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UC
Selection Criteria for Freshman Applicants (Taken
directly from UC
pathways website )
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.
Academic grade point average (GPA)
calculated on all academic courses completed in the subject areas specified
by the University's eligibility requirements (the "a-g" subjects), including
additional points for completion of University-certified honors courses
(see fourth bullet below). It is recommended that the maximum value allowed
for the GPA shall be 4.0.
Scores on the following tests: the
Scholastic Assessment Test I or the ACT Assessment, and the College Board
Scholastic Assessment Test II: Subject Tests.
The number and content of, and performance
in, courses completed in academic subjects beyond the minimum specified
by the University's eligibility requirements.
The number of and performance in University-approved
honors courses, College Board Advanced Placement courses, International
Baccalaureate Higher Level 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 the first criterion. 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 applicant's secondary
school.
Being identified as "eligible in the local context"
by being ranked in the top 4 percent of the class by the end of the junior
year, as determined by the academic criteria established by the University
of California. · The quality of the senior year program, as measured by
the type and number of academic courses (see third and fourth bullets
above) in progress or planned.
The quality of academic performance
relative to the educational opportunities available in the applicant's
secondary school.
Outstanding performance in one or
more specific academic subject areas.
Outstanding work in one or more special
projects in any academic field of study.
Recent, marked improvement in academic performance,
as demonstrated by academic grade point average and quality of coursework
(see third and fourth bullets above) completed and in progress, with particular
attention given to the last two years of high school.
Special talents, achievements and awards
in a particular field, such as in the visual and performing arts 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.
Completion of special projects undertaken
either in the context of the high school curriculum or in conjunction
with special school events, projects or programs cosponsored 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.
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.
Location of the applicant's secondary school
and residence.These factors shall be considered to provide
for geographic diversity in the student population and also to account
for the wide variety of educational environments existing in California.
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