Policies and Reports

    • Review details about the University’s admissions policy for undergraduate, transfer, part-time classroom studies, and professional school students.

      Admissions Policy

    • The University is deeply committed to ensuring that campus, as well as the surrounding areas, are safe for students, faculty, staff and visitors. The Annual Security and Fire Safety report is written to comply with the requirements of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. In being knowledgeable of the safety and security initiatives available at Carolina, we can all play a part in achieving a safe, welcoming, and inclusive environment for the entire Carolina community.

      Security Report

    • Procedures to be followed with respect to the appeal of a negative admissions decision, including a decision to rescind an admission that has already been granted. Please see Appendix A.

      Appeal Procedure

    • The Office of Undergraduate Admissions welcomes proposals from admitted undergraduate students who wish to defer their enrollment for one academic year in order to work, travel, or pursue service and learning opportunities. Admitted applicants may also seek one-year deferrals for military service, religious observance, medical reasons, or personal hardship.

      We believe some students may benefit from an enrollment deferral and therefore support them in pursuing these opportunities for the purpose of any of the following:

      • for personal growth, maturation, or the development of other life skills
      • to experience another part of the world or a different culture
      • to pursue an opportunity to serve others
      • to give time to overcome a medical condition, financial or other hardship, or other personal or family issue
      • to provide the opportunity to best position themselves to succeed academically and socially once enrolled at Carolina

      Those wishing to defer enrollment must complete the “Defer Enrollment to Next Fall” form in their MyCarolina  no later than July 1 of the year in which they are admitted. In early February, admitted students will be able to access a “Defer Enrollment Request” form.

      Prior to requesting an enrollment deferral, students must submit their reply form confirming their intent to enroll. The enrollment deposit is nonrefundable and will automatically be applied to the student’s first-semester charges at the University. Fees paid for orientation may be carried over to the following year.

      In seeking a deferral, admitted applicants agree not to enroll in any for-credit or degree-seeking course of study during their deferral year. If an applicant does enroll in such a course of study, admission to the University will be rescinded and the student will need to reapply.

      Deferrals are considered on a case-by-case basis and are not automatically granted. In making their written request, students should explain in detail their reasons for seeking a deferral and their plans for the deferral year. Because undergraduate students, with very few exceptions, begin their enrollment at the University in the fall, the deferral request should be for one full academic year.

      In considering each request, the director of undergraduate admissions consults with members of the admissions committee and, at the director’s discretion, with others who are familiar with the admitted student’s academic and personal experiences and goals. For any student who has been offered transfer admission to one of the University’s professional schools, the director also consults with the dean of that school or his or her designee. After such consultations are completed, the director responds in writing. In rare cases, the director may require a personal interview before making a final decision.

      Merit-based aid awards are transferable. Students should follow the directions provided in their award letter and notify the Office of Scholarships and Student Aid when their enrollment has been activated for the year in which they plan to enroll. Need-based aid recipients are required to resubmit the FAFSA and CSS Profile by March 1 of the year in which they plan to enroll. Recipients of awards with both a need and merit components should also follow the terms specified in the award letter and resubmit the FAFSA and CSS Profile by March 1.

    • The Advisory Committee on Undergraduate Admissions meets at least once each semester in order to offer advice to the director of undergraduate admissions. The committee specifically addresses the design and application of admissions policy, recommends guidelines for special talent and exceptional admissions, and monitors and responds to the national college admissions environment.

      Advisory Committee

    • In evaluating candidates for undergraduate admission, the University of North Carolina at Chapel Hill seeks to shape the entering class so that its collective strengths will foster excellence within the University community; enhance the education of everyone within it; provide for the leadership of the educational, governmental, scientific, business, humanistic, artistic, and professional institutions of the state, nation, and world; and enrich the lives of all the people of North Carolina.

      In so doing, we aim to help the University fulfill its stated mission: to serve “the people of the state, and indeed the nation, as a center for scholarship and creative endeavor,” and to be “a community engaged in original inquiry and creative expression, while committed to intellectual freedom, to personal integrity and justice, and to those values that foster enlightened leadership for the state and nation,” and indeed the world.

      The qualities we seek in each class are those that foster such a community, including intellect, talent, curiosity, and creativity; leadership, kindness, and courage; honesty, perseverance, perspective, and diversity. Although we expect each successful candidate to demonstrate strength in many of these areas, we do not expect every candidate to be equally strong in all of them. Just as there is no formula for admission, there is no list of qualities or characteristics that every applicant must present.

      In shaping the class, we evaluate individual candidates rigorously, holistically, and sympathetically. We seek to assess the ways in which each candidate will likely contribute to the kind of campus community that will enable the University to fulfill its mission. This assessment requires not only that we note the achievements and potential of each applicant but also that we understand the context within which achievements have been realized and potential forged.

      These comprehensive and individualized evaluations, taken together, do not aim to maximize any single, narrow outcome—for example, the average SAT score or the average eventual GPA of the entering class. Rather, they aim to draw together students who will enrich each other’s education, strengthen the campus community, contribute to the betterment of society, and help the University achieve its broader mission.

    • Role of Tests

      In accordance with University policy, as well as procedures approved by the Advisory Committee on Undergraduate Admissions, the admissions committee evaluates each candidate rigorously, holistically, and sympathetically, with an eye towards assessing the candidate’s capacity to contribute to the kind of campus community that will enable the University to fulfill its mission. Although each evaluation includes the results of standardized testing, these results do not comprise the sole or main criterion for
      admission. There are no cutoff or threshold scores—that is, no scores below which candidates are automatically denied admission, and no scores above which they are automatically offered admission. Instead, results from standardized testing comprise one factor among many.

      Required Tests

      The University requires that every candidate for first-year admission and every candidate for sophomore transfer admission submit results from either the SAT or the ACT. For students whose native language is not English, the University may also require an approved test of English proficiency.

      Other Tests

      In addition to results from the tests listed above, the admissions committee considers results from SAT Subject, Advanced Placement, International Baccalaureate, and other national or international exams. The committee may also consider results from state-mandated end-of-course or end-of-grade tests.

      Reporting of Scores

      No candidate may be offered admission unless the University has received official results from the SAT or the ACT. It is the candidate’s responsibility to make sure that official results are reported directly to the Office of Undergraduate Admissions by the appropriate testing service. The admissions committee may, in rare cases and in its discretion, accept as official score reports that are provided by a candidate’s high school.

      For SAT Subject, Advanced Placement, and International Baccalaureate exams, the admissions committee considers either official results reported directly by the testing services or unofficial results self reported by candidates on their applications for admission. Candidates who are offered admission and choose to enroll must submit official score reports from the testing services in order to receive academic credit or advanced standing.

      Highest Scores

      In evaluating candidates who submit results from more than one sitting of the SAT or the ACT, the admissions committee considers only the highest scores earned. For the SAT, the committee considers the highest section scores earned across all test dates. For the ACT, the committee considers the two highest subject-based scores earned across all test dates. When candidates submit results from both the SAT and the ACT, the admissions committee considers the test with the stronger results; if the results are equivalent, the committee considers both tests.

      Regardless of which scores and tests the admissions committee considers, the committee evaluates all test results for anomalies and discrepancies, as noted in 7 below.

      Use of Scores

      In using results from the SAT, the committee focuses primarily on the scores earned on each of the three sections and secondarily on combined scores. When the scores on the Critical Reading and Writing sections differ significantly, the committee considers the higher score to be the more predictive of the candidate’s likely performance at Carolina. The committee does not, however, consider the higher score a simple substitute for the lower, or ignore the lower score entirely. In using results from the ACT, the committee focuses primarily on the subject-based scores and secondarily on composite scores.

      Review of Scores

      The admissions committee reviews for consistency all test scores submitted by or on behalf of each candidate. When anomalies or discrepancies are discovered, and when they cast reasonable doubt on the validity of the highest test scores earned by a candidate, the committee asks the appropriate testing service to review the results of the test. In doing so, the committee neither assumes nor alleges any wrongdoing on the part of the candidate, since irregularities in testing can occur for any number of reasons. Rather, the committee aims simply to resolve any questions that could harm both the candidate and the University if not answered in an appropriate and timely way.

      Both the SAT and ACT have clear and well-researched procedures for validating test results. Both organizations, for example, routinely compare the current scores of test-takers against their previous
      scores. Both conduct internal reviews when they receive inquiries—which they consider strictly confidential—from test proctors, school officials, admissions officers, or anonymous sources. When such an internal review finds no substantial evidence that a test score is invalid, the candidate is never notified. When a review reveals irregularities that, in the view of the testing service, call the validity of a score into question, the service provides the student with a variety of opportunities to address those irregularities before it decides whether to cancel the test score. In reviewing test scores for consistency, the admissions committee compares those scores to one another and to the candidate’s academic record. When a candidate submits results from both the ACT and the SAT, the ACT composite score is routinely compared to the combined score on Critical Reading and Math. If one score is substantially greater than the other—the equivalent of 300 or more
      points on the SAT—then the committee asks the appropriate testing service to review the results.

      The committee also requests a review when the highest ACT or SAT score is dramatically stronger than the candidate’s academic record or recent end-of-course or end-of-grade testing. For example, the committee may request a review when it receives a composite or combined score at or above the 70th percentile, coupled with a class rank at or below the 30th percentile; or a Critical Reading score at or above the 65th percentile, coupled with a recent end-of-course English test at or below the 25th percentile. Because such  comparisons are more subjective than comparisons between ACT and SAT scores, they require a greater degree of professional judgment. For candidates who attend highly competitive high schools, for example, the committee may reasonably conclude that above-average test results are not inconsistent with below-average grades or ranks in class.

      Since neither testing service discloses reasons for invalidating scores, the admissions committee does not assume wrongdoing on the part of candidates whose scores are cancelled. At the same time, because the committee cannot consider candidates on the strength of scores that have been invalidated, candidates whom the committee previously considered admissible may be denied admission, or have their admission revoked, if their scores are cancelled by a testing service. For that reason, candidates
      whose test scores are under review by a testing service will not be offered admission or allowed to enroll at the University until the service has completed its evaluation.

      If a testing service initiates a review after a candidate has already enrolled at the University, the candidate will be allowed to remain enrolled until the review is completed. If the score is subsequently cancelled, the admissions committee will reconsider the candidate’s application for admission in light of any other official test scores that the candidate may have submitted. If the committee concludes that the candidate would not have been admitted on the strength of the other scores, the candidate’s admission will be revoked and his or her enrollment discontinued.

    • The Board of Governors maintains The Code and the UNC Policy Manual. The Code incorporates the requirements of the North Carolina constitution and General Statutes, as well as Board of Governors bylaws and other high-level policies. The UNC Policy Manual provides more specific direction and policies on university matters.

      System Code and Policy Manual

    • The Undergraduate Catalog is a resource for prospective and enrolled students that  includes information about application procedures, orientation, and matriculation for undergraduate students who have been accepted.

      The catalog also outlines academic regulations, University facilities, and college life, as well as the requirements and course offerings for departmental degrees.

      Catalog

    • The Honor System forms a bond of trust among students, faculty, and administrators. Carolina operates under a system of self-governance, as students are responsible for governing themselves – transforming the University into a powerful community of inquiry and learning.

      Honor Code

    • The Family Educational Rights and Privacy Act, or FERPA, is a Federal law that protects the privacy of student education records.

      FERPA

    • The Equity in Athletics Disclosure Act requires co-educational institutions of postsecondary education that participate in a Title IV, federal student financial assistance program, and have an intercollegiate athletic program, to prepare an annual report to the Department of Education on athletic participation, staffing, and revenues and expenses, by men’s and women’s teams.

      Equity in Athletics

Explore all of the University’s policies

UNC Ethics and Policy

2021 The University of North Carolina at Chapel Hill