University of Louisiana at Monroe admits 74.6% of applicants, meaning roughly 3 in 4 students who apply receive offers of admission. This places ULM in the Moderately Selective category, making admission accessible for students with solid academic preparation. The peer median admission rate of 84.6% indicates that ULM maintains somewhat higher standards than typical regional public universities, creating a selective environment while remaining accessible to diverse student populations. This selectivity level means that students with strong high school records and standardized test scores have favorable admission prospects. The university's approach balances accessibility with academic standards, particularly evident in specialized programs like nursing and health sciences that may have additional requirements. Students should view ULM as a realistic target school rather than a reach institution, making it suitable for students seeking quality education without the uncertainty associated with highly competitive admission processes. For prospective students, this admission rate suggests that academic preparation and program fit matter more than exceptional credentials, allowing students to focus on demonstrating interest in specific fields rather than competing primarily on test scores and GPA rankings.
A directional estimate — not a prediction
Admitted students at ULM typically score 1050-1350 on the SAT, with a median of 1102, representing top-tier performance nationally. The middle 50% range shows Math scores from 530-730 and Verbal scores from 520-620, indicating balanced academic preparation across disciplines. ACT scores range from 19-24 with a median of 22, demonstrating solid college readiness among enrolled students. These test score ranges exceed peer median SAT scores by 12 points and match peer median ACT scores, positioning ULM's academic standards above typical regional public universities. Students scoring within these ranges demonstrate competitive academic preparation for admission, while those scoring below the 25th percentile should expect to be at a disadvantage but are not automatically excluded. The relatively wide SAT range of 300 points indicates that ULM evaluates applications holistically rather than relying solely on standardized test performance. This academic profile suggests that students with consistent high school performance and moderate standardized test preparation will find themselves academically competitive for admission. The test score percentiles ranking in the excellent tier nationally indicate that ULM attracts academically prepared students despite moderate selectivity, creating a learning environment that balances accessibility with academic rigor. Students should consider whether their academic profile aligns with these ranges when building their college list, treating scores within the middle 50% as indicators of strong admission prospects.
Understanding institutional priorities and student support
ULM enrolls a diverse student body with 33.4% Pell-eligible students and 38.0% first-generation college students, indicating significant representation of students from lower-income and non-college family backgrounds. The 26.1% transfer share demonstrates that ULM serves students transitioning from community colleges and other institutions, supporting multiple pathways to degree completion. This composition reflects the university's mission to serve Louisiana students from various economic and educational backgrounds, creating opportunities for economic mobility through higher education. The substantial first-generation share means that more than one in three students navigates college as the first in their family, suggesting strong support systems for students unfamiliar with university expectations and processes. The Pell share indicates that ULM successfully enrolls students who qualify for federal need-based aid, demonstrating commitment to economic accessibility alongside academic standards. Students from lower-income families should note that one-third of enrolled students share similar financial circumstances, creating a supportive environment for those concerned about fitting in economically. Transfer students should view the 26.1% transfer enrollment as evidence that ULM welcomes students from diverse academic backgrounds and provides pathways for degree completion regardless of starting point. This student composition suggests that ULM values diverse perspectives and backgrounds rather than prioritizing traditional markers of academic privilege, making it suitable for students seeking an inclusive educational environment.
With a 74.6% acceptance rate, ULM admits most qualified applicants, making it accessible for students with solid academic preparation rather than exceptional credentials.
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72.3% of ULM freshmen return for sophomore year, while 50.6% graduate within six years, indicating moderate retention and completion rates typical of regional public universities. Pell-eligible students graduate at 45.3%, creating a 5.3 percentage point gap compared to overall completion rates, suggesting some challenges for lower-income students but outcomes within expected ranges for similar institutions. The retention rate matches peer median performance at 73.2%, while completion rates exceed peer median by 1.3 percentage points, indicating that students who enroll at ULM persist at rates comparable to or better than similar institutions. These completion patterns reflect the challenges facing regional public universities in supporting diverse student populations while maintaining affordable access. The Pell completion gap of 5.3 percentage points indicates areas for improvement in supporting lower-income students through graduation, though the gap remains smaller than at many institutions with similar demographics. Students who gain admission can expect institutional support systems designed to promote retention, though individual success depends significantly on academic preparation and personal circumstances. Lower-income students should weigh the Pell completion gap when considering this institution, recognizing that while challenges exist, nearly half of Pell students do complete their degrees. The completion rates suggest that students who persist through the first year have favorable prospects for degree attainment, making freshman year performance particularly important for long-term success.
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