admissions

Penn Tweaks Policies on Admissions Testing

The University of Pennsylvania on Thursday announced changes in its policies on admissions tests. One change is that Penn will recommend two SAT subject tests of all applicants (with specific recommendations on those tests for applicants to some programs). Up until now, Penn required the SAT subject tests only of those applicants who submitted scores on the SAT. Now they will be recommended for those who submit ACT scores as well.

In another change, Penn will no longer require the essay portion of the writing tests of the SAT or ACT.

A statement from Eric Furda, dean of admissions, said that "our internal analysis as well as a review of the extensive research provided by the College Board showed that the essay component of the SAT was the least predictive element of the overall writing section of the SAT. Given the impending redesign of the SAT and PSAT/NMSQT, which will make the essay portion of the assessment optional, we could no longer support requiring the essay portion of either exam given its weaker predictive power.”

Furda stressed that Penn would continue to focus on applicants' writing abilities, but would use other ways to do so.

 

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20% of Common App Colleges Won't Require Essay

The Common Application, which historically has required colleges to use an essay to demonstrate commitment to "holistic" admissions, last year announced that it would allow its members to no longer require an essay. When the next version of the Common Application goes live in August, about 20 percent of the 600 colleges will no longer require an essay -- at least not through the Common Application, a spokesperson said. Some of them could require an essay as part of their own supplemental applications, she added.

 

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Berkeley Starts Admissions Recommendation Letters

The University of California is about to start accepting letters of recommendation from undergraduate applicants. Most highly competitive private institutions do so (and many require such letters), as do many public flagships. Berkeley will accept one letter from a teacher and one from someone else for each applicant. In an essay in The Los Angeles Times, Ben Wildavsky notes some of the discussion about this new policy. Some see it as an end-run around California's ban on considering race in admissions, since letter writers may play up the disadvantages faced by black and Latino applicants. Others, however, think the letters may favor those who are wealthy and well connected, and who may be more likely to attend high schools where teachers have lots of experience in writing such letters, and time to do so.

 

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Number of for-profit colleges declines as enrollments wither

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Almost 100 fewer for-profit colleges operated in 2014-15 than in 2012-13, according to federal data.

New program at New Jersey's Kean U. will limit the number of state residents

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A new program at a public university in New Jersey will have a cap on the number of state residents as institution looks overseas for students.

Academic Minute: The Price of College

In today's Academic Minute, Robert Kelchen, a professor of higher education at Seton Hall University, discusses research on ways to improve the efficiency of getting into colleges. Learn more about the Academic Minute here.

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The Powerful Tried to Influence UT Austin Admissions

The Dallas Morning News on Monday published information about the letters sent by numerous powerful individuals seeking to influence the admissions process at the University of Texas at Austin. Word of the letters (and the letter writers) is setting off new scrutiny of admissions at the university, with many of the powerful saying that they didn't necessarily follow up or seeking to punish the university for disregarding requests. Some letter writers were quite honest that they didn't know much about the applicant on whose behalf they wrote. W. A. Moncrief, an oil executive who has given at least $25 million to UT, wrote on behalf of one applicant: “I do not know this young man or anything about his qualifications, but I do know [the student’s] parents and I know his grandparents very well.” Moncrief added that the student “is certainly from a very fine and highly respected family.”

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College Readiness Stagnates for Low-Income Students

The number of low-income students who meet key college-readiness benchmarks remained flat among 2014 high school graduates who took the ACT, according to a new report from ACT and the National Council for Community and Education Partnerships. That number has stagnated for the past five years, the report said.

About one-quarter of 2014 high school graduates who took the ACT reported an annual family income of less than $36,000. While 96 percent of this group said they planned to attend college, more than the overall group of test takers, roughly half of the low-income students did not meet any of ACT's four key readiness indicators. The report found that 31 percent of all students who took the ACT also do not meet those readiness benchmarks. For example, only 25 percent of low-income students (who took the recommended core course work) were deemed ready in math, compared to 43 percent of all students.

New report seeks to draw attention to many ways colleges diversify their student bodies

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New report by American Council on Education argues many college efforts to attract minority students employ race-neutral strategies that aren't as controversial as those that receive considerable attention.

Differences in Minority Application Patterns

A study based on Texas data finds that minority students -- and in particular Latino students -- show somewhat different patterns of selecting colleges to which to apply than do white students. The study, released today by the National Bureau of Economic Research, examined where Texas students went to college in 2008 and 2009. Minority students were more likely than white students, even when controlling for college readiness, high school quality and other factors, to apply to colleges that were closer to their homes, that enrolled large numbers of minority students and that students from their high school had attended and succeeded at in the past. These factors resulted in some students "under-matching" or applying to colleges that were not as strong academically as they might have been able to be admitted to. An abstract of the study is available here.

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