Should university admissions decisions rely on academic performance?

In every classroom, behind every report card, lies a deeper story shaped not only by learners’ intellect but by access, support and lived experience. Students arrive at university carrying the imprint of their educational journeys, family circumstances and socio-economic realities. While some come from enriched learning environments and strong support systems, others have persevered through systemic barriers including underfunded schools, economic hardship, part-time work, caregiving responsibilities and limited exposure to enrichment opportunities.

This disparity presents a critical question for universities: should admissions decisions continue to rely primarily on historical academic performance or is it time to shift towards recognising potential and context?

Unequal starting points: the reality behind academic metrics

Standardised test scores and grade point averages (GPAs), on which university admissions in North America rest, often reflect more than students’ effort or ability. Access to quality education, stable learning environments and institutional support tend to shape these typical admissions metrics. Students from more advantaged backgrounds, for example, are more likely to benefit from tutoring, extracurriculars and family networks that provide guidance and resources.

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In contrast, students from marginalised communities may have to navigate complex life responsibilities that significantly affect their academic performance. Their experiences could include caring for younger siblings, translating for parents, working to support family income or overcoming instability at home. These challenges often remain invisible in traditional applications, yet a student’s ability to reach the point of applying – such as finishing secondary school – speaks volumes about their resilience, determination and capacity to grow.

Rethinking university readiness

When admissions processes focus exclusively on past academic performance, they can entrench inequities rather than challenge them. This approach rewards those who have already had opportunities and risks overlooking those who may have the most to gain from and the most to contribute to higher education if given the chance.

Some institutions are beginning to rethink what university readiness truly means. Rather than relying solely on metrics such as grades and test scores, they are moving towards a more holistic model that considers lived experience, potential and contextual achievements. Characteristics such as perseverance, creativity and community involvement are increasingly being valued as meaningful indicators of success in higher education.

Promising practices in holistic university admissions

Examples of shifts in admissions practices are emerging across diverse contexts.

At the University of Northern British Columbia (UNBC), pathway agreements with northern colleges recognise the realities faced by rural, Indigenous and first-generation students. These partnerships support students transitioning from under-resourced communities into degree programmes, valuing potential alongside preparation.

The University of Central Asia, operating in remote mountain regions of Central Asia, uses community-based outreach and a rigorous foundation-year programme to bridge academic gaps and prepare students who show promise but lack traditional preparation. Their approach reflects a belief that talent is universal, even if opportunity is not.

Arizona State University has built its identity on the principle of inclusion rather than exclusion. ASU’s charter explicitly measures success by whom it includes and how those students succeed. Through expanded access programmes and flexible pathways, the institution has become a leader in redefining excellence as impact, not selectivity.

These examples demonstrate that when universities reframe admissions around potential, they create more equitable and inclusive environments where diverse students can thrive.

Educational and development promises

This shift in admissions policies and pathways reflects a deeper understanding of the twofold responsibility that universities hold:

• the educational promise to provide access to high-quality, relevant and rigorous learning opportunities for all admitted students
• the development promise to support the holistic growth of every student in academic, social and emotional dimensions, regardless of where they begin.

Rahim Somani is vice-president (finance and administration) at the University of Northern British Columbia, Canada.

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