State University Of New York At Oswego admits 80.4% of applicants, meaning roughly 4 out of 5 applicants receive admission offers. This places SUNY Oswego in the Open Access category, providing broad educational opportunity to qualified students. The peer median admission rate of 84.6% shows that SUNY Oswego is slightly more selective than typical institutions with similar characteristics, though the difference is modest at 4.2 percentage points. This level of accessibility means that most students with solid academic preparation can expect admission consideration. The open access model reflects the university's public mission to serve diverse student populations while maintaining academic standards through other measures like test score expectations. Students should view SUNY Oswego as an accessible option while still demonstrating academic readiness through coursework and standardized testing. The combination of broad admission access with strong test score performance among enrolled students indicates that many qualified applicants choose to attend, creating a selective student body despite accessible admission policies. For prospective applicants, this means focusing on demonstrating academic preparation and genuine interest in the university's programs rather than viewing admission as uncertain. Students building college lists should consider SUNY Oswego as a solid foundation choice while also exploring more competitive options if their academic profile supports such applications.
A directional estimate — not a prediction
Admitted students at SUNY Oswego typically demonstrate strong academic preparation, particularly in standardized testing. SAT scores for enrolled students range from 1060 to 1270, with a median of 1,177—performance at the 93rd percentile nationally. Math scores span 530 to 630, while verbal scores range from 530 to 640, indicating balanced preparation across both sections. ACT scores range from 23 to 27 with a median of 27, ranking at the 96th percentile nationally. These ranges represent the middle 50% of enrolled students, meaning 25% score below the lower bound and 25% score above the upper bound. Compared to peer institutions, SUNY Oswego students score 87 points higher on the SAT and 5 points higher on the ACT, demonstrating that the university attracts academically stronger students despite its open access admission policy. The combination of accessible admission rates with competitive test scores suggests that many qualified students actively choose SUNY Oswego over other options. Students scoring within the 1060-1270 SAT range or 23-27 ACT range align well with current student academic preparation levels. Those scoring below these ranges should not assume automatic exclusion but should strengthen other application components and consider their fit with the academic environment. Students should recognize that strong test scores among enrolled students reflect both the university's academic quality and the preparation level they'll encounter among their peers.
Understanding institutional priorities and student support
SUNY Oswego enrolls a diverse student body with significant representation from various economic backgrounds. The university serves 38.7% Pell-eligible students, indicating substantial enrollment of students from lower-income families who qualify for federal need-based aid. First-generation students comprise 27.8% of enrollment, showing meaningful access for students whose parents did not complete college. Transfer students represent 30.5% of the incoming class, demonstrating the university's commitment to providing pathways for students beginning their higher education journey elsewhere. This composition reflects SUNY Oswego's public mission to serve broad constituencies while maintaining academic quality. The substantial Pell and first-generation shares indicate that the university successfully enrolls students from diverse economic and educational backgrounds alongside those from more advantaged circumstances. Geographic diversity data shows the university draws students from various regions, though specific breakdowns vary by incoming class. The student body composition suggests that applicants from various backgrounds—economic, educational, and geographic—find pathways to enrollment and success. First-generation students should recognize that more than one in four enrolled students shares their background, providing peer support and institutional familiarity with their unique needs. Students from lower-income families should note the substantial 38.7% Pell share when assessing institutional fit and support systems.
With SUNY Oswego's 80.4% acceptance rate, most academically prepared students should expect admission consideration. However, students seeking alternatives can explore similar options with different geographic locations, costs, or specialized strengths.
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Once enrolled, SUNY Oswego students demonstrate solid persistence and completion patterns, with notable support for diverse populations. The university maintains a 70.3% freshman retention rate, indicating that roughly 7 out of 10 students return for their sophomore year. The six-year graduation rate reaches 60.4%, showing that most students who persist through the first year ultimately complete their degrees. Pell-eligible students graduate at 62.5%, actually exceeding the overall completion rate by 2.1 percentage points—an encouraging sign that lower-income students receive effective institutional support. This positive Pell gap is relatively uncommon and suggests strong systems for supporting students from disadvantaged backgrounds. Compared to peer institutions, SUNY Oswego's completion rate exceeds the peer median by significant margins, indicating above-average student success outcomes. The retention rate, while solid, falls below the peer median of 73.2%, suggesting some students transfer or face early challenges, though most who persist ultimately graduate. Students who gain admission can expect institutional systems designed to support completion, particularly if they come from lower-income backgrounds. The positive outcomes for Pell students indicate that economic background does not create barriers to success at SUNY Oswego. Prospective students should view these metrics as indicators of the supportive academic environment they'll encounter if they choose to enroll.
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