The Impact of Minimum Admission Standards: 1986-1989.

Autor/in	Hudson, J. Blaine
Institution	Louisville Univ., KY. Preparatory Div.
Titel	The Impact of Minimum Admission Standards: 1986-1989.
Quelle	(1990), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Access to Education; Admission Criteria; College Admission; College Entrance Examinations; College Freshmen; Educationally Disadvantaged; Higher Education; Open Enrollment; Prediction; Racial Differences; School Policy; Scores; Selective Admission; Student Placement; Tutoring + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Aufnahmeprüfung; Studienanfänger; Hochschulbildung; Hochschulsystem; Hochschulwesen; Open entry; Offenes Bildungssystem; Vorhersage; Rassenunterschied; Schulpolitik; Bildungsselektion; Schülerpraktikum; Förderkonzept; Nachhilfeunterricht
Abstract	The University of Louisville (Kentucky) adopted a policy of using American College Test (ACT) scores and high school grades as admission criteria, while allowing students who did not qualify an opportunity to demonstrate their actual level of preparation through additional testing and an interview. This study of 508 minimum admission applicants assessed the degree to which the university remained accessible to students not meeting grade and test score criteria and the degree to which access translated to legitimate educational opportunity. Findings indicated that ending open admissions did not close the University to academically disadvantaged students, but did create a number of obstacles to their admission. The requirements and conditions attached to this group deterred many applicants from pursuing admission; despite special efforts to encourage these students to proceed with the testing/interview option, nearly half failed to respond. Black students made up 50 percent of the group admitted under the special route though blacks make up 10 percent of the University's enrollment. The study also found that ACT scores did not match placement test scores; counseling and tutorial support enhanced student performance; and retention rates were comparable to other students from the Preparatory Division, a section of the university offering courses and programs for under-prepared students. (Includes approximately 60 references.) (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC