In a "listener mailbag" bonus episode, Jen Simons from Bright Horizons College Coach joins AB host Lee Coffin to answer an array of listener questions. The mailbag queries spark riffs on a wide range of admissions topics from applying to college as a twin to the option of a state honors college to interpreting newsfeed posts about 2026 acceptance rates, the "new Ivies," and "over-rated" colleges. And the longtime friends and colleagues touch a few topics no one asked them to discuss!
In a "listener mailbag" bonus episode, Jen Simons from Bright Horizons College Coach joins AB host Lee Coffin to answer an array of listener questions. The mailbag queries spark riffs on a wide range of admissions topics from applying to college as a twin to the option of a state honors college to interpreting newsfeed posts about 2026 acceptance rates, the "new Ivies," and "over-rated" colleges. And the longtime friends and colleagues touch a few topics no one asked them to discuss!
Lee Coffin:
From Hanover, New Hampshire, I'm Lee Coffin, Dartmouth's vice president and dean of admissions and financial aid, and this is a bonus episode of Admissions Beat.
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I said goodbye a couple of weeks ago. I'm back, because I realized I had a mailbag that I had never answered. So over the course of the last year, listeners have sent me messages saying, "Love the show. Can you talk about X? What about Y? I had a question about Z." And I intended to do a little mailbag at the end of the season finale and I forgot. So we're back for a bonus episode and when I come back, my friend and colleague, Jen Simons, from Bright Horizons College Coach, will join me to sort through the mail and give you our best advice to the questions you asked. We'll be right back.
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Jen is the director at Bright Horizons College Coach. Many of you would know Bright Horizons as a daycare provider, and Jen's unit within that organization provides college counseling to families in corporate and other settings who have that service. Jen, is that a fair way of describing what you do?
Jen Simons:
That's exactly right. We basically work with hundreds and hundreds of different employers, law firms, educational institutions, as well as corporations to provide free college counseling for all of their employees.
Lee Coffin:
Yeah, that's such an interesting model, because you are an at large guidance counselor.
Jen Simons:
Yes, that's exactly right. And so we could be talking to someone in Seattle who's applying to community colleges. We could be talking to someone on the East Coast who only wants to go to Harvard. We have a financial aid team. It's interesting.
Lee Coffin:
Yeah. Well, and that's why I invited you to be my co-star on this mailbag episode. The questions I'm about to share run the gamut. None of them fit neatly into any of the episodes we've done, but they're all worth highlighting and having a conversation. I thought, "Jen does this." You've got this pot pourri of topics that come your way. Also for listeners, Jen, in addition to Bright Horizons, had a long admission career herself. She's a Wellesley alum who started out at Barnard College, spent a decade-ish at Connecticut College, was at Ramaz School in New York City as a college counselor, came to Tufts when I was dean as the director of international admissions, left Tufts to go to Northeastern as the director of admissions, then relocated to Denver with her family, and has been working for Bright Horizons for how many years now?
Jen Simons:
Oh, this is eight years.
Lee Coffin:
That's a lot. You've got lots of different perspectives on this work. So let's see what the listeners want to talk about. So the first question comes from Bill, who tells me he's been an avid listener of Admissions Beat for the last two years as he's prepping the college application process for his twin daughters.
Jen Simons:
Okay.
Lee Coffin:
That's the key piece here. So he says, "We toured a bunch of Boston area colleges recently and both girls showed interest in some of the same colleges." So Jen, this is a question about twins. He said, "I don't think you've covered this as a topic." We have not. And he asks, "How do twins, or heaven forbid, triplets, who apply to the same college complicate their chances, or does it matter? What happens if one has a better record than the other?"
Jen Simons:
That's a great question. It's different, as everything is, from institution to institution, but what I like to see as an admissions officer and what I encouraged as a counselor is transparency. This is a great opportunity in the additional information section to indicate that you and your twin are not applying everywhere together, but you are applying to Dartmouth together, or you're applying to Northeastern, you both would like to go. I definitely don't think it complicates things. Certainly if there's a clear difference in their records and everything, I think most places will treat them as individuals. But having said that, if they are very similar, as many twins are, and their records are similar, I think that admissions officers try to be sensitive to the extent that they can be. My most important point here is that I don't think it's off base to either have the school counselor or to add in your additional information section, a little bit about your process, because I think that could be helpful.
Lee Coffin:
You went to Bill's part two, do they need to mention something in the application that they don't need to be admitted together? And I thought that was a really wise question from this dad, because often when I've encountered twins and occasionally triplets, triplets are not as common, but twins pop up, and you don't know the answer to that question, or is this a duo that cannot be separated or do they each have distinct searches and lists that just happen to be overlapping in this pool? So some info, and I think Jen points to the right place in the additional information, just to say, "Hey, I really hope to go to college with my twin sister." Or, "Hello, I am applying concurrently with my twin, but we will go where we each go and it's an individual decision." Hugely helpful.
But I think you're right. The other thing I've noticed as a reader is sometimes they're twins and they're very distinct. You read them and it's like the decision's going to be individualized because these applications are very clearly different. A lot of times though, you read them and you're like, "Wow, A and B, they're very, very similar." Maybe they're even identical twins, but you read the file and you think, "Transcript looks similar, the testing is similar, the extracurriculars." And we had one a couple years ago where the students were number one and two in the class, and one was the class president, one was the class vice president. You're just like, "They have to have the same decision."
And the other thing, just to rising seniors who are in this next wave of applications, if you are looking at very selective colleges, then just understand, if a place has a single digit acceptance rate and you're trying to get a two pack, the odds are already long for one, but two, you're increasing those odds. It's not that it doesn't happen. We have several sets of twins in our incoming class. It's something we notice. And you're right, we want to be sensitive to the family. I've seen split decisions and those are complicated. When we worked together at Conn College, I remember having twin sisters from a Catholic school in California and we took one and didn't take the other, and the nun who was the college counselor called me and she said, "You've destroyed this family." But she saw what you're describing, Jen, the impact in-house when a decision came out in different ways to a pair of siblings that saw themselves as a package.
Jen Simons:
I think just one more thing to reiterate to Bill, that I don't think there's any concern that one is going to ruin the chances of the other.
Lee Coffin:
Okay. Question two comes from Dave, and this is responding to a story heard on Marketplace on NPR. His question is, "What role should college rankings play in choosing a college to apply?"
Jen Simons:
So we are very clear at Bright Horizons College Coach that we don't care about rankings. Are you talking about U.S. News and World Report? Are you talking about Forbes? Are you talking about the World Street Journal? I have so many kids that go to schools because they are ranked higher than other ones that they got into and they would've been happier at the other ones. It's sad.
Lee Coffin:
I think it's a resource. We've said on other episodes that rankings alongside guidebooks are resources to gather information. It doesn't mean they're perfect, where the rankings start to mutate a little bit. Not a listener question, but I just had jotted down a note from my own newsfeed. For whatever reason, the algorithm right now keeps sending me posts from all sorts of magazines and organizations doing little micro rankings. And so there was one the other day that popped up that I did a screenshot about, it said, "Here are the most overrated colleges," and it ranked 30 places as quote, "overrated." And I looked at them and thought, "These are really good places." I won't even say what their number one most overrated place was, but I was offended for that place because I don't think it's overrated.
And I thought, "Well, says who?" But it's there in this consumer space. So if you're a parent trying to make sense of where we're visiting, what we're hearing, and as the summer turns into fall and it's time to apply, "Oh, look, this outlet just told me that my daughter's favorite is overrated," what do you do when someone tells you that, Jen? When you're in a call or a Zoom and a parent says she likes it, but it's overrated?
Jen Simons:
We're coming up more and more, finally, against cost. I hear return on investment every day. And so I think that maybe that comes from a very expensive price tag for perhaps a major that is not seen as lucrative and if money is an object. Well, if money is an object. If you need need-based financial aid, then you also have to investigate that too. Just to get back to the rankings, I understand especially for international families, the rankings matter in a way that they just don't in the United States, where you work and everything like that. And I think that every place I've worked at wants to just be a better version of that place and not be something else. They certainly don't want to be overrated, but what I will spin it into is if you are overrated, that means that people love you.
Lee Coffin:
Yeah, it's just this whole space is so hyped in some way. The overrated implies these places have a reputation that's not deserved, or maybe to your point, the return on investment isn't valid. I think that's poppycock. But even the New Ivies one, the places on that list were all terrific and they've always been terrific. Ivy in this example, listeners, there's this brand that has developed over the last 50 years, but I think these new Ivies are really saying these are places that are worth considering. It's a compliment. What I'm trying to highlight here as we move into the summer, my newsfeed's very active and somehow Google has connected the dots on my day job, that I'm a podcaster in this space. Maybe I clicked a link and the link is saying, "He's reading this." I've started to unclick a lot and say, "I don't want to see this anymore." But it's out there.
Jen Simons:
But I have to say, while you were speaking, I was like, what would actually be very helpful to parents is a listing of underrated colleges.
Lee Coffin:
Oh, that's good. Yeah.
Jen Simons:
Hidden gems. There already is colleges that change lives, which is very niche, but I think what colleges are underrated? What haven't I heard of that I should have?
Lee Coffin:
Go to your role as a guidance counselor. How do you point people towards underrated? My sister recently referred to a place as a hidden gem.
Jen Simons:
Gem, yeah.
Lee Coffin:
I think it's the same idea. These are really good places that maybe don't have the New Ivy rankings blue ribbon tacked to them, but they're fantastic. The other question that's come up relates to somebody else that I keep seeing in my newsfeed, and that's the idea of selectivity. Another consistent post I keep getting is organizations taking the results of this spring and putting it out there like, "Here are the most selective places," in order of three point something percent. And then the question I got from a parent is, "Does that matter?" The listener, Jen, is asking you, "Should I be focused on selectivity as my daughter explores?"
Jen Simons:
In a word, no. I very rarely say very little, but I don't think that that should be a factor.
Lee Coffin:
It's a factor if every place on the list has a very high degree of selectivity, then you set yourself up for a problem.
Jen Simons:
Oh, obviously. Yes. You know how I feel about this. You start with the foundational schools. Darryl Tiggle, he said not safety, we call them foundational schools, and I love that. You start with a foundation. And so yes, in the way of you should avoid, I heard that question as, "Should I be attracted to very, very selective schools?" But in fact, it's just the opposite. You should be starting with the colleges that are less selective. Most of them are, and that's where you want to fall in love.
Lee Coffin:
Yeah. No, that's a really important point to reassert, that most places are not less selective, but their selectivity is not the barrier that they want.
Jen Simons:
They're less selective than 3, 4, 5%.
Lee Coffin:
Yeah, that's right. The headlines always focus on this really narrow band of us who are quite selective and you've got a lot of demand churning around... Like in my case, I have 1,175 seats.
Jen Simons:
Yes.
Lee Coffin:
So just by definition, that's scarcity. So the selectivity that that generates is worth knowing when you get to the fall and you're saying, "Okay, how does this list balance? Do I have the right mix of places so that when the decisions come back, I have some options." Or if you get yourself into the early round, just be clear-eyed about what are the odds of getting a yes from this place? And that's where it's helpful. But there's a lot of posts right now. It seems like the spring chatter is really dialing into acceptance rates. All right. Next question is more of a comment, but I wanted to throw that there. This is a mom in Florida who is just commenting on the general vibe of many of the episodes. And she says, "I really appreciate your comments on taking the conversation back from the numbers and news reports." I think we were just talking about. She said, "I often find myself struggling to explain to friends and families whose stellar candidate did not make the cut-"
Jen Simons:
Yes, I see.
Lee Coffin:
So I think she's listening to this idea that there's a holistic story here.
Jen Simons:
Lee, I'm working with a family now that the daughter is a straight A student, really in AP classes and everything, and I do not believe she will be compelling, not to very selective, in quotes, "schools." And I am having such a hard time explaining that to the Gen X parents about... And sometimes I want to say, are you not aware of the buzz that's going around about how selective... There's sort of a disconnect too. Some parents are really tapped into it and some parents are like, "But my kid has straight As and they're going to go to Dartmouth."
Lee Coffin:
It's really hard to know what straight As mean. There was a story in The Atlantic, and it focused on Harvard and the number of 4.0s that are coming through that class as it moves through. That happens in high school too.
Jen Simons:
Of course.
Lee Coffin:
It's you look at a report card, you see a lot of As, terrific. That means you're in play. But 20 years ago, a straight A record was a more distinctive definition of someone's file and now it's a bit more of a norm. I have the son of friends who I've been helping get his search going and he texted me yesterday and said Wake Forest was his... He said, "Can I get in?" And he's got a couple of Cs in his junior year and all Bs otherwise. And I said, "No." I said, "You're going to get into a lot of wonderful places, but that's a step above where you're going to be competitive based on this transcript." And his dad at one point said to me, "Is a B student bad?" I said, "No, B isn't for bad." But back to the acceptance rate conversation, you just have to scale it. That record is going to be limiting in that top band of very selective places. It just is.
So our next question is from a mom, Charlene, who lives in a rural town, in her words, with an under-resourced public school, great teachers, student population not on the whole that's very likely to go to college at all. And if they do, usually their highest aspiration is the state school. So her question is, "Without college counselors or much in the way of resources, what advice do you have for families from places like that to move towards the selective part of this rainbow?" Maybe they don't even have a corporate connection to Bright Horizons. And in her case, she was saying, "I found your podcast and it's been helping me understand how to guide my kids." But where would you point a family from a rural community that is looking at college options that aren't the norm in that community?
Jen Simons:
Yeah, that's a great question. They are in a traditional brick and mortar school, correct?
Lee Coffin:
Yeah.
Jen Simons:
We have a podcast called “Getting In: A College Coach Conversation.” I think that they are very helpful in this process. Honestly, I think that they're going to have to go back to the way I did it and you probably did it, and go to those guidebooks. I happen to love the Fiske Guide. I think it's great because it has a student perspective as well, staying away from the Instagrams, the TikToks, and everything, but going back to the source. Ironically, I'm going to contradict myself and say this is a place where we could use the rankings a little bit, and I do like those micro rankings, to just get us started and then digging in a little bit more.
It's the same conversation for everyone. You have to be realistic about your parameters. How far really are you willing to go? What coast? What part of the country? That type of thing. But there's a whole world including international schools, and I do think in this case, you have to start with the guidebooks, with the rankings. I can't believe I'm saying that. Everything else in this process, think about every single person you know that has gone to college and who they know, and you're going to come upon someone who went to a college outside of Nebraska or whatever. If you can, I also really recommend visiting, because once you visit and you connect with other families that are in this process, it's all about networking. Everything is all about connecting.
Lee Coffin:
Yeah. Talk to the other families on the tour. I would also put a plug in for the College Board's BigFuture.
Jen Simons:
BigFutures. Absolutely, yes.
Lee Coffin:
So if you took the SAT or not, just go to collegeboard.org and get to BigFuture. It is a really useful database where you can type in your stats, your academic interests, your desires for location or type, and it starts to churn out options for you.
Jen Simons:
And scholarship-
Lee Coffin:
And scholarships, yeah. That's BigFuture. As long as you have wifi, you can get that. Okay, that's helpful. So adjacent to that, I think you started to ask this question. Amy is the mom of a homeschooled student. So this is a really good question for you, because I'm guessing you've encountered homeschooled...
Jen Simons:
Sure.
Lee Coffin:
... families. Okay. So Amy asks... She emailed after listening to episode this season called Number Crunching, and she said, "I understand the idea of evaluation of students' numbers in context. For homeschooled students, what is considered their context?"
Jen Simons:
Yeah.
Lee Coffin:
And then she specifically says, "We were talking about test scores and you look at the score relative to the high school, or you look at someone's transcript relative to the program offered at the school." How do you proceed with a homeschooled family, Jen?
Jen Simons:
I think in every case, like I was saying about the twins, you don't want to have any part of the story to be undiscoverable. And so I do think the context is very important. I'm not saying you use the personal statement for it, because you could use that for something creative, but again, that fabulous additional information section has an opportunity for you to explain why you are homeschooled, you know what I mean? There's lots that goes into it as well with actual transcripts and things like that. But I really want to understand why your family made this choice. It's so much more common in terms of post-COVID world because we have so many more resources with online schools and online schools that have some brick and mortar component, but I still want to understand, because it's still an unusual, relatively speaking, decision to homeschool your kids, so I want to understand the whys and the hows of homeschooling. The admissions offices are learning your story. The admissions office is setting the context, if you will, for that as well, by reading them as if they're a community, even though they're not.
Lee Coffin:
If you take a step back and say, "Every file is read with a first question, is this student prepared for the curriculum we offer?" And if the answer to that is no, that's the end of that candidacy. For a homeschool candidacy, the proof points are what can you share by way of the curriculum that has been taught? Where did the curriculum come? What is it? So that we can say, okay, here's a homeschool student applying to be a pre-med. What's the bio, chemistry, math? What's the prerequisites that set that student up for a pre-med track or whatever? I think testing is also helpful.
Jen Simons:
Oh, I was going to say, absolutely. Even if it's not required by the institution, it is often required for homeschool students.
Lee Coffin:
Yeah, it just gives you another data point. And one of the comments we were making on that Crunching Numbers episode is looking at what are the norms of the school and how does it relate to that school?
Jen Simons:
Yes.
Lee Coffin:
Well, you don't have a school in this example, but if you're from the last one, a rural community, you might say, "Okay, what do students in that rural place produce by way of test scores and how does this score compare?" And what I've noticed with homeschooled students is they're often higher than those local norms. Anyway, that's the answer there. We have a question here from Adrian, who is wondering about honors colleges as an option, so an honors college within a state university.
Jen Simons:
Fabulous. Some private schools have them as well. So I absolutely think that it's a fabulous option. Some evaluate you automatically to be in their honors college. Some like Penn State, you have to do a separate admissions process. But it's a way for students to really get personal interaction with professors right away at usually, again, a large institution, and they often come with perks like travel abroad or a stipend. I 100% recommend them for students who want to make a large experience smaller and more personal.
Lee Coffin:
And the last question, another Dave said, "I loaded your supplement into ChatGPT..."
Jen Simons:
Oh, good God.
Lee Coffin:
"... to see how it answered the questions."
Jen Simons:
Yeah.
Lee Coffin:
And he says, "The results are both impressively good and laughably bad simultaneously." I don't typically read essays with an eye towards quality of writing. That's not so much a concern given where I work. What I'm really interested in, what am I learning about the person who has applied? What's the narrative element that informs my holistic review of the file? Does ChatGPT do that? Does Claude do that? I don't know. I know when I have in a very rudimentary way, played with any of this, I find myself frowning more than smiling and I need to adjust things. I guess my comment from the college admission side is I still don't see it as an issue in the way students are filing applications. But I think this comment about it was impressively good and laughably bad...
Jen Simons:
That's a great one.
Lee Coffin:
Yeah, I think this person was a computer scientist, and I think the advice here is we want you to write your essays and don't shortcut it. Okay. So not a question, but there was a... Because we're the Admission Beat, we pay attention to what happens in the newsfeed, Wall Street Journal had a story on May 11th with the headline, "The only thing harder than getting into college is getting off the wait list."
Jen Simons:
Yeah. Look, I've noticed the opposite, that colleges are going earlier and harder to the wait list in a way that feels like they've scheduled this. But no, the wait list, we're very honest with kids when they're deferred from early action or early decision into the regular pool, and we're very honest with them about the wait list. You should focus on the places that accepted you. You're not going to necessarily get off the wait list. As an admissions officer, you felt like, "Oh, my God, I love this kid and I want them to know that we love them and they came so close." And now on my side of the desk, I'm like, "Let them go, say goodbye." It's so hard, but you're just like, "Cut them loose." I recognize there's a place for the wait list, but you're probably not going to come off and that's the reality of it, so focus on the places that accepted you.
Lee Coffin:
Yeah. It's not the third round.
Jen Simons:
No.
Lee Coffin:
But I think some people say, "Okay, I've got a seat secured, now I've got to focus on this wait list." My advice to anyone on a wait list is what you said, don't presume it will open. It's a very campus by campus year-by-year issue. Like, "Did we fill? Do we have more room?" That's what that headline is like. Yeah, it's not a guarantee. This round is not supposed to be what early and regular are.
Jen Simons:
Right.
Lee Coffin:
It's a waiting scenario.
Jen Simons:
Let me ask you a question, and I really mean this, do you sometimes say in June... Because this student has contacted you or whatever, they're on the wait list, do you wish you had just let them go if you're not... You know what I mean? Or you can't...
Lee Coffin:
No, I never wish I'd let someone go.
Jen Simons:
Aw, you're such a sweetie.
Lee Coffin:
I know.
Jen Simons:
You're such a softy.
Lee Coffin:
I'm a softy. No, I feel like the thing that is just uncertain about my work every year is I can't always predict...
Jen Simons:
No, I know.
Lee Coffin:
... what happens April into May, and I don't have a crystal ball. I'm relying on data to model the work, create the class, and try and do it by May 1st. We have a June 1st deadline for gap years.
Jen Simons:
Okay.
Lee Coffin:
And so as we move through May, some years, more people take a gap year and some years, fewer do. It's all sorts of things. COVID reduce that number. Sometimes politics around the world increases or reduces it. You just don't know. But I never say, "Oh, I wish," because I feel like if seats open and there are students who say, "This is really where I see myself," it preserves an option. All right, Jen, before we wind up, to our listeners, Jen has been a recurring guest for many, many seasons and she told me recently that she is, I'm going to say, soft retiring at the end of May from her role at Bright Horizons for family reasons, which is always a really important thing. So Jen, it's hard to imagine that.
A two-fer here as you make your last appearance on Admission Beat, I give you a free pass, ask me a question you'd like me to answer and then I'm going to say to you, what's your sign-off? What's your closing piece of advice or a comment as your time in this broad admission space comes to a close?
Jen Simons:
So I really want to just make a plug for the liberal arts. I've seen kids that only wanted computer science and then they were replaced by kids that only wanted something connected to AI, forensics, creating security systems, and everything. I think that what I'm seeing is very, very few kids are actually interested in English, history, math. I really want to put a plug in to families, I think that those will be the valuable folks later and they learn how to think in a way. They learn how to engage in teams in a way that you just don't get in some of the other majors. So don't neglect those and don't neglect the colleges that provide those, is my parting thought, because it's very sad to me to think about. And who cares? Sad, whatever, but it's impractical because I think...
Lee Coffin:
No, because you're hearing family by family say to you, "We're looking for a college that offers X." And I think what you just said is X is not often English, music, and art history. You are a women's studies major. I was a history major and I have always smiled at my dad's question from the summer between my sophomore and junior year when I declared my major. And he said, "What the hell will you do with that?" And I said, "I don't know. I just love that department and what I'm studying, and that's my major." And he saw it as impractical. I saw it as something really interesting and multidimensional. All these years later, it is serving me well as an undergraduate course of study. So I think your comment about the enduring value of the non-STEM liberal arts was how I would rephrase what you said. Really important. The humanities and many of the social sciences, and certainly the arts, have a long history of relevance as things to study, things to be, and you're wise to remind families of that even though they cost $100,000 a year.
Jen Simons:
Yeah. I think that you should be my ChatGPT. I'd love to carry you around in my pocket so you could say, "I'm going to summarize what Jen just said in..."
Lee Coffin:
I'm going to summarize what Jen just said.
Jen Simons:
"... two paragraphs." But my question for you is what is the joy in your work? What do you love about what you do?
Lee Coffin:
Yeah, that's such a good question. My really quick answer is I get great joy out of the podcast. It's really fun to have these conversations and to get feedback from listeners, either email or in-person sometimes, where people say, "This is really helpful. You demystified it. You reassured me you weren't setting the topic on fire." And that goes back to the beginning. That's why I started doing it. It was just like, can I be a voice of reason and guidance from my seat of experience? And so podding. Jen, but the more direct answer to your question, I still find joy in shaping the class, going to the open house in April and seeing this audience full of high school seniors who have been invited to join the class, and their parents and families, and start to think about that sociology, what's in this room? How do all of these different people, backgrounds, ideas, and experiences come together into this new community and push and pull them? That's always been interesting to me. Back to your question, it is fundamentally a work that's the story of people.
Jen Simons:
That's great.
Lee Coffin:
It is, right? People and institutions that they join, but that's why I still do it, so thank you for that question. Thank you for coming on Admissions Beat again, and thank you for your long work in this profession.
Jen Simons:
Thank you. This has been a joy. You're not getting rid of me. I feel like I'll sneak back on somehow. Maybe we could talk about my own daughter's college application process.
Lee Coffin:
Oh, that's true. I can bring you on as a mom or maybe you come back for Quiz Bowl too as a retired contestant.
Jen Simons:
Oh, yes.
Lee Coffin:
Yes, there you go.
Jen Simons:
That was fun.
Lee Coffin:
Yeah. Listeners, this time I really am signing off for the summer. Hope this bonus episode was helpful. Listeners, thanks for the mailbag. I will see you in September. For now, this is Lee Coffin from Dartmouth College. Have a great summer.