What Kind of University It Is and Where It Is Located
The University of Texas at Austin is classified by the Carnegie system—the way the country organizes universities according to what they do—among doctoral institutions with the highest level of research activity. The same system also places it in its most selective admissions group.
It is a four-year public university, and its highest reported level of academic offering is the doctorate. That is an institutional fact: it does not tell you whether the specific major your child is interested in extends to that level, or whether undergraduate and graduate study are connected within that major. That must be verified program by program.
It is in Austin, Texas, in Travis County, in a principal city with more than 250,000 residents, within the Austin-Round Rock-San Marcos metropolitan area. That does not tell you whether the campus is downtown or what life nearby is like. If your child were considering living at home and commuting every day, the advice is simple and practical: drive the route yourself on a weekday, at the exact time your child would have class. The actual travel time is almost never what the map says.
Carnegie also describes it as a large, “primarily nonresidential” institution. That label applies when fewer than one in four undergraduate students live in institution-provided housing, or when fewer than half attend full time. The data does not clarify which of the two conditions was met, and it also does not mean that dormitories do not exist—in fact, as you will see later, they do.
One more thing before continuing: The University of Texas at Austin is not registered as a historically Black college or university, a tribal college or university, or a land-grant institution. Of the 3,012 universities in this directory, 138 have at least one of those three designations; this one is not among them. That tells you nothing about which communities it serves today, how many Latino students there are, or how your child would feel on that campus. Those questions are answered by talking with the school, not by reading a checkbox.
The Size of the Community Your Child Would Join
Here is a number worth emphasizing: 28 out of every 100 undergraduate students at The University of Texas at Austin are Hispanic or Latino. That is one in four, or more. Compared with the 519 selective-admission, four-year public schools in this same census that reported the data, it falls in the top quarter: three out of four of those schools reported an equal or lower proportion. If your child is Latino, being Latino would not be the exception on this campus.
But a high percentage of Latino students is not the same as support for Latino students. The data counts how many there are, not whether counseling is available in Spanish, whether dedicated tutoring exists, or whether those students actually complete their degrees. And it is the percentage for the entire school, not for the specific major your child is interested in. Counting is not the same as serving. It is worth asking directly before assuming there is a supportive community that the number alone cannot promise.
A few more facts about that community: there are almost no older adults—just 2 out of every 100 students are between 25 and 64 years old; there are more women than men, 58 out of every 100; and the great majority of first-time students, 88 out of every 100, already lived in Texas before applying.
Now for the total size. In the official fall count, The University of Texas at Austin reported 53,082 enrolled students, placing it in the highest band the government uses to measure size: 20,000 or more. Among the 519 comparable schools in this census, it is one of the largest; at most one in ten has more students.
But that large number includes graduate students. Of the 53,082, 42,444 are undergraduates and 10,638 are graduate students. If your child is just beginning a degree program, the number that matters to your child is not the total: it is 42,444. A substantial portion of that total consists of people who have already completed a degree and are continuing their studies.
How the Academic Year Is Organized and How Broad the Offerings Are
The University of Texas at Austin organizes the year by semesters: two long terms of about 15 weeks each. It accepts credit for AP exams, but did not indicate that it accepts credit for life experience. It also enrolls high school students in college courses for credit through a formal dual-enrollment program and reports accepting credit for military training.
Accepting AP does not mean the university awards credit for every exam at every score. The data does not say what scores are required, how many credits are awarded, or whether those credits count toward your child’s specific major. Request the equivalency evaluation in writing before enrolling. Do not budget for the savings until you have it in hand.
As for the variety of majors: in a single year, this university awarded 10,094 bachelor’s degrees, spread across 23 fields of study. That is a very broad offering, and it is also widely distributed—the field awarding the most degrees was engineering, and even it accounted for only 14 out of every 100 degrees awarded that year. Among the 514 comparable schools in this census, it falls in the quarter that awards the most bachelor’s degrees annually.
That said, 23 recorded fields of study does not mean there are 23 specific majors with active students. A field groups several programs together, and a row may report no degrees awarded that year. Before getting excited about the variety, verify that the exact program your child is interested in exists and is active today.
Regarding class size, the official data is a ratio of 18 students for every full-time-equivalent faculty member. Compared with similar schools, that figure falls in the top quarter—among the highest of those 519 institutions—even though it is described as a middle band on the general scale. Both statements are true at the same time, which is why I am presenting them separately. What that number does not tell you is the actual size of a first-year class. Do not confuse an institutional ratio with the size of your child’s class.
Academic Opportunities Reported by the Institution
In addition to its general range of majors, the institution reports structured pathways such as study abroad, noncredit developmental education, preparation for teacher certification below the postsecondary level, the ability to complete preparation in certain teaching specialization areas at the institution itself, and state approval of its initial teacher-certification program. These pathways exist on paper; their actual availability for your child’s major must be confirmed by asking directly.
Getting In: Requirements, Selectivity, and What Happens Next
This is where many families feel the most anxiety, so let’s take it slowly and use the exact numbers.
The University of Texas at Austin does not have open admission. It reviews several components before saying yes. Of nine possible considerations evaluated by this count, it marked three as required: the high school record, completion of the college-preparatory coursework required by the university, and an English-proficiency exam when applicable. Other components are not required but are considered if submitted: high school GPA, class rank, a personal essay, letters of recommendation, a portfolio or competency exam, and work experience.
A note that is invaluable for many families: if your child studied outside the United States or attended high school in Spanish, ask now whether the English-proficiency exam applies and what would qualify your child for an exemption. This university marked it as required when applicable, and it is exactly the kind of issue families discover late, when there is no longer enough time to address it comfortably. The published undergraduate application fee is $75.
Now for selectivity, with the complete numbers. In the 2023 cycle, The University of Texas at Austin received 66,109 first-time applications and offered admission to 19,253. That is 29 out of every 100. Compared with the 519 selective public schools in this census, it is among those that accept the smallest shares: nine out of ten of those schools accepted a higher proportion of their applicants. On the other side are the 46,856 applicants who did not receive an offer.
It is selective. It is not impossible, but it is not a sure bet either. And that percentage is for the entire school: IPEDS does not report how many students are admitted to each specific major, so if your child is pursuing a particular major, you need to request that information directly from the admissions office before putting together the college list. It is fine for this school to be on the list. It should not be the only one.
Here is something that surprises many families: of the students admitted, only 49 out of every 100 ultimately enrolled there. The other 51 were admitted and did not enroll at that school. Compared with its peers, that proportion of admitted students who stayed is among the highest: at fewer than one in ten similar schools does a larger share of admitted students enroll. But this number does not measure quality, prestige, or satisfaction. It only counts how many admitted first-time students decided to enroll that fall. When admission letters arrive from several schools, this percentage does not decide anything for you. Put the letters side by side and compare net price, major, and distance before the deposit deadline.
Regarding tests, the SAT and ACT are not required. If your child submits them, they are considered; if your child does not, the application is still complete. Even so, 63 out of every 100 students who enrolled submitted SAT scores—a high proportion compared with similar schools—and among them, the middle half scored between 620 and 730 in reading and writing, and between 610 and 760 in mathematics. Those ranges are for students who enrolled and chose to submit their scores. They are not for all applicants, and they do not prove that the score determined an admission decision. That 620 is not a minimum, and that 730 is not a guarantee either.
Finally, regarding transfers: in the fall of 2023, 1,995 undergraduate students arrived at this school for the first time after studying at another institution. That is a high count compared with similar schools, although remember that a large school counts more people simply because of its size, not necessarily because of its proportion. What we do not know, because the file does not report it, is the rate at which students leave to transfer elsewhere. That does not show that no one transfers from there; it simply is not included in this report.
The Listed Price and What Each Family Actually Pays
At The University of Texas at Austin, among 1,158 first-time, full-time, credential-seeking students who received federal Title IV aid, paid the in-state or in-district rate, and whose EFC records showed family income below $30,000, the average net price was $12,972. Among 662 students from the same population with EFC family income from $48,001 to $75,000, it was $18,618; among 935 students with EFC family income above $110,000, it was $28,972. For dependent students, the band combines their parents’ income with their own.
There is a difference of $16,000 between the average for the lowest-income band (1,158 students) and the average for the highest-income band (935 students). These are group averages, not a prediction of your family’s price. Among first-year students who received any grant or scholarship, the average was $18,036.
Among the 519 schools of the same type and control included in this census that reported this data with the same period of coverage, this one falls in the most expensive quarter for the lowest-income families. That does not mean you should rule it out. It means you should request the financial-aid letter before deciding.
Because the price changes so much from one income band to another, correctly identifying yours comes first. The income bands in this profile describe first-time, full-time, credential-seeking students who received federal Title IV aid; at public institutions, they use the in-state or in-district rate. The overall average with grants or scholarships, when shown, describes first-time, full-time, credential-seeking students who received federal, state, local, or institutional grants or scholarships. The financial-aid letter sent to you is what ultimately matters.
Grants, Loans, and Ways to Pay
Aid that does not have to be repaid—grants and scholarships—reached 51 out of every 100 degree-seeking students at this school. That is more than half, but not everyone. Compared with its peers, that proportion falls in the quarter where grants and scholarships reach fewer students; among those who received them, the annual average was $12,400.
The federal Pell Grant, reserved for lower-income families, reached 25 out of every 100 students. In other words, aid in general reaches more than half, but aid tied directly to family income reaches a smaller proportion. That difference may come from federal aid other than Pell, or from state, local, or institutional sources; the breakdown does not allow it to be attributed entirely to the school. When your letter arrives, separate it by hand into three piles: what does not have to be repaid, what must be repaid with interest, and what must be earned through work. Many letters mix them together in a single column, and that is where a family can become confused without meaning to.
Regarding federal loans: 27 out of every 100 undergraduate students received one during the 2022-23 academic year, with an average of $6,007 per student who borrowed. Compared with its peers, this proportion is relatively low: seven out of ten similar schools, or more, had a higher proportion of students with loans.
That average is for a single year, and it covers only federal loans in the student’s name. It does not include Parent PLUS loans that parents sometimes sign for, bank debt, or credit-card debt, and it is not the total debt with which someone graduates after several years. That number is not in this report. What this percentage tells you is about other families, not yours. The amount your child would need to borrow comes from your child’s own financial-aid letter. Wait for that letter before ruling out the school, and wait for it before committing to the school as well.
To manage payment, the institution reports three mechanisms: a guaranteed-tuition plan, an installment-payment plan, and participation in a Promise program. It is worth asking the financial-aid office directly about the details of each one.
Campus Life, Learning Format, and Available Support
The University of Texas at Austin does have institution-controlled housing, with reported capacity for 7,960 students, either on or off campus. It does not require all first-time students to live there—that rules out a universal requirement, but it does not say that no program has such a requirement for some students. It also offers meal plans, although the number of meals per week varies according to the plan selected. The existence of housing does not guarantee that a bed will be available for your child; request this year’s rate, the application deadline, and whether space is guaranteed or there is a waiting list, all in writing.
Regarding ROTC, the institution marked all three service branches—Army, Navy, and Air Force—plus the Marine Corps option within Navy. Marking all three is uncommon: of the 3,012 universities in this guide, only 135 do so. But a checked box does not confirm that the program is offered on this specific campus, that spaces are available, or that scholarships are offered. Ask about each pathway by name before building a plan around it.
In athletics, the university competes at the intercollegiate level and is affiliated with the NCAA—not with other associations—with reported membership in football, basketball, baseball, and cross-country or track and field. That membership belongs to the institution, not to your child: if your child is interested in competing, you need to write directly to the coach for that sport and ask about a place on the team, the division, and whether an athletic scholarship is available.
Regarding distance education, it is offered at both the undergraduate and graduate levels, but only 1 out of every 100 undergraduate students took all their classes at a distance in the most recent count. The other 99 took at least one class in person. The institution also reports offering at least one complete distance program, but that does not confirm that one exists specifically at the undergraduate level for your child’s major; the exact level and major must be confirmed.
The library operates with paid staff, and its annual expenditures exceed the $100,000 threshold recorded by the government; it has physical and digital materials and participates in interlibrary lending. Exceeding that threshold does not confirm that specific databases exist for your child’s major—that must be asked using the program’s name.
Finally, the institution reports a broad list of services: combined academic and career counseling, a job board for current students, placement services for graduates, on-campus childcare, a comprehensive transition program for students with intellectual disabilities, participation in the Yellow Ribbon program, a dedicated point of contact for veterans and military families, a student veterans organization, and a published webpage for disability services. Reporting these services confirms that they exist on paper. It does not confirm their quality, their actual availability, or whether they will work for your child’s specific situation. Those questions must be asked directly.
How Likely Your Child Is to Stay and Graduate
For many families, this is the most important section of all: do the people who enroll stay? And do they finish?
Of the cohort that entered for the first time as full-time students in the fall of 2022, 96 out of every 100 were still enrolled or had already completed a bachelor’s degree one year later. That is an extremely high result compared with similar schools: nine out of ten, or more, of those 519 institutions retained an equal or lower proportion. Note that among students who entered part time that same fall, the result was different, at 86 out of every 100—this is a different cohort with a different starting point. And this combined number does not distinguish between those who remain enrolled and those who have already graduated; it also does not tell you what happened to the rest.
Regarding graduation: out of every 100 students who entered a bachelor’s degree program in 2017 as full-time students without having previously attended another college, 88 graduated within six years—7,220 people out of 8,238. At four years, the figure drops to 73 out of every 100, fifteen points lower. The data does not say how many semesters each person attended and does not report tuition, rent, or wages. The data does not say why they took longer or exactly how much it cost. Before signing, request in writing how long the specific program your child is interested in typically takes on average, how its required courses are scheduled, and how the total cost changes if the path takes longer.
Compared with its peers, this university is among those that graduate the highest proportions of students: nine out of ten similar schools, or more, reported an equal or lower graduation proportion.
Finally, here is a longer-term view. Of an annual cohort of 10,868 undergraduate students who entered between July 2015 and June 2016—including first-time students and those who already had prior college experience, both full time and part time—85 out of every 100 had earned a degree or certificate from this institution eight years later. Among those who received a Pell Grant, the figure was 83 out of every 100, which is very close. A high percentage like this does not predict what will happen specifically to your child. It describes a large group during a specific period. It is worth asking about the program’s current support and the outcomes of more recent cohorts, which may not be identical to those from 2015.
What These Numbers Can and Cannot Tell You
Nothing above tells you how your child will feel walking across that campus, whether your child will make friends, or whether a particular professor will change the way your child thinks. That is beyond the scope of any federal report, and it would be dishonest of me to promise that you will find it here. What you do have now is something real: you know how selective this university is, how large its Latino community is, how much it costs based on your income, how likely a student is to stay and graduate, and exactly which questions you still need to ask the institution directly.
You now have a deep understanding of one of the pieces you need to make a decision. Combine it with what your child wants to study, what your child has built so far in high school, and what your family is able and willing to pay. A real plan comes from that combination, not from one impressive fact or one frightening number. You are at the wheel for this part of the journey. Your child has a road ahead that is your child’s own. Your job is to reach the door informed, without having missed an exit because you did not know the map.
Source note: the information in this article comes from data reported by The University of Texas at Austin to the U.S. Department of Education’s IPEDS (Integrated Postsecondary Education Data System), corresponding primarily to the 2022-23 and 2023-24 cycles, as indicated for each data point. Best College Aid does not represent The University of Texas at Austin or any government agency; this article is an educational effort intended to help families understand public data.