You Are Admitted! Early Evidence on Enrollment from Idaho's Direct Admissions System

Autor/inn/en	Odle, Taylor K.; Delaney, Jennifer A.
Titel	You Are Admitted! Early Evidence on Enrollment from Idaho's Direct Admissions System
Quelle	In: Research in Higher Education, 63 (2022) 6, S.899-932 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Odle, Taylor K.) ORCID (Delaney, Jennifer A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-022-09675-x
Schlagwörter	College Admission; High School Graduates; Enrollment; Barriers; Enrollment Rate; Public Colleges; State Policy; Low Income Students; Idaho + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Einschulung
Abstract	In 2015, Idaho adopted the nation's first direct admissions system and proactively admitted all high school graduates to a set of public institutions. This reimagination of the admissions process may reduce barriers to students' enrollment and improve access across geographic and socioeconomic contexts by removing many human capital, informational, and financial barriers in the college search and application process. Despite a lack of evidence on the efficacy of direct admissions systems, the policy has already been proposed or implemented in four other states. Using synthetic control methods, we estimate the first causal impacts of direct admissions on institutional enrollment outcomes. We find early evidence that direct admissions increased first-time undergraduate enrollments by 4-8% (50-100 students per campus on average) and in-state levels by approximately 8-15% (80-140 students) but had minimal-to-no impacts on the enrollment of Pell-eligible students. These enrollment gains were concentrated among 2-year, open-access institutions. We discuss these findings in relation to state contexts and policy design given the emergence of literature highlighting the varied efficacy of similar college access policies. [For the corresponding grantee submission, see ED618416.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01