Preliminary statistics for 2009 Admissions

<p>If you are interested in Carnegie Melon on 2003-2004 admission statistics by school:
Undergraduate First-Year Admission Statistics 2003-04
College Applied Admitted Enrolled SAT V* SAT M* Rank ** GPA
CIT 3570 1675 406 650 730 7% 3.65
CFA 2279 688 244 620 640 16% 3.51
H&SS 2070 1149 250 650 680 14% 3.47
IS 431 198 52 630 700 11% 3.55
MCS 2499 1318 222 660 720 6% 3.69
SCS 1872 393 130 690 760 4% 3.74
TSB 1346 400 85 640 720 12% 3.59
BHA/BSA*** N/A 47 5 700 730 5% 3.63
TOTAL 14,431 5,535 1,367 38% acceptance rate<br>
* represents the middle 50% range
** represents the top percentage in the class
*** Intercollege Programs </p>

<p>Mean ACT scores: ACT English: 29 ACT Math: 29 ACT Composite: 29 </p>

<p>For your librarians, I got these stats from:<a href="http://www.cmu.edu/enrollment/admission/know/facts.html%5B/url%5D"&gt;http://www.cmu.edu/enrollment/admission/know/facts.html&lt;/a&gt;&lt;/p>

<p>Here are figures for the persons who actually enrolled at Georgetown in the 2003-2004 school year: </p>

<p>25th Percentile 75th Percentile
SAT I Verbal 450 570
SAT I Math 470 570
ACT Composite 21 26
ACT English 21 27
ACT Math 19 26 </p>

<p>That's a LOT different from the interquartile ranges of the admitted students, and shows that Georgetown doesn't get to keep a lot of its highest-scoring admittees. Those Georgetown admittees appear to enroll at other schools. The source for these data is the Georgetown Common Data Set </p>

<p><a href="http://spider.georgetowncollege.edu/ir/pages/docs/cds/CDS0304.PDF%5B/url%5D"&gt;http://spider.georgetowncollege.edu/ir/pages/docs/cds/CDS0304.PDF&lt;/a> </p>

<p>In general, parents should check Common Data Set data about a school whenever it is available. (Most schools I have checked other than Harvard put their Common Data Set data reports online on their college Web sites.) It's a fairer comparison of score ranges, school-to-school, to compare scores of enrolled students rather than to compare scores of admitted applicants.</p>

<p>you do realize that the data you presented if for the small. non-selective Georgetown LAC in Kentucky and not the selective Georgetown University in D.C., right?</p>

<p>
[quote]
you do realize that the data you presented if for the small. non-selective Georgetown LAC in Kentucky and not the selective Georgetown University in D.C., right?

[/quote]
</p>

<p>You are correct, and I beg your pardon for not noticing my mistake there. Hmmm, that's why it's annoying that Google searches on "[name of school] Common Data Set" don't always land on the "obvious" first choice of school for a given phrasing. Okay, disregard my previous post, while I try to LOOK IT UP again. Thanks for letting me know. </p>

<p>So far I'm finding this interesting article: </p>

<p><a href="http://www.georgetown.edu/users/allanr/ApplesFinal.pdf%5B/url%5D"&gt;http://www.georgetown.edu/users/allanr/ApplesFinal.pdf&lt;/a> </p>

<p>but I'm NOT finding Georgetown University's Common Data Set data online. I would think Georgetown U. would want that data online, if only to prevent confusion like mine with the data from Georgetown College, but I haven't found it yet. </p>

<p>And now I've found this: </p>

<p><a href="http://www.lehigh.edu/%7Eoir/reports/peer2002/peer_data02.htm%5B/url%5D"&gt;http://www.lehigh.edu/~oir/reports/peer2002/peer_data02.htm&lt;/a> </p>

<p>an old, sketchy report of some "peer data" for various schools.</p>

<p>hubbell--thanks for the catch on the above post, I was scratching my head going---huh. I know that scores are going up, but I couldn't imagine that they went up that much in a short period of time.</p>

<p>I was thinking for a minute I could get into Georgetown.</p>

<p>The CDS you supplied was for Georgetown College in Kentucky, not Georgetown University in Washington DC.</p>

<p>Is there some place where you can see all the Common Data Sets for the schools? I tried to google "georgetown university common data set" both on the net and specifically at the georgetown.edu web site and got almost nothing relevent. Please post if there is such a site. Thanks!</p>

<p>Stats from Yale Common Data Set, 2004-5
25-75th%
SATV: 700-780
SATM:700-780
ACT: 31-34.</p>

<p>Another interesting tidbit: 1,239 applicants were put on the waitlist; 8 were admitted from the waitlist.</p>

<p>although many of the top LAC's and some of the lesser IVY's experience some 'melt-away' of their top scoring acceptees( who eventually matriculate in other colleges) causing the enrolled student scores to be a little lower than the accepted student scores-the point is that you can not enroll unless you are accepted-so the accepted students scores serve as a good guideline for potential students on where their score should be to be considered competitive.</p>

<p>Well, yes, you can only matriculate if you are accepted, so that figures pertaining to the admitted students each year set a floor value of scores you may desire to obtain before applying to a particular school, but only the figures for matriculated first-year students really establish a head-to-head comparison among colleges, because colleges differ RADICALLY in yield. That's why I'm growing increasingly puzzled about the lack of Georgetown UNIVERSITY Common Data Set figures online--what do those figures show?</p>

<p>Here is some information from Northwestern, which had an admission rate of <30% this year. It gives its 25%-75% range as follows:</p>

<p>SATV-650-730
SAT-M: 660-750
ACT 29-33.</p>

<p>To achieve this range, here are the stats of applied/accepted/enrolled:</p>

<p>Class of 2008: Distribution of SAT I results
Verbal Applied Admitted Percent Admitted Enrolled
750-800 2,212 1,144 51.7 298
700-740 2,795 1,077 38.5 391
650-690 2,670 719 26.9 341
600-640 1,831 381 20.8 193
550-590 850 125 14.7 71
500-540 369 64 17.3 39
Under 500 214 17 7.9 12
Math Applied Admitted Percent Admitted Enrolled
750-800 2,973 1,387 46.7 391
700-740 3,263 1,164 35.7 409
650-690 2,394 588 29.0 369
600-640 1,297 254 24.6 164
550-590 591 107 18.1 58
500-540 285 21 7.4 27
Under 500 138 6 4.3 6</p>

<p>Boston University has published its admissions stats:
The Daily Free Press, 4/7/05 </p>

<p>SAT scores, GPAs jump for BU's Class of '09
By Ashley Mateo </p>

<p>SAT scores and grade point averages are up for students admitted to Boston University's Class of 2009 over this year's freshmen, BU spokesman Colin Riley said this week.</p>

<p>The admitted class is also more diverse than the Class of 2008, Riley said. The university admitted 45 percent of more than 31,000 applicants, the university's largest applicant pool in history, Riley said.</p>

<p>Compared to the Class of 2008, applicants' class standings climbed from the top 9 percent to the top 8 percent and the average GPA rose from 3.6 to a 3.65. The average SAT score increased from 1327 to 1341. </p>

<p>The increases come after the Class of 2008's numbers dipped from those of the Class of 2007, which had an average SAT score of 1331 and an average GPA of 3.64.</p>

<p>"Boston University is definitely becoming more competitive and the high-quality nature of the applicant pool makes this clear," he said, adding that the university accepted about 600 valedictorians this year.</p>

<p>College of General Studies sophomore Lesley Frankel said she has already noticed BU's increased academic stature. </p>

<p>"Standards such as GPA and SAT scores have been rising," she said. "It's getting harder and harder to get in as BU gets more and more selective."</p>

<p>College of Arts and Sciences freshman Zachary Hobbs said the higher standards will be reflected in the university's academic environment.</p>

<p>"I think the incoming classes are going to be a lot more academically competitive as BU's reputation grows," he said. "Each year, the incoming freshmen are getting progressively more intelligent and this trend is only going to continue."</p>

<p>Riley said BU's selectivity adds value to a university degree and "the caliber of the students and the faculty."</p>

<p>CGS sophomore Tiffany Yee said a stronger reputation will also open job opportunities for graduates.</p>

<p>"If the school's reputation increases, employers will know that the students are coming from a competitive, challenging background," she said.</p>

<p>BU's next class should also be more diverse than past classes, Riley said. The amount of African American applicants increased by 18 percent and the number of Hispanic and Native American applicants each increased by 15 percent. </p>

<p>The only statistic that remained consistent was the gender breakdown at about 59 percent female students.</p>

<p>School of Management freshman Ryan Zawistoski said admissions office diversity is superficial. </p>

<p>"There are a lot of international students at BU," he said. "But the economic backgrounds of the students seem to be largely similar. If the student profile was based more on academic achievement, the university would be more well-rounded."</p>

<p>Riley said aside from the statistics, diversity extends beyond ethnicity or race.</p>

<p>"We're always looking to have a strong representation from a wide array of areas," he said. "The most important thing, however, is that the students are more than a set of numbers ... The applicant is treated in their entirety - what they've done so far with their lives, whether they will succeed here and what they will bring to the university."</p>

<p>Regarding the differences in reported SAT between applicants, admitted and enrolled students, something can be learned from looking at Wellesley data. </p>

<p><a href="http://www.wellesley.edu/Admission/admission/statistics.html%5B/url%5D"&gt;http://www.wellesley.edu/Admission/admission/statistics.html&lt;/a&gt;&lt;/p>

<p>They report their mean SAT scores as:
SAT I Verbal 689<br>
SAT I Math 678</p>

<p>With a bit of manipulation of the data on the site, one could derive that the mean verbal score for applicants is 660, for admitted students 707, and that the reported score of 689 is indeed for enrolled students </p>

<p>The mean math score for applicants is 663, for admitted students 699, and that the reported score of 678 is indeed for enrolled students.</p>