Admissions essays submitted by applicants to undergraduate institutions are typically evaluated by admissions professionals to gain a better understanding of an applicant's likely fit for the institution. These essays are becoming increasingly important because many colleges are likely to strengthen the role that non-test-based application materials play in the admission decision-making process. The current study examines an index of academic writing skills exhibited in admissions essays and its implications for admissions decisions and post-enrollment academic outcomes across students from different demographic and socioeconomic backgrounds. We found that underrepresented minority (URM) and low-socioeconomic status applicants tended to submit essays that showed lower academic writing skills than their counterparts. URM and first-generation applicants who submitted essays with higher academic writing skills were more likely to get accepted, but they were not likely to receive higher first-semester grade point averages, on average, compared to non-URM and non-first-generation applicants who submitted essays that displayed high academic writing skills.