Purpose: Diversity is a key issue for Doctor of Physical Therapy (DPT) programs. A diverse cohort enhances student learning and prepares more effective healthcare providers (1,2,3). A diverse cohort demonstrates higher collective performance and increases cultural competence (4). Recent American Physical Therapy Association data reveals that the majority of United States programs are not diverse. In 2017, only 64.17% of the national applicant pool identified as white however, 70% of accepted applicants were white (5). The purpose of this study was to investigate the role of admissions protocol on diversity of admitted applicants. We examined the effects of GPA, GRE score, ethnicity and socioeconomic indicators and the interactions of these variables on the likelihood of completion of an application for admission and actual admission to a DPT program located in the Southeastern United States.Methods/Description: Between 2016 and 2017, there were 1073 applications for admission to the DPT Program. Of the 1073 applications, 110 files were missing relevant information reducing the sample size to 963 files. This study received IRB approval and data was self-reported by applicants. The data was analyzed using SPSS 24.1 to examine prerequisite GPA, GRE, ethnicity, socioeconomic status, and the likelihood of application completion, admission eligibility, and actual admission to the DPT program.Results/Outcomes: Analysis revealed that GRE scores (p=.157) were not significant predictors of admission. Average GPA (p<.01) and ethnicity (p<.05) were significant predictors of admission to this program. It was found that non-white applicants to this DPT program had lower GPA scores vs. white students (rho=0.15). The analysis also revealed that the only significant predictor of application completion was the GPA of the applicant (p<.01). Socioeconomic status had no significance in predicting the likelihood of application completion (p=.486) but was significant in predicting the likelihood of admission (p<.01). Applicants who self-reported one or more socioeconomic disadvantage were 2.25 times more likely to be admitted over their peers with no disadvantage(s) reported. GPA and ethnicity of applicants were significant predictors between admittance and denied admittance when applicants met the minimum qualifications (Wald values were between 28-70 for GPA and between 2-6 for ethnicity). Non-white qualified students were 2.73 times less likely to be admitted compared to their white peers.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Based on the study results, the diversity in the applicant pool was not demonstrated in the group of students admitted to the DPT program. The study results suggested that the diversity of the admitted candidates was reduced during the application evaluation rather than incomplete applications from candidates. Additionally, GPA weight should receive special consideration to improve cohort diversity. Further analysis by separating science and non-science GPA may show different results.References: 1. Bell, M. P., Connerley, M. L., & Cocchiara, F. K. (2009). The case for mandatory diversity education. Academy of Management Learning & Education, 8(4), 597–609. 2. Bowen, W. G., Bok, D., & Burkhart, G. (1999). A report card on diversity: Lessons for business from higher education. Harvard Business Review, 77(1), 139–149. 3. Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspective on work group processes and outcomes. Administrative Science Quarterly, 46(2), 229–273. 4. Page, S. E. (2007). The Difference: How the Power of Diversity Creates Better Groups, Firms, Schools, and Societies. Princeton, NJ: Princeton University Press. 5. American Physical Therapy Association. (2017). Physical Therapist Centralized Application Service: 2016-2017 Applicant Data Report (pp. 1-77, Rep.). APTA.