Pathways to The University of Montana:
A Proposed Change in Admissions Model at the Missoula Campus
(April 2010 version)
Background
The University of Montana proposes a new model for undergraduate admissions to the Missoula
Campus for the purpose of improving student success. This proposal stems from the recent adoption of
Partnering for Student Success, the University’s plan for increasing retention and graduation rates. The
Enrollment Management Council (EMC) of the University developed the proposal, and the proposal has
been endorsed by the Faculty Senate. There are two aspects to the proposal: 1) the admissions criteria
of the various pathways into UM; and 2) the process by which applications are evaluated and admissions
decisions made.
Much of the discussion regarding retention and student success has centered on the academic
preparedness of our incoming students. While success can be predicted in a statistical sense as a
function of the usual entrance criteria (high school gpa, ACT scores, etc.) the coursework taken as a high
school student is among the most important contributors to success in college. A major objective of this
proposal is to place increased emphasis on a rigorous college preparatory curriculum, as described
below. This emphasis will provide incentive for more K-12 districts to offer a full preparatory curriculum
and will provide guidance to the new Virtual High School Academy as it develops its priorities.
Ultimately, increased preparedness of our student body will permit moving resources from
developmental work into college level work, it will raise the standard of education for all students, and it
will shorten the average time to completion. This proposal is not intended to prevent students from
coming to the University; it is designed to drive the preparation of students upon entry.
Current Board of Regents policy permits a 15% admission exemption pool for students not meeting
minimum standards. The rolling admission process presently in use can prevent difficulties for some key
populations (first generation, minority and low socio-economic) who tend to apply later in the year,
often after the 15% threshold has been reached. An application process incorporating a target date will
help to ensure a more equitable treatment of all students.
Proposed Model
The admissions criteria proposed for various admission actions are summarized in the table below.
Entering Student Credentials
Admission action
Successful completion of the “Rigorous Core Plus” Guaranteed full admission to Main Campus or COT.
Curriculum (see below), with GPA 3.0 and ACT 25
or (new) SAT 1740. BOR Proficiency requirements
met.
Successful completion of the MUS College
Preparatory Curriculum (see below) with MUS
minimums of ACT 22 or SAT 1540; GPA 2.5; upper
50%. Math ACT 22 or SAT 520; Writing proficiency
per 301.16.
Admission offered to Main Campus after review of
supplemental information (essay,
recommendation, and portfolio) to determine
potential for success. Admission provisional if
proficiency unmet.
Full admission to COT.
Less than MUS minimums
Provisional Admission to Main Campus (15% pool)
upon review of supplemental information.
Full admission to COT (within enrollment limits.)
UM “Rigorous Core Plus” Curriculum
MUS College Prep requirements
Four years of English
Four years of English
Four years of math, including Algebra I, Geometry, Three years of math, including Algebra I, Geometry
Algebra II and Pre-Calculus or Trigonometry or and Algebra II
Statistics
Three years of social studies, including one year of
global studies, one year of American history and
one year of government or another third-year
course (i.e., economics, psychology, sociology)
Three years of social studies, including one year of
global studies, one year of American history and
one year of government or another third-year
course (i.e., economics, psychology, sociology)
Three years of science. Two must be laboratory
sciences such as earth science, biology, chemistry
or physics—the third year may be one of those
sciences or a non-laboratory college preparatory
science course
Two years of second language.
Two years of laboratory science. One must be
earth science, biology, chemistry or physics—the
second year may be one of those sciences or
another approved college preparatory laboratory
science course
Two years chosen from the following: foreign
language (preferably two years), computer
science, visual and performing arts, or vocational
education.
Additional courses in computer science, visual and
performing arts.
The admissions process will be converted from a rolling process (no deadline) to one with a target date.
This model establishes a universal admissions deadline (i.e., February 1) where all applications are
received and reviewed as a cohort. Admissibility is established by a review of the above criteria.
Applications received after the deadline will be processed, but admission is not guaranteed. Offer of
admission will provided to the applicants by March 1.
In this model, students will have until May 1 (the national deadline) to accept UM’s offer of admission
and make an acceptance deposit, but with a financial hardship exception available. In situations or
programs where enrollment limits are applicable, admissible students beyond the enrollment limit will
be placed on a wait-list and admission may be granted after the May 1 deadline.
This timeframe permits better planning; determining our entering class as early as June 1 can provide
better course availability and budget development.
Scope of Proposed Change
The model above will apply to entering freshmen. The current practice of admitting transfer students
will remain in place since they demonstrate the ability to succeed at the college level at their previous
institution.
Implementation Timeline and Class Composition
It is essential to provide students, families, and high schools sufficient time to plan for the above
changes. Consequently, we propose to implement this model with students entering Fall, 2013. An
intensive communications program will be implemented in the intervening years.
Percent of Entering Class
Adoption of this model will drive a reshaping of the entering First-year class to one of better
preparation. UM will implement a goal-setting schedule for the three categories of entering student,
beginning with the baseline class composition of the Fall 2010 entering class. The schedule must
recognize that the effect of this change won’t be significant until approximately three years into
implementation. The proposed schedule is as indicated in the graph below:
120
100
80
College Prep
MUS min
Exception
60
40
20
0
2010 2011 2012 2013 2014 2015 2016
Year
In order to truly drive college preparation, the University must be willing, over time, to limit the number
of students who do not have that preparation. Consequently, a “cap” will be placed on entering
Freshmen in the MUS minimum category, limiting that number according to the above schedule. In
actual numbers of students, the MUS minimum would decrease on approximately the following
schedule:
Year
2010
2011
2012
2013
2014
2015
2016
Baseline class size
2,000
2,000
2,000
2,000
2,000
2,000
2,000
Percent MUS
65
64
63
55
50
45
40
Number MUS
1,300
1,280
1,260
1,100
1,000
900
800
Total enrollment at UM is still projected to grow significantly during this time period because of:
1. Improved retention of students through Partnering for Student Success;
2. More students preparing for college through the College Preparatory curriculum;
3. Increased enrollment of non-traditional and first-generation students;
4. Strategic increase in graduate enrollment.