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As systematic inequities in higher education and society have been brought tothe forefront, graduate programs are interested in increasing the diversity oftheir applicants and enrollees. Yet, structures in place to evaluate applicantsmay not support such aims. One potential solution to support those aims isrubric-based holistic review. Starting in 2018, our physics departmentimplemented a rubric-based holistic review process for all applicants to ourgraduate program. The rubric assessed applicants on 18 metrics covering theirgrades, test scores, research experiences, noncognitive competencies, and fitwith the program. We then compared faculty's ratings of applicants by admissionstatus, sex, and undergraduate program over a three-year period. We find thatthe rubric scores show statistically significant differences between admittedand non-admitted students as hoped and that statistically significantdifferences based on sex or undergraduate program aligned with knowndisparities in GRE scores and service work expectations. Our results thensuggest rubric-based holistic review as a possible route to making graduateadmissions in physics more equitable.

Rubric-based holistic review: a promising route to equitable graduate admissions in physics