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According to Pledged author Alexandra Robbins, an unhealthy culture of overachievement is growing among American teenagers. In their quest for academic success, often sparked by parental pressure, students at middle- and upper-class schools compete feverishly for the elusive possibility of acceptance at prestige colleges. In this ever-intensifying race, children are the first casualties. Robbins's book The Overachievers documents the physical, psychological, and emotional price paid by children and parents willing to pay any price for the right acceptance letter.

From the Publisher

"You can't just be the smartest. You have to be the most athletic, you have to be able to have the most fun, you have to be the prettiest, the best dressed, the nicest, the most wanted. You have to constantly be out on the town partying, and then you have to get straight As. And most of all, you have to appear to be happy.” – CJ, age seventeen

High school isn’t what it used to be. With record numbers of students competing fiercely to get into college, schools are no longer primarily places of learning. They’re dog-eat-dog battlegrounds in which kids must set aside interests and passions in order to strategize over how to game the system. In this increasingly stressful environment, kids aren’t defined by their character or hunger for knowledge, but by often arbitrary scores and statistics.

In The Overachievers, journalist Alexandra Robbins delivers a poignant, funny, riveting narrative that explores how our high-stakes educational culture has spiraled out of control. During the year of her ten-year reunion, Robbins returns to her high school, where she follows students including CJ and others:

· Julie, a track and academic star who is terrified she's making the wrong choices
· “AP” Frank, who grapples with horrifying parental pressure to succeed
· Taylor, a soccer and lacrosse captain whose ambition threatens her popular girl status
· Sam, who worries his years of overachieving will be wasted if he doesn’t attend a name-brand college
· Audrey, who struggles with perfectionism, and
· The Stealth Overachiever, a mystery junior who flies under the radar.

Robbins tackles hard-hitting issues such as the student and teacher cheating epidemic, over-testing, sports rage, the black market for study drugs, and a college admissions process so cutthroat that some students are driven to depression and suicide because of a B. Even the earliest years of schooling have become insanely competitive, as Robbins learned when she gained unprecedented access into the inner workings of a prestigious Manhattan kindergarten admissions office.

A compelling mix of fast-paced storytelling and engrossing investigative journalism, The Overachievers aims both to calm the admissions frenzy and to expose its escalating dangers.

New York Times

"I couldn't get enough of it . . . It reads like very good . . . fiction, thanks to its winning cast, surprising plot twists and pushy parents."

Publishers Weekly

In this engrossing anthropological study of the cult of overachieving that is prevalent in many middle- and upper-class schools, Robbins (Pledged: The Secret Life of Sororities) follows the lives of students from a Bethesda, Md., high school as they navigate the SAT and college application process. These students are obsessed with success, contending with illness, physical deterioration (senior Julie is losing hair over the pressure to get into Stanford), cheating (students sell a physics project to one another), obsessed parents ( Frank's mother manages his time to the point of abuse) and emotional breakdowns. What matters to them is that all-important acceptance to the right name-brand school. "When teenagers inevitably look at themselves through the prism of our overachiever culture," Robbins writes, "they often come to the conclusion that no matter how much they achieve, it will never be enough." The portraits of the teens are compelling and make for an easy read. Robbins provides a series of critiques of the system, including college rankings, parental pressure, the meaninglessness of standardized testing and the push for A.P. classes. She ends with a call to action, giving suggestions on how to alleviate teens' stress and panic at how far behind they feel. (Aug.) Copyright 2006 Reed Business Information.

Library Journal

In today's competitive world, high school students face extreme pressure to get into the most prestigious colleges. In this follow-up to her best-selling Pledged: The Secret Life of Sororities, Robbins shadows real students from a top Maryland high school for more than a year, focusing on a few juniors, seniors, and a Harvard freshman as they deal with heavy course loads, extracurricular activities, and social lives on- and offline. For example, there's "Julie," a straight-A student and triathlete whose hair is falling out from stress. Interspersed with the compelling, novel-like narratives of each teen's hectic life are revealing looks into the issues these students face. Robbins offers information about academic cheating, drug use, demanding parents, preschool competition, private college counselors, and college admissions offices; she quotes research about the uselessness of SAT scores to identify good students and exposes other myths of the college application process before concluding with suggestions for schools, colleges, parents, and students on how to deal with "overachieverism." Highly recommended for all libraries.-Janet Clapp, Athens-Clarke Cty. Lib., Athens, GA Copyright 2006 Reed Business Information.

Kirkus Reviews

An overwritten account of the overachiever culture that is stressing out teenagers. Robbins, an investigative journalist who has previously explored the secrets of Yale's Skull and Bones society (Secrets of the Tomb, 2002) and those of college sororities (Pledged, 2004), returns after ten years to her old high school, Walt Whitman, in Bethesda, Md., to see how today's students are coping with the pressures of competition. Over the course of roughly one school year, she followed nine students, who are given pseudonyms and descriptive labels indicating how they are perceived by their classmates: super star, teacher's pet, slacker, etc. Most are seniors working extremely hard to get accepted into a prestigious college or university; one is a Harvard freshman struggling to find his way in that setting. Sandwiched between these repetitive and minutely detailed profiles are some informative, short pieces on the deleterious impact of No Child Left Behind, issues with SAT testing, the problematic ranking of colleges and universities by U.S. News & World Report, the obsession with Ivy League and other top-ranked schools, the hypercompetiveness of parents, the questionable role of private college consultants, the effects of adolescent sleep deprivation, the rise in teenage suicides and the pressures on teachers to inflate grades. The author's interviews with college admissions officers may assuage some parents' anxiety that their kids' getting into the right nursery school is the necessary first step toward a prestigious college that will launch their offspring on a financially successful career. Her report on the process by which children applying to kindergarten at Trinity School in New York areevaluated captures that phenomenon well. Robbins winds up with a list of actions that high schools, colleges, college counselors, parents and students can take to change the culture of overachievement, which she sees as pervading our educational system. Some worthwhile research here, buried under an off-putting amount of teenage trivia.

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THE OVER ACHIEVERS

HYPERION

Chapter One

MEET THE OVERACHIEVERS

Julie, senior | perceived as: The Superstar

On the surface, Julie seemed to have it all. A straight-A student without exception since sixth grade, she took a rigorous high school curriculum that had included eight Advanced Placement classes thus far. Walt Whitman High School's most talented female distance runner since her freshman year, Julie had co-captained the varsity cross-country, indoor track, and outdoor track teams as a junior. School and local newspapers constantly heralded her athletic accomplishments. An aspiring triathlete, Julie was president and co-founder of the Hiking Vikings Club (named for Whitman's mascot), a yoga fanatic, a member of the Spanish Honors Society, and a big buddy to a child at a homeless shelter.

As a freshman and sophomore, Julie was one of three elected class officers and, as a junior, co-sports editor and co-student life editor of the yearbook before she quit. To top it off, she was a naturally pretty sixteen-year-old with a bright, mesmerizing smile, cascading dark blond ringlets, and a slender figure that she was known for dressingstylishly. Her friends constantly told her that boys had crushes on her, though she rarely picked up on those things. She was currently dating her first real boyfriend, a family friend headed to college in the fall. There were students at Whitman who revered her.

Julie had earned her summer vacation. Junior year had been stressful, both academically and socially. She took eight academic classes the first semester, skipping lunch to squeeze in an extra course. Socially, she began to question whether she belonged in her tight-knit clique of fourteen girls, a group other students knew as the River Falls crew, even though only a handful of the girls lived in that suburban Maryland neighborhood. Though Julie had known many of them since elementary school, she didn't feel comfortable opening up to them. Even in that large group of girls, she still felt alone.

Throughout her junior year, Julie's hair gradually had begun to thin. In June her concerned mother took her to the doctor. After the blood tests returned normal results, the doctor informed her that thinning hair was "not unheard of among junior girls, as stress can cause hair loss." Julie told no one at school about her ordeal. She was able to bulldoze through junior year with the hope that, if she pushed herself for just a little while longer, she would have a good shot at getting into her dream school. She had wanted to go to Stanford ever since she fell in love with the campus during a middle school visit. It seemed natural to her to aim high.

One summer evening, Julie was buying a striped T-shirt at J. Crew when she heard a squeal. A Whitman student who had graduated in May was bounding toward her. The graduate didn't even bother with small talk before firing off college questions: "So where are you applying early?" Julie demurely dodged the question with a polite smile and a wave of her hand.

The graduate wasn't deterred. "Well, where are you applying to college?"

"I don't know," Julie said, keeping her mouth upturned.

"Where have you visited?"

"Some New England schools," Julie said, and changed the subject. So this is what the year will be like, Julie thought. Endless questions and judgments based entirely on the name of a school. Julie hadn't decided where she would apply. She wondered if the pressure simply to know was going to be as intense as the pressure to get in.

Julie's parents had hired a private college counselor to help her work through these decisions. Julie was excited for her first serious meeting with the counselor, who worked mostly with students in a competitive Virginia school district. Julie had been waiting for years to reap the benefits of her years of diligence. At last she felt like she could speak openly about her college aspirations without fear of sounding cocky.

Normally not one to saunter, Julie glided into Vera von Helsinger's office, relaxed and self-assured. She crossed her long, tanned legs and politely folded her hands in her lap. After mundane small talk with Julie and her mother, Vera asked for Julie's statistics and activities. Julie listed them proudly: a 4.0 unweighted GPA, a combined score of 1410 out of 1600 on the SAT, good SAT II scores, a 5 on the Advanced Placement Chemistry and English Language exams, and a 4 on the Government exam. When Julie told her college counselor about her extracurricular load, triathleticism, and interest in science, Vera proclaimed her "mildly interesting."

Julie handed Vera a list she had taken the initiative to compile from Outside magazine's annual ranking of top forty schools based on their outdoor opportunities. Julie's list began with Stanford, Dartmouth, Williams, Middlebury, the University of Virginia, UC Santa Cruz, and the University of Miami. Vera asked, "Is there anyone else at Whitman who has the same personality as you?"

"No," Julie said in her typically breathy voice. "I consider myself an individual."

"Well, Taylor is kind of a do-er," Julie's mother pointed out.

Julie nodded. "Taylor is an athlete who wants to apply early to Stanford," she said. Julie's friend Taylor also was active in school and a good student, especially in math and science. "I guess you can also say Derek." Rumor was that Julie's friend Derek, widely considered Whitman's resident genius, scored his perfect 1600 on the SAT without studying until the night before the test. He had mentioned that Stanford might be his first choice.

Vera said she considered herself a "brutally honest" person, but Julie was nonetheless taken aback when the counselor told her not to bother applying early to Stanford because she was unlikely to get in. Applying early to that kind of a reach school, Vera said, was not a strategic move to make in the game of college applications.

Julie was crushed. She hadn't been dreaming of the California campus for so many years only to be told that even sending in an application was a waste of time. Applying early to a school she wasn't in love with didn't make sense to her. "What ... what would it take for me to get into Stanford?" she stammered.

"You would have to have lived in Mongolia for two years or have been in a civil war," Vera replied.

Julie looked at her mother and rolled her eyes. I've done everything within my power that I can do, Julie thought. It's not my fault I live a normal life! Vera caught the glance. It was so difficult to get into college these days, she told Julie, that if she didn't have her lineup of interesting extracurriculars, the best school she could consider was George Washington University. I don't have a chance at my dream school when I've done everything right, Julie thought, feeling helpless. If Taylor and Derek got into Stanford and she didn't apply because of a counselor's strategy, she would be angry, because she was just as qualified.

After the meeting, Julie channeled her frustration into a journal entry:

The mix of schools on my list must have been bewildering to Vera because she asked how much prestige mattered to me. Evaluating the importance of prestige reminded me of shopping. Some people only like clothes once they find out they are designer-Seven jeans, Juicy Couture shirts, North Face fleeces-but I get much more satisfaction out of getting the same look (or, in my humble opinion, a better look) from no-name brands. The label matters to a lot of people, but not to me. Unfortunately, I don't feel the same way about college. I wish I could have said that it doesn't matter and that I know I can be successful anywhere, but I grew up in Potomac and go to Whitman, so obviously prestige is important to me. As an example, Vera asked me to choose between UC Santa Cruz and Cornell. I deliberated for quite a while, trying to will myself to say Santa Cruz. Santa Cruz is beautiful on the outside, but I hear Cornell is, too. Also, I always hear about the people who commit suicide at Cornell, while everyone is supposedly happy and totally chill at Santa Cruz. However, Cornell is in the Ivy League, which would make it attractive to many people. "They both have their pros and cons," I said diplomatically. Vera is also really into the whole early-decision craze. I can't see myself applying to any school early except Stanford, because how do I know that school is perfect for me? I love all those New England schools except for one thing: the cold. I don't even know that Stanford is perfect, but there is something about that location that screams perfection. But it's all a game of odds. I could settle to apply early somewhere else and then be rejected. Or, I could "waste" my early decision on Stanford when I could have gotten into Williams early (especially since I have been in contact with the coach). It is a lot to think about. After shaking Vera's hand, I walked out of the office. I felt like I was leaving something behind, but then realized it was only my confidence that she had stolen from me.

Julie had no idea what her college counselor really thought of her. But I did.

I was not supposed to be a part of this story. As a journalist, I view my role as that of an observer, not a participant. As a storyteller, I like the novelesque quality of scenes in which readers forget that a reporter buffers them from the "characters." For the rest of this book, my perspective will be absent from the students' stories. In this case, however, it's important to share how I got in the way.

When Julie and her mother invited me to accompany them on their second official visit to the college counselor, I readily agreed. I was interested to see whether Julie would stand by her personal preferences or decide the "expert" knew best. We agreed that Julie's mother would tell the college counselor I would join them. The day before the meeting, I learned that Vera wanted to speak with me.

The college counselor informed me that she had a "near-perfect record" of getting her students into elite universities. Julie, she said, was far behind the rest of her clients in the application process. "All my other students are almost done. Julie hasn't even started her essays," she said. (Julie, who was itching to write her essays, had told me that Vera instructed her not to start them.) Then Vera hit me with something unexpected. She said, "She's not a great student. She's not going to get into a top college." And if I, as a reporter, happened to follow one of her clients who didn't end up getting into such a school, Vera told me, her reputation would be "slammed."

Brutally honest, indeed. It was hard to believe we were discussing the same girl: straight-A, Advanced Placement student, three-sport varsity captain, triathlete, excellent writer, a girl with a passion for science ... At first I assured Vera that she could be anonymous in this book, with no identifying details disclosed. "Oh, anonymity isn't the issue. I wouldn't mind my name in there. It's publicity," she said. She told me she would love to be interviewed, she could introduce me to people, she had so much to say. "I can be helpful in other ways!" she said eagerly. I was perplexed. The conversation ended unresolved.

The next morning Vera left a message on my voice mail: "Julie and I have decided to postpone our meeting."

Now that the afternoon was free, I called Julie to see if she wanted to get lunch instead. While on the phone, I asked her why she and Vera had postponed the meeting. "Oh, wow," she breathed in an even more halting voice than usual. "Um ... Well, Vera told my father that she wouldn't work with me if I worked with you."

I was mortified. Julie's family had barely gotten to know me, and already my presence in their lives, which was supposed to be as a sideline spectator, was an obstacle in the very process through which I hoped to follow Julie. I called Vera to tell her that I wouldn't attend her meetings, I wouldn't mention anything about her if she kept Julie on as a client, and it wasn't worth dropping Julie because of me. But I was too late. Vera had delivered her ultimatum. She maintained that if a reporter shadowed one of the few clients she had who she believed wouldn't be accepted into an elite school, then Vera's record would be ruined. It was either Vera or me.

I backed off. For days I waited on pins and needles for the situation to be settled one way or the other. Then one afternoon I got a call from Julie. "This is going to make a great college essay!" she said. "My college counselor fired me!"

Audrey, junior | perceived as: The Perfectionist

Audrey's alarm rang at 6:10 A.M., but she didn't awaken until 6:40. For the first time since she could remember, she didn't get up early on the first day of school. In prior years, she had beaten her alarm, excited to get the year started, her outfit chosen well in advance. But this year, junior year, would be different. She could feel it already. She had spent much of the previous night rereading her assigned summer books. She had finished the reading days ago, even annotating every page of the optional book, but didn't realize until the night before school started that she was also supposed to define vocabulary words from the literature. Until 2:30 A.M. Audrey pored through the hundreds of pages of all four books again in order to get the assignment done perfectly.

Audrey could pinpoint the beginning of her perfectionism to the moment. At age six, she was in a two-year combination class for first- and second-graders. Midway through the year, Audrey's teacher persuaded her parents to make her officially a second-grader instead of a first-grader. That year Audrey had a homework assignment to decorate a rock as an animal. Other kids spent forty-five minutes on the project and were satisfied. Audrey spent all day gluing pipe cleaners and googly eyes to the rock, hysterically crying when she couldn't get the pink construction-paper nose exactly as she wanted, desperately trying to prove herself worthy of second grade by producing the perfect rock puppy.

Now, in high school, when Audrey's teachers assigned reading, she wouldn't just read; she would type several pages of single-spaced notes about the material. When studying for exams, she would then rewrite, in neat longhand, every word of her typed notes. She couldn't help it. Audrey couldn't do work that was merely good enough. It had to be the best.

Worried she would be late for carpool, Audrey grabbed a denim skirt out of her closet, fretting briefly about its length-Whitman's dress code mandated that it fall below her fingertips. She yanked on a polo and a cotton long-sleeved sweater over her wavy golden hair, because the school's air-conditioning made her small frame shiver. She wolfed down some of the eggs her Puerto Rican father had cooked for her, hefted her bulging backpack, and bolted out the door.

The carpool driver must have noticed that the juniors in his car were particularly unhappy to be returning to school. "How do you feel about waking up early?" he asked. Audrey laughed from the backseat, her braces gleaming. Audrey and C.J., her best friend until recently, had spent the summer lifeguarding the first shift at the neighborhood pool, so they were used to waking up early. But Audrey privately wondered why she had so much trouble getting out of bed that morning. For the first time on a school day, she didn't even have time to finish her breakfast. She wondered if her already shifting schedule was an ominous sign. She had heard rumors about how junior year, the most important year for a college résumé could wallop even the most accomplished student.

The car pulled into the school driveway with minutes to spare before first period began at 7:25. Before Walt Whitman High School was renovated in 1992, it had been a nondescript building except for its gym, a magnificent enclosed dome. When the new building was erected, the beloved dome was torn down. Now the school's green-trimmed brick facade resembled a Nordstrom department store.

(Continues...)

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Excerpted from THE OVER ACHIEVERS by ALEXANDRA ROBBINS Copyright © 2006 by Alexandra Robbins. Excerpted by permission.
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