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Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies
This study examines a diverse set of nearly 100 private institutions that adopted test-optional undergraduate admissions policies between 2005-2006 and 2015-2016. Using comparative interrupted time senes analysis and difference-in-differences with matching, I find that test-optional policies were associated with a 3% to 4% increase in Pell Grant recipients, a 10% to 12% increase in first-time students from underrepresented racial/ethnic backgrounds, and a 6% to 8% increase in first-time enrollment of women. Overall, I do not detect clear evidence of changes in application volume or yield rate. Subgroup analyses suggest that these patterns were generally similar for both the more selective and the less selective institutions examined. These findings provide evidence regarding the potential—and the limitations—of using test-optional policies to improve equity in admissions.
Journal Article
School admissions and accountability : planning, choice or chance?
Questions about school admissions are a perennial source of tension and debate, and indeed often reveal a burning sense of injustice. This book review school admission policies and practices in relation to fundamental constitutional and democratic expectations, including expectations relating to equality and equity.
Book
121 Increased hospital admissions in Wales prior to MS diagnosis: a SAIL databank study
IntroductionUsing an algorithm to identify people with Multiple Sclerosis (pwMS) in routine healthcare data we determined if there was any evidence of MS prodrome within inpatient admissions in Wales in those aged less than 16 (pre-16) and before an MS diagnosis (pre-Dx) was made.MethodsWe identified the ‘top 10’ ICD-10 codes in the Patient Episode Dataset for Wales (PEDW) inside the Secure Anonymised Information Linkage (SAIL) Databank, a national database in Wales of 4.6 million people, for hospital admissions in pwMS and controls propensity matched by gender and year of birth. We identified unique MS entries, excluding MS/demyelinating codes, and assessed whether entries common to both groups were significantly different.ResultsOf 313 pre-16 and 5,309 pwMS pre-Dx higher rates of admissions were found. Pre-16 admissions unique to MS included constipation (4.8%) and dental caries (3.5%), there was no difference in the 6/10 ICD-10 codes shared between pwMS/MS-Control cohorts. Pre-Dx sensory symptoms (4.3%), paraesthesia (3.8%), headaches (3.7%) and urinary tract infections (3.6%) were unique to the MS cohort with the remainder 4/10 not being different shared between pwMS/MS-Control cohorts.Conclusion pwMS have significantly higher hospital admissions in certain comorbidities pre-16 and pre-Dx implying early health problems in pwMS.r.m.middleton@swansea.ac.uk
Journal Article
What are We Talking About When We Talk About Holistic Review? Selective College Admissions and its Effects on Low-SES Students
This mixed-methods study used open-response survey data, focus groups, and an experimental simulation to explore how 311 admissions officers defined and used concepts of holistic review in selective college admissions. We found that 3 distinct definitions of holistic review predominate in the field: whole file, whole person, and whole context. We explored these concepts qualitatively and used the coded data to predict decision making in an experimental simulation. We found that admissions officers with a \"whole context\" view of holistic review were disproportionately likely to admit a low socioeconomic-status applicant in our simulation. Inconsistent definitions of a core admissions concept make it more difficult for the public to comprehend the \"black box\" of college admissions, and a more consistently contextualized view of holistic review may also have real-world implications for the representation of low-income students at selective colleges.
Journal Article
The truth about college admission : a family guide to getting in and staying together
\"The coauthors, a college admissions officer and a high school guidance counselor, demystify the process of college admissions and bring sanity to what has become a source of great anxiety for families with college-bound kids. This book is rooted in experience from both sides of the college admission profession, and it provides valuable insight and practical tips about choosing and applying to schools\"-- Provided by publisher.
Book
Reconceptualising fair access to highly academically selective universities
The higher education regulator for England has set challenging new widening access targets requiring universities to rethink how merit is judged in admissions. Universities are being encouraged to move away from the traditional meritocratic equality of opportunity model of fair access, which holds that university places should go to the most highly qualified candidates irrespective of social background, in accordance with the principles of procedural fairness. Instead, they are being asked to move towards what we term the meritocratic equity of opportunity model, which holds that prospective students’ qualifications should be judged in light of the socioeconomic circumstances in which these were obtained to enhance distributive fairness, a practice known in the UK as contextualised admissions. In this paper, we critically discuss the theoretical underpinnings of these two competing perspectives on fair access and review the existing empirical evidence base, drawing together for the first time insights from our ESRC and Nuffield Foundation funded studies of fair access to highly academically selective universities in England. We argue that reconceptualising fair access in terms of distributive fairness rather than procedural fairness offers a more socially just set of principles on which to allocate valuable but scarce places at the most academically selective universities in England, unless or until such time as the vertical stratification of higher education institutions is reduced or eliminated entirely.
Journal Article