acceptance in the regular round.
Understanding What a Deferral Really Means
When I work with families whose students have been deferred, the first thing I emphasize is this: a deferral is fundamentally different from a denial. The admissions committee looked at your student's application and said, "We need more time and more information before we can make this decision." They didn't say no. They said not yet.
Think of it this way. In the Early Action or Early Decision round, colleges are seeing just a slice of their applicant pool. They make offers to students they're absolutely certain about, and they deny students who clearly aren't a fit. But the vast majority of applicants fall into a middle category: qualified, interesting students who might be excellent additions to the class, but the committee wants to see how they compare to the spring applicant pool first.
This postponement actually works in your student's favor in one important way. Unlike waitlisted students, who receive decisions after all the acceptance letters have gone out and spots are filled, deferred students are reconsidered during the regular decision round when there are still hundreds or thousands of spots available. The admissions committee will take a fresh look at the application, consider any updates your student provides, and make their decision alongside all the regular applicants.
The Deferral Landscape: You're Not Alone
To put your student's deferral in perspective, you need to know just how common this has become. Since 2020, early application numbers have surged dramatically. More than 450 colleges now offer early admissions programs, and selective schools have seen their early applicant pools increase by 15-30% over the past few years. Meanwhile, the number of available spots hasn't increased at all.
The result? Colleges are deferring more students than ever before. Harvard defers approximately 75-80% of its early applicants. MIT defers around 70%. Georgetown defers 85% or more. Even at schools like Yale, which denies more students outright, about half of early applicants receive deferrals. When the University of Chicago adopted test-optional policies, applications surged to nearly 35,000, and deferral rates increased accordingly.
What does this tell us? Being deferred from college in 2025-2026 says almost nothing about your student's qualifications. It's a function of record application numbers and limited spots. The students who get deferred aren't lacking in any way. The colleges simply need more time to build their class strategically.
Why Colleges Defer Students
Understanding why admissions committees make the decision to defer helps you respond more effectively. In my 18 years working in college admissions, I've identified four main reasons colleges defer qualified applicants.
First, they're building a balanced class. Admissions offices aren't just looking for the highest test scores or GPAs. They're constructing an incoming class with diverse majors, backgrounds, geographic representation, and interests. If they've already admitted several students from your student's region who want to study computer science, they might defer other qualified CS applicants to see how the regular decision pool looks. It's not that your student isn't qualified. It's that the committee needs to see the full picture before committing to the class composition.
Second, they want to gauge demonstrated interest. Colleges care deeply about their yield rate, which is the percentage of admitted students who actually enroll. When admissions committees defer students, they're often waiting to see who will demonstrate genuine enthusiasm for attending. Your student's response to the deferral sends a powerful signal about their level of interest, which can influence the final decision significantly.
Third, they need more academic information. Many colleges defer students because they want to see senior year first semester grades, updated test scores, or evidence of continued academic rigor. This is especially true for students whose applications showed promise but raised minor questions about academic preparation or trajectory.
Finally, they're managing enrollment strategy in uncertain times. Colleges can't perfectly predict how many students will accept their offers, especially with test-optional policies bringing in more applicants than ever. Deferrals give them flexibility to fine-tune their class size and composition once they see the full applicant pool and can better predict yield.
Deferred vs. Waitlisted: A Critical Distinction
I frequently hear from parents who confuse being deferred with being waitlisted. These are completely different outcomes that happen at different times, and the distinction matters enormously for your next steps.
When your student is deferred from college, it happens in December after the early round. The application moves to the regular decision pool for fresh consideration. Your student will receive a final decision in March or April alongside everyone who applied regular decision. Importantly, when that decision is made, there are still hundreds or thousands of spots available in the incoming class.
Being waitlisted, on the other hand, happens after the regular decision round in March or April. It means the college has already filled all their spots, but they're keeping your student on a reserve list in case admitted students decline their offers. Waitlisted students only get offers if spots unexpectedly open up, which might not happen at all.
The practical difference? Students who are deferred from college have more control and more opportunity. You can submit meaningful updates before the final decision is made. You can strengthen the application. You can demonstrate fit and interest. With a waitlist, the decision has essentially been made, and you're hoping for spots to open up. That's why I always tell families that a deferral, while disappointing in the moment, actually gives you a real second chance.
According to data from highly selective colleges, about 5-20% of deferred students are eventually admitted, compared to just 3-10% of waitlisted students (and some years, zero waitlisted students are admitted). The odds aren't perfect, but they're real, and strategic action can improve them.
How to Write a Letter of Continued Interest That Actually Works
The Letter of Continued Interest, or LOCI, is your student's single most powerful tool after being deferred from college. I've read hundreds of these letters over the years, and I can tell you exactly what separates the ones that help from the ones that hurt.
A strong LOCI does three things simultaneously. First, it demonstrates genuine, specific enthusiasm for the school. Second, it provides meaningful updates that strengthen the application. Third, it clearly communicates commitment to attending if admitted (assuming this is true). The letter should be one page, roughly 250-500 words, sent within two to three weeks of receiving the deferral.
Here's what makes a LOCI genuinely compelling. Your student needs to reference specific programs, professors, research opportunities, or aspects of campus culture that couldn't apply to any other school. Generic statements like "I love your strong academics and beautiful campus" tell the admissions committee nothing. Specific statements like "I'm eager to join Professor Martinez's lab studying coastal erosion, which aligns perfectly with my summer research on shoreline sustainability" show that your student has done deep research and understands exactly what makes this school unique.
The updates section should focus on 2-4 significant accomplishments since submitting the application. Strong updates include winning major competitions, earning prestigious awards, achieving leadership positions with real responsibility, publishing research or creative work, or earning straight A's in a rigorous senior schedule. Weak updates include joining a new club, improving slightly in an existing activity, or reading books independently. The question to ask is: does this meaningfully strengthen my application in a way the committee couldn't have known before?
If your student can honestly say they will attend if admitted, this should be stated clearly in the letter. However, and this is important, only make this commitment if it's genuinely true. Admissions officers can spot insincerity, and if your student later declines an offer after making this promise, it can affect future applicants from your high school. If your student isn't certain they'd attend, it's perfectly acceptable to say something like "Your school remains one of my top choices" instead.
The LOCI should be sent directly to the admissions office email address listed in your deferral letter. If no specific address was provided, send it to the general undergraduate admissions email. Address it to "Dear Admissions Committee" unless you've been working with a specific regional admissions officer, in which case you can address it to them by name.
✍️ Need step-by-step LOCI guidance?
Our comprehensive guide on how to write a Letter of Continued Interest includes detailed templates, phrase-by-phrase breakdowns, common mistakes to avoid, and specific examples for different types of colleges.
The Critical Role of Senior Year Grades
Sample Opening That Works
Dear Admissions Committee: My application was recently deferred to the regular decision pool for the class of 2030. I am writing to express my continued strong interest in the University of Notre Dame. After visiting campus last summer, attending the Intro to Engineering Program, and extensively researching your biology department's undergraduate research opportunities, I am more convinced than ever that Notre Dame is the ideal place for me to pursue my academic and faith-based goals.
This opening works because it's specific (mentions the summer program and biology research), demonstrates genuine engagement (campus visit), and immediately establishes fit around concrete values (academics and faith).
The LOCI should be sent directly to the admissions office email address listed in your deferral letter. If no specific address was provided, send it to the general undergraduate admissions email. Address it to "Dear Admissions Committee" unless you've been working with a specific regional admissions officer, in which case you can address it to them by name.
The Critical Role of Senior Year Grades
I cannot overstate how important senior year grades are for students who have been deferred from college. In many cases, the admissions committee deferred your student specifically because they wanted to see evidence of continued academic rigor and performance. The mid-year transcript that gets sent in January or February carries enormous weight in the final decision.
If your student is taking AP classes, honors courses, or college-level work, they need to excel in those classes. Straight A's in a rigorous senior schedule can genuinely change the outcome. I've worked with students who went from deferred to accepted specifically because they demonstrated exceptional performance in challenging courses during first semester. Conversely, I've seen students go from deferred to denied because their grades slipped and showed B's and C's where there had been A's before.
This means senioritis is not an option for deferred students. Your student needs to maintain, or ideally improve, their academic performance through at least the end of first semester. The mid-year report gets sent automatically by most high schools in late January or early February, but make sure your counselor knows to include a brief note if your student's performance has been particularly strong. Counselors can provide context about course rigor and achievement that gives additional weight to excellent grades.
One question I hear frequently: should deferred students retake standardized tests? The answer depends on the specific situation. If your student's test scores are currently below the middle 50% range for the college and they have good reason to believe they can improve significantly (100+ points on SAT, 3+ points on ACT), retaking can help. However, if scores are already within or above the range, time is better spent on other aspects of strengthening the application. Remember that even at test-optional schools, submitting strong scores can still be advantageous, particularly for students applying to STEM programs or highly selective universities.
Demonstrating Interest Without Becoming a Nuisance
After a deferral, demonstrated interest becomes more important than it was during the initial application round. The college is essentially asking itself: if we admit this student in the regular round, will they actually enroll? Your student's behavior between December and March helps answer that question.
Appropriate demonstrated interest includes attending virtual information sessions or webinars the college offers specifically for deferred students or general prospective students. Many colleges host these events in January and February. Your student should participate genuinely, not just log in and disappear. Engage with the content, ask thoughtful questions if there's a Q&A, and follow up with admissions representatives in a professional way.
If the college is within reasonable driving distance and you can visit without financial hardship, a campus visit during this period can be valuable. Your student should attend an information session, take a tour, and if possible, sit in on a class or meet with a professor in their area of interest. Mentioning this visit in an update email ("I had the opportunity to visit campus in January and attend Professor Chen's Introduction to Economics lecture, which reinforced my enthusiasm for your program") shows commitment.
For colleges that track demonstrated interest through email engagement, your student should open and click through emails from admissions. Many colleges use software that tracks this behavior. However, there's a critical line between appropriate interest and becoming a nuisance. Sending weekly emails with no new information, calling the admissions office repeatedly to "check on your application status," or having multiple teachers, counselors, and family friends contact the office on your behalf comes across as pushy rather than genuinely interested.
The right balance is this: one well-crafted LOCI sent within 2-3 weeks of the deferral, attending virtual events when offered, and sending one or two brief substantive updates over the three-month period only when there's genuinely significant news. That's it. More than this feels desperate. Less than this can seem disengaged.
What NOT to Do After Being Deferred
In my years of consulting, I've seen families make the same mistakes repeatedly after receiving a deferral. Avoiding these pitfalls is just as important as taking the right strategic actions.
First, don't rewrite or re-explain your original application. I've had students want to submit completely new personal essays or send long explanations of what they "really meant" in their initial application. Unless the college explicitly invites this, it's counterproductive. Your original application was strong enough to earn a deferral rather than a denial, which means the admissions committee saw promise. They don't need you to second-guess yourself. They need you to build on what was already there with genuinely new information.
Second, don't let your student become so fixated on the deferred school that they neglect their other applications. This is one of the most common and damaging mistakes I see. The student gets deferred from their dream school and then rushes through their regular decision applications because they're emotionally invested in the deferral working out. This is exactly backward. Your student needs to assume the deferred school will become a denial and put serious, thoughtful effort into building a balanced list of schools where they'll genuinely be happy.
Third, don't send inappropriate materials to the admissions office. Every year, I hear stories of students sending gifts, baked goods, elaborate creative projects, or gimmicky presentations. Most colleges have explicit policies against accepting gifts, and even when they don't, this behavior reads as inappropriate rather than enthusiastic. Your student should stick to professional communication: well-written emails, official transcripts, and appropriate letters of recommendation.
Fourth, maintain professionalism on social media. Admissions officers do occasionally check applicants' social media profiles, particularly if they're on the fence about an application. Posting negative comments about the college, complaining publicly about the deferral, or making immature statements can genuinely hurt your student's chances. This doesn't mean your student can't express disappointment privately, but public forums require discretion.
Finally, don't bombard the admissions office with communication. I've seen parents call weekly for updates, students send multiple emails per week with minor news, and families coordinate campaigns where teachers, counselors, coaches, and family friends all contact admissions on the student's behalf. This overwhelms the office and signals poor judgment. Admissions officers talk to each other, and a student whose file is flagged as having "excessive contact" is not helping their case.
Leveraging Your Support Network Strategically
Your student's school counselor is one of the most valuable allies in the deferral process, but you need to work with them strategically. Within the first week after receiving the deferral, schedule a meeting specifically to discuss next steps. Come to this meeting prepared with the deferral letter, a list of meaningful updates since the application was submitted, and specific questions about strategy.
Your counselor can send an updated recommendation letter that emphasizes continued strong performance, recent growth and achievements, and genuine interest in the college. They can also provide important context about academic rigor that carries more weight coming from a school official than from your student directly. At some colleges, counselors can call the regional admissions officer to advocate on behalf of particularly strong candidates, though this is school-dependent and should only be done if the counselor genuinely believes it will help.
When the mid-year transcript is sent in late January or February, your counselor should include a brief note highlighting strong senior year performance if applicable. Something like "Student has maintained straight A's in four AP courses while serving as student body president" provides valuable context that strengthens the transcript data.
Teachers can also play a role, though more limited than counselors. If your student has truly grown significantly in a particular teacher's class since submitting the application, that teacher could write a brief supplemental letter of recommendation. However, this should only happen if there's genuinely new information to convey. A letter that essentially repeats what was in the original recommendation doesn't help and may annoy the admissions committee by creating more paperwork.
Alumni connections can occasionally be helpful, but only under specific circumstances. If an alumnus knows your student well personally (not just as a family friend who's met them a few times) and can speak specifically to qualities that make them a great fit for the school, a letter can carry some weight. However, generic alumni letters from people who barely know your student are transparent and unhelpful. The connection needs to be genuine and the letter needs to be substantive.
Your Timeline for the Next Three Months
Here's a realistic timeline for what should happen between receiving a deferral in December and getting a final decision in March or April. This pacing prevents both rushing and overthinking.
Week 1 (Immediately after deferral): Process emotions, read the deferral letter carefully noting any specific instructions, and schedule a meeting with your school counselor. Research the college's specific policies about additional materials and updates. Begin thinking about what meaningful updates have occurred since the application was submitted.
Weeks 2-3: Draft the Letter of Continued Interest, get feedback from your counselor or a trusted teacher, revise it carefully, and send it to admissions. Make sure it's specific to the school, includes genuine enthusiasm, provides meaningful updates, and is completely free of typos or grammatical errors.
Week 4 and throughout January: Focus intensely on senior year courses. This is not the time for senioritis. Your mid-year grades will likely be the single most important factor in the final decision. Continue working seriously on regular decision applications to other schools. Attend any virtual events the deferred college offers.
Late January through February: Mid-year transcripts are typically sent to colleges during this period. Make sure your counselor sends yours with a note if your performance has been strong. If you have genuinely significant news (won a major award, published research, earned a prestigious scholarship), send one brief update email to admissions. Only update if the news is truly meaningful.
March: Regular decision notifications begin arriving, typically in the last week of March or first week of April. This is when you'll receive your final decision about the deferred school. In the meantime, evaluate all the acceptances your student receives. Don't become so fixated on the deferred school that you fail to appreciate other excellent options.
Throughout this entire period, your student should be taking care of their mental health, maintaining social connections, continuing extracurricular activities they care about, and keeping perspective. The college admissions process is stressful, but it's also temporary. Where your student starts college matters far less than what they do once they get there.
Sample Letters of Continued Interest
I've included three complete LOCI examples below from real students (with identifying details changed) who were deferred and later accepted. Each letter works for different reasons, but all share the same core qualities: specificity, genuine enthusiasm, meaningful updates, and clear commitment.
Sample Letter #1: Research University (Notre Dame)
Context: This student participated in Notre Dame's summer program, has specific research interests in biology, and values faith-based education. Notice how she references particular professors by name, specific research labs, campus traditions, and concrete experiences.
Dear Admissions Committee:
My application was recently deferred to the regular decision application pool for the class of 2030. I am writing to express my continued interest in the University of Notre Dame. I have been very particular in my college search, utilizing every avenue to learn about Notre Dame, from online research to a deep dive into the school's website and a virtual tour. Last summer, I participated in a summer program and visited campus in August 2024. I have learned enough about Notre Dame to know that it checks every box. I am looking to attend a school that will provide a rigorous education deeply rooted in the Catholic faith, where academic inquiry and pursuit of excellence drive professors, students, and a spirited community. I find it difficult to picture myself anywhere else but in South Bend.
Notre Dame offers the intense undergraduate-focused education I am looking for: passionate professors, extensive research opportunities, and a collaborative environment. Last summer, when I participated in the Intro to Engineering Program, I had the chance to work closely with several Notre Dame professors, including Dr. Ramzi and Dr. Bualuan. Dr. Bualuan carefully led us through how to use our Arduino kits, teaching the fundamentals of programming, voltage, and currents, mixing in his passion for salsa dancing along the way. As an electrical engineer, this activity was easy for him, but he put himself in our shoes, answering my basic questions carefully. These professors showed me that they love to learn and care about the success of their students.
Notre Dame's commitment to scholarly research as a critical part of the undergraduate experience is evident given the clear path to begin even as a first-year student. I would participate in the Biology department's Introduction to Undergraduate Research course to get started in the laboratory working on an actual research project. I am particularly intrigued by Professor D'Souza-Schorey's research into cell signaling and the progression of invasive cancer. I would be thrilled to join her lab, collaborating with her and my classmates to make a larger impact on the world, even as an undergraduate student.
When I first stepped foot on Notre Dame's campus, I noticed the school's vibrant atmosphere and that students genuinely looked happy. Coming from a large high school, I know that size and reputation translate to opportunities, diversity, and vibrant campus life. I look forward to joining the Bandlink club to share my passion for music with local elementary students as well as the festivities of An Tostal when my first year draws to a close. I would easily find communities to interact with and grow as a person, the first being my dorm community. I look forward to participating in dorm traditions from the Badin Breakdown to Totter for Water.
Most importantly, Notre Dame provides opportunities to help me grow in my Catholic faith through the many offerings of Campus Ministry. I'm excited to participate in the First Year Retreat with my new classmates at the beginning of our university experience. I look forward to attending Mass in my residence hall chapel as I continue my faith journey.
Given my strong desire to attend Notre Dame, I can only assume that my initial application had not fully captured my excitement. If accepted, I have the utmost confidence I would enroll. As a student, I would be among scholars and traditions that capture the passion for pursuing an education centered around Notre Dame's core values of academic freedom, service, and respect for religious inquiry.
Since I submitted my application, I have some updates I would like to share: (1) Marching Band: We won the state championship under my direction as drum major. (2) School Orchestra: I was selected to perform in my school's pit orchestra in our rendition of Les Miserables with a 900-member audience per night. (3) AP Physics C: This is the hardest class at my school, and it has been a challenge. Since my first test, I have raised my overall grade to a B+, proving to myself that I can learn highly abstract information and persevere.
Thank you so much for your time and consideration. I look forward to hearing Notre Dame's decision this spring.
Sincerely,
Abigail
Sample Letter #2: Private University (Fordham)
Context: This student has family connections to Fordham, strong academics, and service-oriented values. This letter is more concise but still effective because it's specific about fit and includes meaningful updates.
Dear Admissions Officer:
I am writing to express my continued interest in attending Fordham University. As one of my top choices for college, Fordham's academic programs, location, and commitment to service align perfectly with my goals and aspirations.
Since submitting my initial application, I have achieved several notable accomplishments that I believe would make me a strong candidate for admission. In my senior year, I have maintained a 4.0 GPA while taking a challenging course load that includes advanced placement classes in calculus, literature, and biology. Additionally, I was recently awarded the National Merit Scholarship in recognition of my academic achievements.
Outside of the classroom, I have remained active in several extracurricular activities, including volunteering at a local soup kitchen and participating in Model United Nations. I am also an avid musician and have played the cello in my school's orchestra for four years.
My interest in Fordham is not only academic, but personal as well. Several members of my family have attended the university, and I have always admired their stories of the close-knit community and the opportunities they received to pursue their passions. Fordham's commitment to service aligns with my own values and I am eager to contribute to the community through service initiatives and student organizations.
Thank you for your consideration of my application. I remain committed and enthusiastic about attending Fordham University and would be honored to have the opportunity to join the Class of 2030.
Sincerely,
Jared Young
Sample Letter #3: Highly Selective University (UChicago)
Context: This student has deep knowledge of UChicago's intellectual culture and can articulate specific fit. Notice the personal anecdotes and specific references to campus life that demonstrate genuine familiarity.
Dear Dean Nondorf:
My application was recently deferred to the regular application round for the class of 2030. I am writing to express my continued interest in the University of Chicago. Ever since I can remember, I've pictured myself as a Maroon. Growing up, I would visit Chicago with my family, and I'd walk through the campus imagining myself playing frisbee with students in Midway Plaisance. Later, I visited campus as a high school junior, staying at Burton-Judson Houses with a second-year student studying Economics. In the dead of Chicago winter, we spent the night discussing Marx while playing foosball in the recreation room. Seeing the excitement shared by students about the classics in social settings made me feel right at home.
Moreover, I know that UChicago offers the intense education I expect in an institution: late nights at the Regenstein Library, ten weeks of rigorous curriculum, professors who love teaching undergraduates, and opportunities to use the South Side of Chicago as a learning laboratory.
I can only assume that previously I had not fully captured my excitement for UChicago in my initial application. So now I'm writing to profess that the honor of my life would be the opportunity to attend. Please know that I would not take enrollment lightly. As a student, I'd be among scholars and traditions that celebrate the life of the mind. Every day, I will remember this and do my best to excel in all I pursue at the College.
Since I submitted my application on October 27, 2024, I have received several honors, including the Watson Prize for Economic Inquiry. This award is given to students who show promise in economics and is a national competition. I've also attached an updated resume with this information added to it, along with links to the white paper I wrote.
Thank you so much for your time and consideration. If you need additional information or have questions, please let me know. Otherwise, I look forward to hearing UChicago's decision this spring.
Sincerely,
Rebecca Smith
Understanding the Numbers: Deferral Rates at Top Schools
Context helps reduce anxiety, so let me share the deferral rates at some of the most selective universities in the country. These numbers show just how common deferrals have become.
| University | Early Applications | Deferral Rate | Admitted | Denied |
|---|---|---|---|---|
| Harvard | ~10,500 | 75-80% | ~8% | ~12% |
| MIT | ~15,000+ | ~71% | ~5% | ~24% |
| Georgetown | ~9,000+ | ~85% | ~11% | ~4% |
| UChicago | Variable | 60-70% | ~13% | ~20% |
| Yale | ~8,000+ | ~50% | ~10% | ~40% |
Note: Exact percentages vary by year. These are estimates based on recent admission cycles and data from The Harvard Crimson and institutional reports.
📊 Want deferral rates for more schools?
See our comprehensive breakdown of college deferral statistics covering dozens of universities, including Ivy League schools, top liberal arts colleges, and competitive state universities.
What stands out in this data? At the most selective schools, being deferred is the most common outcome. More students are deferred than accepted and denied combined. This isn't because these students aren't qualified. It's because these colleges receive far more applications from qualified students than they have spaces available, and they need to see the complete applicant pool before making final decisions.
Deferred vs. Waitlisted: Side-by-Side Comparison
Since I mentioned this distinction earlier, here's a clear comparison chart that shows exactly how these two outcomes differ:
| Factor | Deferred | Waitlisted |
|---|---|---|
| When it happens | After Early Action/Early Decision (December) | After Regular Decision (March/April) |
| What it means | Decision postponed to regular round | Qualified but no space currently available |
| Your status | Still under active review | Decision made; waiting on enrollment |
| What you can do | Submit updates before decision, write LOCI, strengthen application | Accept spot, demonstrate interest, hope spots open |
| Timeline | Final decision in March/April | May-August if spots open up |
| Acceptance rate | 5-20% eventually admitted | 3-10% eventually admitted (sometimes 0%) |
| Level of control | More (can strengthen before decision) | Less (depends on yield) |
| Best response | Strong LOCI + meaningful updates + excellent grades | Accept spot + brief update + move forward with other options |
The key takeaway from this comparison is that being deferred gives your student significantly more opportunity to influence the outcome than being waitlisted does. That's why the actions you take in the next three months matter so much.
Common Questions Parents Ask About Deferrals
Is being deferred from college bad? No. Being deferred is not bad, it's neutral. It means the college wants more time and information before making a decision. At highly selective schools, 70-80% of early applicants are deferred, so your student is in the majority, not an unfortunate minority.
What percentage of deferred students eventually get accepted? This varies significantly by school. At highly selective universities, roughly 5-15% of deferred students are eventually admitted. At moderately selective schools, it can be 10-25%. At less selective schools, it might reach 30-40%. The key factor isn't the base rate, though. It's how effectively your student strengthens their application during the deferral period.
Should my student send a letter if they were deferred? Yes, in most cases. If the deferral letter doesn't explicitly discourage additional materials, your student should send a Letter of Continued Interest. This is the single best opportunity to reaffirm interest, share meaningful updates, and stand out from other deferred applicants.
Can students be deferred twice? No. After being deferred from the early round to regular decision, your student will receive a final determination: accepted, denied, or possibly waitlisted. There's no second deferral.
Should we apply to more schools after being deferred? Absolutely. Your student should continue with all their regular decision applications and possibly add one or two more schools if their list feels too narrow. Being deferred means admission is not guaranteed, and having strong backup options is essential.
Does being deferred mean there's a good chance of acceptance? It means there's a chance, not necessarily a good chance. Being deferred indicates the application was strong enough not to be rejected immediately and that the college sees potential fit. However, competition remains intense in the regular round, which is why strategic strengthening of the application matters.
When will we hear back after being deferred? Most colleges release regular decision results in late March or early April. Some schools release earlier, and a few use rolling decisions that might come sooner. Check your specific college's admissions timeline for exact dates.
Should my student visit the campus after being deferred? If it's geographically feasible and financially reasonable, yes. A visit shows demonstrated interest and helps your student speak more specifically about fit in their LOCI. However, don't visit if it creates financial hardship or if the school explicitly says campus visits won't be considered.
Can the school counselor help after a deferral? Absolutely. Your counselor can send an updated recommendation, provide context for achievements, submit the mid-year transcript with helpful notes, and occasionally call the admissions office to advocate. Meet with your counselor promptly after the deferral to strategize together.
The Emotional Reality of Being Deferred
I want to acknowledge something that doesn't get talked about enough in college admissions: being deferred from college is emotionally difficult, especially when it's a school your student has dreamed about for years. They've imagined themselves there, told their friends they'd be going there, maybe even bought merchandise with the school's logo. And then December arrives with a letter that says "maybe" instead of "yes."
It's completely normal for your student to feel disappointed, anxious, frustrated, or even angry. These are legitimate emotions that deserve space and validation. The goal isn't to pretend the disappointment doesn't exist or to immediately jump into "positive thinking." The goal is to acknowledge the feelings, process them, and then move forward productively.
Here's what I tell students: your worth is not determined by any college's decision. The admissions process at highly selective schools is partly about fit and partly about institutional needs that have nothing to do with you as a person. If Harvard already admitted two cellists from Northern California who want to study economics, they might defer a third equally qualified candidate simply because they need geographic and interest diversity. It's not personal, even though it feels that way.
During the next three months, encourage your student to maintain the activities and relationships that bring them joy. They should continue playing sports they love, spending time with friends, pursuing hobbies, and taking care of their physical and mental health. The college admissions process is important, but it's not everything, and maintaining balance during stressful times is a life skill that will serve them well beyond high school.
If your student is struggling emotionally, make sure they have access to support from their school counselor, a therapist, trusted teachers, or mentors. Some students benefit from talking to older siblings or friends who went through college admissions and can provide perspective. The key is not to isolate or to let anxiety spiral without addressing it.
Building a Strong Plan B (That Might Become Plan A)
One of the most important things you can do after a deferral is help your student take a fresh look at the other schools on their list. I've worked with hundreds of families over the years, and I can tell you this: many students who attend their "backup" school discover it was actually a better fit than their original dream school.
This happens for several reasons. Sometimes the "dream school" was based on prestige or name recognition rather than genuine fit. Sometimes students discover that a school they didn't initially consider offers better financial aid, more accessible professors, stronger programs in their actual area of interest, or a campus culture where they feel more at home. Sometimes being a top student at a less selective school opens doors to research opportunities, leadership positions, and graduate school recommendations that wouldn't have been available if they were average students at a more selective institution.
Encourage your student to seriously evaluate their other options. Which schools have strong programs in their intended major? Where would they have access to undergraduate research opportunities? Which schools have offered merit scholarships that would reduce financial stress? What kind of campus culture do they actually want: large and diverse or small and intimate, urban or rural, heavily Greek life or more independent?
Honors programs at state universities are worth particular consideration for deferred students. These programs often provide small class sizes, priority registration, special housing, dedicated advising, and access to top professors, all at a fraction of the cost of private universities. Many excellent students attend honors programs at state schools and go on to top graduate programs and successful careers.
Similarly, liberal arts colleges that might have seemed less prestigious initially often provide exceptional undergraduate education with more accessible professors, smaller classes, and personalized attention that can actually better prepare students for graduate school and careers. Don't let rankings or name recognition overshadow genuine educational quality and fit.
If your student is truly set on the deferred school and can't imagine being happy elsewhere, there's also the transfer option. They can accept admission at another excellent school, excel academically (maintaining a 3.7+ GPA), get involved in leadership and research, build strong relationships with professors, and apply to transfer after one or two years. Many students successfully transfer to schools that initially deferred or denied them. However, I only recommend this approach if the student can genuinely commit to making the most of wherever they start, not just treating it as a stepping stone.
Your Action Plan: Next Steps
Let me bring all of this together into a clear action plan you can follow over the next three months.
Immediate actions (first two weeks): Read the deferral letter thoroughly and note any specific instructions. Meet with your school counselor to discuss strategy and timeline. Process emotions and give your student space to be disappointed. Research the college's specific policies about updates and additional materials. Begin drafting the Letter of Continued Interest.
Short-term actions (first month): Finalize and send the LOCI within 2-3 weeks of the deferral. Request an updated counselor recommendation if appropriate. Focus intensely on senior year grades, particularly in rigorous courses. Continue working seriously on regular decision applications to other schools. Attend any virtual events the deferred college offers.
Ongoing actions (December through March): Maintain or improve academic performance through first semester. Send brief monthly updates only if there's genuinely significant news (major awards, publications, prestigious scholarships). Submit the mid-year transcript with strong grades. Pursue meaningful new achievements that strengthen the application. Stay in appropriate contact without overwhelming the admissions office.
Before the final decision: Revisit other schools on your list with fresh eyes and genuine openness. Compare all options based on fit, programs, financial aid, and opportunity. Make peace with whatever outcome occurs in March or April. Prepare emotionally for different scenarios: acceptance, denial, or waitlist. Remember that your student's worth and future success aren't determined by any single college's decision.
Final Thoughts: Keeping Perspective
I've been working in college admissions for 18 years, and I've guided thousands of students through this process. I can tell you with absolute certainty: where your student starts college matters far less than what they do once they get there.
I've seen students attend their "safety schools" and go on to top graduate programs, prestigious fellowships, and remarkable careers. I've seen students attend their dream schools and struggle because the fit wasn't right. I've seen students get rejected from every Ivy League school and build extraordinary lives at state universities or liberal arts colleges.
The research backs this up. Studies consistently show that motivated, talented students succeed at similar rates regardless of college selectivity. What matters is taking advantage of opportunities wherever you are: building relationships with professors, pursuing research or creative projects, taking on leadership roles, engaging deeply with your education, and growing as a person.
Being deferred from college is not the end of your student's story. It's not even a particularly important chapter. It's a temporary disappointment in a long life full of opportunities, challenges, successes, and growth. Your student will end up where they're meant to be, and they'll thrive there if they choose to engage fully with the experience.
So yes, take the strategic actions I've outlined in this guide. Write the strong LOCI, maintain excellent grades, demonstrate genuine interest, and give your student the best possible chance of turning the deferral into an acceptance. But also keep perspective. Remind your student that they are so much more than any admissions decision. Support them through this process, help them build a balanced college list, and trust that the outcome, whatever it is, will lead them exactly where they need to go.
You've got this. Your student has got this. And I'm rooting for you.
