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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.

Despite the emergence of test-optional policies, standardized admission tests continue shaping the college composition and financial aid prospects of hundreds of thousands of students. This is concerning for the following reasons: (a) standardized test results have historically favored test-takers from wealthier and majority backgrounds, (b) test optional policies have prominently not translated into more diverse student bodies, and (c) on June 29, 2023, the Supreme Court ruled unconstitutional to consider race and ethnicity in college admission decisions. All of which threatens student body diversity in the United States. With this context in mind, this study contributes to this literature in three ways. Methodologically, based on spatial econometrics, neighborhood effects, and concentrated advantage/disadvantage literatures, and employing two different analytic samples, one at the state level and one national in scope, the study demonstrates that variations in test performance are explained by test-takers' spatially contextualized circumstances beyond their individual-level characteristics. Substantively, the study identifies relevant place-based, geographical predictors of performance on standardized tests. Pragmatically, our study offers researchers and admission officers with a tool that enables the easy identification of outstanding, qualified test-takers whom, despite experiencing life in places with high levels of socioeconomic hardship, mastered these tests, statistically outperforming in doing so their peers who grew up in the same neighborhoods. From this perspective, our proposed framework offers a feasible solution to the challenge of locating what Hoxby and Avery referred to as the hidden supply of high-achieving, low-income students. Accordingly, the overarching goal of this study aligns with the notion of talent maximization/human capitalization by providing a reproducible tool (replication code access: https://cutt.ly/3wvv2kgr ) to identify high achieving students located in at risk areas. Since the identification framework of outstanding test-takers discussed in this study does not consider race or ethnicity, it does not violate the Supreme Court’s ruling that prevents using race and ethnicity for admission decisions. Remarkably, our proposed high-achieving, low-income students detection framework does identify standardized test-takers living in highly socioeconomic and ethnic diverse neighborhoods (see https://cutt.ly/hwvraSQD ), which if recruited by admission officers and offered financial aid, may contribute to making the selection process more equitable, fairer, and may ultimately translate into more diverse student bodies.

Low-socioeconomic status (SES) students are underrepresented at selective colleges, but the role that admissions offices play is poorly understood. Because admissions offices often have inconsistent information on high school contexts, we conducted a randomized controlled trial to determine whether providing detailed information on high school contexts increases the likelihood that admissions officers (n = 311) would recommend admitting low-SES applicants. Admissions officers in the detailed-information condition were 13 to 14 percentage points (i.e., 26%-28%) more likely to recommend admitting a low-SES applicant from an underserved high school than those in the limited-information condition, although the limited-information condition provided significant details about family SES and high school context. These findings were consistent regardless of the selectivity of the college, admissions office practices, and participant demographics.

College admissions leaders increasingly desire to incorporate non-cognitive factors like grit into admissions decisions. Consequently, we examined the validity of the short grit scale (Grit-S) using data collected on undergraduates attending 38 colleges. Using confirmatory factor analysis (CFA), we found that Grit-S does not possess adequate model fit; however, a modified version of the scale does possess this property. Using multi-group CFA, we also found that Grit-S is relatively invariant across multiple demographic groups. Next, we examined the concurrent validity of grit with students’ engagement, perceived gains, time spent studying, and grades. These results confirmed previous research that most of the predictive power of grit is contained in its perseverance of effort, not consistency of interest, dimension.

Attending a selective college or university has a notable impact on the likelihood of graduation, graduate school attendance, social networks, and career earnings. Given these short-term and long-term benefits, surprisingly little research has directly explored the factors that might promote or detract from equitable admissions decisions at these schools. This study examined a unique national sample of 311 undergraduate admissions officers who work at selective institutions to explore this issue. Among the descriptive findings, more than half of respondents reported that they consider applicants' demonstrated interest in attending their institution when making a recommendation, about two-thirds review at least 100 applications during busy weeks, and almost half were working at their alma mater. Moreover, in a simulation of admissions scoring, admissions officers from historically underrepresented groups were more likely to admit low-SES applicants, whereas participants with more work experience and who were employed at their alma mater provided less equitable recommendations.

This article presents the results of the first phase of a research project on perceptions of the International Baccalaureate Diploma Program (IBDP) in Canadian universities. Establishing explicit university recognition policies for IBDP students has been an ongoing task for the International Baccalaureate Organization (IBO), which conducted two studies on university perceptions of the IBDP in the UK (2003) and Australia/New Zealand (2007). The present study replicates these studies in the Canadian context, to discover how admissions officers in Ontario universities perceive the IBDP in relation to other curricula. Preliminary results reveal a high degree of uniformity in responses, consistent with the previous studies. The IBO is indicated as being the primary source of information, suggesting that it plays an important part in forming perceptions of the IBDP.

Background Given the critical role of health professionals in societal health, the development of robust and effective selection methods is of fundamental concern for educational institutions within the field of health sciences education. Conventionally, admission competencies have been determined by institutional authorities. Developing institution-specific competency criteria enables an admission process that is mission- and value-aware, evidence-based, and strategically adaptable. However, few schools have established their admission competency criteria, although the majority possess their own models of graduation competencies. This study reports the process of developing and validating an institution-specific admission competency model that addresses the need for evidence-based and mission-aligned selection processes that are distinct from standardized models. Methods This study was conducted in two phases, using both qualitative and quantitative analyses. Phase I involved constructing an admission competency model through a qualitative approach facilitated by workshops with 17 faculty members and 92 first-year pre-doctoral students of a dental school. Through constant comparative analysis, this phase focused on the extraction and refinement of competencies for entering dental students. In Phase II, a questionnaire developed from the workshops asked respondents to rate the importance of 47 attributes across 10 constructs on a 5-point Likert scale. A total of 301 individuals participated in the survey. Exploratory Factor Analysis (EFA) identified the factor structure, and Confirmatory Factor Analysis (CFA) examined construct validity and assessed the model fit with the data. Results The EFA of the 47 attributes identified 10 factors, and the CFA results indicated a good-to-acceptable level of fit for the ten-factor model. Aligned with the American Association of Medical Colleges Premed competencies, this study identified unique attributes specific to the institution, such as confidence, leadership, and entrepreneurship. These findings highlight the importance of developing tailored competencies reflecting the unique needs of institutions and their fields. Conclusions This study demonstrates the feasibility and value of creating institution-specific admission competency models, offering a methodology that aligns with evidence-based mission-driven selection processes. The distinct competencies identified emphasize the need for educational institutions to consider unique institutional and field-specific requirements and move beyond standardized models to enhance the selection of medical students.

Background Medical school admissions committees often prioritize traditional pathways, but structured clinical gap year (scGY) programs may offer valuable opportunities for career exploration, competency development, and professional preparedness. The impact of scGY programs on these outcomes remains unclear. The objective of this study was to evaluate the impact of a structured clinical gap year program on medical career exploration, competency-based skill development, preparedness for professional school, and burnout mitigation. Methods This observational study surveyed 38 participants who completed a 14-month dermatology-focused scGY program at a single private practice. The scGY program began in 2017 and remains ongoing. Surveys were administered in May 2024, with all responses submitted by July 2024. The program included direct patient care, surgical assisting, electronic medical record use, structured mentorship, and weekly didactic sessions. Thirty-seven participants responded to a post-program survey (97% response rate). Data collected included academic outcomes, self-reported confidence in ACGME core competencies (before and after the program), perceived preparedness for professional school, and perceptions of whether a gap year helps mitigate burnout. Changes in competency confidence were assessed using Wilcoxon signed-rank tests. Results Participants reported significant improvements in all competency domains, with the greatest increases in patient care/clinical skills (mean improvement: 6.2 points) and interpersonal/communication skills (mean improvement: 5.9 points). Compared to their peers, 64% self-reported they felt more prepared and 36% self-reported they felt much more prepared for professional school. Career exploration rankings indicated the scGY program was more valuable than shadowing or volunteering. Additionally, 89% believed that completing a scGY reduced burnout. Conclusions A structured clinical gap year program enhances perceived competency development, affirms career pathways, and improves professional school self-reported preparedness while potentially reducing burnout. These findings suggest that admissions committees should recognize scGY experiences as valuable, rather than viewing them as unnecessary delays in medical training.

The COVID-19 pandemic transformed the college search process by accelerating digital resource adoption. This case study, framed by a Social Worlds theoretical lens, analyzes data from 28,468 respondents to a Fall 2024 Common Application question at a highly selective university, with 22 percent identifying as firstgeneration applicants, to understand resource use. Findings reveal that firstgeneration students use fewer resources overall and rely more on unpaid services, while continuing-generation peers benefit from family support and paid services. Significant disparities in resource access highlight the impact of socioeconomic and familial factors. The study recommends expanding free resources and institutional support to improve equity in college admissions.