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News, Views and Careers for All of Higher Education
July 11, 2007
New View of Admissions
During the last year, Tufts University started a pilot project that represents one of the most significant shifts in undergraduate admissions policies for a competitive research university. The experiment involves additional essays used to identify applicants who are creative, who possess practical skills, or who have wisdom about how to promote the common good — characteristics Tufts says are consistent with its vision of higher education, but which may not be reflected in SAT scores or high school grade point averages.
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The early results are encouraging to Tufts and have at least one other university looking at the experiment for possible adoption or adaptation. About half of all applicants chose to participate by writing voluntary (additional) essays. Evidence suggests that those who were tagged in the process as exhibiting one of the desired qualities were more likely to be admitted.
Tufts saw an increase in admitted students from some key underrepresented groups, especially black applicants and those from the Boston public schools, likely in part because of the new approach. And of potential significance to those who feared the new system might diminish the quality of the incoming class (as defined by traditional measures), that doesn’t seem to be the case. Mean SAT scores are up slightly, to a verbal-math combo of 1440, a new record at Tufts. And the scores of students who benefited from the new system aren’t statistically different from those who didn’t.
“I think we now have a more nuanced understanding of our students,” said Lee Coffin, dean of undergraduate admissions.
The Tufts program is known as Kaleidoscope and it is based on the work of Robert Sternberg, a psychologist who specializes in measuring intelligence and promoting creativity, and who is dean of the School of Arts and Sciences at Tufts. Sternberg has worked for years to demonstrate that there are many factors — not just grades or test scores — that can predict the success of students in various academic settings. Many admissions reforms these days are based on the idea of “holistic admissions,” in which committees attempt to take a more in depth, and less numbers-driven look at applicants. But Kaleidoscope responds to the concerns of some that such approaches may be too impressionistic and subjective.
“From an outside perspective, it seems capricious,” Coffin said of admissions to competitive institutions, since students with similar grades and test scores have no way of expecting that they will have the same outcome in the process. While Kaleidoscope makes the process consider more factors, he said, it also makes it less subjective, as admissions committees are relying on something real, not just an impression, when they argue that an applicant has creativity, for example. “What we’ve done has another level of information in the process,” he said.
In an interview Tuesday, Coffin described how the process worked in its first year and some minor adjustments for the coming admissions cycle.
What Kaleidoscope does on the application is give the prospective student the chance to write a short additional essay selected among eight prompts. But the topics are not standard, and are designed to demonstrate the presence (or absence) of certain qualities in an applicant. The topics for next year illustrate the idea of moving beyond the “name a person you admire” or “name a book that influenced you” approach to essays. One prompt is simply “What is more interesting: Gorillas or guerrillas?” Another invites students to do as follows: “Use an 8.5 x 11 inch sheet of paper to create something. You can blueprint your future home, create a new product, design a costume or a theatrical set, compose a score or do something entirely different. Let your imagination wander.” Another says: “Thomas Edison believed invention required ‘a good imagination and a pile of junk.’ What inspires your original thinking? How might you apply your ingenuity to serve the common good and make a difference in society?”
The essay prompts are designed so that students may demonstrate one or more of the qualities being sought.
Tufts starts its admissions process with an academic review based on grades, the high school curriculum, SAT scores, and so forth. A small group are “academic superstars” who are admitted right away, Coffin said. Others might not be able to do the work and are rejected before any review of their Kaleidoscope essays. The essays are having the most impact on the group Coffin called the “upper middle,” about 8,000 of the university’s 15,000 applicants this year — applicants who demonstrated they could succeed academically at Tufts.
About half of those applicants wrote one of the optional essays. On the basis of those essays (or other material in the applications), students were designated when appropriate as having a creative, practical or wisdom rating. Applicants either have or don’t have the rating — there is no scale. When admissions committees met to discuss candidates, these ratings clearly helped a lot.
Among all applicants in the “upper middle” group, the admit rate was 25 percent, but 55 percent of those tagged with a practical rating were admitted, as were 53 percent of those with a creative score and 58 percent of those with a wisdom score. Of the entire incoming freshman class, 19 percent have a practical rating, 15 percent have a creative rating, and 13 percent have a wisdom rating. (Some students had multiple tags.)
Coffin said that one of the main advantages of the new system may have nothing to do with the validity of the approach in predicting success. “What we found in reading the essays is that they were profoundly different” from standard college application essays, he said. “Kids weren’t being coached to the question,” so there was “a freshness of writing” in the pieces.
But Coffin said that the essays also pointed to genuine student attributes. In some past years, similar attributes may have been raised in a student essay or in a teacher’s recommendation. But Coffin said that in many cases, the essay prompt yielded evidence that wasn’t previously available and that helped some applicants win admission in a “tangible” way, not just because of a feeling that someone had a particular set of qualities.
Some academics have feared that adding such factors would take away from academic competitiveness using traditional measures. But the first year at Tufts didn’t find that. Coffin said it was important — based on grades and test scores — for people to see that this new approach is not mutually exclusive with tough academic standards.
Some of the frustration with existing admissions criteria is that they may be less likely to predict the success of black and Latino applicants than of other applicants. On average, Asian and white students outperform other groups on standardized tests, leading to calls for measures that might better predict the success of all groups.
Coffin said that Tufts has not run a complete demographic breakdown on which groups benefited from the new measures. But he said that black applicants and applicants from the Boston public schools appeared to benefit disproportionately from the practical measure, as opposed to the creative and wisdom measures. He said he wasn’t sure why, but that the trend could be important because in deciding whether to admit a student who may not have gone to the best high school or have the best SAT scores, Tufts wants confidence that a student can manage challenges and solve problems. Someone with good practical skills is more likely to be able to seek help and succeed.
“We accepted and enrolled students from schools in Boston [from which we] don’t usually accept and enroll students,” Coffin said. When admissions officers noticed this trend, they also noticed that many of those they were admitting had the practical tag.
In total, the new freshman class at Tufts will be 13.4 percent black or Latino, up from 10.8 percent last year.
Coffin stressed that getting a tag “was not a silver bullet” assuring admission, but that it brought issues to the table as candidates were being discussed. He also emphasized that Tufts will be studying these students for three or four years to assess the success of the program. One change in the coming admissions cycle is that applicants will also be tagged for analytical skill. That was left out this year, based on the assumption that it was covered by traditional application materials, but Coffin said that he saw cases where he would have wanted to credit analytical skill that wasn’t otherwise evident in traditional measures.
Philip Ballinger, director of admissions at the University of Washington, is among those who have been watching the Tufts project closely with an eye to using the approach. Washington currently uses a holistic approach, similar to that adopted by similar universities that have had to eliminate affirmative action in the wake of a state referendum, in which Ballinger said that admissions committees looked at “contextual factors” that may influence a candidate’s academic record or ability to succeed. But he said he has wanted to move beyond that, to get additional factors that have predictive value.
“A holistic process is always going to strike many as subjective and mysterious, and I understand that, but with work like [the Tufts project], if the data supports it, then we have something that is more data founded and more easily communicated,” Ballinger said.
A question mark for Ballinger is scale. The University of Washington is larger than Tufts and receives more than 30,000 applications. “I want to to see if we can find ways of assessing these possible new predictors, and to see if there is some way to assess them that isn’t as labor intensive,” he said. With that caveat, Ballinger said he would like to see his university try the idea, potentially in the next few years.
Lloyd Thacker, founder of the Education Conservancy, said he too was impressed with the Tufts experiment. Thacker has been a prominent critic of the admissions process at competitive institutions, saying that it reflects the wrong values and is too often devoid of educational values.
The kinds of questions Tufts is asking relate in part to the idea that education “has a public purpose, to prepare our citizenry,” Thacker said. He said he’s also happy whenever he sees an admissions change that brings the application process “closer to education.”
“In education, imagination is extremely important and the current process does not encourage creativity, imagination, courage, wondering, or civic-mindedness,” Thacker said. “It encourages gamesmanship, competition, managing your high school career to please a dean.” Tufts, he said, “seems to be sending different messages. I like that.”
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Comments
Codifying, not changing
I resist the idea that additional short essays are the only or even the best way to assess a student’s practicality, creativity or wisdom. Practicality is evidenced by preferred activities and often identified in letters of recommendation. Creativity is also manifest in many other choices a student makes about how she spends her time, and a fair percentage of applicants submit creative materials, auditions etc. already. Wisdom usually has a source—life experience, mentorship—that can also be detected with more ‘conventional’ approaches. Also, all three of these qualities might emerge better during an interview than through short answers.
More short answer essays can always be helpful, but they can be ‘gamed’ just as much as SAT scores, long essays etc.
The surest forms of evaluation remain: “what has this student been doing and learning for the last 3+ years?” and “how well do his choices and goals match our profile and mission?”
The answers to those questions aren’t easy to derive...and so the Committee process remains the surest form of what the admissions business should be about: doing the long, hard, multiple forms of reading and evaluating from several different perspectives that will allow the committee to feel sure they’ve arrived at responsible answers.
Jon Burdick, at 8:20 am EDT on July 11, 2007
Holistic in anoiher sense, too
Another interesting and promising aspect of Tufts’ qualitative approach is that the admissions dean is applying expertise from his own faculty. In two decades of reaching out to prospective students on behalf of five colleges and universities, I have seen little of this sort of collaboration and many examples of mistrust and resenetment between recruiters and professors who come to perceive each other at cross purposes in pursuit of competing agendas.
Edward Hershey, at 9:00 am EDT on July 11, 2007
Techniques of Exclusion
When I read stories like this I want to cry. Admission process in elite universities and colleges has always been a process of exclusion, and they never stop inventing new techniques for exclusion. They are so intent on perpetuating the American class structure that the old game is constantly being repackaged under new labels. When will the nation wake up to the notion that higher education is a basic right of every citizen and the quality and content of an undergraduate education will be the same regardless of which college a student chooses to attend? Does it require federalization of higher education?
Mathew, at 9:50 am EDT on July 11, 2007
Yet, somehow student bodies will pretty much look the same as they always have been. These differing “admissions” processes are nothing more than a fad, and I really don’t understand why such gimmicks get such attention. Perhaps if a school were to require that all admitted students be recognized as an “expert” in their field (as evinced by published papers or patents) we might see a different kind of student body.
Now, although Tufts students probably better than most, for some reason, despite so much effort being put into recruiting “mature” students, most schools treat their students as immature and adopt a fairly paternalistic attitude over them, and many commentators here go so far as to claim that students, despite their age, are as adult as non-students of the same age.
Larry, at 10:10 am EDT on July 11, 2007
Whose “creativity"?
Reading the examples of the questions for the essays makes it clear that the goal here is to allow a shocking arbitrariness to the administration. The most “creativity” here is in judging the students’ answers.
Michael Pyshnov, at 10:41 am EDT on July 11, 2007
This is a valuable and long overdue experiment. Kudos to the Tufts admission staff for integrating another layer of analysis into its thinking. I am sure they will find increased evidence of desired personal qualities in the students whom they have enrolled. On the other hand, in an applicant group where at least 70% of those applying are qualified (the “superstars” and the “upper middle”), how does this experiment do anything more reorder the “chairs in the room?” It would seem that the real test of the concept is its impact on the demographics of the applicant pool. Is it truly opening doors by giving young people who might not otherwise have considered Tufts the confidence to apply? And at what point do the decision-makers feel confident enough with a tagged essay to let the author’s otherwise qualified credentials override a relatively modest set of standardized test results? Is the intent to open doors or to simply arrive at a different mix from among those who are already in the applicant pool? It would seem that the crew at Tufts is on the verge of a new metric that could truly revolutionize the way we seek and select interesting and qualified students into our campus communities. If opening doors is the objective, the next step should be the elimination of the barrier presented by test scores. I suspect the Tufts validity studies already show that testing holds marginal (at best) value in the equation as a diagnostic. Rather, test results are more likely competitive credentials that still trump qualified students who are “tagged” with Kaleidoscope ratings. (I must confess to being dismayed that SAT results were cited to validate the “quality” of the incoming class.) If that is the case and since improving the “texture” of the class is the objective, then it strikes me that Tufts is in a great position to remove testing from the equation altogether.
Peter Van Buskirk, Author, consultant, at 10:42 am EDT on July 11, 2007
Give process a chance
It’s incredible how contemptuous people here are of this new look at admissions even before investigating whether it works.
Patrick Mattimore, Teacher, at 10:50 am EDT on July 11, 2007
More work, same outcome
Seems to me that the applicants in question spent more time on the app, the admissions committee spent more time evaluating the applications and the outcome was pretty much the same as before. Of course, people feel better and that’s what really counts...
Mythbuster, at 10:50 am EDT on July 11, 2007
Well Intentioned but...
Now matter how well intentioned this sounds, I agree with several who say it does nothing but reshuffle the chairs already present. Statistics are given that show an increase in black and latino admissions. That’s well and good. Where are the statistics on economic class? If you really want to get at the root of the problems with admissions you have to adress the 900 lb gorilla in the room; the disparity between rich and poor and access to top quality higher education.
TA, at 11:25 am EDT on July 11, 2007
New View of Admissions
I appreciate Tufts thinking outside the box of the traditional admissions process. “The fact that all information admissions officers currently have limited information in predicting academic success (re: Questioning the Admissions Assumptions — Inside Higher ED), and accounts for only 30% of the Grade variance in colleges——— leaving 70% of the variance unexplained", it’s about time that we look at other ways to evaluate student academic success. There is much to say about the motivation factor in academic success.
Norm Jones, VP Enrollment at TLU, at 11:45 am EDT on July 11, 2007
If You’ve Got The Money Honey, I’ve Got The Time
I would love to conduct the following experiment at Tufts.
In five of the next ten years — randomly chosen of course — the Tufts’ Admissions Office will use its Kaleidoscope to capture their “more nuanced understanding of [their] students” and choose their freshman classes accordingly. In the five “off” years we will choose the Tufts’ freshman class simply by taking an appropriately-sized random sample from the population of all applicants who have high school GPAs of at least 3.8 … and not examine any additional evidence about the applicants. Then at the end of the ten-year experimental period we’ll ask the faculty two questions, (1) “In which years were your students more ‘talented?’” and (2) In which years was the culture for learning at Tufts clearly superior?”
You must surely know my conjecture is that there would not be a dime’s worth of difference between the faculty’s responses over the two collections of years.
I admit that would not resolve the issue. One criticism of my study is that we are asking the wrong people. We should be asking similar questions of the students, but, of course, they would not have the ten-year reference set upon which to make comparisons. For example it might be useful to ask students, “To what degree was the diversity of the Tufts’ student body a contributing factor to your education?” Were this pseudo-experiment possible, I imagine there might be a statistically significant difference between the two collections of years ... but I would not put big money on it.
On the other hand, all of this brilliant innovation keeps the Admissions’ people occupied, justifies their salaries (and benefits‘ payments) ... and probably doesn’t substantially hurt (or help) the culture for learning that IS Tufts University.
Frizbane Manley, at 10:05 pm EDT on July 11, 2007
Wow. Traditional admissions standards admit a student body which underrepresents blacks and hispanics. A new, non-traditional admission standard, measuring creativity, is instituted.
Who would benefit from such a new non-traditional admission standard? Is creativity spread evenly throughout all subpopulations within the country? Does creativity correlate with those traditional measures of success (test scores and high school grades)? Why no: Tufts has learned that black and hispanics (surprise!) are actually more creative than whites! Thus, black and hispanic admissions have risen.
Perhaps, given their new findings (That minorities are actually more ‘creative’ than white people), Tufts will research this previously unknown phenomenon. How would we explain it? Is ‘creativity’ actually caused by melanin? A genetic string that people with pale skin don’t have? It will be a fascinating research project, there at Tufts University, I’m sure.
Sk
Sk, at 10:05 pm EDT on July 11, 2007
I think that this is a good idea to have other ways to measure students abilities besides standardize test. Not everyone does well in testing and to give something like this essay for students to show off themselves more seems very helpful. I am really interested if this will become a nationwide activity for students applying for college. It seems like it is more equal opportunity and that is always a good thing. Hopefully more is learned about this way of looking at intelligence and it can be better understood and used across the country at all colleges to add to the admissions office understanding of the student.
Katherine E., at 10:05 pm EDT on July 11, 2007
Higher Education a “right"?
Mathew:
I’m not sure which higher education law class you took, but a college education is NOT a Constitutional right. Stop with the entitlement attitude.
FMS, at 10:05 pm EDT on July 11, 2007
Robt. Sternberg and college admission
I remember coming across Prof. Sternberg’s essay, “What Do We Know About Intelligence?” in _The American Scholar_ twenty-some years ago when I was a new admissions officer. It stirred me like a bugle, largely because it represented an intellectually powerful effort to construct intelligence in a decidedly more INCLUSIVE manner than the stolidly cognitive models in fashion at the time. Higher education, I thought, would be a different and a better place if Sternberg’s ideas about practical intelligence became mainstream concepts in enrollment management circles. It’s exciting to see a great university like Tufts give his theory a direct application. Kudos to the University of Washington for paying attention. I hope it’s the first of many to follow Tufts’ lead.
Brian Hopewell, at 10:40 pm EDT on July 11, 2007
At Matthew
If it’s going to be a right, why not go the distance and make it mandatory so higher education can begin lowering standards just like K-12. That way, everyone can be a winner.
Mr. W x, at 4:15 am EDT on July 12, 2007
This new look at admissions is very comforting, even if that’s an idealistic look at the process. I will be applying to college within the next year and it’s lovely to know that colleges are at least trying to gain a full perspective of the applicants as people not just scores. I am one of those children who get the good grades, but have crap standardized test scores. I am practically smart and a hard worker, but not book smart. Even if they actually only looks at scores, physiology it’s nice to think there is more to the process. I think the new creative essays, although not really academically minded, will really help the students prosper in life. I know many insanely, crazy bright 2300 SAT scoring people who can’t communicate with people, and have a complete lack of social skills. People in general will be more successful if they are well rounded, they can’t just have good SAT scores. I really hope that colleges across the board are aiming to adopt a standard like this, where they at least attempt to evaluate students based on practical and creative scales.
Sarah Benedict, at 10:55 pm EDT on July 12, 2007
Social skills and Ms. Benedict
Ms. Benedict, Your comments are deeply disturbing, and I have to object to your idea of discriminating against people with high SAT scores simply because they can’t communicate with you the way that you want them to. What? They don’t say the right things at parties do you? They read too much? And really, how “many” people with 2300 SAT scores do you know that have so little “social skills” that they are incapable of communicating with anyone? Maybe they just don’t want to communicate with the likes of someone like you who condemns people for not having “Social skills.”
I am not sure that your self-serving comments that you are “smart” or a “hard worker” are true. Perhaps you just THINK that you are smart, but you have not been able to demonstrate it in any tangible and verifiable manner. Perhaps your time would be better spent becoming “book smart” and doing better on standardized tests then condemning those people that are able to make the grade.
Larry, at 9:55 am EDT on July 13, 2007
Taking Issue With Larry
So, Larry, here we have young Sarah, during the summer following her junior year in high school, reading InsideHigherEd and commenting on an issue that is important to her.Her vocabulary is at least average for those who write posts for IHE, and I imagine it will be but a short time before she cleans up her syntax and grammatical errors.
She is obviously a hard worker, gets good grades, and, as I read between the lines, is well-rounded. We don’t know why – because we don’t know her – but she doesn’t score well on standardized tests. It strikes me that her applause for colleges and universities that are revising their criteria for admission in a manner that de-emphasizes the traditional importance of SAT and ACT scores is quite reasonable and rational.
Sarah said “I know many insanely, crazy bright 2300 SAT scoring people who can’t communicate with people ...” As a matter of fact, I do too ... some of whom have been students in my classes. In addition, I have known plenty of youngsters with SAT scores of 700 whose communication skills were not at all refined, but her statement is about her personal experience and I imagine it is close to accurate.
Sarah believes “People in general will be more successful if they are well rounded.” I admit I have known many, many very successful, narrowly-focused individuals, but she did say “in general,” so that qualifier probably makes her statement true.
Frankly, up to this point, if I had to describe Sarah’s thesis with an unflattering adjective, I’d use “naive” ... and certainly not “deeply disturbing.” So, it must boil down to Sarah’s statement that, “I know many insanely, crazy bright 2300 SAT scoring people ... who have a complete lack of social skills.” It is strange that you interpreted “social skills” to mean behavior at parties while I assumed she meant social skills in a much broader sense. In any event, I wish she had not gone that route.
Now, Larry, you said to Sarah ...
1.“... [you want to discriminate] against people with high SAT scores ...”
2.“... people with high SAT scores ... can’t communicate with you the way that you want them to.”
3.“... [you are] condemning those people that are able to make the grade.”
I don’t think Sarah said any of those things. What she did say is that SAT scores should not dominate admissions’ criteria because there are many potentially successful college students who work hard, have good grades, are well rounded, have good communications skills, have good social skills (and, damn, I wish she had skipped that), but don’t have remarkably high SATs. On that I agree with her completely.
My advice to Sarah is to make that stupid SAT requirement a project. Go ahead and waste a few months of your life getting ready for the tests, and stick with it until you get the scores others want you to have. My SAT scores – and my GRE scores for that matter — were abysmal (and I’m not bragging about that), but I have a Ph.D. and at various times have been on the faculties at Princeton, Yale, Michigan, and Duke. Just keep working hard, enjoy learning, and realize that most of this admissions’ stuff is a game played by people who don’t have better things to do with their time. And by the way. Sarah, I didn’t think your perspective was at all naive, especially for someone who has just wrapped up her junior year in high school. I read all of Larry’s stuff, and I think he was just advising you to beware of becoming an anti-intellectual snob ... and over-reacted just a bit in the process.
Frizbane Manley, at 1:15 pm EDT on July 15, 2007
Actually, not every Undergraduate education is the same. In fact, it’s quite different from institution to institution. I’m not sure if what you meant to say was that Tufts shouldn’t be focusing on exclusion, but rather on making it so that every institution is on the same level...? I was very confused by what your point was, to tell the truth. Here you are, not agreeing with the new admissions process Tufts has decided to include but at the same time making it seem though Tufts was at par with a, say, community college in its undergraduate education. Now, I may not know a lot about American education seeing as though I’m an international student, but speaking as a rising senior about to apply to American institutions, I have to say that this new addition at Tufts is a bit comforting. Seeing as though, unfortunately, Tufts is one of the schools that stands out and IS quite selective, any other slight chance of giving students an “advantage” per se is received well by us. Now, it’s not to say that it’s the best method, nor the most objective, but I’m sorry to say Mathew, this is “The Real World” and this is how it works. Not all colleges and universities are at par with each other, sorry to break the news. Thus, if a school that has a reputation such as Tufts choses to fancily aid students during their admissions process, who are you really to say anything against it? Unless you are a student that is going to apply to that institution, I fear they won’t really cater to your opinions.As for whether this new admissions process is just, or whether it really adds diversity to the Tufts student body, we can only wait and see.
Andressa, At Mathew., at 11:40 am EDT on July 27, 2007
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These articles would be a lot more interesting if you presented both sides. Surely there is someone in this great wide world who thinks that the Tufts approach is stupid. You ought to interview him as well.
David Kane, at 7:45 am EDT on July 11, 2007