When to Apply
Applicants are urged to submit applications between October 1 and March 15, although later applications will be considered. So long as space remains in the incoming class, Tulane continues to receive and process applications and to make offers of admission. Although Tulane does not have a firm application deadline, very late applications may be disadvantaged in the admission process.
Beginning in November, complete applications are reviewed, but not necessarily in the order in which they were received. Most admission decisions are made and announced between December 1 and April 1, but files are reviewed and additional decisions made until the class is filled. Decisions may be deferred on some applications until late spring. Some applicants may be placed on a waiting list and offered a place in the class if one becomes available during the summer prior to the first day of class.
Candidates accepted before March 15 are not required to make a commitment to enroll before April 15. Candidates offered admission through the regular admission process after March 15 are given a minimum of two weeks within which to make a decision. A second commitment deposit is due on June 1 (or the first Monday thereafter, if June 1 falls on a Saturday or Sunday).
Application Review
Every complete application is read in its entirety, and all information an applicant or her recommenders provide to the Committee on Admission is taken into account.
We look closely at candidates' LSAT scores and undergraduate grade point averages; these tend, in combination, to predict success in the first year at Tulane. In addition, we review each candidate's personal statement, descriptions of work and other activities in and out of college, letters of recommendation (encouraged, but not required), and all other information brought to our attention.
We want individuals who will contribute unique perspectives to the law school educational experience and, therefore, we seek a diverse a group of students. This commitment is reflected in the substantial number of minorities, women, older students, and students from unusual backgrounds represented in the student body, as well as broad geographical and undergraduate school representation.
