Because the greatest predictor of college success is preparation, the strongest consideration in the decision is given to a student's academic record. We know that COVID-19 might have changed your school's course offerings and grading systems. Our promise to you is that we will look at the overall trend of your academic performance—not just a single semester—to understand your preparation. The following academic factors are considered:
- Grade point average - cumulative, and in specific courses related to the student's intended major.
- An especially challenging pattern of coursework, especially in courses related to the student's intended major.
For transfer applicants with fewer than 26 transferable college credits complete, the following factors are also reviewed:
- Successful completion of the high school course requirements (see below).
- High school rank percentile (students from non-ranking schools and those with GED or other high school equivalency are given full consideration).
- ACT or SAT scores (ACT/SAT scores are not required through 2025. Learn more about ACT/SAT scores for transfer admission).
- Rigor of the high school curriculum.
Individual circumstances are also considered as part of the overall assessment of each application. Enrolling a diverse student body—with students bringing differing experiences, talents, and perspectives to their scholarly community—is essential to achieving the development outcomes of a University of Minnesota education.
Our holistic review takes into consideration the individual circumstances that make each individual student unique. While we do not consider an applicant's race and ethnicity, we consider the following context factors in our decision review:
- Evidence of exceptional achievement, aptitude, or personal accomplishment not reflected in the academic record
- Participation in extracurricular activities related to your intended major
- Strong commitment to community service, leadership, and educational involvement
- Evidence of having overcome social, economic, or physical barriers to educational achievement
- First-generation college student
- Significant responsibility in a family, community, job, or activity
- Contribution to the cultural, gender, age, economic, or geographic diversity of the student body
- Personal or extenuating circumstances
- Military service
- Information received in open-ended questions