Masters Admissions

Application Evaluation Criteria for ETAP Masters Degree

In addition to the GPA, appropriate test scores, deficiencies in the major, and/or performance in course previously taken in the School of Education, the following holistic scoring rubric is applied to a review of the applicant's entire dossier, including transcripts, letters of recommendation (from former professors only) and personal statement.

Breadth/Depth of Preparation:

An applicant whose previous academic experiences provide a strong foundation for the academic program to which they are applying. A high-scoring applicant would show considerable coursework in related areas, either in depth in a single relevant field or spread across a range of relevant fields of study.

Writing Skills: An applicant's ability to express herself or himself in writing. This is based primarily on the personal statement, but also on other pieces of supporting evidence, such as letters of recommendation or course work. A strong applicant is one who effectively communicates in writing.


Academic Performance: Reflects a composite of the applicant's prior academic work, based primarily on a review of previous transcripts and overall GPA. Other measures may also be considered such as GPA in the applicant's major, GRE scores, or other evidence provided.


Enthusiasm for Education: The applicant believes in the possibility of making a lasting impact on student learning and conveys optimism about the future prospects of education. Student shows genuine interest in working education-related endeavors.


Enthusiasm for Subject Area: The applicant demonstrates a desire to share enthusiasm for the particular content area with the next generation and maintains the belief that students become interested in the content area if teachers are enthusiastic about that area.


Enthusiasm for Graduate Study: The applicant demonstrates an interest in learning and in inquiry and sees the conceptual interrelationship among theory, research and practice in education.


Potential Fit: The question of potential fit of interests and goals with the academic program is applied to the applicant's dossier and measures the degree to which the student's stated and implied goals and interest can be adequately addressed by the courses and other experiences in the program to which they are applying. A strong fit, for example, would be reflected by a student whose interests closely correspond to sequences of courses, pre-practicums, and field experiences commonly taken by students in the program. A weak fit would be represented by a student whose interests are not closely addressed by courses and related experiences in the program.