Overall Rating Gold - expired
Overall Score 66.97
Liaison Teddy Lhoutellier
Submission Date March 13, 2019
Executive Letter Download

STARS v2.1

University of Miami
PA-7: Affordability and Access

Status Score Responsible Party
Complete 3.59 / 4.00 Teddy Lhoutellier
Sustainability Manager
Environmental Health and Safety
"---" indicates that no data was submitted for this field

Does the institution have policies and programs to make it accessible and affordable to low-income students?:

A brief description of any policies and programs to minimize the cost of attendance for low-income students:

UM has debt-reduction programs and support for financial literacy program


A brief description of any programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds:

The Access with Excellence's initiative equip the institution's faculty and staff with tools to better serve students of low-income backgrounds


A brief description of the institution’s programs to guide and prepare students and families from low-income backgrounds for higher education:

UM Admissions Clinics for students, parents and school counselors targeting audiences including 9th and 10th grade students to provide knowledge on the UM application progess and available financial assistance.

A brief description of the institution's scholarships for low-income students:
A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

Access to an excellent UM education precedes admission and is a responsibility shared among staff and faculty. The recruitment process includes identifying resources to reduce or remove financial obstacles to admission, while recognizing that definitions for financial need vary across student populations.


The President's Enrollment Fellows program honors current students and proactively engages them in building and maintaining relationships with potential new students with a goal of increasing yield.

A brief description of the institution’s other policies or programs to make the institution accessible and affordable to low-income students:

Support for success program offers extra support for students who need it to navigate the opportunities to succeed.


Does the institution have policies and programs to support non-traditional students?:

A brief description of the institution’s scholarships provided specifically for part-time students:
A brief description of the institution’s on-site child care facility, partnership with a local facility, and/or subsidies or financial support to help meet the child care needs of students:

The UM Canterbury Preschools, which are accredited by the National Association of Education of Young Children, are nonprofit campus children's centers committed to providing high-quality child care and excellent early childhood educational programs for young children from 2 months to 5 years old.

A brief description of the institution’s other policies and programs to support non-traditional students:
Does the institution wish to pursue Part 2 of this credit (tracking accessibility and affordability)? (If data is not available, select 'No'):

The percentage of entering students that are low-income (0-100):

The graduation/success rate for low-income students (0-100):

On average, the percentage of need that was met for students who were awarded any need-based aid (e.g. as reported to the U.S. Common Data Set initiative, item H2) (0-100):

The percentage of students graduating with no interest-bearing student loan debt or for whom no out-of-pocket tuition is required (i.e. the percentage of graduates who have not taken out interest-bearing loans) (0-100):

Estimated percentage of students that participate in or directly benefit from the institution’s policies and programs to support low-income and non-traditional students (0-100):

The website URL where information about the programs or initiatives is available:

Additional documentation to support the submission:

Data source(s) and notes about the submission:

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution or simply email your inquiry to stars@aashe.org.