U-M Office of Undergraduate Admissions

Parents

Application Review

Evaluation Categories

The following are the general guidelines reviewers should use when rating an applicant on the following criteria:

I. ACADEMIC ACHIEVEMENT, QUALITY, AND POTENTIAL

Secondary School Academic Performance

This area will combine cumulative grade point average, strength and quality of curriculum, test scores, and class rank (if provided) into one category of academic achievement. After reviewing all application materials, the reviewers can give the best assessment of the applicant’s overall academic accomplishments. Before rating the applicant’s academic achievement, reviewers should consider many factors. Because it is impossible to list all of the sources a reviewer may find important in making the academic assessment, reviewers will not be limited to those cited in these guidelines.

Transcript

What kind of grades has the applicant received over the high school years? Is there a trend – an upward or downward one? What kind of program does the applicant plan to take in the senior year – is it challenging or weak? If available, where does the applicant rank?

Curriculum

The transcript is extremely important in noting the grades the applicant has achieved as well as the rigor and quality of the curriculum. Given the wide disparity in high school course selection and offerings, it is imperative that the choice of strong courses, particularly those courses clearly identified as honors and AP/IB should be considered in the context of that particular high school. What is the quality and strength of courses offered? Has the applicant taken advanced and/or challenging classes? Does the high school have strict prerequisites for entrance into these courses? What are the applicant’s curricular interests and strengths? Did the applicant dual enroll? Or, has the applicant extensively studied a particular subject?

Reviewers will also have the flexibility to give an outstanding rating to applicants who took college-level courses in academic subjects and received excellent to outstanding grades. Reviewers may exercise their judgment when giving below average, average, good, excellent, or outstanding ratings to curriculum, as part of the overall academic achievement rating.

Test Scores
SAT/ACT/SAT Subject Tests/AP/IB/A Levels

We will accept either the SAT or the ACT, but we require at least one test score that includes a writing assessment. Reviewers will consider the highest composite score, no matter when the test was taken (other than Engineering, which will add additional consideration to the highest math subscore). Reviewers should consider many factors when assessing standardized test scores. Are there subscores that are significantly higher or lower? How strong are the SAT Subject Tests/AP/IB/A level scores, if provided? Do they show special proficiencies in specific subject areas? How do the scores fit the score ranges on the UM freshman profile? Do the SAT/ACT scores correlate with the applicant’s GPA? Is one significantly higher than the other? Does the student demonstrate English proficiency through the TOEFL/MELAB/IELTS?

Educational Environment
High School/College Profiles

What can the reviewer learn from the high school profile that might assist them? How might the high school profile help determine which applicant might be the best fit for the college to which he/she is applying? Does the high school profile provide information that might better help assess the applicant’s educational opportunities and accomplishments? Does the school provide a grade distribution? By considering the composite strength of the high school’s grading system, course offerings, and the percentage of applicants attending post-secondary schools, the admissions committee can better assess the strength of the school’s academic environment.

Reviewers should also evaluate the quality of the school GPA by considering whether applicants from that high school generally achieve a B+ average or higher once enrolled at the University of Michigan.

There is no single indicator of an academically disadvantaged or economically disadvantaged region. What is the socioeconomic status of the geographic area from which the applicant is applying, e.g. rural or urban, high cost-of-living, depressed local economy? Other factors to consider are whether the high school is in the state of Michigan, whether the school is underrepresented at the University of Michigan Ann Arbor campus, and whether the school is academically disadvantaged. Reviewers should also consider whether a school is part of a cluster of schools that are underrepresented in the undergraduate class, because students from such schools may also have experiences that will contribute to the overall diversity and learning environment at the University.

Evaluative Measures

In determining the applicant’s academic potential, reviewers should use the high school counselor and teacher recommendations to note academic awards or recognition received, evidence of intellectual curiosity, and in-depth commitment to particular academic areas of interest. In addition to the recommendations, reviewers should also examine the applicant’s short-answer questions and essay to assess the applicant’s written communication skills such as writing quality, content, style and originality/risk taking, as well as any other evidence of academic potential. Discretionary consideration may be awarded for an outstanding essay.

II. PERSONAL CHARACTERISTICS AND ATTRIBUTES

The University of Michigan is committed to providing a vibrant and enriching educational experience for all of its students. This challenging and lively atmosphere requires a broadly diverse student body that facilitates opportunities for interaction among students from across geographic regions, socioeconomic and educational backgrounds, and cultural identities, who bring to campus a wide variety of ideas, experiences, skills, talents, and abilities. Reviewers should consider all indicators on the application in evaluating the applicant’s potential contributions to the University of Michigan community. For example, they should consider extracurricular involvement, the applicant’s short answers and essay, comments from the high school counselor and teacher, and/or letters of recommendation.

Cultural Awareness/Experiences

Does the applicant demonstrate evidence of familiarity with, or interest in, other cultures?

Socioeconomic and Educational Background

Variety in life experience and challenges also contributes to the diversity on campus that enriches the learning environment for all students. Accordingly, consideration will be given to applicants with particular indicators such as parents’ lack of exposure to higher education, single-parent upbringing, a deceased parent, necessary and excessive work hours while attending school, and overcoming extraordinary obstacles. Neighborhood and High School clusters that are characterized by families with limited access to educational opportunities, low income, and high interest in financial need, can also be helpful in identifying a an applicant’s socioeconomic background

Geographic Considerations

Variety in geographic backgrounds also contributes to the diversity of the class. As a public institution, the University also gives consideration to in-state applicants. An applicant may receive discretionary consideration for residency in an underrepresented in-state or out-of-state geographic area, or underrepresented neighborhood or high school cluster.

Awards and Honors

Consideration may be given for outstanding high school, state, regional or national honors. Academic, athletic, artistic, musical, and civic awards may be considered. What type of and how many awards did the applicant receive? Do the applicant’s achievements demonstrate high school, community, regional and/or national involvement and/or recognition? Reviewer should reserve the highest ratings for the applicants who receive the highest level and number of awards.

Extracurricular Activities, Service and Leadership

Was there an opportunity for the applicant to participate and achieve in school and community activities? Many factors should be considered when rating leadership and service, but the highest ratings should be reserved for applicants who are well above average.

The following is a list of some of the general factors reviewers should consider:

  • Do the applicant’s materials illustrate the highest level of achievement and special talents, in academic competition, athletics (applies to non-recruited athletes only), and/or the fine and performing arts?
  • Does the applicant present meaningful activities and experiences, which reflect a commitment to a variety of school activities through continued participation across the four years?
  • Does the applicant hold leadership positions (elected or appointed)? Does he/she demonstrate an increase in responsibility and leadership across the four years as reflected by increasingly higher elected office held?
  • Do the counselor and/or teacher recommendations indicate the student possesses a high degree of character or is particularly well respected by students, staff, and faculty alike?
  • Did the applicant sustain significant employment while maintaining academic excellence?
  • Did the applicant show evidence of forging frontiers in any activities – not simply presenting a laundry list of activities?
  • What is the quality and depth of involvement in activities?
  • Do the activities show evidence of impact on the school and community?

Reviewers should consider whether the school requires community service as part of its graduation requirement.

Alumni Relationships

The University of Michigan values the relationship it has with current and former students. These students are part of the Michigan community; they provide service and support to the larger University community. As such, reviewers should take into consideration applicants who have a direct relationship, or stepfamily relationship, with someone who has attended the University of Michigan-Ann Arbor as a degree-seeking student.

Strongest consideration should be given to applicants whose parents or stepparents attended the University of Michigan-Ann Arbor, followed by applicants who have a grandparent, sibling, or spouse, who has attended or is attending the University.

Consideration is not cumulative. In other words, additional consideration should not be given to applicants who have multiple generations of family who have attended Michigan.

To recognize the continuing service and support provided to the University, consideration will be given for certain alumni relationships:

Legacy – The applicant, whose parent or stepparent attended UM-Ann Arbor as a degree-seeking student, should be awarded discretionary consideration.
Or
Other Alumni Relationships – The applicant, whose grandparents, siblings, or spouse attended UM-Ann Arbor as degree-seeking students, should be awarded discretionary consideration.
Consideration cannot be awarded for both categories.

Scholarship Athletes

In anticipation of their contributions to the University and in recognition of the traditions and national prominence of Michigan intercollegiate athletics, applicants being officially recruited and considered for athletic scholarships will be carefully reviewed, in accordance with the University’s academic standards and NCAA guidelines and regulations.

Extenuating Circumstances

Is there anything about the applicant’s background or family information that stands out in relation to the college to which they are applying? Are there any special circumstances of which you should be aware when evaluating the rest of the application?

  • Do the applicant’s materials reflect barriers overcome and a desire to succeed in all his/her high school endeavors?
  • Did the applicant sustain significant employment while maintaining academic excellence and service in school and community activities?
  • Has the applicant overcome adverse family, social, or economic conditions, including prejudice or discrimination, and still achieved academically?
Character and Commitment to High Ideals
  • Do the applicant’s materials demonstrate a strong respect for others and their perspectives?
  • Do the applicant’s materials reflect a strong ability to work effectively with others?
  • Do the applicant’s materials show considerable evidence of having taken advantage of opportunities, by displaying maturity in commitment, initiative, and responsibility?
  • Do the applicant’s materials show evidence of being a self-starter and role model?
Other Personal Attributes and Characteristics

Other factors for consideration may include the applicant’s demonstrated specific interest in attending the University of Michigan, and the applicant’s characteristics and/or attributes that directly correspond with a school or college’s particular objectives or mission

III. OFFICIAL RECOMMENDATIONS

High school counselors and teacher recommendations should endorse the academic achievement, quality and potential of the applicant, and validate the level of participation for personal achievement.