Montclair State admits approximately 87.4% of applicants, meaning roughly 7 in 8 applicants receive an offer of admission. This places Montclair State in the Open Access category, providing broad educational opportunity to qualified students. The peer median admission rate of 78.1% indicates that Montclair State is somewhat more accessible than typical institutions with similar characteristics, accepting nearly 10 percentage points more applicants than peer institutions. This level of accessibility means that students with solid academic preparation have strong prospects for admission. The university's open access mission supports its role as a Mobility Engine institution, providing educational opportunity to students who might face barriers at more selective institutions. Students should focus on demonstrating academic readiness through coursework completion and standardized test performance rather than viewing admission as highly competitive. For students building college lists, Montclair State represents a strong foundation option that combines accessibility with demonstrated post-graduation outcomes. The university's admission approach reflects its commitment to serving first-generation and Pell-eligible students, who comprise significant portions of each incoming class.
A directional estimate — not a prediction
Admitted students at Montclair State typically score between 940 and 1,225 on the SAT, with a median of 1,080. Math scores range from 460 to 605, while verbal scores span 480 to 620, indicating balanced academic preparation across subjects. These ranges represent the middle 50% of enrolled students—students scoring below 940 are admitted but less common, while those above 1,225 represent the top quartile of the incoming class. Montclair State's SAT performance ranks at the 88th percentile nationally, demonstrating strong academic quality despite open access admission. Compared to peer institutions with a median SAT of 1,198, Montclair State students score 118 points lower, reflecting the university's broader accessibility mission. The 285-point spread between the 25th and 75th percentiles shows the university enrolls students with diverse academic backgrounds while maintaining solid overall academic standards. Students scoring within the 940-1,225 range can expect to be academically competitive with their peers. Those scoring below 940 should consider their academic preparation carefully but are not automatically excluded from consideration. Students should view these ranges as descriptive of the enrolled class rather than minimum requirements, as the university evaluates applications holistically. Prospective applicants should focus on demonstrating academic readiness through consistent coursework completion and improvement over time.
Understanding institutional priorities and student support
Montclair State enrolls a diverse student body that reflects its accessibility mission and commitment to economic mobility. The university serves 44.4% Pell-eligible students, indicating nearly half of enrolled students come from lower-income families earning less than $50,000 annually. First-generation students comprise 41.2% of the student body, demonstrating the university's effectiveness in serving students whose parents did not complete four-year degrees. Transfer students represent 25.8% of enrollment, reflecting the university's commitment to supporting students from community colleges and other institutions seeking to complete bachelor's degrees. This composition indicates that Montclair State prioritizes educational access alongside academic achievement, creating a campus environment where students from diverse economic and educational backgrounds learn together. The substantial representation of Pell-eligible and first-generation students aligns with the university's Mobility Engine designation, suggesting institutional systems designed to support student success regardless of background. Students from lower-income families should know that 44.4% of enrolled students share similar economic circumstances and can expect to find peer support and institutional understanding of their unique challenges. First-generation students represent a significant portion of the campus community, with dedicated support systems reflecting their needs. This diverse composition creates learning environments where students benefit from varied perspectives and shared experiences of educational advancement.
Given Montclair State's 87.4% acceptance rate, most academically prepared students can expect admission. However, students seeking different options should consider these alternatives.
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Students who enroll at Montclair State demonstrate solid persistence and completion outcomes across diverse backgrounds. The university maintains a 79.7% freshman retention rate compared to the peer median of 83.7%, indicating that most students successfully transition to sophomore year despite the gap with peer institutions. Graduation rates reach 64.3% within six years, compared to the peer median of 65.8%, showing completion outcomes near peer levels. Pell-eligible students graduate at 68.3%, creating a positive 4-percentage-point gap above the overall completion rate—an unusual and noteworthy outcome indicating particularly strong support for lower-income students. This positive Pell gap suggests that once enrolled, students from lower-income backgrounds receive effective academic and financial support that enables degree completion at rates exceeding their more privileged peers. The university's retention and completion patterns demonstrate institutional effectiveness in supporting diverse student populations through degree completion. Students who gain admission can expect institutional support systems designed to promote success, particularly if they come from first-generation or lower-income backgrounds. The positive Pell completion gap should reassure lower-income students that the university has developed effective strategies for supporting their success. Prospective students should view these outcomes as indicators of an institutional environment committed to student success rather than selective gatekeeping.
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