See what students say:


Keeping education in its purest form alive and well in the heart of the Northwest, The Evergreen State College offers "a unique approach" to academics. The school provides an "interactive environment—with a diverse, enriching learning method," which allows students "to focus on [their] passions and explore them in detail." Everyone creates their own educational paths and directs the pace of their own learning. As a few students say admiringly, "I feel a sense of freedom with the academics at Evergreen." "I have more power as a student." Greatly appreciated is the flexibility found within the curriculum. "I was excited about building my own major." "No self-motivated student will leave Evergreen unsatisfied." Students work collaboratively here and support one another in their endeavors. "It's not about grades or competition; it's about self-improvement and personal fulfillment." Evaluations are used to view student progress, with "interdisciplinary education over declared majors" being the focus. "Your classes are all interconnected, so it's easy to link what you're doing into a defined path." "My transcript says more about me than A's, B's, and C's possibly could." "The philosophy…definitely lowers the stress I experience around academics." Professors assist students in innumerable ways and are "very intimately involved in the education of their students." "At Evergreen, in order to have a great experience you need to be able to talk to your professors and engage with them." "I have not met a professor yet who was not willing to rework their mode of teaching to better serve the class." The educational atmosphere is highly interactive. Most every student "actively engages the material with field work, undergraduate research, and extended trips." "Class time is spent doing workshops, seminars, or a led discussion where everyone participates." "Even the science programs involve large portions of discussion and peer collaboration." As one undergraduate describes slyly, "My professors have been A++, if Evergreen assigned grades."

Student Body

The "kindness and awareness of the community" is frequently said by students to be one of the most valued aspects of their experience here. "Articulate" and "inquisitive" undergraduates are evident in large numbers. "Students tend to be very politically aware and active with very liberal points of view" and are "mostly peaceful relaxed people" amidst an "open-minded social environment." The dorms are divided into different themes, and "the residential staff is professional and keeps the housing community functioning and safe." "The campus police are pretty awesome people," as well. Evergreen is respected by students throughout the college for its "forward-thinking" administration and faculty, with a "dedication to sustainability" being clearly evident around the campus.

Campus Life

Evergreen has a "booming extracurricular life"; students enjoy the "thriving local art and music scene, very hip and fresh," in Olympia as well as easily accessible Seattle or Portland. "The Flaming Eggplant, the student-run cafe, is simply the cheapest and most delicious place on the planet," as well as a very popular hangout. The Student Activities office has no shortage of options for undergraduates here, with "more than fifty different clubs and student groups." Physical activity is popular, and the recreational center has racquetball, a pool, a rock-climbing wall, and various places to exercise. There is "no shortage of local hiking, backpacking, and biking opportunities." "Hikes in the woods, down to the beach, or up to the bluff are very common as well as late-night stargazing." The physical surroundings are viewed with much admiration at Evergreen. "Our campus is set back in this magical forest with these winding paths down to the beach. There are tree forts, giant sculptures, dream catchers in the trees, hidden drum circles, and music everywhere." As one student describes fondly, "To me, it is reminiscent of Thoreau's solitude in nature."


Acceptance Rate
Average HS GPA

GPA Breakdown

Over 3.75
3.50 - 3.74
3.25 - 3.49
3.00 - 3.24
2.50 - 2.99
2.00 - 2.49

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SAT Reading
25th-75th percentile
(enrolled students)
480 - 620
SAT Math
25th-75th percentile
(enrolled students)
440 - 560
SAT Writing
25th-75th percentile
(enrolled students)
440 - 570

Concordant SAT Scores

SAT Evidence-Based Reading and Writing
25th-75th percentile (enrolled students)
510 - 650
SAT Math
25th-75th percentile (enrolled students)
480 - 580

ACT Composite
25th-75th percentile (enrolled students)
20 - 26

Testing Policies

ACT Writing Policy
ACT with or without Writing accepted

SAT Essay Policy
SAT with or without Writing accepted

Other Admission Factors


Rigor of Secondary School Record
Academic GPA
Application Essay

Selectivity Rating

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Faculty and Class Information

Total Faculty
with Terminal Degree


Most frequent class size
20 - 29
Most frequent lab / sub section size
2 - 9

Graduation Rates

Graduate in 4 years
Graduate in 5 years
Graduate in 6 years


  • Agriculture, Agriculture Operations, and Related Sciences

  • Agroecology and Sustainable Agriculture

  • Area, Ethnic, Cultural, and Gender Studies

  • American Indian/Native American Studies
  • Ethnic, Cultural Minority, and Gender Studies, Other

  • Biological and Biomedical Sciences

  • Biological and Biomedical Sciences, Other

  • Business, Management, Marketing, and Related Support Services

  • Business, Management, Marketing, and Related Support Services, Other

  • Communication, Journalism, and Related Programs

  • Communication Studies/Speech Communication and Rhetoric
  • Communication, Journalism, and Related Programs, Other

  • Computer and Information Sciences and Support Services

  • Computer and Information Sciences and Support Services, Other

  • Education

  • Education, Other

  • English Language and Literature/Letters

  • English Language and Literature, General

  • Foreign languages, literatures, and Linguistics

  • Classics and Classical Languages, Literatures, and Linguistics, General
  • Foreign Languages, Literatures, and Linguistics, Other

  • Health Professions and Related Clinical Sciences

  • Health Professions and Related Clinical Sciences, Other

  • Liberal Arts and Sciences, General Studies and Humanities

  • Humanities/Humanistic Studies
  • Liberal Arts and Sciences/Liberal Studies

  • Mathematics and Statistics

  • Mathematics and Statistics, Other

  • Multi/Interdisciplinary Studies

  • Biological and Physical Sciences
  • Intercultural/Multicultural and Diversity Studies
  • International/Global Studies
  • Multi-/Interdisciplinary Studies, Other
  • Natural Sciences
  • Sustainability Studies

  • Natural Resources and Conservation

  • Environmental Science
  • Environmental Studies
  • Natural Resources/Conservation, General

  • Philosophy and Religious Studies

  • Philosophy and Religious Studies, Other

  • Physical Sciences

  • Physical Sciences

  • Psychology

  • Psychology, Other

  • Public Administration and Social Service Professions

  • Public Administration and Social Service Professions, Other

  • Social Sciences

  • Political Science and Government, General
  • Social Sciences, Other
  • Sociology

  • Visual and Performing Arts

  • Art/Art Studies, General
  • Cinematography and Film/Video Production
  • Drama and Dramatics/Theatre Arts, General
  • Film/Cinema Studies
  • Fine/Studio Arts, General
  • Intermedia/Multimedia
  • Visual and Performing Arts, General



Career Services

On-Campus Job Interviews Available

Career Services

Alumni Network
Alumni Services
Interest Inventory
On Campus Interviews
Regional Alumni
Opportunities at School


Notable Faculty

Prominent Alumni

Lynda Barry, 1979
Author, cartoonist, painter, illustrator

Robert McChesney, 1977
Media scholar, co-founder of Free Press

Jackie Heinricher, 1986
Bamboo entrepreneur, founder of Booshoot Gardens

Joe A. Dear, 1976
CIO of CalPERS, served in Clinton Administration

Matt Groening, 1977
Creator of The Simpsons, Life in Hell, Futurama

Calvin Johnson
Musician and founder of K Records

Elizabeth Furse, 1974
United States Congresswoman 93-99

Academic Rating

Graduation Rates

Graduate in 4 years
Graduate in 5 years
Graduate in 6 years

Career Services

On-Campus Job Interviews Available

Career Services

Alumni Network
Alumni Services
Interest Inventory
On Campus Interviews
Regional Alumni
Opportunities at School


ROI & Outcomes


Application Deadlines
Notification Date
Apr 1

Required Forms


Financial Aid Statistics

Average Freshman Total Need-Based Gift Aid

Average Undergraduate Total Need-Based Gift Aid

Average Need-Based Loan

Undergraduates who have borrowed through any loan program

Average amount of loan debt per graduate

Average amount of each freshman scholarship/grant package

Financial aid provided to international students

Expenses per Academic Year

Tuition (In-State)
Tuition (Out-of-State)
Required Fees
Average Cost for Books and Supplies

Tuition / Fees Vary by Year of Study
Board for Commuters
Transportation for Commuters

On-Campus Room and Board
Comprehensive Fee

Available Aid

Financial Aid Methodology

Scholarships and Grants


Need-Based College/University Scholarship or Grant Aid from Institutional Funds
Need-Based Federal Pell
Need-Based Private Scholarships
Need-Based SEOG
Need-Based State Scholarships

Institutional non-need-based scholarship or grant aid is available

Federal Direct Student Loan Programs
Direct PLUS Loans
Direct Subsidized Stafford Loans
Direct Unsubsidized Stafford Loans

Federal Family Education Loan Programs (FFEL)
College/university loans from institutional funds
Federal Perkins Loans

Is Institutional Employment Available (other than Federal Work Study)

Direct Lender

Financial Aid Rating


Student Body Profile

Total Undergraduate Enrollment
Foreign Countries Represented


American Indian or Alaskan Native

56% female
44% male
25% are out of state
91% are full time
9% are part time


Campus Life

Undergrads living on campus
Help finding off-campus housing

First-Year Students living on campus

Campus Environment
Small Urban

Housing Options

Apartment Married
Apartment Single
Disabled Student
Dorms Coed
International Student
Theme Housing
Wellness Housing

Special Needs Admissions

Program / Service Name
Access Services

Type of Program
For all students with disabilities

Meredith Inocencio

College Entrance Tests Required

Interview Required

Documentation Required for LD

Documentation must: - be prepared by a professional qualified to diagnose learning disabilities, which would include but not be limited to: a licensed neuro-psychologist or psychologist, learning disability specialist, or other appropriate professional certified to administer class "C" psychological tests. Experience in the evaluation of adults with learning disabilities is essential. -be comprehensive. The use of a single test and/or instrument (such as Slingerland, and Scopotic Sensitivity Screening) is not acceptable for the purposes of diagnosis. Minimally, areas to be addressed must include but not be limited to: Aptitude. The Wechsler Adult Intelligence Scale-Revised (WAIS-R) with subtest scores is preferred. The Woodcock-Johnson Psycho-Educational Battery Revised: Tests of Cognitive Ability is acceptable. The Leiter International Performance Scale or the Comprehensive Test of Non-Verbal Intelligence (C-TONI) is accepted when cultural bias, or hearing loss is a concern. Achievement. Current levels of functioning in reading, mathematics and written language are required. Acceptable instruments include the Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Achievement Stanford Test of Academic Skills (TASK): or specific achievement tests such as the Test of Written Language-2 (TOWL-@), Woodcock Reading Mastery Tests-Revised, or the Stanford Diagnostic Mathematics Test. (The Wide Range Achievement Test Revised is NOT a comprehensive measure of achievement and therefore is not suitable.) Information Processing. Specific areas of information processing (e.g., short and long term memory; sequential memory; auditory and visual perception/processing; processing speed) must be assessed. Use of subtests from the WAIS-R or the Woodcock-Johnson Tests of Cognitive Ability is accepted. (This is not intended to be an exhaustive list or to restrict assessment in other pertinent and helpful areas such as a vocational interest and aptitudes.) -be current. In most cases, this means within the past three years. Since assessment constitutes the basis for determining reasonable accommodations, it is in a student's best interest to provide recent and appropriate documentation to serve as the basis for decision-making about a student's needs for accommodations in an academically competitive environment. -present clear and specific evidence, which identifies specific learning disabilities and reflects the individual's present level of functioning in processing and intelligence, as well as achievement. Individual "Learning Styles" and "learning differences" in and of themselves do not specify a learning disability. -include in the report, the exact instruments used and procedures followed to assess the learning disabilities, test results (including subtests score data), a written interpretation of the results by the professional doing the evaluation, the name of the evaluator, and dates of testing. A list of academic accommodations which would benefit the student as the post-secondary level may also be included and helpful, but not necessary. -provide sufficient data to support the particular academic adjustments requested. Requests which are not supported by documentation may not be approved without additional verification.

Documentation Required for ADHD

Documentation should show current impact of the disability. The following guidelines are provided in the interest of assuring that the evaluation and report are appropriate for documenting eligibility and identifying reasonable accommodations. The report must clearly state the names, titles, professional credentials, addresses, and phone numbers of the evaluators, indicate date(s) of testing, and be on official letterhead, typed, dated, and signed. The documentation should: -be prepared by a professional who has comprehensive training in differential diagnosis and direct experience working with adolescents and adults with ADHD which may include: clinical psychologists, neuropsychologists, psychiatrists, and other relevantly trained medical doctors; -be current. The provision of all reasonable accommodations and services is based upon the assessment of the current impact of the disability on academic performance. This means that the diagnostic evaluation should show the current level of functioning and impact of the disability; -be comprehensive. Minimally, areas to be addressed should include: evidence of early and current impairment. Diagnostic assessment should consist of more than a self-report. Due to the fact that ADHD is, by definition in the DSM-IV, first exhibited in childhood and manifests itself in more than one setting, a comprehensive assessment should include a clinical summary of objective historical information garnered from sources such as transcripts, report cards, teacher comments, tutoring evaluations, psycho-educational testing, medical history, employment history, family history, and third party interviews when available; alternative diagnoses or explanations should be ruled out. Possible alternative diagnoses including medical, psychiatric disorders, and educational or cultural factors affecting the individual that may result in behaviors mimicking ADHD should be explored; testing information must be relevant. Test scores or subtest scores alone should not be used as a sole measure for the diagnostic decision regarding ADHD. Selected subtest scores from measures of intellectual ability, memory functions tests, attention or tracking tests, or continuous performance tests do not in and of themselves establish the presence or absence of ADHD. Checklists and/or surveys can serve to supplement the diagnostic profile, but in and of themselves are not adequate for the diagnosis of ADHD; if applicable, present a specific diagnosis of ADHD based on the DSM-IV diagnostic criteria. The diagnostician should use direct language in the diagnosis of ADHD, avoiding the use of such terms as "suggests," "is indicative of," or "attention problems"; provide a comprehensive interpretive summary synthesizing the evaluator's judgment for the diagnosis. The report should include: all quantitative information in standard scores and or percentiles, all relevant developmental, familial, medical, medication, psychosocial, behavioral and academic information; and a clear identification of the substantial limitation of a major life function presented by the ADHD. Suggestions of reasonable accommodations with supporting evidence may be included. The final determination for providing appropriate and reasonable accommodations rests with the postsecondary institution.

Special Need Services Offered

Calculator allowed in exams

Dictionary allowed in exams

Computer allowed in exams

Spellchecker allowed in exams

Extended test time



Oral exams


Distraction-free environment

Accommodation for students with ADHD

Reading machine

Other assistive technology

Student Activities

Registered Student Organizations
Number of Honor Societies

Number of Social Sororities
Number of Religious Organizations


Athletic Division

5% participate in intramural sports
2% participate in intercollegiate sports

Men's Sports (Geoducks)
4 Sports

Track Field Indoor
Track Field Outdoor
Women's Sports (Geoducks)
5 Sports

Track Field Indoor
Track Field Outdoor

Student Services

Day Care
Womens Center
LGBT Support Groups
Minority Support Groups: First Peoples' Advising; Access Services for Students with Disabilities; Keep Enhancing Yourself (KEY Student Services); GEAR UP Program; more info at Many other student-run organizations with specific minority focuses; more info at


As a signatory of the ACUPCC, The Evergreen State College is focused on reducing its carbon footprint. In fact, it’s aiming for complete carbon neutrality on campus by 2020. The college has put an ambitious sustainability program together in order to achieve this goal, which includes annual carbon inventories, campus-wide composting and recycling, and an initiative to integrate sustainability across the curriculum. Environmental awareness and social justice values are inherent to the physical campus, community values, and the curriculum at Evergreen. The college also boasts multiple student groups focused on environmental issues and offers graduate fellowships in sustainability. Recent renovations of residential duplexes have incorporated multiple sustainable practices— from materials selection to waste diversion—as well as innovative heating and water conservation systems. All students, faculty, and staff at Evergreen receive free bus passes, which go a long way toward reducing campus-based vehicular pollution. The campus also has the first publicly funded LEED Gold building in Washington (with a wood floor that was recycled from a local junior high school’s gym), and the campus library’s roof was recently fitted with a 9-kilowatt solar panel system. Evergreen is also seeking LEED certification for its renovations. Thirty-five percent of the college’s energy consumption is derived from renewable sources, and 33 percent of food purchased for the cafeterias is from local and/or organic sources. A student green energy fee pays for the purchase of Renewable Energy Credits for 100 percent of the college's electricity and provides grant funding for student-initiated clean energy and resource conservation projects.

Campus Security Report

Campus Security Report

The Jeanne Clery Act requires colleges and universities to disclose their security policies, keep a public crime log, publish an annual crime report and provide timely warnings to students and campus employees about a crime posing an immediate or ongoing threat to students and campus employees.

Please visit The Princeton Review’s page on campus safety for additional resources:

The Princeton Review publishes links directly to each school's Campus Security Reports where available. Applicants can also access all school-specific campus safety information using the Campus Safety and Security Data Analysis Cutting Tool provided by the Office of Postsecondary Education of the U.S. Department of Education:

Other Information

Campus-wide Internet Network

Email and Web Access Available

% of Classrooms with Wireless Internet

Number of Computer Labs / Classrooms

Average Number of PC's per Lab

Network Access in Dorm Rooms

Network Access in Dorm Lounges

Fee for Network Use

Student Web Pages Permitted

Student Web Pages Provided

Partnerships with Technology Companies

Online Class Registration Available

Personal computer included in tuition for each student

Require Undergraduates to Own Computers

Undergraduates that Own Computers

Discounts Available with Hardware Vendors

Apple, Microsoft, and Dell.

Webcasting, Digital Audio or Video-Streaming of Courses

Webcasting, Digital Audio or Video-Streaming of Campus Radio / TV Stations

Campus Visits Contact

Halle Feiring
Student Visitor Program Coordinator

Office of Admissions
2700 Evergreen Pkwy NW
Olympia, WA 98505

(360) 867-6172


Experience College Life

Most Popular Places On Campus
College Activities Building
Trans & Queer Center
Organic Farm
The Flaming Eggplant-Student run cafe
Evergreen beach and woods

Most Popular Places Off Campus
Olympia Food Co-op
New Moon Cooperative Cafe
Skep and Skein Tavern
Le Voyeur Cafe

Campus Tours

Campus Tours
Appointment Required: Yes
Dates: Year-round
Times: Varies
Average Length: 2 hours

On Campus Interview

Campus Interviews

Information Sessions

Year-round, varies

Faculty and Coach Visits

Dates/Times Available

Contact Coach Directly

Advance Notice
3 weeks

Contact Email Address for Visit
Contact coach directly

Class Visits

Dates/Times Available
Academic Year

Contact Admissions Office

Overnight Dorm Stays

Overnight Dorm Stays

Contact Admissions Office


Types of Transportation Available to Campus
Seattle-Tacoma International Airport is approximately 1 hour from Olympia. Bus and shuttle service is available for the trip from airport to campus. For shuttle service, contact Capital Aeroporter 1-800-962-3579 or

Driving Instructions to Campus
From north or south: Take Interstate 5 to Olympia. Turn onto Highway 101 at Exit 104. Go west on 101 North for three miles. Take The Evergreen State College exit. Go two miles north on the Evergreen Parkway to the main campus entrance (at the roundabout).

Local Accommodations
The Student Visitor Program offers you a hosted overnight stay in our freshman-style housing. We provide a bed and all linens; you are responsible for toiletries and some meals. You will be housed in a room with up to three other people, and you will share the same bathroom. A student host will take you around the campus in the evening and even treat you to a meal in the Greenery. To make arrangements please contact the Office of Admissions at 360-867-6172.

Articles & Advice