Opening a Side-Gate: Engaging the Excluded in Chilean Higher Education through Test-Blind Admission

Autor/inn/en	Koljatic, Mladen; Silva, Monica
Titel	Opening a Side-Gate: Engaging the Excluded in Chilean Higher Education through Test-Blind Admission
Quelle	In: Studies in Higher Education, 38 (2013) 10, S.1427-1441 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2011.623299
Schlagwörter	Foreign Countries; Higher Education; Research Universities; College Admission; Comparative Analysis; Grade Point Average; Dropouts; Dropout Rate; Graduation Rate; College Freshmen; Student Experience; Outcomes of Education; College Entrance Examinations; Achievement Tests; Socioeconomic Background; Academic Persistence; Academic Achievement; Regression (Statistics); Remedial Instruction; Chile; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Forschungseinrichtung; Hochschulzugang; Hochschulzulassung; Zulassung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienanfänger; Studienerfahrung; Lernleistung; Schulerfolg; Aufnahmeprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sozioökonomische Lage; Schulleistung; Regression; Regressionsanalyse; Förderkurs
Abstract	The article describes a test-blind admission initiative in a Chilean research university aimed at expanding the inclusion of talented, albeit educationally and socially disadvantaged, students. The outcomes of the test-blind admission cohort were compared with those of students admitted via the regular admission procedure to the same academic program. The outcomes of interest were first-term college grade point average, dropout rates, graduation rates and the quality of the first-year university experience. Given the extremely adverse entry conditions of the test-blind cohort, the results of their academic performance are encouraging. In terms of graduation rates within a time lag of one calendar year, no significant difference was observed between the regular admission and the test-blind admission. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10