Interview: Caroline Koppelman on Recognizing Potential and Developing Future Managers
Strong managers aren't born. They're built, through guidance, experience, and a lot of intentional reps. The same is true for students preparing for competitive college admissions.
Caroline Koppelman, Founder and CEO of The Koppelman Group and the leading expert on legacy admissions in the United States, spends her days helping families think strategically about how students grow, develop interests, and demonstrate leadership. I sat down with Caroline to ask what admissions strategy can teach us about spotting potential and developing the next generation of managers and leaders.
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Nick: Today I’m talking with Caroline Koppelman, Founder and CEO of The Koppelman Group. Caroline works with families navigating highly competitive college admissions. Your work focuses on students, while our audience often thinks about leadership and management. Do you see connections between admissions and leadership development?
Caroline: I do. What admissions officers are really evaluating is potential—how a student thinks, learns, and contributes to the community around them. In many ways, it’s similar to how companies identify and develop future leaders. You're looking beyond surface achievements and asking deeper questions about growth, curiosity, and initiative.
Nick: Leadership and management training often emphasizes developing people over time. Does the same idea apply to students preparing for college?
Caroline: Very much so. The strongest applications usually reflect years of gradual development. Students explore interests, take on responsibilities, and learn how to follow through on commitments. That process looks a lot like leadership development in organizations, where people grow into larger roles over time rather than suddenly appearing fully formed.
Nick: What qualities tend to stand out most when colleges evaluate students?
Caroline: Colleges are looking for students who show genuine engagement with the world around them. That might mean intellectual curiosity, initiative, or the ability to lead others. Often it's less about holding formal titles and more about demonstrating ownership, showing that a student cares about something deeply enough to pursue it consistently.
Nick: Legacy admissions are frequently discussed in the media. How does that fit into the broader evaluation of students?
Caroline: Legacy status is one of the most misunderstood parts of admissions. As the leading expert on legacy admissions in the United States, I spend a lot of time helping families understand how it actually works. Legacy can provide context for an application, but it doesn’t replace preparation or demonstrated ability. Colleges still want to see that a student will actively contribute to the campus community.
Nick: Leadership and manager training programs often emphasize mentorship. Do students benefit from similar guidance?
Caroline: Absolutely. Students rarely develop their interests entirely on their own. Teachers, mentors, and advisors play an important role in helping them recognize opportunities and build confidence. When students have thoughtful guidance, they tend to make more intentional decisions about how they spend their time and energy. . That same dynamic shows up in any environment where someone is being developed, not just trained.
Nick: What advice would you give students who want to develop the kind of qualities colleges value?
Caroline: Focus on curiosity and follow-through. Students who explore ideas deeply and stick with things long enough to make real progress tend to stand out – it’s about doing a few things thoughtfully and well.
Nick Final question – what can organizations learn from the admissions process?
Caroline: One lesson is that potential often reveals itself gradually. Whether you're evaluating students or a first-time manager, it's important to look at patterns of growth and commitment over time. Those signals tell you much more than a single accomplishment ever could.
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As the leading expert on legacy admissions in the United States, Caroline Koppelman works at the intersection of strategy, mentorship, and long-term development. Her perspective highlights a principle that applies equally to students and organizations: people grow into their potential when they are given the opportunity, guidance, and time to develop it.
