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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
No Longer Separate, Not Yet Equal
Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.
eBook
Application to achievement: association between pre-admission factors, admission scores, and medical students’ performance
Background
Students have long been admitted into medical colleges using standardized tests/interviews. However, limited evidence exists on their association with academic achievement during medical education. Moreover, the relationship between its individual components and subsequent academic achievement remains unexplored. This study aims to determine the association between medical students’ demographics and admission scores with their academic performance during medical college.
Methods
This cross-sectional study was conducted in 2023 at one of the oldest private medical colleges in a South Asian low- and middle-income country, where data for medical students graduating with a Bachelor of Medicine, Bachelor of Surgery (MBBS) degree in 2018–2022 were retrieved electronically. Through an extreme groups approach (EGA) sampling, factors leading to students falling within the top 20% scorers in preclinical, clinical, procedural, and non-procedural clerkships were identified. Binary logistic regression models assessed the association between demographics and admission scores with their academic performance in medical college.
Results
From data of 418 students, EGA sampling included a total of 168 and 169 students for comparison between the top and bottom 20% scorers in preclinical and clinical rotations, respectively. Female sex (adjusted OR:4.10, 95% CI:1.94,8.65) and higher biology, physics, and mathematical reasoning scores on the university’s admission test independently predicted preclinical academic achievement. Female sex and higher mathematical reasoning scores significantly predicted academic achievement in clinical, procedural, and non-procedural clerkships. Higher biology scores also independently predicted achievement in non-procedural clerkships (adjusted OR:1.03, CI:1.01,1.06). Prior schooling from the British education system was significantly associated with higher mean percentage for admission scores and clinical clerkships for applicants compared to the local education system.
Conclusion
Higher scores on medical college admission tests can predict medical students’ academic achievement during undergraduate studies. Understanding the specific test components associated with students’ success can refine the selection process, ultimately fostering efficient healthcare professionals.
Journal Article
Who gets in? : strategies for fair and effective college admissions
Disputes about college admissions are never far from the public eye. At the core of these controversies is the fact that an admissions policy cannot be evaluated in a vacuum--it must be judged with reference to the mission of the institution and the goals of the society at large. There is no all-purpose entitlement to be admitted to college. Who Gets In? explores the goals, effectiveness, and fairness of competing admissions policies, drawing on current events, as well as literature from education, psychology, sociology, political science, economics, and law. The book illustrates the effects of 16 admissions procedures through analyses of nationally representative survey data from college applicants, implementing the selection methods and then comparing the resulting \"entering classes\" in terms of demographic makeup and college performance. A final chapter offers recommendations for improving the fairness and effectiveness of college admissions policy.-- Provided by the publisher
Book
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
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 years that matter most : how college makes or breaks us
\"The best-selling author of How Children Succeed returns with a devastatingly powerful, mind-changing inquiry into higher education in the United States\"-- Provided by publisher.
Book
Running in Place: Low-Income Students and the Dynamics of Higher Education Stratification
The increasing concentration of wealthy students at highly selective colleges is widely perceived, but few analyses examine the underlying dynamics of higher education stratification over time. To examine these dynamics, the authors build an analysis data set of four cohorts from 1972 to 2004. They find that low-income students have made substantial gains in their academic course achievements since the 1970s. Nonetheless, wealthier students have made even stronger gains in achievement over the same period, in both courses and test scores, ensuring a competitive advantage in the market for selective college admissions. Thus, even if low-income students were \"perfectly matched\" to institutions consistent with their academic achievements, the stratification order would remain largely unchanged. The authors consider organizational and policy interventions that may reverse these trends.
Journal Article