From 1986 to 2017, the number of students with more than one major increased from 79 to 228. This is the most impressive single statistic concerning the academic engagement of Williams students. (Previous related discussions here and here.)
1) Back in the day, double majoring was unusual, if not a little weird. Why take an extra set of 300/400 level courses in a second major — courses almost guaranteed to be difficult and time-consuming — when you have the pleasant option of sampling 100-level courses in a variety of interesting topics?
2) Now, double majoring is common, perhaps even expected among the top 25% of the class academically. (I would bet that there is a high correlation between Academic Rating and double majoring.) Good stuff! The more students taking serious 300/400 level classes, the better. Perhaps the ideal of a Williams “liberal arts” education is the student who majors in two fields from different divisions, e.g., Chemistry/English or Statistics/Art or Economics/History.
3) The 228 may actual underestimate the number of students studying two different fields in depth because it does not include students who add a concentration to their first major. For example, a student who majors in Math and gets a concentration in Africana Studies is doing Williams right.
4) We should be careful about claiming that the high number of double majors implies that Williams students are more academically serious than students at other schools. Williams makes double majoring easier than it is elsewhere because a) most majors require only 9 classes and b) our non-major requirements are easier to fulfill.
5) But ignore 4 for now. This is good news! The more double majors at Williams the better, and this almost tripling over the last 30 years is a wonderful indication of intellectual engagement among the students.