3.1 Undergraduate Admission
(Last Modified October 12, 2020) Report a broken link
SOURCES:
BoR POLICY 4.0, STUDENT AFFAIRS
3.1.1 Admission Requirements for Programs Leading to an Associate or Baccalaureate Degree
(Last Modified December 18, 2024) Report a broken link
SOURCES:
BoR POLICY 4.2, UNDERGRADUATE ADMISSION
The following section provides the standards, procedures, and guidelines related to the admission of undergraduate applicants. Institutions have the authority, unless explicitly prohibited by policy, to require additional or higher requirements for general admission to the institution or to special programs at the undergraduate level.
Institutions seeking exceptions to policy or these standards, procedures, and guidelines must receive written approval from the USG’s Chief Academic Officer and must maintain record of the approval.
The USG Office of Enrollment Management & Student Affairs provides the following documents to provide prospective students, parents, and high school counselors with easy access to the admission requirements for the system institutions:
Institutions must promptly notify the USG Office of Enrollment Management & Student Affairs when admission requirements are revised so these documents may be appropriately updated.
3.1.1.1 Freshman Requirements
SOURCES:
BoR POLICY 4.2.1.1, FRESHMAN REQUIREMENTS
These criteria apply to freshman applicants and applicants who have not earned the equivalent of 30 semester hours of transferable credit. Applicants who are not of the traditional college-going age may be eligible for consideration under the requirements for non-traditional student admission.
Academic Record
Institutions shall require completion of the USG’s Required High School Curriculum (RHSC) and graduation from a public school regulated by a school system and state department of education or graduation from a high school or homeschool program accredited by or holding provisional accreditation from one of the following approved accrediting bodies:
- A regional accrediting association such as the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACSCASI). Accredited schools can be found on the Cognia (formerly AdvancED) website.
- Association of Christian Schools International
- Georgia Accrediting Commission
- Georgia Association of Christian Schools
- Georgia Independent School Association
- Georgia Private School Accrediting Council
- Southern Association of Independent Schools
The RHSC is comprised of the following 17 units:
- Four units of mathematics to include:
- One unit of Coordinate Algebra or Algebra I or the equivalent;
- One unit of Analytic Geometry or Geometry or the equivalent;
- One unit of Advanced Algebra or Algebra II or the equivalent; and,
- One additional approved fourth mathematics unit.
- Four units of English which have as their emphasis grammar and usage, literature (American, English, World), and advanced composition skills.
- Four units of science with at least one laboratory course from the life sciences and one laboratory course from the physical sciences. The four units shall include the following for Georgia Public high school graduates:
- One unit of Biology I or the equivalent;
- One unit of Physical Science or Physics or the equivalent;
- One unit of Chemistry, Earth Systems, Environmental Science, or an Advanced Placement or International Baccalaureate science course or the equivalent; and,
- One additional approved science unit.
- Three units of social science, with at least one unit focusing on United States studies and one unit focusing on world studies.
- Two units of the same foreign language emphasizing speaking, listening and writing, or 2 units of American Sign Language, or 2 units of computer science emphasizing coding and programming.
The Office of Enrollment Management & Student Affairs maintains a complete list of courses that can be used to satisfy the RHSC requirements on the Staying on Course document.
Applicants graduating from non-accredited homeschools or high schools shall document their graduation and completion of the 17 units of the RHSC through the submission of a curriculum packet.
The curriculum packet must include the following information for each RHSC course:
- Course title;
- Course description;
- List of course learning materials, including textbooks and software;
- Course credit;
- Year completed;
- Grade earned; and,
- Source (public school, private school, correspondence program, or home generated curriculum)
Institutions shall evaluate the information provided in the packet to verify completion of the RHSC units and may require additional documentation to further evaluate course content.
An applicant may also demonstrate competency in a subject area and satisfy all or part of an RHSC unit by:
- Successfully completing a USG-approved RHSC course through an accredited high school or homeschool program;
- Completing a transferable collegiate course with a grade of “C” or better in the RHSC subject area; or,
Achieving designated scores on one or more of the following approved standardized exams:
An applicant presenting an SAT or ACT score that is at or above the average score for the previous year’s fall semester first-time freshmen admitted to the institution may be considered as having demonstrated competency in the RHSC subject area.
An applicant may submit one or more of the following SAT Subject Tests to demonstrate competency in an RHSC subject area:
- Literature
- Math Level 1 or Math Level 2
- Biology E/M
- Chemistry
- Physics
- U.S. History
- World History
- Foreign Languages
Institutions accepting SAT Subject Tests to validate RHSC completion shall establish minimum scores required to demonstrate subject matter competency.
An applicant may submit CLEP and/or DSST subject examination scores to demonstrate competency in an RHSC subject area. Institutions utilizing CLEP and/or DSST to validate RHSC completion shall establish the minimum scores required to demonstrate subject matter competency. Institutions should refer to the credit recommendations of the American Council on Education Guide.
An applicant who meets the requirements to exempt or exit Learning Support English shall be considered as having demonstrated proficiency in the RHSC English area. An applicant who meets the requirements to exempt or exit Learning Support mathematics shall be considered as having demonstrated proficiency in RHSC mathematics area. See Section 2.9.1, Administrative Procedures for Learning Support Programs, for more information on Learning Support exemption and placement.
Institutions may request to utilize comparable examinations to assess proficiency in an RHSC subject area. Written requests to use other examinations should be submitted to the Executive Vice Chancellor and Chief Academic Officer of the USG.
An applicant graduating from a non-accredited homeschool program or high school must meet all other admission requirements required by the institution, including High School Grade Point Average, SAT/ACT and Freshman Index requirements.
An applicant graduating from a non-accredited homeschool or high school with partial completion of the RHSC may be admitted on the same basis and with the same conditions as other applicants with RHSC deficiencies.
High School Grade Point Average (HSGPA)
A minimum 2.0 High School Grade Point Average (HSGPA) is required. The HSGPA is calculated on a 4.0 scale using the 17 units of the RHSC. Numerical grades indicated on transcripts should be converted to letter grades based on the conversion table provided by the high school. Institutions must obtain these tables. The letter grades should be converted to quality points as follows:
- A = 4
- B = 3
- C = 2
- D = 1
- F = 0
The HSGPA may be calculated using the best grade or grades when the high school transcript indicates more than the required number of courses were taken in an RHSC area. When the transcript indicates two foreign languages were completed in high school, the two units with the best grades may be included in the HSGPA provided those units are comprised of the same foreign language. Institutions are required to use a standard procedure to calculate the HSGPA for reporting to the BoR, which includes not adding weights. Institutions may use other methods of HSGPA calculation for determining admission eligibility.
SAT/ACT Scores
Institutions may consider the highest scores from the same test type when scores from more than one test date are submitted. A combination of SAT and ACT scores cannot be considered.
Freshman Index
Institutions may utilize the highest SAT ERW and Math scores when scores from more than one test date are submitted.
3.1.1.2 International Freshman Requirements
SOURCES:
BoR POLICY 4.2.1.2, INTERNATIONAL FRESHMAN REQUIREMENTS
Freshman international applicants may be considered for admission in any category or in this category. International applicants may also be admitted as Presidential Exceptions.
Applicants whose secondary education was completed outside the United States system of education may be admitted with acceptable foreign credentials and English language proficiency as described below:
- Foreign Credentials
Academic performance described by a certificate, diploma, or other document deemed generally equivalent to a U.S.-required high school curriculum by a reputable credential evaluator (internal or external to the institution) is acceptable. - English Language Proficiency Requirements
Applicants whose native language is not English must provide proof of academic English language proficiency. English language proficiency can be met by utilizing one of the approved methods listed below. All USG institutions must accept all methods of English language proficiency listed, however, institutions may set higher required scores than those listed.
The minimum and recommended scores acceptable for admission:
| Minimum Score for Admission | Recommended Score for Admission | |
|---|---|---|
| TOEFL iBT (includes Computer Based, Home Edition, My Best, & Paper Edition) | 69 | 79 |
| IELTS Academic (including IELTS Online and One Skill Retake) | 6 | 6.5 |
| SAT Evidence-Based Reading and Writing Section Score | 480 | |
| ACT English | 17 | |
| EIKEN | Pre-1 | |
| MET (Michigan English Test) | 55 | 59 |
| Cambridge English Scale Score - which can be demonstrated in B2 First (First Certificate in English -FCE), C1 Advanced (Certificate in Advanced English - CAE) or C2 Proficiency (Certificate of Proficiency in English - CPE) | 169 | 177 |
| Cambridge International Examinations (CIE) IGCSE and “O” Level “English” exams | “D” or Better | |
| UK GCSE “English” exam | “C” or Better | |
| UK GCE A-Level “English” exam | “C” or Better | |
| EdExcel International A-Levels and IGCSE English exams | “D” or Better | |
| Pearson (PTE) Academic (conventional and online) | 53 | 58 |
| Completion of an approved USG campus-based ESL program of study. | Per USG approval. | |
| A waiver of the English proficiency requirement can be applied to students who have successfully completed academic instruction in English. Successful completion can be demonstrated by one of the following methods: 1) Proof of degree at the secondary or collegiate level either outside or inside the U.S. where English is the official language of academic instruction. 2) Proof of completion of the equivalent of English 1101 and/or 1102 with a grade of C or better in one or both courses, at an accredited U.S. institution. | Per USG campus review. | |
| Students who are placed directly into college-level English with no required corequisite based on testing (i.e., Accuplacer, WritePlacer, SAT, or ACT). | Per USG campus review. |
All admissions and placement criteria apply to international applicants.
Institutions should develop procedures to determine whether there is a need for placement in Learning Support English and/or ESL courses for admitted students who meet the minimum English proficiency test scores. Academically admissible non-native English-speaking applicants who do not meet any of the English proficiency methods cannot be granted regular admission. If an institution has an approved USG campus-based ESL program of study, then the student should be directed to and admitted into that program. Successful completion of a USG campus-based ESL program of study meets the English proficiency requirement for all institutions. USG campus-based ESL programs of study used under this provision must first receive approval from the USG Programs Stakeholder Committee for designation as outlined in Section 2.3.6.3.
U.S. Immigration Regulations
Federal regulations place significant responsibilities on students and universities in the administration of the U.S. laws pertaining to F-1 or J-1 non-immigrant students. Institutions are required to follow certain record-keeping and reporting requirements of the U.S. government.
Institutions enrolling international students are required to determine the English proficiency, academic admissibility, and the financial resources of applicants prior to the issuance of the immigration document I-20 or DS-2019.
Only a Designated School Official appointed by the institution’s president and registered with the Student Exchange Visitor Program (SEVP) may sign form I-20 and other F-1 student immigration-related documents. Only a Responsible Officer or Alternate Responsible Officer approved by the U.S. Department of State and SEVP may sign form DS-2019. For more information, see http://www.ice.gov/sevis/.
3.1.1.3 Exceptions to Freshman Requirements
SOURCES:
BoR POLICY 4.2.1.3, EXCEPTIONS TO FRESHMAN REQUIREMENTS
The following are modified or additional requirements for specific groups of applicants.
Limited Admission
In recognition of the fact that a limited number of applicants do not meet established standards but demonstrate special potential for success, institutions may admit a limited number of applicants under the Limited Admission category.
The Limited Admission category of admission is comprised of a general Limited Admission provision and a Presidential Exception provision. Institutions are restricted by sector to a maximum number of applicants who may be admitted in this category. The number of traditional freshmen who can be granted Limited Admission for the entire academic year will be no more than the following percentages of the institution’s annual first-time freshman headcount enrollment.
| Research Universities | Up to 7 percent |
| Comprehensive Universities | Up to 15 percent |
| State Universities | Up to 20 percent |
| State Colleges | Up to 33 percent |
Non-traditional freshmen are not included in the Limited Admissions percentage nor are they included in determining the base.
Limited Admission Provision
Institutions may consider applicants meeting all of the following for admission under this provision:
Research Universities
- Graduation from high school and completion of the RHSC as outlined in Section 3.1.1.1
- 480 on the Evidence-Based Reading and Writing section and 440 on the Math section of an SAT administered March 2016 or later;
430 on the Critical Reading section and 400 on the Math section of an SAT administered prior to March 2016; or,
17 on the ACT English test or Reading test, and 17 on the ACT Math test - 2020 Freshman Index
Comprehensive Universities
- Graduation from high school and completion of the RHSC as outlined in Section 3.1.1.1.
- 480 on the Evidence-Based Reading and Writing section and 440 on the Math section of an SAT administered March 2016 or later;
430 on the Critical Reading section and 400 on the Math section of an SAT administered prior to March 2016; or,
17 on the ACT English test or Reading test, and 17 on the ACT Math test - 1830 Freshman Index
State Universities
- Graduation from high school and completion of the RHSC as outlined in Section 3.1.1.1
- 480 on the Evidence-Based Reading and Writing section and 440 on the Math section of an SAT administered March 2016 or later;
430 on the Critical Reading section and 400 on the Math section of an SAT administered prior to March 2016; or,
17 on the ACT English test or Reading test, and 17 on the ACT Math test - 1790 Freshman Index
State Colleges
- Graduation from high school as outlined in Section 3.1.1.1; or,
- A state-issued high school equivalency diploma or certificate earned through the successful completion of the GED, TASC or HiSet test. An applicant who presents a state-issued high school diploma or certificate is expected to be at least 18 years of age and for his or her high school class to have graduated; however, institutions may make exceptions on a case-by-case basis. Certificates of attendance or special education diplomas are not acceptable.
Presidential Exception Provision
Each institution President or his or her designee may, under special and rare circumstances, grant exceptions to the above general Limited Admission provision if the applicant shows promise for academic success. Institutions shall use multiple measures, such as interviews, portfolios, and records of experiential achievements whenever possible.
At least one of the following must be held for consideration under the Presidential Exception provision:
- A high school diploma from an accredited or approved high school as specified in Section 3.1.1.1 (certificate of attendance or special education diplomas are not acceptable)
- A state-issued high school equivalency certificate or diploma earned through the successful completion of the GED, TASC, or HiSet test. An applicant who presents a state-issued diploma or certificate is expected to be at least 18 years of age and for his or her high school class to have graduated; however, institutions may make exceptions on a case-by-case basis. Certificates of attendance or special education diplomas are not acceptable.
Applicants admitted under the Presidential Exception provision are included in the number allowed for an institution under the Limited Admission category.
Applicants admitted with RHSC deficiencies shall be required to satisfy those deficiencies as outlined in the “Addressing RHSC Deficiencies” section below.
| Sector | Regular Admission | Limited Admission Provision | Presidential Exception Provision |
|---|---|---|---|
| Research Universities |
|
| High school diploma or approved state-issued high school equivalency certificate or diploma |
| Comprehensive Universities |
|
| High school diploma or approved state-issued high school equivalency certificate or diploma |
| State Universities |
|
| High school diploma or approved state-issued high school equivalency certificate or diploma |
| State Colleges |
| High school diploma or approved state-issued high school equivalency certificate or diploma | |
Addressing RHSC Deficiencies
Applicants with RHSC deficiencies shall be required to satisfy deficiencies using one of the following methods:
Address Deficiency Prior to Enrollment
Applicants, including those coming from other states, who have Required High School Curriculum (RHSC) deficiencies but can demonstrate competency in the deficient area(s) will be deemed as meeting the RHSC requirements. Provided these applicants meet all other requirements for regular admission for the sector of institution to which he/she is applying, the institution will not be required to admit them under the Limited Admissions category.
An applicant can satisfy an RHSC deficiency by demonstrating competency in the subject matter area(s) considered deficient or by addressing the deficiency through an appropriate course successfully completed prior to enrollment at a USG institution. Institutions may set additional and/or higher requirements for demonstrating subject matter proficiency than those listed below.
Option 1: Demonstrate Subject Matter Proficiency Through Approved Standardized Tests
An applicant may demonstrate competency through standardized examinations such as the SAT, ACT, CLEP, DSST or other comparable examinations approved by the BoR. Written requests to use other examinations should be submitted to Executive Vice Chancellor and Chief Academic Officer of the USG.
Please note that applicants must complete four Board of Regents-approved science units, including two units with a laboratory component, as outlined in the Staying on Course document. Additionally, Georgia public high school students are required to complete coursework in four areas: 1) one unit of biology; 2) one unit of physical science or physics; 3) one unit of chemistry, earth systems, environmental science or an advanced placement science course; and 4) one unit of any other Board of Regents-approved science course listed on the Staying on Course document. Applicants with a science deficiency may address the deficiency prior to enrollment through a standardized examination provided the examination demonstrates competency in an area not already reflected in their high school coursework.
- An applicant whose SAT or ACT score in the deficient area is at or above the average SAT or ACT score of the previous year’s fall semester first-time freshmen admitted to the USG institution shall be considered as having demonstrated competency in the area.
- An applicant may use the following SAT Subject Tests to demonstrate competency in a deficient area: English, Writing, Literature, Foreign Languages, Math Level 1 or Math Level 2, American History & Social Studies, World History, Biology, Chemistry and Physics. Students may use SAT Subject Tests to demonstrate exposure and competencies for areas not reflected in their course work. Institutions using SAT Subject Tests to validate a student’s high school curriculum requirements are expected to establish required scores needed to demonstrate subject matter proficiency.
- An applicant may use the CLEP and DSST subject examination to demonstrate competency in a deficient area. Institutions using CLEP or DSST to validate a student’s high school curriculum requirements are expected to establish required scores needed to demonstrate subject matter proficiency. When possible institutions should refer to the credit recommendations of the American Council on Education Guide.
- Applicants with a RHSC English deficiency and meeting the requirements to exempt or exit Learning Support English shall be considered as having satisfied the RHSC deficiency in that area. Applicants with a RHSC mathematics deficiency and meeting the requirements to exempt or exit Learning Support mathematics shall be considered as having satisfied the RHSC deficiency in that area. See Section 2.9.1 of the Academic and Student Affairs Handbook for more information on Learning Support exemption and placement.
- Comparable examinations approved by the BoR. Written requests to use other examinations should be submitted to Executive Vice Chancellor and Chief Academic Officer of the USG.
Option 2: Demonstrate Subject Matter Proficiency Through Approved Coursework.
An applicant may address the deficiency prior to enrollment by taking a USG-approved high school course in the deficiency area(s) or a three credit collegiate course (with a course grade of “C” or better) in the appropriate subject area(s). An applicant who has taken a terminal course in a subject area (for example, a student who has completed calculus in the 11th grade) will be deemed as meeting the RHSC requirement in that subject area.
Address Deficiency After Enrollment
Students who have RHSC deficiencies, which are addressed after enrollment, can be admitted under the Limited Admissions category. Students who have RHSC deficiencies and who successfully complete collegiate courses addressing all of their deficiencies within their first 30 credit hours will be considered as having satisfied the deficiency or deficiencies. These students will receive collegiate credit that can count towards the student’s degree program. If a student does not address the deficiencies within the first 30 credit hours, then the student may not register for other courses, unless they also register for the appropriate deficiency course or courses. Successful completion (“C” or better) of a three credit collegiate course in the appropriate subject area demonstrates collegiate-level preparedness and is sufficient for satisfying an RHSC deficiency in that subject area.
Admission of Applicants with Outstanding Scores
BoR Policy 4.2.1.3 permits institutions to consider those applicants who, through test scores and personal achievement, have demonstrated their potential for success in college. However, institutions are advised to assess the applicant’s readiness to do college work. Factors that should be considered include academic experience, historical attendance patterns, and level of maturity. Students under the age of 18 are at greater risk for failure, and institutions are advised to admit only those students who show the greatest potential for success. Institutions seeking to enroll students under the age of 16 should consult federal guidelines for compliance rules before offering letters of acceptance.
Applicants admitted under the Admission of Applicants with Outstanding Scores provision are not counted against the institution’s Limited Admission Exceptions.
Admission of Students with Learning Disorders
Applicants who meet regular admission requirements should be admitted without regard to disabilities. Applicants with documented disabilities seeking admission to a USG institution are required to meet the RHSC requirements and achieve the institution’s SAT or ACT score requirements with testing accommodations. Applicants who are unable to meet the foreign language requirement due to a documented disability may petition for a course substitution following the procedures described in Section 3.3.3.
3.1.1.4 Dual Enrollment Requirements
SOURCES:
BoR POLICY 4.2.1.4, DUAL ENROLLMENT REQUIREMENTS
The USG provides the following two opportunities for high school students to enroll prior to their high school graduation:
- Dual Enrollment provides eligible high school students with the opportunity to enroll in postsecondary courses for both high school and college credit.
- Joint Enrollment provides eligible high school students with the opportunity to enroll in postsecondary courses for college credit only.
The following criteria apply to high school students seeking to enroll prior to their high school graduation. Institutions may have more restrictive requirements for high school juniors; however, establishing such higher requirements may not preclude high school juniors from participating in these programs.
Early College participants are eligible for enrollment in college courses while they are enrolled in an Early College. The admission requirements are established by each USG institution with an Early College partnership.
Academic Record
Institutions shall require evidence that the applicant is on-track to complete the USG’s Required High School Curriculum (RHSC). Section 3.1.1.1 provides additional information on the RHSC units. In addition, institutions shall require evidence that the applicant is on-track to graduate from a public school regulated by a school system and state department of education or a school accredited by one of the following approved accrediting bodies:
- A regional accrediting association such as the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACSCASI). Accredited schools can be found on the Cognia (formerly AdvancED) website.
- Association of Christian Schools International
- Georgia Accrediting Commission
- Georgia Association of Christian Schools
- Georgia Independent School Association
- Georgia Private School Accrediting Council
- Southern Association of Independent Schools
Students attending non-accredited homeschool programs or non-accredited high schools may also be eligible to participate if they meet all general admission requirements for Dual Enrollment and have validated they are on-track for completing the USG’s RHSC according to the policies and procedures of the institution to which they are applying. Institutions are encouraged to include information about their Dual Enrollment requirements for students from non-accredited homeschool programs or non-accredited high schools in their catalog and on their websites.
High School Grade Point Average (HSGPA)
Institutions shall require at least a minimum 3.0 High School Grade Point Average (HSGPA) as calculated by the institution for admission purposes. Section 3.1.1.1 provides additional information on the HSGPA calculation.
Test Scores
Institutions shall establish minimum SAT and ACT score requirements of at least the following:
- SAT Total (ERW + Math): 1050
- ACT Composite: 20
In addition, applicants must exempt all Learning Support requirements. Section 2.9.1.2 provides additional information on the criteria for exempting Learning Support.
Institutions may opt to utilize ACCUPLACER for Dual Enrollment admission. Institutions utilizing ACCUPLACER shall establish minimum scores of at least the following:
- Reading: 237
- Math: 258
- WritePlacer: 4
Parent/Guardian Consent
Written consent of the applicant’s parent or guardian is required if the student is a minor.
3.1.1.5 Transfer Requirements
SOURCES:
BoR POLICY 4.2.1.5, TRANSFER REQUIREMENTS
A transfer applicant is any applicant seeking admission as a degree-seeking student and who has completed transferable coursework. Students with 30 or more transferable hours must meet transfer admission requirements. Students with fewer than 30 transferable semester credit hours are required to meet freshman admission requirements. Students who have completed 30 or more transferable hours, regardless of the date of high school graduation, may be admitted under transfer admission requirements. This includes students who have earned college credit through dual enrollment, early college, or examination (AP or IB).
Institutions must give priority consideration to students transferring from another USG institution who meet transfer standards higher than the USG policy standards. Transfer students must receive the same consideration as native students in determining program admissibility.
To receive priority consideration for transfer admission, students should meet the following criteria:
| Sending Institution | Credit Hours | Criteria |
|---|---|---|
| All institutions except research universities | Students with 15-19 semester credits | Meet regular freshman admissions requirements Minimum GPA of 2.0 in core curriculum at the sending institution |
| Research universities | Associate Degree or 60 semester credits in core curriculum | Minimum GPA of 3.0 |
Students who have earned a career associate degree may apply for admission to a program leading to the baccalaureate degree according to the institution’s criteria for admission for the program. Students with an earned career associate degree will not be held to RHSC requirements.
Students completing non-transfer associate degrees (e.g., Associate of Applied Science, Associate of Science in various health areas, and Associate of Applied Technology) at regionally accredited institutions will be evaluated on an individual basis to determine their eligibility for admission.
3.1.1.6 International Transfer Requirements
SOURCES:
BoR POLICY 4.2.1.6, INTERNATIONAL TRANSFER REQUIREMENTS
Students who are non-native speakers of English, who transfer from an institution of higher education outside the U.S. where English was not the language of instruction, are required to submit academic English language proficiency proof from one of the approved methods listed in Section 3.1.1.2, along with their foreign credentials.
All admissions and placement criteria apply to international applicants.
Institutions should develop procedures to determine whether there is a need for placement in Learning Support English and/or English-as-a-Second Language (ESL) courses for admitted students who meet the minimum English proficiency test scores. Academically admissible non-native English-speaking applicants who do not meet any of the English proficiency methods cannot be granted regular admission. If an institution has an approved USG campus-based ESL program of study, then the student should be directed to and admitted into that program. Successful completion of a USG campus-based ESL program of study meets the English proficiency requirements for all institutions. USG campus-based ESL programs of study used under this provision must first receive approval from the USG Programs Stakeholder Committee for designation as outlined in Section 2.3.6.3.
3.1.1.7 Exceptions to Transfer Requirements
SOURCES:
BoR POLICY 4.2.1.7, EXCEPTIONS TO TRANSFER REQUIREMENTS
Transfer applicants who do not meet USG requirements may be considered for admission under the Limited Admission provision. Institutions may admit up to 10% of all transfer students under this provision. The base of this percent is the number of unduplicated headcount new transfer students admitted over the previous fiscal year. This Limited Transfer Admission category is separate from the Freshman Limited Admissions category.
Transfer students admitted as Limited Admissions students, including Presidential Exceptions who have RHSC deficiencies documented from another USG institution, shall be required to satisfy those deficiencies by subject area in the same manner as defined for Limited Admission Freshmen.
3.1.1.8 Non-Traditional Requirements
SOURCES:
BoR POLICY 4.2.1.8, NON TRADITIONAL REQUIREMENTS
In order to make the University System of Georgia more accessible to citizens who are not of traditional college-going age and to encourage a higher proportion of Georgians to benefit from life-long learning, institutions may admit as many non-traditional students as is appropriate based on institution mission, academic programs, and success in retaining and graduating non-traditional students.
Applicants who have been out of high school for at least five years are not required to submit SAT/ACT scores. In order to possibly avoid additional testing and/or placement in Learning Support, applicants are encouraged to submit SAT/ACT scores if they are available.
Non-Traditional Freshmen
The number of non-traditional freshmen an institution enrolls are not counted against the percent of Freshman Limited Admissions allowed each institution.
Non-traditional freshmen must hold a high school diploma from an accredited or approved high school as outlined in Section 3.1.1.1 or have a state-issued high school equivalency certificate or diploma earned through the successful completion of a high school equivalency test approved by the Board of Regents. The following high school equivalency tests are approved:
- GED
- HiSET
- TASC
Students admitted as non-traditional are not subject to the RHSC requirements.
Students who were previously enrolled at a USG institution and who now can be considered as non-traditional are not subject to previous RHSC requirements.
Institutions may set additional criteria for non-traditional students.
Non-Traditional Transfers
The number of non-traditional transfers an institution enrolls will not be counted against the percent of Transfer Limited Admissions allowed each institution.
A non-traditional transfer student can be admitted, according to the institution’s policy, if his/her transfer GPA is below the transfer standard for the institution’s sector.
3.1.1.9 Persons Aged 62 or Over
SOURCES:
BoR POLICY 4.2.1.9, PERSONS AGED 62 OR OVER
For information about eligibility rules for enrollment of persons 62 years of age or older in units of the USG, see BoR Policy 4.2.1.9, Persons Aged 62 or Over.
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3.1.2 Admission Requirements for Undergraduate Programs Not Leading to the Baccalaureate Degree
(Last Modified December 17, 2024) Report a broken link
3.1.2.1 Admission to Career Programs
SOURCES:
BoR POLICY 4.2.2.1, ADMISSION TO CAREER PROGRAMS
The following are the two types of admission to career programs:
- Those with a Core-based general education component allowing more than 12 semester hours of Core Curriculum coursework.
- Those with non-Core general education components allowing 12 or fewer semester hours of Core Curriculum coursework.
- Programs with More than 12 Semester Hours of Core Curriculum
All applicants must have a high school diploma. At research, comprehensive and state universities and some state colleges, applicants must achieve the institutional sector’s Freshman Index (FI) for Limited Admission and must have the sector’s minimum SAT scores. Applicants are not held to RHSC requirements, and they will not be counted among the students in the Limited Admission category. - Programs with 12 or Fewer Semester Hours of Core Curriculum
Applicants must meet one of the following criteria:
- Graduate from an accredited high school as specified in Section 3.1.1.1, Freshman Requirements, with a minimum GPA of 1.8.
- Meet the beginning freshman RHSC criteria for the institutional sector as specified in Section 3.1.1.1, Freshman Requirements.
- Possess a state-issued high school equivalency certificate or diploma as specified in Section 3.1.1.8, Non-Traditional Requirements.
For placement purposes, students admitted to career degree or certificate programs must be evaluated for Learning Support placement.
Comparable scores from Southern Association of Colleges Commission on College (SACSCOC) accredited institutions that are part of the Technical College System of Georgia (TCSG) may be used.
Students who do not meet or exceed the institution’s minimum criteria for placement in collegiate English or Mathematics will be required to enroll in Learning Support courses as follows:
- For students who take courses that have Learning Support prerequisites, all Learning Support requirements for those courses must be met.
- For students who do not take courses with Learning Support prerequisites, completion of Learning Support courses is not mandatory.
Students may take only those Core Curriculum courses that are specified in their approved career program.
Students who have earned an Associate of Science (AS) degree in an allied health area or an Associate of Applied Science (AAS) degree may apply for admission to a program leading to the baccalaureate degree according to the institution’s criteria for admission. These students will not be held to RHSC requirements.
Students admitted in the career degree or certificate category or who have not completed a career degree may be considered for admission into a baccalaureate degree program if either of the following conditions is met:
- The student meets the requirements for Regular or Limited Admission.
- The student shows exceptional promise and is admitted as a Presidential Exception.
Students admitted in this category must fulfill all Learning Support and RHSC requirements.
3.1.2.2 Admission of Non-Degree Students
SOURCES:
BoR POLICY 4.2.2.2, ADMISSION OF NON-DEGREE STUDENTS
3.1.2.3 Admission of Postbaccalaureate Students
SOURCES:
BoR POLICY 4.2.2.3, ADMISSION OF POSTBACCALAUREATE STUDENTS
Applicants who have earned a baccalaureate degree from a regionally accredited institution, or the equivalent from an institution located outside the United States, may be considered for non-degree admission with no limitation on the number of undergraduate credit hours that can be earned.
Post baccalaureate students who are interested in staff development, Continuing Education Units (CEU), or professional learning units and who have not been admitted to the graduate school may enroll in courses for non-credit. However, such students must meet the prerequisites for the class.
3.1.2.4 Admission of Transient Students
SOURCES:
BoR POLICY 4.2.2.4, ADMISSION OF TRANSIENT STUDENTS
Requirements for Transient Admission
A transient student is a student who is enrolled in one college or university and takes courses temporarily in another institution with the intention of transferring the course credit back to their home institution. Transient students are approved and admitted for one academic term at a time. Institutions may allow transient students to attend for consecutive terms but a new application and supporting documentation must be submitted for each term. Students seeking transient admission shall submit the following:
- A completed application for admission to the institution to which transient admission is requested.
- A permission letter or form from the registrar, department chair, advisor or other appropriate official from the applicant’s home institution. The letter must indicate the student has permission to enroll in the host institution for the term the student is applying.
- Institutions may require transient applicants to submit an application fee. Institutions may set additional requirements for transient admission. Transient applicants must meet the immunization requirements for the institution to which they are applying. Transient admission does not guarantee course availability.
eCore and Transient Students
A student who is enrolled in one college or university not currently affiliated with eCore, and who wishes to take online general education course(s) provided through eCore shall receive eCore Transient status at the eCore administrative institution for enrollment in eCore courses only, acknowledging that:
- An eCore Transient student must be in good academic standing not under suspension or exclusion from their home institution.
- eCore Transient students who are eligible for financial assistance (grants, loans, HOPE scholarship, etc.) must make financial assistance arrangements with their “home” institution and will receive such aid through their home institution.
eCore courses, like any core curriculum course take at a USG institution, are fully transferable to the student’s home institution upon transfer to another USG institution.
3.1.2.5 Admission of Auditors
SOURCES:
BoR POLICY 4.2.2.5, ADMISSION OF AUDITORS
Students who submit evidence of graduation from a high school as specified in Section 3.1.1.1, or have a state-issued high school equivalency certificate or diploma earned through the successful completion of an approved high school equivalency test may register for undergraduate classes as auditors. The following high school equivalency tests are approved:
- GED
- HiSET
- TASC
Students registered as auditors shall be required to pay the regular tuition and fees for enrollment. As an auditor, the student earns no grade or credit for the course, however, the student is entitled to all of the consideration given to a credit student. A transcript documenting the student’s audit status is available upon request. Students who are admitted as auditors are not eligible to receive financial aid.
Under extraordinary circumstances, the president may waive the requirement of high school diploma or equivalent for auditors.
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3.1.3 Additional Admission Requirements
(Last Modified December 17, 2024) Report a broken link
SOURCES:
BoR POLICY 4.2.3, ADDITIONAL ADMISSION REQUIREMENTS
3.1.3.1 Institution Admission Requirements
SOURCES:
BoR POLICY 4.2.3.1, INSTITUTION ADMISSION REQUIREMENTS
3.1.3.2 Referral of Students to Other Institutions
SOURCES:
BoR POLICY 4.2.3.2, REFERRAL OF STUDENTS TO OTHER INSTITUTIONS
Recognizing the differences in institutional missions and academic offerings, institutions should actively assist Georgia residents denied admission in finding another USG institution that appropriately match the applicants’ interests and credentials.
3.1.3.3 Right to Refuse Admission
SOURCES:
BoR Policy 4.2.3.3 RIGHT TO REFUSE ADMISSION
3.1.3.4 Right to Limit Admissions
SOURCES:
BoR 4.2.3.4 RIGHT TO LIMIT ADMISSIONS
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