The Overachievers: The Secret Lives of Driven Kids

The Overachievers: The Secret Lives of Driven Kids

by Alexandra Robbins

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Overview

The bestselling author of Pledged returns with a groundbreaking look at the pressure to achieve faced by America's teens

In Pledged, Alexandra Robbins followed four college girls to produce a riveting narrative that read like fiction. Now, in The Overachievers, Robbins uses the same captivating style to explore how our high-stakes educational culture has spiraled out of control. During the year of her ten-year reunion, Robbins goes back to her high school, where she follows heart-tuggingly likeable students including "AP" Frank, who grapples with horrifying parental pressure to succeed; Audrey, whose panicked perfectionism overshadows her life; Sam, who worries his years of overachieving will be wasted if he doesn't attend a name-brand college; Taylor, whose ambition threatens her popular girl status; and The Stealth Overachiever, a mystery junior who flies under the radar.

Robbins tackles teen issues such as intense stress, the student and teacher cheating epidemic, sports rage, parental guilt, the black market for study drugs, and a college admissions process so cutthroat that students are driven to suicide and depression because of a B.

With a compelling mix of fast-paced narrative and fascinating investigative journalism, The Overachievers aims both to calm the admissions frenzy and to expose its escalating dangers.

Product Details

ISBN-13: 9781401386146
Publisher: Hachette Books
Publication date: 08/08/2006
Sold by: Hachette Digital, Inc.
Format: NOOK Book
Pages: 448
Sales rank: 183,173
File size: 1 MB
Age Range: 13 - 18 Years

About the Author

Alexandra Robbins is a former staff member of The New Yorker and the author of two New York Times bestsellers. Her work has appeared in publications including The New Yorker, The Atlantic Monthly, Washington Post, USA Today, Cosmopolitan, Mademoiselle, Chicago Tribune, Self, Washington Monthly, Time Digital, Salon, Details, Shape, PC, Tennis Week, and the Journal of Popular Culture. She graduated summa cum laude in 1998 from Yale.

Read an Excerpt

THE OVER ACHIEVERS

The Secret Lives of Driven Kids
By ALEXANDRA ROBBINS

HYPERION

Copyright © 2006 Alexandra Robbins
All right reserved.

ISBN: 1-4013-0201-7


Chapter One

July 20-September 1

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...)



Excerpted from THE OVER ACHIEVERS by ALEXANDRA ROBBINS Copyright © 2006 by Alexandra Robbins. Excerpted by permission.
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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The Overachievers 4.1 out of 5 based on 0 ratings. 47 reviews.
katie ward More than 1 year ago
this was a very thouhtful and thorough book. i related very much, being that i was applying to colleges in the midst of reading it. i really enjoyed this book and highly recommend it!
theish94 More than 1 year ago
This book has is very enjoyable. It contains many characters, each one with their own story to tell. Alexandra Robbins gives an interesting peek into the lives of the most driven, talented, and overworked students around the nation. I like how she puts in interesting facts on the subject of our educational system. I think it could have a wide audience because it's not only for students but also the parents, educators, and the people who support them.
Guest More than 1 year ago
This book was fantastic and too true. I think any student could relate to this book. It had the perfect blend of facts and the personal lives of the students Robbins interviwed. In places the facts are dry, but the kids lives are interesting and makes one forget they are reading a non-fiction piece. I read this for my AP English class and would highly reccomend it!
Charlotte_Isabella More than 1 year ago
"The Overachievers" is a great book. It reads like a novel and is never boring. Alexandra Robbins makes it interesting by having first hand accounts of Overachievism. She observes a total of five students and tells it like it is. She does not sugar coat the good, the bad, and the ugly. She explains why one observee loses her hair due to stress, and how one Overachiever's mom loses custody of one of her children because she never lets them have a life. It tells of the pathetic battle to maintain perfectionism and the competition to get into top ranked preschools even before the aforementioned child is born. This is a captivating tale of what one goes through to be perfect.
Anonymous More than 1 year ago
This book is amazing,
yankeesfan1 on LibraryThing More than 1 year ago
The Overachievers This was a fascinating read, especially as a homeschooler getting ready to start college in the fall. The book really made me think about the constant resume padding that students do. The section on mental health issues that students are experiencing here and comparison to the issues of students in Asia was scary and depressing. I found each of the students to be intriguing. I'm also now interested in reading Pledged by Robbins.
voracious on LibraryThing More than 1 year ago
This was definately an interesting book, covering an important but overlooked cultural phenomenon. "Helicopter mothers" have taken over the last couple of generations of kids, protecting them from failure and pushing them harder to reach for status colleges like the Ivies. Protecting our kids from failure, however, fails to teach kids important coping skills to deal with stress, at the same time we increase demands on their time with inordinate pressure to succeed. While I really enjoyed the topic, I thought this book was WAY TOO LONG and the points were exhausted way before the end of the book. I enjoyed the stories of the students the book followed, though I had a hard time keeping some of them separated, as they tended to be described objectively but not with emotion. This book could have used some serious editing, but overall, was good.
KamGeb on LibraryThing More than 1 year ago
Very biased and negative on everyone except herself. Hard to read.
Ganeshaka on LibraryThing More than 1 year ago
This is a flawed book but has two real strengths. The kids tell their own stories, and the stories are about the perils of success, not failure. I was drawn in quickly by these hooks, having been a high school nerd burnout myself, but sort of lost interest midway through. I would have preferred the author to cover each student from start to finish, rather than cutting and shuffling the deck. Or else, if skipping back and forth, to cover fewer students.Still, I thought the stories compelling and left the book lying about for my 13 year old granddaughter to find while resting from her apparent video game career. My thinking was that 1) she would be forewarned of falling into the overachiever trap (although that's not really a major concern) 2) she would see that superstudents weren't merely gifted, but worked like hell for the grades and 3) she would not feel defeated if her grades in high school turn out "merely" "good" or "average."I was surprised. Not only did she pick the book up, but that she actually kept at it for a week or two, carried it about, and read it to the finish. I was pretty confident she got something from it because ultimately the spine was broken and the cover mutilated - sure signs of her approval (her copy of the Golden Compass looks like the Dead Sea Scrolls). We haven't discussed it yet though. Sometimes the oblique approach is best in these matters.
bookweaver on LibraryThing More than 1 year ago
Last night I finished reading The Overachievers, by Alexandra Robbins, whic I have been wanting to read since it came out. In it, Robbins documents the lives of a group of high school juniors and seniors (along with one college freshman) . While I accept the validity of her basic argument: that track of a college-bound student is unnecessarily and unhealthily weighted by intense competition for class rankings and high test scores, she is blind to a couple of important issues. First, she rarely includes the parents' point of view, and I recall no interviews at all with teachers. While I understand that the particular teachers of the students in the book might be unwilling or unable to participate (for legal reasons), she includes profiles of people and events completely unrelated to the main narratives, and I think that teachers in similar situations to the students in the school could have provided important information. I'd be especially interested in what they have to say about the grade negotiating. Robbins also seems to forget that the teachers probably have between 125-150 students, not just the group she profiles. She also missed the educator's perspective on how to make improvements. She is opposed to "No Child Left Behind" because of the test pressure, but she doesn't seem aware that this initiative has actually helped low-income schools with badly needed extra funding. She also doesn't seem aware of block scheduling in high schools, which helps students by making them responsible for fewer separate subjects each semester although she mentions a similar scheme as being a benefit of a particular college.I would also like to have seen at least one student who was facing serious financial pressures in addition to academic pressures. I sometimes got a little impatient with students who ONLY had to worry about getting in an Ivy or other prestigious school and not at all about paying for it. Only one student came from a family not able (apparently) to shell out serious amounts of money for college. I realize that she has to establish her boundaries somewhere, but I think the lack of attention to the finances of colleges are a major shortcoming of the book. In the end, if a book is judge by how thought-provoking it is, well, this one makes the grade.
ennie on LibraryThing More than 1 year ago
Sometimes I read the College Confidential web site, and marvel at how crazed its college-obsessed students and parents can be. "The Overachievers" follows students at a suburban Maryland high school as they navigate the same waters. Makes me very glad to be an adult.
Anonymous More than 1 year ago
The book, "The Overachievers" is a book you can relate to. As a student, you can connect to every single character in the book, from either having similarities of a character yourself, or know someone that was like one of the characters from your school experience. It's not just an enjoyable book, but a must read. It makes it ten times better knowing that these are actual students being interviewed. Alexandra Robbins brings to light the negative emotions one may face from being an overachiever or simply a student, such as stress, anxiety, depression etc. It makes you understand what kind pressures teens face today. Very well written and recommend to all.
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