does ucla require essay

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Freshman requirements

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UCLA: Freshman admission profile

This is a snapshot of the admitted freshman class for fall 2019.

Please be cautious in drawing conclusions from this information. Use it as a general guide to selectivity and   not   as a predictor of your chance for admission to UCLA.

Applicants:

Overall admit rate:

More UCLA stats & selection

• Fall 2018 UCLA admits: Ranges for GPA, test scores and courses completed [PDF]
• Freshman selection at UCLA

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For more systemwide and campus data on applicants, admits and enrollees, visit  UC's Information Center.

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UCLA Requirements for Admission

Choose your test.

What are UCLA's admission requirements? While there are a lot of pieces that go into a college application, you should focus on only a few critical things:

• GPA requirements
• Testing requirements, including SAT and ACT requirements
• Application requirements

In this guide we'll cover what you need to get into UCLA and build a strong application.

School location: Los Angeles, CA

This school is also known as: University of California, Los Angeles, UCLA, UC Los Angeles

Admissions Rate: 8.6%

If you want to get in, the first thing to look at is the acceptance rate. This tells you how competitive the school is and how serious their requirements are.

The acceptance rate at UCLA is 8.6% . For every 100 applicants, only 9 are admitted.

This means the school is extremely selective . Meeting their GPA requirements and SAT/ACT requirements is very important to getting past their first round of filters and proving your academic preparation. If you don't meet their expectations, your chance of getting in is nearly zero.

After crossing this hurdle, you'll need to impress UCLA application readers through their other application requirements, including extracurriculars, essays, and letters of recommendation. We'll cover more below.

We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies . We've overseen thousands of students get into their top choice schools , from state colleges to the Ivy League.

We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools.

Learn more about PrepScholar Admissions to maximize your chance of getting in.

UCLA GPA Requirements

Many schools specify a minimum GPA requirement, but this is often just the bare minimum to submit an application without immediately getting rejected.

The GPA requirement that really matters is the GPA you need for a real chance of getting in. For this, we look at the school's average GPA for its current students.

Average GPA: 3.93

The average GPA at UCLA is 3.93 .

(Most schools use a weighted GPA out of 4.0, though some report an unweighted GPA.

With a GPA of 3.93, UCLA requires you to be at the top of your class . You'll need nearly straight A's in all your classes to compete with other applicants. Furthermore, you should be taking hard classes - AP or IB courses - to show that college-level academics is a breeze.

If you're currently a junior or senior, your GPA is hard to change in time for college applications. If your GPA is at or below the school average of 3.93, you'll need a higher SAT or ACT score to compensate . This will help you compete effectively against other applicants who have higher GPAs than you.

SAT and ACT Requirements

Each school has different requirements for standardized testing. Only a few schools require the SAT or ACT, but many consider your scores if you choose to submit them.

UCLA hasn't explicitly named a policy on SAT/ACT requirements, but because it's published average SAT or ACT scores (we'll cover this next), it's likely test flexible. Typically, these schools say, "if you feel your SAT or ACT score represents you well as a student, submit them. Otherwise, don't."

Despite this policy, the truth is that most students still take the SAT or ACT, and most applicants to UCLA will submit their scores. If you don't submit scores, you'll have one fewer dimension to show that you're worthy of being admitted, compared to other students. We therefore recommend that you consider taking the SAT or ACT, and doing well.

UCLA SAT Requirements

Many schools say they have no SAT score cutoff, but the truth is that there is a hidden SAT requirement. This is based on the school's average score.

Average SAT: 1405

The average SAT score composite at UCLA is a 1405 on the 1600 SAT scale.

This score makes UCLA Strongly Competitive for SAT test scores.

UCLA SAT Score Analysis (New 1600 SAT)

The 25th percentile SAT score is 1290, and the 75th percentile SAT score is 1510. In other words, a 1290 on the SAT places you below average, while a 1510 will move you up to above average .

Here's the breakdown of SAT scores by section:

SAT Score Choice Policy

The Score Choice policy at your school is an important part of your testing strategy.

UCLA has the Score Choice policy of "All Scores."

This means that UCLA requires you to send all SAT scores you've ever taken to their office.

This sounds daunting, but most schools don't actually consider all your scores equally. For example, if you scored an 1300 on one test and a 1500 on another, they won't actually average the two tests.

More commonly, the school will take your highest score on a single test date. Even better, some schools form a Superscore - that is, they take your highest section score across all your test dates and combine them.

Some students are still worried about submitting too many test scores. They're afraid that UCLA will look down on too many attempts to raise your score. But how many is too many?

From our research and talking to admissions officers, we've learned that 4-6 tests is a safe number to submit . The college understands that you want to have the best chance of admission, and retaking the test is a good way to do this. Within a reasonable number of tests, they honestly don't care how many times you've taken it. They'll just focus on your score.

If you take it more than 6 times, colleges start wondering why you're not improving with each test. They'll question your study skills and ability to improve.

But below 6 tests, we strongly encourage retaking the test to maximize your chances. If your SAT score is currently below a 1510, we strongly recommend that you consider prepping for the SAT and retaking it . You don't have much to lose, and you can potentially raise your score and significantly boost your chances of getting in.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and SAT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

UCLA ACT Requirements

Just like for the SAT, UCLA likely doesn't have a hard ACT cutoff, but if you score too low, your application will get tossed in the trash.

Average ACT: 31

The average ACT score at UCLA is 31. This score makes UCLA Strongly Competitive for ACT scores.

The 25th percentile ACT score is 27, and the 75th percentile ACT score is 34.

Even though UCLA likely says they have no minimum ACT requirement, if you apply with a 27 or below, you'll have a very hard time getting in, unless you have something else very impressive in your application. There are so many applicants scoring 31 and above that a 27 will look academically weak.

ACT Score Sending Policy

If you're taking the ACT as opposed to the SAT, you have a huge advantage in how you send scores, and this dramatically affects your testing strategy.

Here it is: when you send ACT scores to colleges, you have absolute control over which tests you send. You could take 10 tests, and only send your highest one. This is unlike the SAT, where many schools require you to send all your tests ever taken.

This means that you have more chances than you think to improve your ACT score. To try to aim for the school's ACT requirement of 34 and above, you should try to take the ACT as many times as you can. When you have the final score that you're happy with, you can then send only that score to all your schools.

ACT Superscore Policy

By and large, most colleges do not superscore the ACT. (Superscore means that the school takes your best section scores from all the test dates you submit, and then combines them into the best possible composite score). Thus, most schools will just take your highest ACT score from a single sitting.

We weren't able to find the school's exact ACT policy, which most likely means that it does not Superscore. Regardless, you can choose your single best ACT score to send in to UCLA, so you should prep until you reach our recommended target ACT score of 34.

Download our free guide on the top 5 strategies you must be using to improve your score. This guide was written by Harvard graduates and ACT perfect scorers. If you apply the strategies in this guide, you'll study smarter and make huge score improvements.

SAT/ACT Writing Section Requirements

Currently, only the ACT has an optional essay section that all students can take. The SAT used to also have an optional Essay section, but since June 2021, this has been discontinued unless you are taking the test as part of school-day testing in a few states. Because of this, no school requires the SAT Essay or ACT Writing section, but some schools do recommend certain students submit their results if they have them.

UCLA considers the SAT Essay/ACT Writing section optional and may not include it as part of their admissions consideration. You don't need to worry too much about Writing for this school, but other schools you're applying to may require it.

Final Admissions Verdict

Because this school is extremely selective, getting a high SAT/ACT score and GPA is vital to having a chance at getting in . If you don't pass their SAT/ACT and GPA requirements, they'll likely reject you without much consideration.

To have the best shot of getting in, you should aim for the 75th percentile, with a 1510 SAT or a 34 ACT . You should also have a 3.93 GPA or higher. If your GPA is lower than this, you need to compensate with a higher SAT/ACT score.

For a school as selective as UCLA, you'll also need to impress them with the rest of your application. We'll cover those details next.

But if you apply with a score below a 1510 SAT or a 34 ACT, you unfortunately start out with the odds against you and have a tiny chance of getting in. There are just too many students with high SAT/ACT scores and strong applications, and you need to compete against them.

Admissions Calculator

Here's our custom admissions calculator. Plug in your numbers to see what your chances of getting in are. Pick your test: SAT ACT

• 80-100%: Safety school: Strong chance of getting in
• 50-80%: More likely than not getting in
• 20-50%: Lower but still good chance of getting in
• 5-20%: Reach school: Unlikely to get in, but still have a shot
• 0-5%: Hard reach school: Very difficult to get in

How would your chances improve with a better score?

Take your current SAT score and add 160 points (or take your ACT score and add 4 points) to the calculator above. See how much your chances improve?

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Application Requirements

Every school requires an application with the bare essentials - high school transcript and GPA, application form, and other core information. Many schools, as explained above, also require SAT and ACT scores, as well as letters of recommendation, application essays, and interviews. We'll cover the exact requirements of UCLA here.

Application Requirements Overview

• Common Application Not accepted
• Electronic Application Available
• Essay or Personal Statement Required for all freshmen
• Letters of Recommendation
• Interview Not required
• Application Fee $70
• Fee Waiver Available? Available
• Other Notes

Testing Requirements

• SAT or ACT Not used if submitted
• SAT Essay or ACT Writing Optional
• SAT Subject Tests
• Scores Due in Office January 15

Coursework Requirements

• Subject Required Years
• Foreign Language 2
• Social Studies
• Electives 1

Deadlines and Early Admissions

• Offered? Deadline Notification
• Yes November 30 March 31

Admissions Office Information

• Address: 405 Los Angeles, CA 900095
• Phone: (310) 825 4321
• Email: [email protected]

Our Expert's Notes

We did more detailed research into this school's admissions process and found the following information:

You must meet University of California admission requirements, as listed on UCLA's website. You won't submit letters of recommendation or transcripts, just the UC application and your official test scores. The application opens in August but can only be submitted during the month of November.

Other Schools For You

If you're interested in UCLA, you'll probably be interested in these schools as well. We've divided them into 3 categories depending on how hard they are to get into, relative to UCLA.

Reach Schools: Harder to Get Into

These schools are have higher average SAT scores than UCLA. If you improve your SAT score, you'll be competitive for these schools.

Same Level: Equally Hard to Get Into

If you're competitive for UCLA, these schools will offer you a similar chance of admission.

Safety Schools: Easier to Get Into

If you're currently competitive for UCLA, you should have no problem getting into these schools. If UCLA is currently out of your reach, you might already be competitive for these schools.

Data on this page is sourced from Peterson's Databases © 2023 (Peterson's LLC. All rights reserved.) as well as additional publicly available sources.

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Sat / act prep online guides and tips, how to get into ucla: 4 key tips.

College Admissions

Are you hoping to get into UCLA? If so, this article will help you learn everything you need to know to become one of UCLA's accepted applicants this year.

We'll discuss how hard it is to get into UCLA, what UCLA is looking for in its students, the test scores and GPA you need to stand out from other applicants, and how to ace your UCLA essays.

How Hard Is It to Get Into UCLA?

It's very competitive to get into UCLA. Each year, UCLA accepts around 8% of its applicants. Put another way, that means that UCLA accepts 8 out of every 100 students that apply .

UCLA's accepted students rate is competitive—and getting more so every year. If you want to be one of UCLA's accepted students, you'll need to make sure every part of your application is in top shape.

What Is UCLA Looking for in Its Students?

UCLA describes its core mission in three words: education, research, and service. As a public research university, UCLA's job is not only to teach its students, but to empower them to make positive change in the world.

Those three words give us a hint at what it looks for in applicants. First, UCLA looks for students that value education. Successful applicants will have a stellar academic record and a history of challenging themselves.

UCLA also values research, meaning that applicants should not only have academic interests, but they should also be passionate about applying those interests. That means that you search for opportunities to learn outside of the classroom. Maybe you volunteer at a local lab or shadow someone in your prospective career path. Basically, you go out of your way to learn and apply your education.

Finally, UCLA thinks that service is important. Successful applicants will have a record of being civic-minded and engaging with their communities . Perhaps you volunteered tutoring or were really involved with your local religious organization. Show that you care about people and issues other than yourself.

Can You Apply to UCLA Early?

UCLA doesn't offer early action or early decision deadlines for its applicants.

UCLA Application Deadlines and Requirements

UCLA has one application deadline for regular admission on November 30. Students will hear back about the status of their application in late March.

You apply to UCLA using the University of California application . UCLA doesn't accept the Common app or the Universal app.

In the past, UCLA required either SAT or ACT scores, however, in May 2020, the University of California Board of Regents voted unanimously to stop requiring the ACT and SAT as part of admissions applications. For at least through 2025, all University of California schools will be test blind. This means that, even if you submit SAT or ACT scores, they won't be considered as part of your application.

In terms of classes, you need to have completed the following years of coursework in high school by the time you enroll at UCLA:

• 2 years History/Social Science
• 4 years of college-preparatory English
• 3 years of mathematics (4 years recommended)
• 2 years laboratory science (3 years recommended)
• 2 years of Language other than English (3 years recommended)
• 1 year of Visual and Performing Arts (if available)
• 1 year of College Preparatory elective

You don't need to send in your official transcripts with your application—you'll only need to send them once you're admitted. Also, in general, UCLA doesn't accept any letters of recommendation or conduct entrance interviews. Keep in mind these might be required for your specific degree program, so make sure you check with your major's department.

What GPA Do I Need to Get Into UCLA?

You'll need to be at the top of your class to have a chance of being admitted to UCLA. You'll need straight As in all your classes to compete with other applicants since the average unweighted GPA of students admitted into UCLA is a 4.0.

You'll also probably need to take AP or IB classes to show that you can do well at advanced coursework., especially if your GPA is below the average.

What Test Scores Do I Need to Get Into UCLA?

As mentioned above, UCLA (along with the rest of University of California schools) is test blind through at least 2025. So, even if you submit SAT or ACT scores, they won't be reviewed. We still recommend submitting AP or IB scores if you've taken any of those tests as they're a great way to show off your academic skills to UCLA. For AP tests, aim for at least a 3, and ideally a 4 or 5. For IB tests, aim for at least a 4, and ideally a 5, 6, or 7.

UCLA Application Essays

As part of your UCLA application, you'll have to answer four personal insight questions out of eight total options. Each response is limited to 350 words.

Here are the eight personal insight questions:

• Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.
• Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.
• What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?
• Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.
• Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?
• Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.
• What have you done to make your school or your community a better place?
• Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

The University of California website offers good insight into how to answer each of these questions, with specific questions that you can refer to in order to prompt your imagination. You can also use our article on how to answer each UC prompt for more advice.

In general, your essays should reflect UCLA's values: education, research, and service. You should show off your intellectual curiosity, as well as your desire to make a positive difference in the world.

Tips for Getting Into UCLA

While getting into UCLA is difficult, it's not impossible. The more effort you put into all the parts of your application, the better chance you have of securing admission.

#1: Prioritize Your Coursework

UCLA students are high-achievers. To be accepted, you need to be one, too.

If you're still in your freshman, sophomore, or junior year of high school, plan to take some advanced classes to up your GPA . You'll need to be disciplined and work hard to compete with the other applicants.

Take the most difficult classes you can. Showing that you aren't afraid of rigorous coursework will indicate that you're ready for the challenge of going to UCLA.

#2: Write Standout Essays

Your essays are the best opportunity to show off your skills and your unique interests. You should put a lot of effort into every one of the four essays you write for UCLA.

Don't wait until the last minute to write your UCLA essays—start them with plenty of time so that you can revise and receive feedback.

#3: Prove That You Want to Go to UCLA

Sometimes, when you're in the thick of applying to college, it can be hard to remember that you get to choose which colleges to attend, too. You'll likely have a few schools to choose from—schools that all thought you'd be a great fit on their campus.

Where am I going with this?

Colleges want you to attend, if you're accepted! So they look to accept students who really want to attend their college specifically. If you can prove on your application that you really want to attend UCLA specifically, the admissions committee may be swayed in your favor.

#4: Have a Spike in Your Application

When you're applying to college, it's tempting to seem well-rounded and interested in all the things.

This is actually terrible advice.

UCLA will see tens of thousands of applications from students who've done every conceivable extracurricular and academic activity. You need to stand out.

Your application won't stand out if you're mediocre in band, on the track team, and on student council. It will stand out if you travel to Japan to perform with a world-class performance ensemble or qualify for the Olympic trials in shot put.

Put all of your eggs in one basket— when your focus is on one thing, you'll be better at it than if you have to split your time and attention.

In Conclusion

It's difficult to get into UCLA—and getting more difficult every year! In order to be accepted to UCLA, you'll need to have an application with high test scores, great grades, and standout essays.

What's Next?

Looking for tips on how to create a great UC application? Our in-depth guide will tell you exactly how .

Want to learn more about the University of California schools?   We have an in-depth guide to the UC schools  to make it easy for you to compare the schools and see which is best for you.

Want to know how to make your extracurriculars stand out even more?  Check out this  guide to four amazing extracurricular activities  and learn why they're so impressive to colleges.

Hayley Milliman is a former teacher turned writer who blogs about education, history, and technology. When she was a teacher, Hayley's students regularly scored in the 99th percentile thanks to her passion for making topics digestible and accessible. In addition to her work for PrepScholar, Hayley is the author of Museum Hack's Guide to History's Fiercest Females.

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University of California, Los Angeles | UCLA

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Want to see your chances of admission at University of California, Los Angeles | UCLA?

We take every aspect of your personal profile into consideration when calculating your admissions chances.

University of California, Los Angeles | UCLA’s 2023-24 Essay Prompts

Select-a-prompt short responses.

Please respond to any 4 of the 8 questions below.We realize that not all questions apply to all applicants, so be sure to select the 4 questions that you believe give us the best information about you.All 8 questions are given equal consideration in the application review process. Responses to each question should be between 250-350 words.

Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time.

Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side.

What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time?

Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced.

Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement?

Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom.

What have you done to make your school or your community a better place?

Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California?

What will first-time readers think of your college essay?

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the University of California Essays 2023-2024

The University of California (UC) school system is the most prestigious state university system in the United States and includes nine undergraduate universities: UC Berkeley, UC San Diego, UCLA, UC Santa Barbara, UC Santa Cruz, UC Davis, UC Riverside, UC Merced, and UC Irvine.

The University of California system has its own application portal, as well as its own deadline of November 30th—a full month before the Common Application is due. All nine universities use one application, so it is easy to apply to multiple UCs at the same time. 

The application requires you to answer four of eight personal insight questions, with a 350-word limit on each prompt. This may seem daunting at first, but we provide this guide to make the prompts more approachable and to help you effectively tackle them! 

University of California Application Essay Prompts

Note: There is only one application for all the UC schools, so your responses will be sent to every University of California school that you apply to. You should avoid making essays school-specific (unless you are applying to only one school).

You might want to start by deciding which four of the eight prompts you plan on answering. The eight prompts are:

1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes, or contributed to group efforts over time.

2. every person has a creative side, and it can be expressed in many ways: problem-solving, original and innovative thinking, and artistically, to name a few. describe how you express your creative side., 3. what would you say is your greatest talent or skill how have you developed and demonstrated that talent over time, 4. describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced., 5. describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. how has this challenge affected your academic achievement, 6. think about an academic subject that inspires you. describe how you have furthered this interest inside and/or outside of the classroom., 7. what have you done to make your school or your community a better place, 8. beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the university of california.

As you begin selecting prompts, keep the purpose of college essays at the forefront of your mind. College essays are the place to humanize yourself and transform your test scores, GPA, and extracurriculars into a living, breathing human with values, ambitions, and a backstory. If a specific prompt will allow you to show a part of who you are that is not showcased in the rest of your application, start there. 

If nothing immediately jumps out at you, try dividing the prompts into three categories: “definites,” “possibilities,” and “avoids at all costs.” “Definites” will be prompts that quickly spark up a specific idea in you. “Possibilities” might elicit a few loose concepts, anecdotes, or structures. And “avoids” are prompts where you honestly cannot see yourself writing a convincing essay. Next, take your “definites” and “possibilities” and jot down your initial thoughts about them. Finally, look at all of your ideas together and decide which combination would produce the most well-rounded essay profile that shows who you are as an individual.

Of course, this is just one way to approach choosing prompts if you are stuck. Some students might prefer writing out a list of their values, identifying the most important ones in their life, then figuring out how to showcase those through the prompts. Other students select prompts based on what they are excited by or through freewriting on every prompt first. Do not feel constrained by any one method. Just remember:

• Do not rush into prompts at first glance (though trial writing can be very valuable!).
• Make sure that you consider potential ideas for many prompts before making final decisions, and ultimately write about the one with the most substance.
• The prompts you select should allow you to highlight what is most important to you.

Check out our video to learn more about how to write the UC essays!

The 8 UC Personal Insight Questions

“Leadership Experience” is often a subheading on student resumes, but that is not what admissions officers are asking about here. They are asking for you to tell them a specific story of a time when your leadership truly mattered. This could include discussing the policies you enacted as president of a school club or the social ties you helped establish as captain of a sports team, but this prompt also gives you the freedom to go past that.

Leaders are individuals with strong values, who mentor, inspire, correct, and assist those around them. If you don’t feel like you’ve ever been a leader, consider the following questions:

• Have you ever mentored anyone? Is there anyone younger than you who would not be the person they are today without you?
• Have you ever taken the initiative? When and why did it matter?
• Have you ever been fundamental to positive change in the world—whether it be on the small scale of positively impacting a family member’s life or on the large scale of trying to change the status of specific communities/identities in this world?
• Have you ever stood up for what’s right or what you believe in?

Leadership is a concept that can be stretched, bent, and played with, but at the end of the day, the central theme of your essay must be leadership. Keeping this in mind, after your first draft, it can be helpful to identify the definition of leadership that you are working with, to keep your essay cohesive. This definition doesn’t need to appear within the essay (though, if you take on a more reflective structure, it might). Some examples of this include “being a positive role model as leadership,” “encouraging others to take risks as leadership,” and “embracing my identities as leadership.”

Here are some examples of how a leadership essay might look:

• You’ve always loved learning and challenging yourself, but when you got to high school it was clear that only a certain type of student was recommended to take AP classes and you didn’t fit into that type. You presented a strong case to the school counselors that you were just as prepared for AP classes as anyone else, enrolled in your desired classes, and excelled. Since then, AP classes have become more diversified at your school and there has even been a new inclusion training introduced for your district’s school counselors. 
• When you were working as a camp counselor, the art teacher brought you two of your campers who were refusing to get along. To mediate the conflict, you spent long hours before bed talking to them individually, learning about their personal lives and family situation. By understanding where each camper came from, you were better equipped to help them reach a compromise and became a role model for both campers.
• As a member of your school’s Chinese organization, you were driven by your ethnic heritage to devote your lunch breaks to ensuring the smooth presentation of the Chinese culture show. You coordinated the performers, prepared refreshments, and collected tickets. You got through a great performance, even though a performer didn’t show and some of the food was delivered late. You weren’t on the leadership board or anything, but exhibited serious leadership, as both nights of the culture show sold out and hundreds of both Chinese and non-Chinese people were able to come together and celebrate your culture.

Like the last prompt, this prompt asks about a specific topic—creativity—but gives you wiggle room to expand your definition of that topic. By defining creativity as problem-solving, novel thinking, and artistic expression, this prompt basically says “get creative in how you define creativity!” 

Additionally, this broad conception of creativity lets you choose if you want to write about your personal life or your academic life. A robotics student could write about their love of baking on the weekends or their quick thinking during a technical interview. A dance student could write about their love of adapting choreography from famous ballets or their innovative solution to their dance team’s lack of funds for their showcase. You have space to do what you want!

That said, because this prompt is so open, it is important to establish a focus early on. Try thinking about what is missing from your application. If you are worried that your application makes you seem hyper-academic, use this prompt to show how you have fun. If you are worried that you might be appearing like one of those students who just gets good grades because they have a good memory, use this prompt to show off your problem-solving skills.

Also, keep in mind that you don’t have to describe any skill in creative pursuits as you answer this prompt. The prompt asks you how you express your “creative side,” alluding to creative instinct, not creative talent. You could write about how you use painting to let out your emotions—but your paintings aren’t very good. You could write about dancing in the shower to get excited for your day—but one time you slipped and fell and hurt your elbow. Experiences like these could make for a great reflective essay, where you explore the human drive towards creative expression and your acceptance that you personally don’t have to be creatively inclined to let out creative energy.

Some examples:

• A math student writing about a time they devised a non-textbook method to proving theorems 
• A creative writer describing how they close-read the ups-and-downs of classical music as an attempt to combat writers’ block and think of emotional trajectories for new stories
• An engineering student writing about cooking as a creative release where numbers don’t matter and intuition supersedes reason
• A psychology student writing about the limitations of quantitative data and describing a future approach to psychology that merges humanism and empiricism.

This is the kind of prompt where an answer either pops into your head or it doesn’t. The good news is that you can write a convincing essay either way. We all have great talents and skills—you just might have to dig a bit to identify the name of the talent/skill and figure out how to best describe it.

Some students have more obvious talents and skills than others. For example, if you are intending to be a college athlete, it makes sense to see your skill at your sport as your greatest talent or skill. Similarly, if you are being accepted into a highly-selective fine arts program, painting might feel like your greatest talent. These are completely reasonable to write about because, while obvious, they are also authentic! 

The key to writing a convincing essay about an obvious skill is to use that skill to explore your personality, values, motivations, and ambitions. Start by considering what first drew you to your specialization. Was there a specific person? Something your life was missing that painting, hockey, or film satisfied? Were you brought up playing your sport or doing your craft because your parents wanted you to and you had to learn to love it? Or choose to love it? What was that process like? What do these experiences say about you? Next, consider how your relationship with your talent has evolved. Have you doubted your devotion at times? Have you wondered if you are good enough? Why do you keep going? On the other hand, is your talent your solace? The stable element in your life? Why do you need that?

The key is to elucidate why this activity is worth putting all your time into, and how your personality strengths are exhibited through your relationship to the activity. 

Do not be put off by this prompt if you have not won any big awards or shown immense talent in something specific. All the prompt asks for is what you think is your greatest talent or skill. Some avenues of consideration for other students include:

• Think about aspects of your personality that might be considered a talent or skill. This might include being a peacemaker, being able to make people laugh during hard times, or having organization skills.
• Think about unique skills that you have developed through unique situations. These would be things like being really good at reading out loud because you spend summers with your grandfather who can no longer read, knowing traffic patterns because you volunteer as a crossing guard at the elementary school across the street that starts 45 minutes before the high school, or making really good pierogi because your babysitter as a child was Polish.
• Think about lessons you have learned through life experiences. A military baby might have a great skill for making new friends at new schools, a child of divorce might reflect on their ability to establish boundaries in what they are willing to communicate about with different people, and a student who has had to have multiple jobs in high school might be talented at multitasking and scheduling. 

Make sure to also address how you have developed and demonstrated your selected talent. Do you put in small amounts of practice every day, or strenuous hours for a couple of short periods each year? Did a specific period of your life lead to the development of your talent or are you still developing it daily? 

The purpose of college essays is to show your values and personality to admissions officers, which often includes exploring your past and how it informs your present and future. With a bit of creativity in how you define a “talent or skill,” this prompt can provide a great avenue for that exploration. 

This prompt offers you two potential paths—discussing an educational opportunity or barrier. It is important that you limit yourself to one of these paths of exploration to keep your essay focused and cohesive. 

Starting with the first option, you should think of an educational opportunity as anything that has added value to your educational experience and better prepared you for life and your career. Some examples could include:

• participation in an honors program
• enrollment in an academy geared toward your future profession
• a particularly enlightening conversation with a professional or teacher
• joining a cultural- or interest-based student coalition
• plenty of other opportunities

The phrasing “taken advantage of” implies the admissions committee’s desire for students who take the initiative. Admissions officers are more interested in students who sought out opportunities and who fought to engage with opportunities than students who were handed things. For example, a student who joined a career-advancement afterschool program in middle school could write about why they were initially interested in the program—perhaps they were struggling in a specific subject and didn’t want to fall behind because they had their sights set on getting into National Junior Honor Society, or their friend mentioned that the program facilitated internship opportunities and they thought they wanted to explore therapy as a potential career path.

On the other hand, if an opportunity was handed to you through family connections or a fortuitous introduction, explore what you did with that opportunity. For example, if a family member introduced you to an important producer because they knew you were interested in film, you could write about the notes you took during that meeting and how you have revisited the producer’s advice and used it since the meeting to find cheap equipment rentals and practice your craft.

If you choose to write about educational barriers you have faced, consider the personal characteristics and skills you called upon to overcome the challenge. How did the process of overcoming your educational barrier shape you as a person? What did you learn about yourself or the world? An added plus would be talking about passing it forward and helping those in your purview obtain the knowledge you did from your experiences.

Some examples of educational barriers could include:

• limited access to resources, materials, technology, or classes
• lacking educational role models
• struggles with deciding on a passion or career path
• financial struggles

One example of an interesting essay about educational barriers:

As a student at a school that did not offer any honors classes, you enrolled in online lectures to learn the subject you were passionate about — Human Geography. Afterward, you spoke to your school administrators about high-achieving students needing higher-level courses, and they agreed to talk to the local community college to start a pipeline for students like you.

Either way that you take this prompt, it can be used to position yourself as motivated and driven—exactly the type of student admissions officers are looking for!

This prompt is three-pronged. You must 1) identify a challenge 2) describe the steps you have taken to overcome the challenge and 3) connect the challenge to your academic achievement.

When approaching this prompt, it is best to consider these first and third aspects together so that you identify a challenge that connects to your academic life. If you simply pick any challenge you have experienced, when you get to the third part of the prompt, you may have to stretch your essay in ways that are unconvincing or feel inauthentic.

That said, remember that “academic achievement” reaches far beyond grades and exams. It can include things like:

• Deciding your career goals
• Balancing homework, jobs, and social/familial relationships
• Having enough time to devote to self-care
• Figuring out how you study/learn best
• Feeling comfortable asking for help when you need it

You should begin brainstorming challenges and hardships that you have experienced and overcome. These could include financial hardships, familial circumstances, personal illness, or learning disabilities. Challenges could also be less structural—things like feeling like you are living in a sibling’s shadow, struggles with body image, or insecurity. While it is important that your challenge was significant, it matters much more that you discuss your challenge with thoughtful reflection and maturity.

Some ways to take this prompt include:

• Writing about how overcoming a challenge taught you a skill that led to academic success — for example, a high-achieving student who struggles with anxiety was forced to take time off from school after an anxiety attack and learned the importance of giving oneself a break
• Writing about a challenge that temporarily hindered your academic success and reflecting on it — for example, a student who experienced a death in the family could have had a semester where they almost failed English because reading led to negative thought spirals instead of plot retention
• Writing about how a challenge humbled you and gave you a new perspective on your academics — for example, a student with a part-time job who helps support her family missed a shift because she was studying for a test and realized that she needed to ask her teachers for help and explain her home situation

As you describe the steps you have taken to overcome your selected challenge, you will want to include both tangible and intangible steps. This means that you will need to discuss your emotions, growth, and development, as well as what you learned through overcoming the challenge. Was your challenge easy to overcome or did it take a few tries? Do you feel you have fully overcome your challenge or is it a work in progress? If you have fully overcome the challenge, what do you do differently now? Or do you just see things differently now? If you were to experience the same challenge again, what would you have learned from before?

Here are some detailed examples:

• Your parents underwent a bitter, drawn-out divorce that deeply scarred you and your siblings, especially your little brother who was attending elementary school at the time. He was constantly distraught and melancholy and seemed to be falling further and further behind in his schoolwork. You took care of him, but at the cost of your grades plummeting. However, through this trial, you committed yourself to protecting your family at all costs. You focused on computer science in high school, hoping to major in it and save up enough money for his college tuition by the time he applies. Through this mission, your resolve strengthened and reflected in your more efficient and excellent performance in class later on.
• Your race was the most significant challenge you faced growing up. In school, teachers did not value your opinion nor did they believe in you, as evidenced by their preferential treatment of students of other races. To fight back against this discrimination, you talked to other students of the same race and established an association, pooling together resources and providing a supportive network of people to others in need of counseling regarding this issue.

The first step for approaching this prompt is fun and easy—think about an academic subject that inspires you. This part of the essay is about emotional resonance, so go with your gut and don’t overthink it. What is your favorite subject? What subject do you engage with in the media in your free time? What subject seeps into your conversations with friends and family on the weekends?

Keep in mind that high school subjects are often rather limited. The span of “academic subjects” at the university level is much less limited. Some examples of academic subjects include eighteenth-century literature, political diplomacy, astronomy, Italian film and television, botany, Jewish culture and history, mobile robotics, musical theater, race and class in urban environments, gender and sexuality, and much more.

Once you’ve decided what subject you are most interested in and inspired by, think about a tangible example of how you have furthered your interest in the subject. Some common ways students further their interests include:

• Reading about your interest
• Engaging with media (television, film, social media) about your interest
• Volunteering with organizations related to your interest
• Founding organizations related to your interest
• Reaching out to professionals with your academic interest
• Using your interest in interdisciplinary ways
• Research in your field of interest
• Internships in your field of interest

While you should include these kinds of tangible examples, do not forget to explain how your love for the subject drives the work you do, because, with an essay like this, the why can easily get lost in describing the what . Admissions officers need both.

A few examples:

• You found your US government class fascinatingly complex, so you decided to campaign for a Congressional candidate who was challenging the incumbent in your district. You canvassed in your local community, worked at the campaign headquarters, and gathered voter data whilst performing various administrative duties. Though the work was difficult, you enjoyed a sense of fulfillment that came from being part of history.
• Last year you fell in love with the play Suddenly Last Summer and decided to see what career paths were available for dramatic writing. You reached out to the contact on your local theater’s website, were invited to start attending their guest lecturer series, and introduced yourself to a lecturer one week who ended up helping you score a spot in a Young Dramatic Writers group downtown.
• The regenerative power of cells amazed you, so you decided to take AP Biology to learn more. Eventually, you mustered up the courage to email a cohort of biology professors at your local university. One professor responded, and agreed to let you assist his research for the next few months on the microorganism C. Elegans.
• You continued to develop apps and games even after AP Computer Science concluded for the year. Eventually, you became good enough to land an internship at a local startup due to your self-taught knowledge of various programming languages.

With regards to structure, you might try thinking about this essay in a past/present/future manner where you consider your past engagement with your interest and how it will affect your future at a UC school or as an adult in society. This essay could also become an anecdotal/narrative essay that centers around the story of you discovering your academic interest, or a reflective essay that dives deep into the details of why you are drawn to your particular academic subject.

Whatever way you take it, try to make your essay unique—either through your subject matter, your structure, or your writing style!

College essay prompts often engage with the word “community.” As an essay writer, it is important to recognize that your community can be as large, small, formal, or informal as you want it to be. Your school is obviously a community you belong to, but your local grocery store, the nearby pet adoption center you volunteer at, your apartment building, or an internet group can also be communities. Even larger social groups that you are a part of, like your country or your ethnicity, can be a community. 

The important part of your response here is not the community you identify with but rather the way you describe your role in that community. What do you bring to your community that is special? What would be missing without you?

Some responses could include describing how you serve as a role model in your community, how you advocate for change in your community, how you are a support system for other community members, or how you correct the community when it is veering away from its values and principles.

Here are some fleshed-out examples of how this essay could take shape, using the earlier referenced communities:

• A student writes about the local grocery store in his neighborhood. Each Sunday, he picks up his family’s groceries and then goes to the pharmacy in the back to get his grandmother’s medication. The pharmacist was a close friend of his grandmother’s when she was young, so the student routinely gives the pharmacist a detailed update about his grandmother’s life. The student recognizes the value in his serving as a link to connect these two individuals who, due to aging, cannot be together physically.
• An animal-loving student volunteers one Saturday each month at the pet adoption center in their city’s downtown district. They have always been an extremely compassionate person and view the young kittens as a community that deserves to be cared for. This caring instinct also contributes to their interactions with their peers and their desire to make large-scale positive social change in the world.

Your response to this prompt will be convincing if you discuss your underlying motives for the service you have done, and in turn, demonstrate the positive influence you have made. That said, do not be afraid to talk about your actions even if they did not produce a sweeping change; as long as the effort was genuine, change is change, no matter the scale. This essay is more about values and reflection than it is about the effects of your efforts.

Lastly, if you are discussing a specific service you did for your community, you might want to touch on what you learned through your service action or initiative, and how you will continue to learn in the future. Here are a few examples:

• Passionate about classical music, you created a club that taught classical and instrumental music at local elementary schools. You knew that the kids did not have access to such resources, so you wanted to broaden their exposure as a high school senior had done for you when you were in middle school. You encouraged these elementary schoolers to fiddle with the instruments and lobbied for a music program to be implemented at the school. Whether the proposal gets approved or not, the kids have now known something they might never have known otherwise.
• Working at your local library was mundane at times, but in the long run, you realized that you were facilitating the exchange of knowledge and protecting the intellectual property of eminent scholars. Over time, you found ways to liven up the spirit of the library by leading arts and crafts time and booking puppet shows for little kids whose parents were still at work. The deep relationships you forged with the kids eventually blossomed into a bond of mentorship and mutual respect.

Be authentic and humble in your response to this essay! Make sure it feels like you made your community a better place because community is a value of yours, not just so that you could write about it in a college essay.

This is the most open-ended any question can get. You have the freedom to write about anything you want! That said, make sure that, no matter what you do with this prompt, your focus can be summarized into two sentences that describe the uniqueness of your candidacy.

The process we recommend for responding to open-ended prompts with clarity involves the following steps:

1. On a blank piece of paper, jot down any and every idea — feelings, phrases, and keywords — that pop into your head after reading this prompt. Why are you unique?

2. Narrow your ideas down to one topic. The two examples we will use are a student writing about how her habit of pausing at least five seconds before she responds to someone else’s opinion is emblematic of her thoughtfulness and a student whose interest in researching the history of colonialism in the Caribbean is emblematic of their commitment to justice.

3. Outline the structure of your essay, and plan out content for an introduction, body paragraphs, and a conclusion.

4. Before you start writing your essay, write one or two sentences that summarize how you would like the admissions officers to perceive you based on this essay. These sentences will not be in your final product, but will help you to maintain a focus. For our examples, this would be something like “Natalie’s habit of gathering her thoughts before responding to other people’s opinions allows her to avoid undesired complications and miscommunications in her social interactions. This has not only helped her maintain strong relationships with all the staff members of the clubs she leads, but will also help her navigate the social environments that she will face in the professional world.” A summary for the student writing about their interest in the history of colonialism could be “Jonathan has always been highly compassionate and sympathetic by nature. When they found out about the historical injustices of colonialism in the Caribbean through the book The Black Jacobins , they realized that compassion is what is missing from politics. Now, they are inspired to pursue a political science degree to ultimately have a political career guided by compassion.”

5. Finally, write an essay dedicated to constructing the image you devised in step 4. This can be achieved through a number of different structures! For example, Natalie could use an anecdote of a time when she spoke too soon and caused someone else pain, then could reflect on how she learned the lesson to take at least five seconds before responding and how that decision has affected her life. Jonathan could create an image of the future where they are enacting local policies based on compassion. It is important to keep in mind that you do not want to be repetitive, but you must stay on topic so that admissions officers do not get distracted and forget the image that you are attempting to convey.

As exemplified by the examples we provided, a good way to approach this prompt is to think of a quality, value, or personality trait of yours that is fundamental to who you are and appealing to admissions officers, then connect it to a specific activity, habit, pet peeve, anecdote, or another tangible example that you can use to ground your essay in reality. Use the tangible to describe the abstract, and convince admissions officers that you would be a valuable asset to their UC school!

Where to Get Your UC Essays Edited

With hundreds of thousands of applicants each year, many receiving top scores and grades, getting into top UC schools is no small feat. This is why excelling in the personal-insight questions is key to presenting yourself as a worthwhile candidate. Answering these prompts can be difficult, but ultimately very rewarding, and CollegeVine is committed to helping you along that journey. Check out these UC essay examples for more writing inspiration.

If you want to get your essays edited, we also have free peer essay review , where you can get feedback from another student. You can also improve your own writing skills by editing other students’ essays.

You can also receive expert essay review by advisors who have helped students get into their dream schools. You can book a review with an expert to receive notes on your topic, grammar, and essay structure to make your essay stand out to admissions officers. Haven’t started writing your essay yet? Advisors on CollegeVine also offer  expert college counseling packages . You can purchase a package to get one-on-one guidance on any aspect of the college application process, including brainstorming and writing essays.

Related CollegeVine Blog Posts

Transfer Requirements

In addition to your UC application, we perform a comprehensive review of your academic preparation, personal criteria and your answers to the personal insight questions. Read on to learn more.

Academic Preparation

Strong academic preparation and performance make you a more competitive candidate during the admission review process.

The average GPA of admitted transfer students is above 3.5 and admitted students have completed most or all major preparatory courses. We give highest priority to applicants from California community colleges and other UC campuses. UCLA admits students for fall quarter only.

Following are many of the criteria we consider:

• Junior-level standing (60 semester or 90 quarter transferable units completed) by the end of the spring term before you transfer.
• GPA of 3.2 or higher earned in transferable courses.
• Two transferable courses in English composition or critical thinking and writing.
• One transferable math course that has a prerequisite of intermediate algebra or higher.
• Four transferable college courses in at least two of the following subject areas: arts and humanities, social and behavioral sciences, physical and biological sciences.
• There may be additional lower division requirements that students can complete at their current institutions or at UCLA. Should a major not have specific prerequisites, we expect students to demonstrate interest in academic study by completing coursework related to the major.

Personal Criteria

• Employment while attending school
• Involvement in campus organizations and community service
• Family responsibilities
• A return to school where early grades are not indicative of strong academic performance
• Military service
• Other opportunities or challenges that may have shaped your educational experiences

Personal Insight Questions

The personal insight questions are just that — personal. This is your chance to augment the information elsewhere in your application and give us more insight into you during the review process.   As a transfer applicant, you may respond to one required question and three out of seven additional questions. Find out how to best answer these personal insight questions .

Planning Your Academic Transition

• You’re strongly encouraged to take your required English and math courses as early as possible with at least one English course and math course completed by the end of fall.
• To be competitive for admission to UCLA, focus on completing the general UC transfer requirements and major preparation first.
• Look into Intersegmental General Education Transfer Curriculum (IGETC) , which enables California community college students to complete UC general education requirements before they transfer. It’s not a requirement for UCLA, but is strongly recommended for students applying to all schools but the Samueli School of Engineering. Students can use the summer prior to transferring to finish remaining courses for IGETC, but these courses can’t be used to meet transfer admission requirements.
• Know that UCLA doesn’t pre-evaluate course transferability prior to submission of an application.
• Double-check your coursework on ASSIST . Students may be deficient units because a course was not transferable or did not receive credit due to limitations, duplications or other restrictions.
• Take advantage of UC Transfer Admission Planner (UC TAP) , an online tool that helps students transferring from California community colleges track and plan their coursework.
• If you’ve completed courses outside the California Community College system, compare those course descriptions with those in the UCLA General Catalog .
• Know that courses completed in the summer immediately prior to transfer can’t be used to fulfill the minimum unit requirement.

Preparation for Your Major

You must complete your major preparation requirements by the end of spring prior to transfer.

However, if you’re applying to a highly selective major, complete the majority of your major prep as early as possible. The most competitive applicants for business economics, economics and psychology will have completed all major prep by the end of fall prior to transfer.

• Majors in the College of Letters and Science
• Majors in the School of the Arts and Architecture
• Majors in the Samueli School of Engineering
• Majors in the Herb Alpert School of Music
• Majors in the School of Nursing
• Majors in the Luskin School of Public Affairs
• Majors in the School of Theater, Film and Television
• Majors in the School of Education & Information Studies
• Majors in the Fielding School of Public Health

Filling Out Your UC Application

• Report courses exactly as they appear on your transcript, including non-transferable courses and withdrawals. You must report all courses completed at any post-secondary institution. You may not omit any courses or previous institutions from your application.
• Provide an accurate email address on your application and check that account regularly. You may receive important information via email during the admission review process.
• List the language of instruction at your high school.
• Provide your fall grades and planned spring coursework in January. To do so, log in to your application and create a Transfer Academic Update (TAU) by January 31. We can’t review your application if you have not submitted your TAU.
• Explain any gaps in education.
• Withdrawals, incomplete grades and academic renewals are not necessarily viewed negatively. Take time to address these in your application so that we have a clear understanding of your academic progress.
• You can import information directly into the UC Application from the UC TAP .

Frequently Asked Questions

UCLA doesn’t require or accept letters of recommendation or official transcripts during the admission selection process. Our review is based on the self-reported information provided on the UC Application. If additional information or materials are necessary, we will contact you directly with a specific request.

Exception: Applicants to majors in certain specialty schools (i.e. Arts & Architecture; Music; Nursing; Theater, Film and Television) may be required to submit additional materials as part of the supplemental application procedures. Learn more about the supplemental application procedure.

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Before contacting us, please take a moment to review these frequently asked questions.

How long is the program?

The program is 15 months. For Fall 2023, classes begin September 28th and end December 15th of the following year.

How large is the entering class?

Our target class size for the entering Class of 2024 is 120 students.

Where can I get an application?

You may start a new application or return to an in-progress application here .

Do I need to know programming languages to enter the program?

While knowing programming languages such as Python and SQL has advantages for students, they are not required for admission.

What if my submitted exam score is not reflecting on my application? e.g. GRE, GMAT, TOEFL, IELTS

Please disregard the exam status on the application, as we have the data at the departmental level. The IT department at UCLA is aware of the issue and making adjustments. If documents or information are missing from the application, we will contact you directly to request for the materials. Otherwise, if you do not receive a request for additional materials via email, your application is considered complete. Thank you for your patience.

Prospective Applicants – General

How is the msba program different than the mba and mfe programs offered by ucla anderson.

Business analytics is the application of statistical, computational, quantitative, econometric and management techniques to the information flows of an organization for the purpose of addressing business needs and improving decision making. ​

The MSBA program aims to give students the knowledge, training and skills required to fulfill a broad spectrum of business analytics roles. ​

The Anderson MBA programs offer a more extensive core curriculum and then allow students to choose a specialty in a particular area — strategy, marketing, finance, operations, entrepreneurship, high-technology management — with an aim to work in generally less technical or nontechnical management and leadership roles. MBA programs are longer in duration (two to three years) and require three to five years of work experience for admission.​

The MFE program differs from the MSBA program in that quantitatively focused MFE students take only courses directly related to modern finance theory and practice, such as stochastic calculus.​

What is the academic calendar schedule for the program?

The MSBA Curriculum is held on-campus from Fall 2024 through Fall 2025, and it’s cohort based with two sections.

The 15 month program begins in Fall 2024 quarter ( September 23, 2024 - December 13, 2024). Winter quarter ( January 2, 2025 - March 21, 2025) continues through Spring quarter (March 26, 2025 - June 13, 2025) followed by a summer internship (June 2025- September, 2025). The final segment of the program begins in the Fall 2025 quarter (September 22, 2025 - December 12, 2025) . During the Fall 2025 quarter, continuing MSBA students must take campus-based classes. Upon successful completion of all requirements, students graduate from the program in December 12, 2025.

Please note: Students cannot accelerate their studies and graduate early. This is a 15-month program, and the courses are only offered once a year.

When is the deadline to apply?

See dates here

Can I apply to both the Master of Financial Engineering (MFE) and MSBA programs this year?

No, you cannot apply to both programs. However, if you apply to the MFE program and do not receive an offer of admission, the MSBA program may consider your application provided you meet the minimum qualifications. Alternatively, if you only wish to be considered for the MSBA program this year, you will have to withdraw your MFE application first before applying to the MSBA program.

Do you provide fee waivers? 

What kind of jobs do ucla anderson msbas land.

MSBA graduates land a wide range of roles across multiple industries, often based upon the level of technical ability and programming skills they bring to the program. Students with stronger technical backgrounds, if interested, are more likely to land roles like “data scientist” or “data engineer.” Students who are less experienced and/or interested in the programming aspects of analytics land roles like “data analyst,” “business analyst,” and “product manager.”

For an in-depth overview of career outcomes and the career services support we offer, please see the Career Impact page.

How much do MSBA students make in their first job out of the program?

The average base salary for the Class of 2021 was $115,568. This does not include additional compensation, such as year-end bonuses and stock. The average signing bonus for the Class of 2021 was $14,821, with 41% of the class receiving a signing bonus.​

Are there any prerequisites for this program?

All prospective students are expected to have a strong quantitative background, including linear algebra, multivariate calculus, statistics and probability. In addition, applicants should have some experience or coursework in computer programming (e.g., C, Java, or Python), plus statistical and econometric modeling (e.g., R, SAS, STATA, or MATLAB). It is important to demonstrate competence in analytical skills in your application, through undergraduate math courses and/or your GMAT or GRE score.

Program Prerequisites

What is the cost of the MSBA Program?

The total program cost for the MSBA Class of 2024 is anticipated to be $72,894.13 This does not include living expenses, transportation, parking, books, health insurance, campus fees or a laptop computer. The cost is subject to change on an annual basis.​

Where do I mail my official transcripts?

The UCLA Anderson MSBA office will accept an unofficial electronic copy of the transcript submitted with your application for admissions consideration, but will require an official copy sent directly from your university upon admission.

Transcripts can be mailed to:

UCLA Anderson MSBA Program 110 Westwood Plaza Suite B201 Box 951481 Los Angeles, CA 90095-1481

Does the MSBA qualify as a STEM program?

Yes, the UCLA Anderson MSBA program qualifies as STEM, which can extend an international student's Optional Practical Training (OPT) by 24 months - for a total of 36 months. OPT is temporary employment for practical training directly related to the student's major area of study. OPT rules may be found here .

Is work experience required before applying to the UCLA Anderson MSBA program

Work experience is not required but it is recommended for admission to the UCLA Anderson MSBA program. It is important for you to assess your own readiness when deciding to apply. Recent college graduates who have exceptional academic records and test scores, as well as strong demonstrated leadership in college, are encouraged to apply to the UCLA Anderson MSBA program. We seek to admit students at different points in their professional lives. Please note that it is not the quantity, but the quality of your experience (and how it fits with your goals) that counts.

What is the expectation of effort at UCLA Anderson MSBA?

High. The Master of Science in Business Analytics program is intersectional in its goals to educate with a cutting-edge research-based curriculum offered by our ladder faculty plus the applied training offered in our technical, industry, and career courses. In combination, UCLA Anderson MSBA courses prepare our graduates to answer questions of strategic importance, often early in their careers. Our recruiters have high expectations of you, and so do we. If you are a hiker who pays attention to the difficulty of your hike in advance, know that this one is hard. You will earn your accolades. We expect a lot of you and expect you to set and adhere to a high standard of excellence and academic integrity along the way.

If you are seeking a quick and easy path to a top tier graduate school diploma, UCLA Anderson MSBA is not the right program for you. If our admissions process is successful, no student will be here “just for the paper/diploma.”  We seek the top leaders, communicators and analysts among a very large pool of applicants. Rise to the opportunity!

Why is academic integrity so important at UCLA Anderson MSBA?

We have been surprised in recent years to find that despite being a degree focused on data integrity and thoughtful and complete analysis, a small percentage of admits have had to learn the hard way that shared work, plagiarism and all other academic integrity violations are a violation of the UCLA Honor Code.

UCLA Anderson MSBA is a challenging program, but it is also a once-in-a-lifetime opportunity to develop a skillset that will pay important dividends for you and those lucky to hire you. Cutting corners is almost always discovered and when it is, it creates a very challenging experience for the student and program. It also results in your falsely offering the marketplace what is in reality an under-developed skillset—which will ultimately be uncovered and damage your career, possibly irreparably.

You will soon represent the integrity of the data as well as the organizations who hire you. Character counts to them and to us   We take integrity seriously and recommend all cases to the University Ombudsman when discovered. If you are seeking a lenient program on issues of cheating, the UCLA Anderson MSBA program is not for you.

• International

Are there quotas for international, in-state or out-of-state students?

No, there is no set quota for any type of student in our class; our aim is to recruit the best qualified students for our program.

Is there a foreign language requirement?

There is no foreign language requirement; only English proficiency is required. This is consistent with all of the graduate degree programs offered by UCLA Anderson School of Management.

I am an international student, can I still apply?

Yes! UCLA Anderson is home to many international students and faculty members. Applicants who do not have U.S. citizenship or permanent residence at the time of applying are considered as international. Please direct all your visa-related inquiries to the Dashew Center for International Students & Scholars website for the most up-to-date information.

International students who have been admitted to the MSBA program will receive an email notification from the Dashew Center. This email will be sent shortly after paying the enrollment deposit and will have instructions on how to request an I-20.

If I am not from the United States or another English-speaking country, do I need to take the TOEFL?

Applicants who hold a bachelor’s or higher degree from a university located in the United States or in another country (e.g., Australia, Barbados, Canada, Ireland, Jamaica, New Zealand, United Kingdom) in which English is both the primary spoken language of daily life and the medium of instruction, or who have completed at least two years of full-time study at such an institution, are exempted from the TOEFL / IELTS requirement. Applicants who were educated in countries where English is not the primary spoken language of daily life are required to take the TOEFL or IELTS, no matter the language used at their school.  This includes applicants with degrees from multi- lingual countries such as India, Nigeria, Pakistan, etc. 

What is the minimum TOEFL/IELTS score that is required?

The overall minimum  required band score on the IELTS is 7.0.

There are two different types of TOEFL tests you may take. The minimum score requirement for each is as follows:

• Internet-based TOEFL (TOEFL iBT) : 87
• Paper-based TOEFL (TOEFL PBT) : 560

Please note    For the  TOEFL iBT , the following are expected passing scores for each section and the minimum total passing score:

• Writing: 25
• Speaking: 24
• Reading: 21
• Listening: 17

Total minimum passing score: 87

Bear in mind that these are  minimum scores , and that few applicants have been admitted with scores below 100 on the iBT, 260 on the TOEFL-CBT, or below 600 on the paper-based version. For more information, visit the  TOEFL web site  or call (609) 771-7100.  TOEFL test scores are valid for two (2) years. To report the TOEFL score to us electronically, you must select institution code 4837 - UCLA ANDERSON SCHL OF MGMT and then choose " Graduate Schools of Management " as the department code.

Can I work while I am in the program?

UCLA Anderson's MSBA Program is a full-time program. Part-time student status is not permitted. Students may work full-time (up to 40 hours per week) during their summer internship the quarter prior to graduation, and may work part-time (up to 20 hours per week) during Winter, Spring, and the final Fall quarter with program approval. Graduate students must maintain a GPA of 3.0 each quarter and cumulatively, prioritizing academics over employment. 

What type of degree does the admissions committee require for domestic and international applicants?

At a minimum, students must satisfy the UCLA Graduate Division admissions requirements:

The general requirement for admission for a U.S. student is a bachelor's degree from a regionally accredited institution, comparable in standard and content to a bachelor's degree from the University of California. A scholastic average of B (3.0 on a 4.0 scale) or better is required (or its equivalent if the letter grade system is not used) —for the last 60 semester units or last 90 quarter units of undergraduate study and in any post-baccalaureate study.

Degrees which are not considered comparable include those granted on the basis of work completed at institutions which are not fully accredited and those granted on the basis of non-academic prior learning, test scores, or other than organized supervised coursework in academic subjects.

An international student whose post-secondary education is completed outside of the U.S. is expected to hold a degree representing completion of at least four years of study with above average scholarship from a university or university-level institution.

Application Deadlines

Application Deadline January 12, 2024

Tentative decision release date  March 8, 2024

Application Deadline March 8, 2024

Tentative decision release date  May 10, 2024

Application Deadline May 10, 2024

Tentative decision release date  July 6, 2024

Application - General

How many letters of recommendation do i need, and by whom should they be written.

Two. It is suggested that letters of recommendation be written by individuals who can evaluate your quantitative skills and your management potential (e.g., professors, employers and managers).

If only two letters of recommendation are required, why is the application system asking for three?

The third recommendation letter is optional. If you do not wish to submit a third recommendation with your application, then enter any (arbitrary) email address and it will be ignored.

Will I need to submit essays for this application? How many essays are required?

Applicants are required to submit three essays as part of the online application to the MSBA program. These application essays help the Admissions Committee become acquainted with applicants as individuals, and they demonstrate an applicant's ability to write concisely and economically.

REQUIRED ESSAYS:

Business analytics requires a combination of mathematical/quantitative abilities and creative thinking. Describe a project you worked on, either as a student or professional, that demonstrates your analytical and creative problem-solving skills. Tell us why this project was interesting to you. (Maximum 750 words)

Statement of purpose: Share academic and professional background, skills, accomplishments; research interests; academic/career goals. Describe why this graduate program is a good fit for you. 

Personal Statement: Personal motivation for applying to UCLA Anderson. Please share any relevant experiences, challenges, or accomplishments.

How much is the application fee?

The non-refundable application fee is $200 for all applicants.

Is there an admission enrollment deposit?

Yes, admitted students who want to reserve a space in the incoming class must complete the Statement of Intent to Register (SIR) and must pay the enrollment fee. This fee is expected to be $2,000 for Fall 2021. This fee is non-refundable and counts as a deposit towards the total program fees.

How much do the letters of recommendation, interview, GMAT/GRE, etc., matter? Do you weigh one more heavily than the others?

Components of an application are not weighted — all of the factors are important aspects of the application and we do a comprehensive review and look at the total application holistically.

What should I do if there is a problem uploading a recommendation letter or the letter writer does not receive a confirmation email?

Please ask the letter writer to send a copy of the letter directly to [email protected] .

Where can I get information about the GRE and GMAT?

Applications for and information concerning the GRE may be obtained by calling 609-771-7670, or by visiting the GRE website . Be sure to send GRE scores to institution school code 2216 . Applications for and information for the GMAT can be found on the GMAT website . The GMAT is a computer-adaptive test (CAT) that is administered three weeks per month, six days per week throughout the year at approximately 400 computer-based testing sites in North America and many other parts of the world. To obtain further information and/or to make testing arrangements, visit the Graduate Management Admission Council website . Our school code to send test results to UCLA Anderson is 2NZ-2F-84.

GMAT: Online testing will continue to be available through December 31. 2020. Nearly 80% of global test centers are open, including almost 100% of centers located in China. However, certain centers will operate at limited capacity to comply with social-distancing rules and new health and safety measures. For more information regarding the online exam format, please visit the following page: https://www.mba.com/exams/gmat-online .

GRE: Online testing will continue to be available through September 30, 2020. The test is identical in format and experience to the physical test. This is a home-based exam monitored by a human proctor online. Eligibility is determined by whether the traditional GRE exam is offered in your location or country. For more information regarding the online exam format, please visit the following page: https://www.ets.org/s/cv/gre/at-home/ .

Do you accept the GMAT Focus Edition?

We are now accepting the GMAT Focus Edition. The minimum score for this test is 665.

We accept valid GMAT scores achieved through either the classic or new Focus edition equally. Scores will be assessed using the percentile tables published by GMAC.

More information on the GMAT Focus Edition can be found at The GMAT Focus Edition Website .

I have a degree from a 3-year program. Will my application be considered?

In general, UCLA requires a degree from a 4-year program or better. However, exceptions can be made for 3-year degrees from universities in Commonwealth countries. As mentioned before, the degree should demonstrate a quantitative background.

Can I check my application status over the telephone or via email?

No, for purposes of confidentiality, we will not give information regarding your application status via telephone or e-mail. You will be able to check your application and admission status through the online application system when it is available.

I received an offer from a competing program with a deadline but I still have not heard from UCLA Anderson. What should I do?

Please send an email letting us know about your deadline and we will try to update the status of your application in time for you to make a decision. In the email, please include a proof of admission to the other program.

Can I submit updates to my application after I have submitted it?

Unfortunately, we do not accept updates to the application once it has been submitted. If you must add information after your application has been submitted, then your application will be moved to a later round for consideration.

What is the difference between statement of purpose and personal statement?

Statement of purpose : Share Academic and professional background, skills, and accomplishments; research interests; academic/career goals. Describe why this graduate program is a good fit for you.

Personal Statement: Personal motivation for applying to UCLA Anderson; share any relevant experiences, challenges, or accomplishments.

Application - Test Scores and GPA

If i take the gmat/gre more than once, will the admissions committee average the scores or take the highest one.

We will see all of your scores but will take your higher score if you take the test twice. If you take the test more than twice, we consider all scores, but will not average them.

Is there an expected GMAT/GRE score or GPA required for admission?

GPA: 3.0+ (on 4.0 scale), or the equivalent of a B average on the undergraduate school’s scale GMAT: 710 overall (above 90%) GRE: Quantitative score of 167 (above 92%)

GMAT Focus Edition: A score of 665

What is the ESLPE for Admitted Applicants?

If you are an admitted applicant who has not met UCLA’s English language requirement , you must, upon arrival at UCLA, take the UCLA English as a Second Language Placement Examination (ESLPE). The ESLPE is an English diagnostic test.

If you achieved a score of 100 or higher on the TOEFL iBT, or 7.5 or higher on the IELTS, the ESLPE requirement is waived !

If you scored below 100 on the TOEFL iBT, or below 7.5 on the IELTS, you must sit for the ESLPE upon arrival at UCLA.  Depending on your results on the ESLPE, you may be required to complete English as a Second Language courses beginning in your first term at UCLA. If English courses are required, you should enroll in them right away, and you should also anticipate spending a longer period of time at the University.

Admission is canceled for those who do not pass the ESLPE .

What do I need to know about TOEFL iBT Home Edition and IELTS Indicator/IELT Online Test Scores?

What you need to know:  

TOEFL iBT Home Edition, IELTS Indicator and IELT Online test scores can count towards UCLA minimum admission requirements for graduate degree programs for the 2023-24 application cycle. 

Application - Work Experience

Application - interview, are interviews part of the application process.

Yes. Interviews are done on an invitation-only basis. The MSBA office will contact you after an application has been submitted if you are invited for an interview.

Financial Aid

Is financial aid available.

Yes. Direct Unsubsidized Loans ($20,500 per academic year) are available. Direct Graduate PLUS and Private Loans (list of lenders used by Anderson students) for amounts in excess of $20,500 are also available. Please see UCOP's Preferred Private Lender List and UC Code of Conduct for Preferred Lender Arrangement . To obtain more information about private loans, please refer to the Private Loan Guide .

For more information and to apply for federal student loans, please submit a FAFSA application: https://studentaid.gov/h/apply-for-aid/fafsa . The school code for UCLA is 001315 .

Private loans ( Prodigy Finance  and Quorum ) for international students (U.S. co-signers not required) are also available. Please be advised that international students may only borrow up to mandatory program charges and health insurance. Aggregate loan limits apply. All international private loans are made by the specific lending institutions and not by the University. For more information, please contact [email protected].

What is the cost of attendance (for financial aid purposes)?

All UCLA Anderson students are assigned a budget for the cost of education, including student charges, living expenses, books and supplies, and more. Typical Housing Costs information is also compiled by UC Office of the President and can give you an idea of housing costs in areas close to UCLA. You may receive fellowships and/or loans up to the amount of your expected budget for the academic year.

1 Budget listed is for one academic year.

2 Students pay program charges each quarter that covers all class enrollments. Program charges listed are above are estimates for the 2023-24 academic year and are subject to change.

Are scholarships available?

Merit scholarships of varied amounts are awarded to students based on the overall strength of their admission application and relative strength in the pool of admits. Awards are made by the UCLA Anderson MSBA Program at the time of admission or at any point during the admissions cycle.

How does Career Services support MSBA students?

In which industries and companies are msba students landing jobs, within which companies does msba career services have its top relationships, where can i find placement data from previous years, what is the salary of a new msba graduate, how hard will i have to work to get an analytics internship or full-time job, how does career services help students during more challenging economic climates, what can i do as a student to help career services help me in my internship/full time search process, do you guarantee placement in an internship or a full-time job in the u.s. or elsewhere, which companies are included in the capstone, the "applied analytics project.", what kind of roles do msba students usually land.

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Does UCLA Require Personal Essay?

Introduction.

The University of California Los Angeles (UCLA) is one of the most prestigious universities in the United States, and it is also one of the most selective. As such, UCLA requires applicants to submit a variety of documents, including a personal essay. The personal essay is an important part of the application process and can be a deciding factor in whether or not an applicant is accepted. In this blog post, we will explore the requirements for a personal essay at UCLA and discuss how it can help applicants stand out from the crowd.

What is a Personal Essay?

A personal essay is a written statement that provides insight into the applicant’s life, experiences, and motivations. It is an opportunity for the applicant to express themselves and showcase their unique personality and interests. The personal essay should be an honest and reflective representation of the applicant’s goals and aspirations.

What is Required in a UCLA Personal Essay?

The University of California Los Angeles requires applicants to submit a personal essay that is no more than two pages in length. The essay should provide insight into the applicant’s personal background, educational goals, and future aspirations. The essay should also demonstrate the applicant’s ability to think critically and express their thoughts in writing.

The essay should be written in the applicant’s own words and should be free of any spelling or grammatical errors. The essay should also be well-structured, with a clear introduction, body, and conclusion.

What Should be Included in a UCLA Personal Essay?

When writing a personal essay for UCLA, applicants should focus on providing insight into their personal background, goals, and aspirations. The essay should provide a comprehensive overview of the applicant’s experiences, interests, and motivations. It should also demonstrate the applicant’s ability to think critically and express their thoughts in writing.

The essay should include information about the applicant’s academic achievements, extracurricular activities, and any other relevant experiences. The essay should also discuss the applicant’s goals and aspirations, including their long-term career goals.

How Can a Personal Essay Help Applicants Stand Out?

A personal essay can help applicants stand out from the crowd by providing insight into their unique background and experiences. The essay is an opportunity for the applicant to showcase their personality and interests, and it can help them stand out from the other applicants.

The essay should also provide insight into the applicant’s academic and professional goals. It should demonstrate the applicant’s ability to think critically and express their thoughts in writing.

The personal essay is a critical component of the application process for the University of California Los Angeles. The essay should provide insight into the applicant’s personal background, educational goals, and future aspirations. It should also demonstrate the applicant’s ability to think critically and express their thoughts in writing. The essay should be written in the applicant’s own words and should be free of any spelling or grammatical errors. A well-written personal essay can help applicants stand out from the crowd and increase their chances of being accepted to UCLA.”

Meet UCLA medical school 'fat pride' staffer with a compulsory class

Posted: April 26, 2024 | Last updated: April 26, 2024

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Kirsten Fleming

‘fat liberation,’ decolonization rants and pro-palestinian chants have no place in medical school.

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The honchos at this medical school need a check-up from the neck up.

The David Geffen School of Medicine at UCLA should be tasked with educating the great doctors of tomorrow. But, according to a slew of recent reports, they’re more interested in churning out an army of social justice warriors with stethoscopes.

First-year medical students are required to take a “Structural Racism and Health Equity” course, implemented as antiracist atonement programming in the wake of George Floyd’s 2020 death. By most accounts, it’s unnecessarily feeding a cancer of wokeness.

Earlier this month, students were forced to listen to Lisa “Tiny” Gray-Garcia , a pro Hamas speaker who led the class in chants of “Free, free Palestine,” called modern medicine “white science” and demanded they pray to “Mama Earth.”

There are lessons on “decolonization” and “climate activism.” There used to be a class exercise that divided students into racial groups, but that was canceled in January after a civil rights complaint.

The latest revelation about the course syllabus, however, takes the cake — and it’s a multi-tiered concoction frosted with radical and unscientific proclamations about obesity and health.

According to the Washington Free Beacon , Geffen students are required to read “No Health, No Care: The Big Fat Loophole in the Hippocratic Oath,” an essay by Marquisele Mercedes. A self-proclaimed “fat liberationist,” Mercedes believes obesity is a slur “used to exact violence on fat people” — specifically, “Black, disabled, trans, poor fat people”

“Fatphobia,” she writes, “is medicine’s status quo.”

The essay — which begins with an unsatisfactory medical experience Mercedes says she had as a 13-year-old visiting a slim, white, blonde doctor — is a self-centered, indulgent rant from a proudly overweight academic simply trying to justify her own size.

It’s also a nonsensical ode to victimhood that force feeds the reader a smorgasbord of intersectionality terms and traces the “origins of fatphobia” to white European Enlightenment philosophers.

And how quaint to picture it: Jean-Jacques Rouseau fat-shaming a female dinner guest, making loud pig noises as she takes a bite of her second helping of bread.

But there’s more. Mercedes makes many dubious claims — calling the relationship between weight and health “muddy” and claiming “it is proven that weight loss is a useless, hopeless endeavor.”

We know that everyone’s bodies are different and weight loss can be affected by a myriad of issues, including genetics and underlying medical problems. We’re constantly learning new lessons about trimming fat — but none of them say, “Don’t, if you’re obese.”

But take it from Jeffrey Flier, the former dean of Harvard Medical School Flier, who said the course “promotes extensive and dangerous misinformation.”

“This is a profoundly misguided view of obesity, a complex medical disorder with major adverse health consequences for all racial and ethnic groups,” Flier told the Washington Free Beacon. He added that teaching these “ignorant” ideas to medical students is nothing less than “malpractice.”

Flier said: “[UCLA] has centered this required course on a socialist/Marxist ideology that is totally inappropriate. As a longstanding medical educator, I found this course truly shocking.”

Personally , I want a doctor who is going to call balls and strikes — and who isn’t petrified of having difficult conversations about how lifestyle choices may be affecting overall health.

Not someone who was indoctrinated by the high priestess of fatness or a person who turned corpulence into a new religion.

This essay belongs at a spoken-word open-mic night —  not in a medical school tasked with sending competent doctors into the world.

If they don’t trim the fat from this storied institution, a UCLA medical degree will become patient repellent. Run if you see it hanging on a doc’s wall.

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At USC, arrests. At UCLA, hands off. Why pro-Palestinian protests have not blown up on UC campuses

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At USC, Los Angeles police officers in riot gear swarmed the campus, arresting 93 pro-Palestinian protesters and clearing their tent encampment.

Across town at UCLA, scores of Palestinian supporters set up about 20 tents, created a perimeter around their “Palestine Solidarity Encampment” and peacefully protested day and night — all without arrests, suspensions or intervention by campus staff, who watched from the sidelines. Private security guards with bikes separated the pro-Palestinian group from Israel supporters, and UCLA eventually added metal barricades after counter-protesters repeatedly tried to breach the encampment and in at least one case witnessed by The Times entered and shoved a woman to the ground.

The scenes this week illustrate starkly different responses to campus protests, which are sweeping the country as students at more than 20 colleges and universities have launched encampments, demonstrations and other actions to express solidarity with Palestinians, urge an end to Israel’s military operations in Gaza and demand divestment from firms that do business with Israel.

USC — along with other private institutions such as Columbia and Pomona — cracked down on violations of campus rules with police force and student arrests.

In the public University of California system, by contrast, UCLA, UC Berkeley and UC Santa Barbara have used a far lighter hand, tolerating students who flouted bans on overnight camping and other rules as long as they remained peaceful and did not impede campus operations or interfere with teaching and learning.

Part of the difference is rooted in the legal requirement for public universities to honor the 1st Amendment, which does not apply to private institutions. But not all public campuses have refrained from an aggressive response. The University of Texas at Austin, for instance, sent in armed state troopers who arrested more than 50 people this week for staging what witnesses said was a peaceful protest. The university president, defending his response as a legitimate action to maintain campus order, is facing a faculty vote of no confidence.

The more permissive UC response has been shaped by decades of experience with high-profile protests and in particular the 2011 uproar at UC Davis, where campus police pepper-sprayed students who were peacefully protesting economic and social inequality during the Occupy movement. Video of the incident went viral, and the widely condemned police actions resulted in the firing of at least one officer, a $1-million legal settlement with the student demonstrators and a UC systemwide review and report on how best to handle campus protests.

The report, noting the need to balance 1st Amendment rights with campus safety and security, made 49 recommendations, placing communication and dialogue as a “cornerstone” of responses, with police force used as the very last resort. In a key underlying principle, the report called for “a substantial shift away from a mindset that has been focused primarily on the maintenance of order and adherence to rules and regulations to a more open and communicative attitude.”

“What’s so bad about students pitching tents on a green? That doesn’t threaten the core teaching and research mission,” said Christopher Edley Jr., a UC Berkeley law professor who co-authored the report. “It’s messy and appears to create turmoil, but ... you’re dealing with a large community of 20-year-olds who we expect to be passionate and who we know are collecting experiences as well as knowledge. It’s incumbent on us to be as tolerant as possible without compromising fundamentals.”

Even some sharp critics of pro-Palestinian protests, which they see as antisemitic, have refrained from calling for an end to the encampments. Assemblymember Rick Chavez Zbur (D-Los Angeles), whose district includes the UCLA campus, said he was “appalled and disgusted” by calls to destroy Israel and praise for the Hamas militant group and believes UC officials are not doing enough to safeguard Jewish students. But he said he supports the rights to free speech, to peacefully assemble and to protest, and would continue to fight for their protection “no matter how strongly I may disagree.”

UC Davis Police Chief Joseph Farrow, who chairs the UC Council of Police Chiefs, said campuses generally favor a lenient approach to protests, including encampments, within reason.

“If people are gathering peacefully and in an area not doing harm or disrupting operations, universities will probably let that go,” he said.

By contrast, USC senior administrators directed their campus security officers to clamp down on violations of its rules against overnight camping, said Assistant Chief David Carlisle of the Department of Public Safety. He said his team, which numbered about 25 officers, warned students against camping and moved in to remove tents and sleeping bags when their orders to do so were ignored. He said the crowd became “hostile,” so campus authorities decided to call in the LAPD, which deployed nearly 100 officers and made the arrests.

USC is now allowing students to stay outside overnight as they continue their protests — but not in tents. Carlisle said the difference is that they are not violating bans on overnight camping.

“When it becomes clear that they are intending to set up a tent city, that would violate university policies,” he said.

USC President Carol Folt defended her decision in a message to the USC community Friday.

“This week, Alumni Park became unsafe. No one wants to have people arrested on their campus. Ever,” she wrote. “But, when long-standing safety policies are flagrantly violated, buildings vandalized, DPS directives repeatedly ignored, threatening language shouted, people assaulted, and access to critical academic buildings blocked, we must act immediately to protect our community.”

But many USC students and faculty members condemned the university’s decision to call in LAPD officers, saying their presence escalated tensions. One Palestinian American student, who did not want to be named due to safety concerns, said the aggressive actions of police and campus security were unexpected and unwelcome but “nothing compared to a genocide, to occupation, to apartheid” which she said Palestinians are suffering.

Former UC Santa Cruz Chancellor George Blumenthal said that decisions over how to respond to campus protests aren’t easy. At least a few times a year, he said, he tussled with the tricky issue of what to do when student protests blocked the only two entries to campus. He generally allowed them to shut down the campus for a day, despite backlash from some “furious” faculty who wanted him to more quickly restore access. Then he got more criticism when he did call in police to reopen the campus.

“It’s easy to overreact too quickly,” he said. “When you bring in police and start arresting students, there is definitely an aftermath.”

In a newly issued open letter, more than 540 faculty and staff across all nine UC undergraduate campuses expressed support for students who nonviolently demonstrate, saying the right to do so needed “active protection” after Columbia University leaders called in New York police to arrest more than 100 peaceful student protesters, suspended them from courses and evicted them from campus housing. The letter called out UC’s own controversial history involving protests, including the pepper-spray incident, the 2015 arrest of UC Santa Cruz students protesting tuition hikes and the 2020 firing of graduate student workers involved in a wildcat strike.

“Arresting or punishing students who protest peacefully and nonviolently on our campuses is antithetical to our university’s highest ideals of learning and scholarship and violates our university’s fundamental values of decency and respect,” the letter said. “Especially during difficult moments of intense political contestation, it is essential that all members of our university community respect each other and not engage in authoritarian power plays.”

UC’s more tolerant approach played out at the three campuses where students staged protests this week.

At UC Berkeley, nearly 100 tents remained up in the “Free Palestine Camp” by Sproul Hall, the historic home of the campus’ free speech movement. With the last day of instruction Friday and finals starting after that, the campus is prioritizing the academic interests of students, said Dan Mogulof, assistant vice chancellor for executive communications.

He said the campus has refused demands to shut down the encampment, along with a two-month protest at Sather Gate, to honor the right to engage in nonviolent political activities. Students have complied with campus directives to take down signs hanging on the gate but have needed repeated reminders against using amplified sounds. Last month, Chancellor Carol Christ decided to post monitors at the gate to reduce conflict after receiving complaints about the activities there.

“We’re dealing with these protests in the exact same way we have dealt with nonviolent political protests in the past and that is in line with the UC systemwide standard that instructs us not to request law enforcement involvement preemptively and only when there is a direct threat to the physical safety of the campus community,” Mogulof said. “We’ve seen at our own campus and others that calling in law enforcement can have unintended consequences.”

Berkeley’s measured response, while criticized by some, has been praised by others on both sides. In a social media post, the Jewish Community Relations Council Bay Area affirmed the protesters’ right to free speech even though their words were “abhorrent” and said UC Berkeley administrators were “committed to ensuring Jewish safety and participation in campus life.”

Hundreds of UC Santa Barbara students completed a daylong occupation of the student resources building without mishap this week. The event featured workshops, art projects and other actions to express solidarity with Palestinians, call for a cease-fire and demand an end to Israel-related investments. No encampment was set up.

Bishnupriya Ghosh, a professor of English and global studies and member of Academics for Justice in Palestine, credited collaboration and communication for the peaceful outcome, including regular discussions with Chancellor Henry Yang and other senior leaders.

The campus response “has not been draconian at all because of open channels of communication to administration, which have been very productive,” Ghosh said.

UCLA’s response to the protest activities also drew mostly favorable reviews. Saree Makdisi, an English professor of Palestinian heritage, said he appreciated the respectful tone of the Bruin Alert that went out Thursday, announcing that the school would “support a safe and peaceful campus environment that respects our community’s right to free expression while minimizing disruption to our teaching and learning mission.” He said he only wished UCLA had acted earlier to set up barricades around the encampment to protect those inside from what he said was physical and verbal aggression from Israel supporters who appeared not to be students but outsiders.

Edley, the UC Berkeley law professor, said his biggest critique of the overall campus response was a failure to more creatively use the moment to help deepen understanding of the fraught, complex and contested history of the conflict. Faculty might have bought space in student newspapers, for instance, to publish essays from all perspectives “in a vigorous search for shared truth.”

“This is a great university, and the opportunity to deeply inform students about this problem is profoundly important,” he said. “So I hate to see it reduced to a problem of law and order.”

Times staff writers Jaclyn Cosgrove and Angie Orellana Hernandez contributed to this report.

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April 26, 2024

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Teresa Watanabe covers education for the Los Angeles Times. Since joining the Times in 1989, she has covered immigration, ethnic communities, religion, Pacific Rim business and served as Tokyo correspondent and bureau chief. She also covered Asia, national affairs and state government for the San Jose Mercury News and wrote editorials for the Los Angeles Herald Examiner. A Seattle native, she graduated from USC in journalism and in East Asian languages and culture.

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Just News from Center X – April 26, 2024

Just News from Center X is a free weekly news blast about equitable public education. Please share and encourage colleagues and friends to subscribe.

Teaching, Leading, and Social Justice

The story of one child living in gaza [audio].

Rob Schmitz, Anas Baba, Greg Dixon, NPR

As Israel’s war against Hamas continues, children in Gaza are suffering. According to the United Nations, more than 25,000 children have been killed or injured since October. That’s one child every ten minutes. We hear about one of those children, a twelve year-old boy injured in Gaza.

Schools try to balance freedom of speech and security during student protests [AUDIO]

Sequoia Carrillo, NPR

Schools weigh freedom of speech and safety risks as nationwide protests pop up on college campuses over the Israel-Hamas conflict.

Biden Administration Releases Revised Title IX Rules

Zach Montague and Erica L. Green, New York Times

The Biden administration issued new rules on Friday cementing protections for L.G.B.T.Q. students under federal law and reversing a number of Trump-era policies that dictated how schools should respond to cases of alleged sexual misconduct in K-12 schools and college campuses. The new rules, which take effect on Aug. 1, effectively broadened the scope of Title IX, the 1972 law prohibiting sex discrimination in educational programs that receive federal funding. They extend the law’s reach to prohibit discrimination and harassment based on sexual orientation and gender identity, and widen the range of sexual harassment complaints that schools will be responsible for investigating.

Language, Culture, and Power

Without expanded daca protections, undocumented students are being left behind.

Lajward Zahra, The Nation

At age 15, Luis came to the United States from Veracruz, Mexico. Today, he’s a 22-year-old senior at Rice University, studying math and planning to go to graduate school next fall. His grandparents are US citizens, and his mom has applied for a green card. Since Luis was brought into the US as a minor, you might think he qualifies for Deferred Action for Childhood Arrivals (DACA), which shields young adults who arrived in the US as children from being deported, offering them work authorization along with temporary and renewable legal status. “I checked all the boxes, except for one,” said Luis, “which is that you have to have been here since 2007.”

Undocumented students at U.S. public schools targeted by efforts to overturn Supreme Court case [AUDIO]

The Heritage Foundation, a conservative think tank, is launching a strategy to overturn a landmark Supreme Court decision that protects the right of undocumented students to attend public school.

Norwalk 3rd grader wins national essay contest: ‘Being bilingual is my superpower’

Kalleen Rose Ozanic, The Hour

Just two years after immigrating to the United States with her family, a Silvermine Dual Language Magnet School third grader won a national essay contest — while writing in her second language. Reisli Sofia Maldonado Quintero, 8, submitted an essay to the National Association For Bilingual Education for its 2024 “Being Bilingual” Student Essay Contest last fall. She was among the younger students to enter in the contest’s third through fifth grade category. She was honored at a Board of Education meeting last month with her family, teachers and Silvermine Principal Yesenia Paredes in attendance.

Whole Children and Strong Communities

New guidelines limit added sugars in school meals for the first time.

Jonel Aleccia, Time Magazine

The nation’s school meals will get a makeover under new nutrition standards that limit added sugars for the first time, the U.S. Department of Agriculture announced Wednesday. The final rule also trims sodium in kids’ meals, although not by the 30% first proposed in 2023. And it continues to allow flavored milks — such as chocolate milk — with less sugar, rather than adopting an option that would have offered only unflavored milk to the youngest kids. The aim is to improve nutrition and align with U.S. dietary guidelines in the program that provides breakfasts to more than 15 million students and lunches to nearly 30 million students every day at a cost of about $22.6 billion per year.

Spurred by Teen Girls, States Move to Ban Deepfake Nudes

Natasha Singer, NY Times

Caroline Mullet, a ninth grader at Issaquah High School near Seattle, went to her first homecoming dance last fall, a James Bond-themed bash with blackjack tables attended by hundreds of girls dressed up in party frocks. A few weeks later, she and other female students learned that a male classmate was circulating fake nude images of girls who had attended the dance, sexually explicit pictures that he had fabricated using an artificial intelligence app designed to automatically “strip” clothed photos of real girls and women. Ms. Mullet, 15, alerted her father, Mark, a Democratic Washington State senator.

Birdie’s Bookmobile spreads joy of reading to Detroit children

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Inside classroom 148, a gleeful Alyce Hartman was telling the tale of three musicians: a squirrel cradling a guitar, a grizzly bear plucking a bass, and a chicken strumming a banjo. Hartman’s voice rippled like a wave as she read the picture book “I’m Sticking with You-and the Chicken Too!” by Smriti Prasadam-Halls, an author of South Indian heritage. Twenty-five second graders at Voyageur Academy sat on the floor listening, invested in the plot with every turn of the page. In the end, the talking animals formed a friendship. “We make our own music. We’ve nothing to prove. We do our own thing, and find our own groove,” read Hartman, like the storyteller her mother and the gauntlet of children’s theater taught her to be.

Access, Assessment, Advancement

California is rolling out free preschool. that hasn’t solved challenges around child care.

Cheyanne Mumphrey, AP News

A year before I-Ting Quinn’s son was old enough for kindergarten, she and her husband had the option to enroll him in “transitional kindergarten,” a program offered for free by California elementary schools for some 4-year-olds. Instead, they kept their son, Ethan, in a private day care center in Concord, California, at a cost of $400 a week. Transitional kindergarten’s academic emphasis was appealing, but Ethan would have been in a half-day program, and options for afterschool child care were limited. And for two parents with hectic work schedules in the hospitality industry, there was the convenience of having Ethan and his younger brother at the same day care, with a single stop for morning drop-off and evening pickup.

Paying for College: How Do Students’ Views Differ by Social Class?

Money means different things to different people in different contexts. A recent study explores this reality as it pertains to paying for higher education. An article about the study, which was conducted by Saralyn McKinnon-Crowley of Baylor University, Ashli Duncan-Buchanan of The University of Texas at Austin, Eliza Epstein of The University of Texas at Austin, NEPC Fellow Huriya Jabbar of the University of Southern California, and Lauren Schudde of The University of Texas at Austin, was published in October in the peer-reviewed journal, Education Policy Analysis Archives. The researchers drew upon interviews with 56 Texas community college students who had indicated they planned to transfer to a four-year school in the next 12 months. The students’ socioeconomic backgrounds varied, ranging from working-class and lower-middle-class students whose parents typically did not have college degrees to upper-middle-class students whose parents had typically graduated from four-year schools.

UC Pledged To Let Undocumented Students Get Jobs, Then Changed Course. What Happened, And What’s Next [Audio]

Adolfo Guzman-Lopez, LAist

State policymakers and the leaders of the state’s marquee public university system have each expressed support in recent months for opening campus jobs to students who are undocumented.

But conflict over how to create such a policy — and not end up in a legal battle with the federal government — has set the stage for a power struggle. It started when the University of California regents approved a groundbreaking proposal nearly a year ago to open campus jobs to their undocumented students. Then, in January, they voted against opening those jobs.

Inequality, Poverty, Segregation

Oral history offers a model for how schools can introduce students to complex topics.

Sarah D. Sparks, Education Week

As historian David McCullough said, history is the study of who we are and why we are the way we are. That’s why teachers in the Memphis-Shelby County public schools, as racially isolated now as they were when the U.S. Supreme Court outlawed school segregation, have launched a curriculum to introduce their students to the 13 children who helped integrate these Tennessee city schools in 1961. Memphis-Shelby County teachers, researchers from the University of Memphis, and the local Memphis 13 Foundation worked with seven of the 10 surviving members of the Memphis 13—a group of Black 1st graders who peacefully enrolled in four all-white schools at the height of the civil rights era—to develop teacher training, lesson plans, and oral history activities for elementary students.

Gifted and Talented Programs Benefit White Students Disproportionately

Tracie McMillan, Teen Vogue

I still remember the the first time I heard about “gifted” kids. I was fifteen, and taking part in a summer program for “gifted” Michigan high school students. Most of my classmates in the program had been “gifted” their whole lives. It was my first time, though. I went to school in a rural, low-income district without the funding to run gifted programs. Being gifted, I figured, usually took money—and I was proud to have earned that title without it. I thought about that a lot when I began reporting the story of two millennial sisters, who I call Lindsey and Maryann, from Hattiesburg, Mississippi. I went there to study how the re-segregation of America’s public schools, which began in the late 1980s, played out by the 2010s. I was shocked to find a holdover pattern of segregation alive and well: The school’s gifted and talented program.

Chicago’s low-income families of students with disabilities eligible for new $500 grants

Reema Amin, Chalkbeat Chicago

The city of Chicago is using pandemic relief money to offer $500 grants to students with disabilities who come from low-income families, Mayor Brandon Johnson announced Tuesday. Families need to apply for the one-time grants, which will be awarded to up to 8,000 people. The Mayor’s Office for People with Disabilities is partnering with Ada S. McKinley Community Services to distribute $5 million through the new Diverse Learners Recovery Fund, supported by American Rescue Plan dollars, which the federal government distributed to help cities and states recover from the pandemic. Chicago received nearly $1.9 billion in those funds, which must be allocated for spending by December 2024, according to the city.

Democracy and the Public Interest

Chicago student group hosts ‘peace talk’ forums for conversations on israel and gaza.

Lyndsay Eanet, Chalkbeat Chicago

“When you think of the Israeli-Palestinian conflict, what feelings come up?” A dozen Lincoln Park High School students, most of them Jewish or Arab American, pondered the questions and attempted to sum up months of intense emotion in just one word. The students wrote their answers on a piece of paper, which they crumpled into a ball and tossed into a bowl. Then they took turns reading each other’s emotions. Nearly all had written the same words. Angry. Frustrated. “We broke down those emotions,” said Intisar Alkhatib, a student organizer at Lincoln Park, describing the scene on March 22.

Schools and democracy, Art dependence, Right to repair [Audio]

Central Time, Wisconsin Public Radio

Schools and democracy, Art dependence, Right to repair

Wisconsin and the nation have seen heated confrontations at school board meetings over high-profile issues in recent years. The authors of a new book say there’s a better way for schools and their communities to interact–by bringing the public into the decision-making process more and earlier. They make the case for an “Open System” for schools.

Buenos Aires: Thousands protest against education cuts

Argentina’s President, Javier Milei, came to office in 2023 after vowing to take a chainsaw to public spending. He’s tried to justify the cuts by calling state-run universities centres of socialist indoctrination. But top universities are struggling, with one warning that it could be forced to shut down. Ricardo Gelpi, rector of the University of Buenos Aires, says that the institution may have to close within three months unless it receives more funding. The right-wing government has kept university funding this year at the same level as in 2023, despite inflation reducing the real value of the budget by as much as 80%.

Other News of Note

Columbia’s 1968 protests were also marked by arrests.

Maham Javaid, Washington Post

At first, the protest at Columbia University had a “carnivalesque quality,” with a student band playing music and balloons floating about as the university was brought to a shutdown. But as the week drew on, tensions rose. A dean was briefly taken hostage. Students protested the United States’ role in Vietnam and university policies they considered racist. They seized five buildings, according to the student publication Barnard Magazine. Water, electricity and telephone lines were cut off from the buildings. Early on the morning of April 30, 1968, about 1,000 officers from the New York City Tactical Patrol Force, called in by Columbia President Grayson L. Kirk, poured onto the campus.

Illusions of Safety:  On freedom from policing

Mariame Kaba, The Baffler

We’re in the midst of yet another bipartisan crime panic. Democratic mayors in San Francisco, Chicago, D.C., Atlanta, and New York City are loudly demanding “law and order” while President Joe Biden calls for one hundred thousand more police officers on the streets. On the right, Republicans stoke conspiracy theories about a border crisis in which immigrants are flooding the nation with drugs, diseases, and, of course, crime. Across the political spectrum, lawmakers urge us to be afraid of strangers, of our neighbors, and of each other. The drumbeat of fear is hyperbolic and manipulative. It’s effective, though, because most of the people who live in the United States do not feel safe most of the time. By all reasonable measures, ours is a violent and dangerous society.

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Opinion | NPR whistleblower highlights everything wrong…

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Opinion | NPR whistleblower highlights everything wrong with journalism today

As a career broadcaster and journalist, I’ve always believed honesty wins a reader’s or viewer’s trust. Honesty may require confessing errors or reporting inconvenient truths. I am an unapologetic conservative. But I will never allow my political leanings to compromise my journalism. Edward R. Murrow is my model.

As polarizing Trumpian politics was born, journalism took a hit on both sides. Opposition to former President Donald Trump found expression in highlighting the allegations of Trump’s collusion with Russia but burying the conclusion that evidence disproved the allegations. Support for Trump found expression in giving prime time to hallucinatory claims of electoral fraud while ignoring 61 court decisions proving the contrary and the volumes of discovery that poured forth in Dominion Voting Systems’ defamation suit against Fox News that resulted in a staggering settlement.

The media is now suspect across the board — megaphones for liberal or conservative biases.

A lengthy article in The Free Press by Uri Berliner, a senior business editor at taxpayer-funded news outlet National Public Radio, highlights the evil. Berliner, who was suspended after 25 years at NPR following the article, resigned in a letter to NPR’s CEO, Katherine Maher. “I am resigning from NPR, a great American institution where I have worked for 25 years,” Berliner explained. “I don’t support calls to defund NPR. I respect the integrity of my colleagues and wish for NPR to thrive and do important journalism. But I cannot work in a newsroom where I am disparaged by a new CEO whose divisive views confirm the very problems at NPR I cite in my Free Press essay.”

Berliner’s article elaborates on NPR’s unusual reliance on Rep. Adam Schiff (D-Calif.), Trump’s greatest foe at the time of the Russian collusion investigation, as a major source for their reporting on the issue. Berliner counts around 25 Schiff interviews and laments, “But when the Mueller report found no credible evidence of collusion, NPR’s coverage was notably sparse. Russiagate quietly faded from our programming.”

The Hunter Biden laptop reveals a similar NPR bias. It contained credible evidence of Biden family influence peddling that was dismissed as Russian disinformation by relying on Biden intelligence poodles. NPR fumbled. It did no independent verification. As Berliner states, “During a meeting with colleagues, I listened as one of NPR’s best and most fair-minded journalists said it was good we weren’t following the laptop story because it could help Trump.”

Journalistic malpractice, whether about Russiagate, concocted claims of electoral fraud, COVID-19 or Hunter Biden’s laptop, is epidemic. Speak no evil, see no evil, hear no evil about anything disturbing to a journalist’s liberal or conservative dogmas.

Newsrooms today have been weaponized to advance a partisan political agenda through propaganda. What ever happened to Sgt. Joe Friday in Dragnet? “Just the facts, ma’am.”

Journalists were once a proud few who fought back against tyranny and government lies. Now they have become party political agents ready to be summoned into service at a moment’s notice.

Armstrong Williams is manager/sole owner of Howard Stirk Holdings I & II Broadcast Television Stations and the 2016 Multicultural Media Broadcast Owner of the year.

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