PROPOSED GUIDELINES FOR
IMPLEMENTATION OF UNIVERSITY
POLICY ON UNDERGRADUATE ADMISSIONS
On May 20, 1988, The Regents
of the University of California adopted a University of California Policy on
Undergraduate Admissions. The Policy states
in part that:
Mindful
of its mission as a public institution, the University of California...seeks to
enroll, on each of its campuses, a student body that, beyond meeting the
University’s eligibility requirements, demonstrates high academic achievement
or exceptional personal talent, and that encompasses the broad diversity of
cultural, racial, geographic, and socio-economic backgrounds characteristic of
California.
In December 1995, following
passage the previous July of Regents Resolution SP-1, a task force convened by
the President of the University reviewed existing Guidelines for the Implementation of University Policy on Undergraduate
Admissions and recommended substantive changes. The revised Guidelines
were issued in July 1996 and revised in May 2000 to reflect the University’s
newly adopted Eligibility in the Local Context (ELC) policy.
In
May 2001, The Regents adopted Resolution RE-28, which rescinded Resolution SP-1
and reaffirmed the goals of the 1988 Policy as follows:
the University shall seek out and enroll, on each of its
campuses, a student body that demonstrates high academic achievement or
exceptional personal talent, and that encompasses the broad diversity of
backgrounds characteristic of California.
Following
the passage of RE-28, the President asked the Academic Senate to consider the
adoption of evaluation procedures that
would look at applicants in a comprehensive manner and would utilize a variety
of measures of achievement.
The present revision of the Guidelines follows extensive
deliberation on the part of the Academic Senate, its Board of Admissions and
Relations with Schools (BOARS), and its individual campus divisions and faculty
admissions committees undertaken during the summer of 2001. The work of the Academic Senate built on
themes already developed by the 1995 Task Force. For example, the report of the Task Force commented on the “need
for a comprehensive review of the methods used for assessing academic
performance, beyond utilizing criteria such as GPA and standardized test
scores” and suggested that “the selection process could be altered in the
future to include a more comprehensive approach to reviewing students’ academic
accomplishments and personal backgrounds.”
The work of the Academic Senate should be considered as yet another step
in the continuing evolution of undergraduate admissions practices and policies.
Effective with applicants
seeking admission for the fall 2002 term and thereafter, the following revised
guidelines and procedures shall be followed for implementation of the 1988
University of California Policy on Undergraduate Admissions and RE-28, adopted
in May 2001.
These selection guidelines
apply to campuses that have to select from a pool of eligible applicants, and
to students who have met the established UC eligibility requirements for
admission[1]. These eligibility requirements are
established by the University in conformance with the specifications outlined
in the California Master Plan for Higher Education, which specifies that the
top one-eighth of the State’s public high school graduates, as well as those
community college transfer students who have successfully completed specified
college work, be eligible for admission to the University of California.
These guidelines provide the
framework within which campuses shall establish specific criteria and
procedures for the selection of undergraduate applicants to be admitted when
the number of eligible applicants exceeds the places available.
As
part of its work on behalf of the Academic Senate, BOARS has adopted the
following definition and principles to guide the formulation of individual
admissions policies for campuses selecting among UC eligible applicants. Campus admissions procedures should involve
a comprehensive review of applications.
BOARS defines comprehensive review as:
The process by which students applying to UC campuses are evaluated for admission using multiple measures of achievement and promise while considering the context in which each student has demonstrated academic accomplishment.
In
designing campus procedures, campus admissions committees should adhere to the
following guiding principles:
1. The admissions
process honors academic achievement and accords priority to students of high
academic accomplishment. At the same
time, merit should be assessed in terms of the full range of an applicant’s
academic and personal achievements and likely contribution to the campus
community, viewed in the context of the opportunities and challenges that the
applicant has faced.
2. Campus
admissions procedures should involve a comprehensive review of applications
using a broad variety of factors to select an entering class.
3. No fixed
proportion of applicants should be admitted based solely on a narrow set of
criteria.
4. Campus policies should reflect continued commitment to the goal of
enrolling classes that exhibit academic
excellence as well as diversity of talents and abilities, personal experience,
and backgrounds.
5. Faculty on individual campuses should be given flexibility to create admission policies and practices that, while consistent with Universitywide criteria and policies, are also sensitive to local campus values and academic priorities.
6.
The admission
process should select students of whom the campus will be proud, and who give
evidence that they will use their education to make contributions to the
intellectual, cultural, social, and political life of the State and the Nation.
7.
The
admissions process should select those students who demonstrate a strong
likelihood that they will persist to graduation.
8.
Campus
selection policies should ensure that no applicant will be denied admission
without a comprehensive review of his or her file.
Faculty
takes their responsibilities for admission and selection very seriously. BOARS anticipates that campuses will act autonomously in designing campus-specific
policies and processes that are consistent with Universitywide policies and
guidelines. BOARS will continue to
monitor campus policies and work with faculty to continuously improve the
processes and outcomes.
Campuses receiving
applications in excess of the number required to achieve their enrollment
target for a specific term shall select students for admission as follows:
A. Freshman
Applicants
The following criteria
provide a comprehensive list of factors campuses may use to select their
admitted class. Based on
campus-specific institutional goals and needs, admissions decisions will be
based on a broad variety of factors to ensure attainment of the goals set forth
in the 1988 University of California Policy on Undergraduate Admissions and
RE-28.
1.
Academic
Grade Point Average (GPA) calculated on all academic courses completed in the
subject areas specified by the University's eligibility requirements (the a-f
subjects), including additional points for completion of University certified
honors courses (see 4, below). It is
recommended that the maximum value allowed for the GPA shall be 4.0.
2.
Scores
on the following tests: the Scholastic Assessment Test I or the American
College Test, and the College Board Scholastic Assessment Test II: Subject
Tests.
3.
The
number, content of, and performance in courses completed in academic subjects
beyond the minimum specified by the University's eligibility requirements.
4.
The
number of and performance in University approved honors courses, College Board
Advanced Placement courses, International Baccalaureate courses, and
transferable college courses completed.
It is recommended that caution be exercised in order not to assign
excessive weight to these courses, especially if considerable weight already
has been given in the context of 1, above. Additionally, in recognition of
existing differences in availability of these courses among high schools, it is
recommended that reviewers assess completion of this coursework against the
availability of these courses at the candidate’s secondary school.
5.
Being
identified as eligible in the local context, by being ranked in the top 4% of
the class at the end of the junior year, as determined by academic criteria
established by the University of California.
6.
The
quality of the senior year program, as measured by type and number of academic
courses (see 3 and 4, above) in progress or planned.
7.
The
quality of academic performance relative to the educational opportunities
available in the applicant’s secondary school.
8.
Outstanding
performance in one or more specific academic subject areas.
9.
Outstanding
work in one or more special projects in any academic field of study.
10.
Recent,
marked improvement in academic performance, as demonstrated by academic grade
point average and quality of coursework (see 3 and 4, above) completed and in
progress, with particular attention being given to the last two years of high
school.
11.
Special
talents, achievements, and awards in a
particular field, such as in the visual and performing arts, in communication,
or in athletic endeavors; special skills, such as demonstrated written and oral
proficiency in other languages; special interests, such as intensive study and
exploration of other cultures; or experiences that demonstrate unusual promise
for leadership, such as significant community service or significant
participation in student government; or other significant experiences or
achievements that demonstrate the applicant’s promise for contributing to the
intellectual vitality of a campus.
12.
Completion
of special projects undertaken either in the context of the high school
curriculum or in conjunction with special school events, projects or programs
co-sponsored by the school, community organizations, postsecondary educational
institutions, other agencies, or private firms, that offer significant evidence
of an applicant’s special effort and determination or that may indicate special
suitability to an academic program on a specific campus.
13.
Academic
accomplishments in light of the applicant’s life experiences and special
circumstances. These experiences and circumstances
may include, but are not limited to, disabilities, low family income, first
generation to attend college, need to work, disadvantaged social or educational
environment, difficult personal and family situations or circumstances, refugee
status, or veteran status.
14.
Location
of the applicant’s secondary school and residence.
These factors shall be considered in order to provide for geographic diversity
in the student population and also to account for the wide variety of
educational environments existing in California.
B. Advanced Standing
Applicants
Advanced standing applicants
shall be selected by each campus using the criteria listed below as well as
criteria 11-14 listed above. Priority
consideration for admission of advanced standing applicants shall be given to
upper division junior transfers from California Community Colleges.
Criteria to Select Advanced
Standing Applicants
1. Completion of a specified pattern or number of courses
that meet breadth or general education requirements.
2. Completion of a specified pattern or number of courses
that provide continuity with upper division courses in the major.
3. Grade point average in all transferable courses, and, in particular, grade point
average in lower division courses required for the applicant’s intended major.
4. Participation in academically selective honors courses or
programs.
(Refer to items 2 through 6
in Section A above for additional criteria to consider.)
A common filing period for
submission of applications shall be established by the Office of the President
in consultation with the campuses. These dates shall be observed by all
campuses and may be extended only if a campus determines that additional
applications are required to meet enrollment targets. All applications submitted during the prescribed dates shall
receive equal consideration for admission.
Applicants shall file one
application on which they shall indicate all the campuses where they wish to be
considered for admission.
Campuses shall observe and
publish a common notification period for
notifying applicants of their admission status.
UC eligible resident
applicants, who have not been admitted at any of the campuses of their choice
shall be offered a space at other UC campuses where space is available. This process, called referral, reaffirms the
long-standing University commitment to provide a place for every eligible
California applicant who wishes to enroll.
In addition to the referral
process, campuses may choose to offer other enrollment alternatives to UC
eligible applicants. Examples of such
alternatives may include:
1. Fall term admission to a different major,
2. Deferred admission to another term; or,
3. Enrollment at a community college with provision for
admission at a later time, if a stated level of academic achievement is maintained (for freshman applicants
only).