Western Illinois University admits approximately 75% of applicants, meaning roughly 3 in 4 applicants receive an offer of admission. This moderately selective admission rate provides reasonable access while maintaining academic standards. The peer median admission rate of 84.6% indicates Western Illinois is somewhat more selective than typical institutions in its category, accepting 9.6 percentage points fewer applicants than peer institutions. This level of selectivity suggests the university can be reasonably accessible for students with solid academic preparation while still maintaining quality standards. For most well-prepared students, Western Illinois represents a realistic admission target rather than a reach school. Students should expect the university to review applications holistically, though specific GPA and test score requirements are not publicly detailed. The admission rate indicates space for students across a range of academic profiles, making it suitable for inclusion in balanced college lists as a target or safety school. Students applying should focus on demonstrating fit with the university's programs, particularly in areas where Western Illinois shows strength like corrections administration, agriculture, and business programs. The moderate selectivity allows for individual circumstances and growth potential to factor into admission decisions beyond pure statistical measures.
Understanding institutional priorities and student support
Western Illinois University enrolls 28.1% Pell-eligible students and 37.7% first-generation students, indicating the university serves a substantial population from diverse economic and educational backgrounds. These shares are moderate compared to open-access institutions but demonstrate meaningful commitment to students who may be the first in their families to attend college or come from lower-income households. The 39.5% transfer student share shows Western Illinois actively accommodates students transferring from community colleges and other institutions, providing pathways for non-traditional educational routes. This composition suggests the admission process considers diverse backgrounds and life circumstances rather than focusing exclusively on traditional metrics. Students from lower-income families should recognize that more than 1 in 4 enrolled students share their financial background, potentially providing peer support and institutional understanding of their needs. First-generation students will find themselves among a significant cohort, with over one-third of students navigating college as the first in their families to do so. The substantial transfer student population indicates Western Illinois values diverse educational pathways and provides successful integration opportunities for students beginning their college careers elsewhere. This student body composition suggests an institutional culture that supports students from varied backgrounds rather than serving primarily traditional college students from higher-income families.
Given Western Illinois University's 75% acceptance rate, most academically prepared students should find admission accessible rather than highly competitive. However, students seeking alternatives may want options with different characteristics.
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Western Illinois University retains 58.7% of freshmen for sophomore year, below the peer median of 73.2%, indicating challenges in first-year student persistence. The 44.8% graduation rate falls short of the peer median of 49.3%, suggesting room for improvement in supporting students through degree completion. However, Pell-eligible students graduate at a 52.8% rate, actually exceeding the overall graduation rate by 8 percentage points, which indicates stronger institutional support for lower-income students once enrolled. This positive Pell gap suggests Western Illinois has developed effective support systems specifically for students from lower-income backgrounds, helping them succeed at higher rates than their more advantaged peers. The higher Pell completion rate indicates that financial aid and support services effectively address barriers facing lower-income students. Students who gain admission should expect institutional resources designed to support degree completion, particularly if they qualify for need-based aid. Lower-income students should view the positive Pell gap as an encouraging indicator that the university prioritizes their success and has developed systems to support degree completion. The retention and graduation challenges point to first-year transition as a critical period requiring student engagement with support services and academic resources. Prospective students should plan to actively utilize campus resources, academic advising, and support programs to maximize their success potential at Western Illinois University.
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