Grinnell admits approximately 12.7% of applicants, meaning roughly 1 in 8 applicants receives an offer of admission. This places Grinnell in the highly selective category, with admission rates between 10-25%. The peer median admission rate of 75.6% highlights the substantial difference between Grinnell's selectivity and typical four-year institutions. Even among competitive liberal arts colleges, Grinnell's acceptance rate represents significant selectivity. This level of selectivity means that academically strong students still face uncertainty in the admission process, as the college must turn away many qualified applicants. Students considering Grinnell should approach it as a reach school regardless of their academic credentials and build comprehensive college lists that include institutions with higher acceptance rates but comparable academic quality. The highly competitive nature of admission requires exceptional academic preparation and distinguishing personal qualities beyond test scores and grades.
A directional estimate — not a prediction
Admitted students at Grinnell demonstrate exceptional academic credentials across standardized testing measures. SAT scores typically range from 1418 to 1550, with a median of 1486, representing performance among the highest we track nationally. Math scores span 720 to 790, while verbal scores range from 698 to 760. ACT scores fall between 31 and 34, with a median of 32, also ranking among the highest we track. These ranges represent the middle 50% of enrolled students, meaning 25% score below the lower bound and 25% score above the upper bound. Students scoring below 1418 on the SAT or 31 on the ACT remain eligible for admission but represent a smaller portion of the admitted class. Compared to peer institutions with a median SAT of 1140, Grinnell's admitted students score 346 points higher on average. Students should assess whether their academic profile aligns with these ranges when considering Grinnell, as test scores outside this range face additional selectivity pressure. The exceptional academic credentials reflect both the institution's reputation and the competitive applicant pool it attracts.
Understanding institutional priorities and student support
Grinnell enrolls 16.9% Pell-eligible students, indicating students from lower-income families comprise a modest share of the student body. First-generation college students represent 17.6% of enrollment, reflecting some economic diversity within the student population. Transfer students comprise just 1.5% of enrollment, indicating extremely limited opportunities for transfer admission. These composition figures place Grinnell around typical levels for highly selective liberal arts colleges, where access measures often trail public institutions due to concentrated applicant pools and admission practices. The relatively low Pell and first-generation shares suggest that while Grinnell admits students from diverse backgrounds, the majority come from families with prior college experience and higher incomes. Students from lower-income or first-generation backgrounds should note these enrollment patterns when assessing institutional fit and support systems. The limited transfer admission rate indicates traditional four-year students represent nearly all admission opportunities.
Given Grinnell's 12.7% acceptance rate and exceptional test score requirements, most applicants face significant admission uncertainty. The alternatives below provide comparable academic environments with more accessible admission.
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Students who gain admission to Grinnell demonstrate strong persistence and completion outcomes. 93.1% of freshmen return for sophomore year, compared to a peer median of 74.0%, indicating effective support systems and appropriate academic preparation among admitted students. The graduation rate reaches 87.5%, substantially higher than the peer median of 54.9%. Pell-eligible students graduate at 90.8%, creating a positive gap of 3.3 percentage points above the overall completion rate. This positive Pell gap indicates particularly strong institutional support for lower-income students, as they outperform the general student body in degree completion. The combination of high retention, strong completion, and positive Pell outcomes suggests that students who gain admission receive effective academic and support services. Prospective students should view these outcomes as indicators of the institutional environment they would experience if admitted, though individual success depends on personal preparation and engagement.
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