As a land-grant university and Illinois’ flagship public institution, the University of Illinois Urbana-Champaign has a responsibility to serve the citizens of the state of Illinois. The undergraduate admissions review process is designed to carry out the policies and priorities established by the faculty and university administration through a fair, consistent, and equitable evaluation of applicants.
The goal of the admission review process is to identify students who have challenged themselves academically, demonstrated achievement within the context of available opportunities, and shown commitment to activities and service consistent with the expectations of the university’s academic communities and alumni.
Commitment to a Diverse Learning Environment
The University of Illinois Urbana-Champaign seeks to enroll a diverse student body in order to foster an inclusive and pluralistic learning environment. A diverse learning environment is essential to the educational experience of all students and supports the university’s academic mission.
In reviewing applications, the university considers a wide range of academic and contextual factors to assemble a student body that reflects varied perspectives, lived experiences, and educational pathways.
Factors Considered in Admission Review
The undergraduate admission review process uses a whole-context holistic review. Factors that may be considered include, but are not limited to:
- Consistent academic achievement at the highest curriculum level available to the student
- Performance in required and recommended coursework
- Standardized test scores and subscores, when submitted, evaluated within the context of available opportunities
- Interest in the intended major or academic program and the rationale provided by the applicant
- Achievements outside of the classroom that demonstrate strengths, skills, leadership, or service
- Unique circumstances or experiences that indicate preparation for and potential success at the university
No single factor determines an admission decision.
Use of Standardized Test Scores
All first-year applicants may elect to have ACT or SAT scores considered as part of the admission review process at the time of application.
Applicants who choose not to submit test scores are not disadvantaged in the review process. Standardized test scores, when provided, are considered as one component of a holistic review and evaluated in the context of the applicant’s educational environment and available resources.
Contextual Evaluation
The holistic review process considers the context in which a student’s academic achievements occurred. This may include, but is not limited to:
- High school curriculum offerings and resources
- Family background
- Ongoing hardships or extenuating circumstances
- Access to advanced coursework, academic support, and college counseling
Academic performance, standardized test scores, and other traditional measures of achievement may vary significantly based on differences in socioeconomic status and K–12 educational contexts. The university’s review process focuses on how individual students have maximized the educational opportunities available to them.
Measures such as class rank may be considered when provided; however, fewer than 40 percent of Illinois high schools report class rank on transcripts. As a result, class rank is not a required component of the admission review.
Academic Community Review
Applicants are reviewed within the context of the academic community or program to which they apply, rather than against the full pool of university applicants.
Each academic community may place different emphasis on specific academic or contextual factors in alignment with:
- Program capacity
- Disciplinary expectations
- University strategic enrollment goals
Academic community-specific review criteria may change from one admission cycle to the next.
Factors Not Considered in Admission Review
In order to promote fairness and consistency, the University of Illinois Urbana-Champaign does not consider the following factors in undergraduate admission decisions:
- Legacy or donor status
- Financial need
- Demonstrated interest
- Social media presence
- Counselor or teacher recommendations
- Statements or advocacy from third parties