That report is from 2002. I would like the same information updated under the new test blind admissions context we are in.
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It shows up in the application portal "how they review your app. "
On my son’s it says: statewide
Just to clarify, only one of those will show up. Either ELC OR statewide. Not both.
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It’s little confusing since ELC counts as point on review, but statewide doesn’t. But someone has pointed out that state wide sound better,no?
I have same doubt as well. It shows only “statewide” and wondering if this gets any extra advantage in review process. No ELC for us,
Has anyone gotten the early notification yet?
My understanding is that they are treated as essentially the same by admissions. I don’t believe there is any meaningful difference. @Gumbymom would know for sure, though.
Where are you seeing how they review your app? I am not locating it. Thanks.
I wouldn’t get hung up on which ELC is “better.” It is just one metric that is evaluated on UC applications. Berkeley admits have much more than ELC.
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Here is the more update version.
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Sorry, I was in the Berkeley portal. Thanks for pointing me in the right direction. Duh!
Both Local and Statewide are given the same UC campus guarantee and I have never seen confirmation that they are reviewed differently in the application evaluation. The article I linked and all data that has been presented, lumps them together.
This information has been discussed many times and this posts shows some analysis done on the subject.
There are actually three classifications of students who are trying to qualify for a UC campus per Figure 2 of @ucscuuw’s link in post #2 of this thread:
- Those who have qualified under overall state-wide standards, noted as Index in addition to qualifying under local context at those high schools which “participate” in ELC;
- Those who are trying to qualify solely under ELC, the local high-school context;
- And those who are trying to qualify by meeting the overall statewide standards and whose schools don’t partake in ELC.
For a school to participate in ELC {as seen in Figure 1}, there seems to be some sort of standard as seen by those schools which have ≥ 15 APs as ELC schools, which is {the} vast majority. And I think UC wants these schools to be subject to its various metrics it produces, e.g., keeping track of these students’ progress, {and making sure that UC’s standards are met at these high schools, as well as keeping tabs on students’ rankings within their high schools}, etc.
But despite the double notation of those who q for UC {-- under the overall state pool as well as locally under ELC}, some of the {UC} schools still don’t accept a majority of those which apply, notably, UCB and UCLA, although the acceptance rate for both is a good deal higher than their overall A/R.
{Not sure if this is completely what I wanted to state, but if I have some other thoughts, I’ll add them.}
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You can find more about how Berkeley selects students on their website
Since Berkeley is a competitive campus, satisfying the minimum requirements is often not enough to be competitive for selection. In addition to the basic admission requirements, the campus selects its first-year class through an assessment that includes a holistic review of your academic performance as measured primarily by:
- Your weighted and unweighted UC grade point average (calculated using 10th and 11th grade UC-approved courses only)
- Your planned 12th grade courses
- Your pattern of grades over time
- The number of college preparatory, Advanced Placement (AP), International Baccalaureate (IB), honors and transferable college courses you have completed
- Your level of achievement in those courses relative to other UC applicants at your school
- Your scores on AP or IB exams and SAT subject exams.
We review students using a Holistic Review process. This means that we not only look at academic factors, but also non-academic factors. Using a broad concept of merit, readers employ the following criteria which carry no pre-assigned weights:
- The applicant’s full record of achievement in college preparatory work in high school, including the number and rigor of courses taken and grades earned in those courses.
- Personal qualities of the applicant, including leadership ability, character, motivation, insight, tenacity, initiative, originality, intellectual independence, responsibility, maturity, and demonstrated concern for others and for the community are considered.
- Likely contributions to the intellectual and cultural vitality of the campus. In addition to a broad range of intellectual interests and achievements, admission readers seek diversity in personal background and experience.
- Achievement in academic enrichment programs, including but not limited to those sponsored by the University of California. This criterion is measured by time and depth of participation, by the academic progress made by the applicant during that participation, and by the intellectual rigor of the particular program.
- Other evidence of achievement. This criterion recognizes exemplary, sustained achievement in any field of intellectual or creative endeavor; accomplishments in extracurricular activities such as the performing arts or athletics; leadership in school or community organizations; employment; and volunteer service.
- Race, ethnicity, gender, and religion are excluded from the criteria.
All achievements, both academic and nonacademic, are considered in the context of the opportunities an applicant has had, and the reader’s assessment is based on how fully the applicant has taken advantage of those opportunities. For an applicant who has faced any hardships or unusual circumstances, readers consider the maturity, determination and insight with which the applicant has responded to and/or overcome them. Readers also consider other contextual factors that bear directly upon the applicant’s achievement, including linguistic background, parental education level, and other indicators of support available in the home.
The review recognizes a wide range of talent and creativity that is not necessarily reflected in traditional measures of academic achievement but which, in the judgment of the reader, is a positive indicator of the student’s ability to succeed at Berkeley and beyond.
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Anyone?? 3:30PT now!
If UCs are test-blind, then how is the SAT score considered for the review?
Why aren’t they sending the email its 3:30pst now…
your username = my personality???
Standardized test scores can be used for course placement.