KNIGHTTIME NEWS: Summer 2026
Navigating the Letter of Recommendation Process
As our students move into the final stretch of the academic year, our current juniors have just completed one of the most vital steps in the college application process: requesting letters of recommendation from teachers. For our sophomore and freshman families, understanding this timeline and the “why” behind it can help demystify the process and reduce stress when your turn arrives.
GRACE HARTMAN Associate Director of College Counseling
A strong letter adds context that data cannot—it explains a student’s growth, character, and interactions with classmates.”
Why These Letters Matter
While grades and test scores provide the quantitative data, letters of recommendation offer the human perspective. They are considered a key qualitative factor, with 50% of surveyed colleges stating these letters hold moderate to considerable importance in their decision-making process.
A strong letter adds context that data cannot—it explains a student’s growth, character, and interactions with classmates. Because students spend so much time outside the classroom in college, admissions officers look for students who will contribute meaningfully to their campus.
The Who and the How: Our Philosophy
At Menlo, we emphasize quality over quantity. While it may be tempting to submit as many letters as possible, more is not always better. Most schools only accept one to two teacher letters plus the counselor letter. In the admissions world, an excessive number of recommendations can raise a red flag, leading admissions counselors to wonder whether a student is trying to bury a lack of substance under a mountain of paperwork.
Some schools, including the University of California (UC) system, do not accept letters of recommendation; students will work with their Menlo College Counselor to determine what other schools may not require or accept letters.
“...by focusing on authentic relationships and the specific attributes that colleges value, our students can ensure their applications are supported by a strong, human narrative.”
Specific types of recommendations your student may encounter:
1. Teacher Evaluations
We ask students to secure letters from two junior-year core teachers. For most students, this should include one Humanities teacher (English, Social Science, or World Language) and one STEM teacher (Math, Science, or Computer Science).
The goal of these letters is not just to vouch for a student’s mastery of the material, but to speak to their attributes as a learner. Colleges want to hear about:
- Perseverance: How the student handles difficulty and challenges.
- Citizenship: Their addition to the classroom environment, engagement with classmates, and the collective experience.
- Academic: Reliability, curiosity, passion, and engagement with the material (not necessarily skill).
2. The Counselor Evaluation
In addition to teacher letters, each student’s college counselor writes a comprehensive letter that provides a broader view of their academic journey and personal experience at Menlo. This letter is part of a packet of information that includes our school profile and a secondary school report, and addresses:
- Academic Context: Important nuances in the student’s academic experience, curriculum opportunities, or limitations.
- Extracurricular Impact: Leadership roles, areas of passion, and impact on and off-campus.
- Personal Character: A holistic look at the student’s personality and overall growth.
3. Supplemental & Optional Recommendations
While the core letters cover most requirements, there are specialized types of recommendations students might encounter:
- Arts Instructor: If a student is submitting an application that requires a portfolio or audition (such as art, music, or theatre), they may invite an arts instructor to submit a recommendation.
- Peer Recommendation: Some specific institutions strongly encourage a peer recommendation—a written statement of support from a classmate, teammate, sibling, or friend that provides a different perspective on the applicant's candidacy.
Tips for Future Success
- Start the Relationship Early: The best letters come from teachers who have a longstanding relationship with the student. We encourage students to build these connections during their junior year.
- Keep a Log of Experiences: Many teachers will ask students to complete a questionnaire that prompts them to reflect on their journey in the class. Students should start keeping track of highlights and lessons learned - was there a specific project/topic that you were really excited about, or maybe an exam that you did really poorly on, but went to the teacher for additional support before the next one? Those can be meaningful examples for teachers to utilize as they write their letters!
- Consult Your Counselor: During the summer after junior year, students will work with their Menlo college counselor to determine if an additional letter is worthwhile or if their application already covers all necessary context.
- Waive Your Rights: Students should waive their FERPA rights to see their letters. This signals to colleges that the letters are candid, untainted, and trustworthy endorsements.
The key takeaway is that by focusing on authentic relationships and the specific attributes that colleges value, our students can ensure their applications are supported by a strong, human narrative.
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