The College Board has notified some students who took the SAT outside the United States this month that their scores are being delayed due to an investigation into a possible security breach. The review could take up to five weeks.
The College of New Rochelle, which has an undergraduate liberal arts college for women and graduate and professional programs that serve women and men, is considering going completely coeducational. The college sent a letter and an FAQ to alumnae, seeking input. The materials make points similar to those offered by other women's colleges that have decided to admit men, with an emphasis on the very small proportion of high school girls who will consider women's colleges.
Such shifts at some women's colleges have led to major protests. Alumnae have created a Facebook page, and it is clear many of them are disappointed by the shift, but also that many fear for the financial future of the college as currently operated.
INDIANAPOLIS -- It is the job of universities with big-time sports programs -- not the National Collegiate Athletic Association -- to ensure that athletes are taking real courses and earning high-quality degrees, the NCAA's president told a roomful of public university presidents and other administrators Sunday.
Mark Emmert, the association's president, said that significant increases in the academic preparation of freshmen at many colleges and universities have put athletes -- whose academic profile has changed little -- at a growing disadvantage, creating a "mismatch" on "a lot of campuses." Athletes are competing in the classroom with ever-stronger students while spending "spectacular amounts of time" on their sports. That tension makes it incumbent on institutional leaders to ensure that "we are not cheating young men and women by not providing them academic programs of high quality," Emmert said.
"It's not the role of a national athletic association to say what an English course has to be to have integrity," he said. "Some people somehow think the NCAA ought to be able to walk onto campus" and play that role. "But that’s your job; you have to make sure you’re doing it."
Emmert's comments come at a time when the NCAA is preparing to increase its eligibility standards for athletes, and amid a rash of academic scandals that some attribute to the pressure on colleges to keep academically underprepared athletes eligible.
The University of California is planning to increase by 10,000 the number of Californians enrolled in system campuses by 2018, The Los Angeles Times reported. System officials said more Californians will be enrolled at all UC campuses. The plan follows criticism of the university for in recent years increasing out-of-state enrollments, a move the university has defended as necessary for revenue gained from the higher out-of-state tuition rates. University officials said they plan to pay for the increased California enrollment by phasing out the use of state and university financial aid funds for low-income students from outside California.
Duke University on Thursday announced a new program for first-generation students or those from disadvantaged high schools, designed to help these students succeed at the university. The program will provide mentors, extra financial support and a summer "bridge" program to help students get ready for the academic demands of Duke. The university stressed that the participants will meet Duke's normal, highly competitive admissions standards.
“This is not remedial,” said a statement from Stephen Nowicki, dean and vice provost for undergraduate education. “But students who come, for example, from a less-resourced high school may not have taken Advanced Placement classes, while most of their Duke classmates have, so some start the race a few steps behind.”
All ACT scores from the September administration of the test have now been released, ACT announced Friday. A major delay in score releases has had many students worried that they would not be able to have ACT scores reported to colleges in time for Nov. 1 deadlines for some early admissions programs. ACT's announcement said that it would be sending requested score reports to colleges over the weekend to meet the deadlines.
It has been clear for some time that the American college admissions system is fundamentally flawed. Between the Common App’s monopoly over the admissions process and U.S. News & World Report's rankings -- which give institutions points for selectivity and higher test scores -- it has been nearly impossible for individual colleges to change the way they recruit and admit students who are a good fit for their specific programs.
The Coalition for Access, Affordability and Success -- a group of more than 80 higher education institutions that includes the Ivies, Stanford University, top liberal arts colleges and major state universities -- represents bold steps in a new direction. One hopes that the range of colleges and universities included in the coalition will allow each of its members to keep up pressure in three key ways: shifting from tests and transcripts to a more robust, portfolio-based admissions process; ensuring financial-aid transparency; and providing not only admissions advice about the institution itself but also helping the widest group of students in its community to navigate, as they say at the KIPP network of charter schools, “to and through college.”
The shift from a college admissions system that serves colleges to one that serves students and families is a national imperative if we wish to train young people for the jobs they will discover and the lives they will lead in the 21st century -- most of which do not even exist today.
If we want to change fundamentally the things that are broken with the current system, we need to go further, instituting a new framework that improves outcomes for colleges, parents and, most of all, students. We must tackle the tough questions: How can we steer the most students to colleges where they will thrive? How can we make the admissions process both challenging and a level playing field? How can we make financial aid fair and transparent?
I recommend a two-step process similar to medical school admissions. It requires colleges and universities to:
1. Establish a simple and consistent across-the-board threshold. It includes the student’s transcript, standardized test scores, activities résumé, school writing sample and a short personal essay. Students can apply to a limited number of schools -- say, 15 -- for one price. Students who receive free or reduced lunch receive 100 percent fee waivers. Colleges read the folders and decide who is academically qualified. They rank all students likely, possible or no. And they provide information about how much financial aid the student will receive if admitted later.
All financial aid is based on need (in relation to that institution’s ability to provide aid). If a college is “gapping” (admitting a student but not providing sufficient aid), the amount of debt the student will be required to assume is clear to the student and parent. There are no early admissions and no exceptions, not even for athletes.
This step provides a sanity check for students: they must apply to colleges where they are academically qualified, or they’ll end up with nothing. It also makes the first step more helpful for parents, who can see how likely their children are to get admitted and to receive financial aid at different colleges. This first, fact-based round enables colleges to select a smaller group of students to review more intensively and explore who the best candidates are for their particular programs and priorities.
2. Explore in some depth the fit between each student and the institution. Colleges identify those students who have the intellectual, personal and moral characteristics to be good citizens in their communities. And students determine which colleges will nurture their particular intellectual and personal ambitions, their sense of who they want to become in college and in life. Colleges can be innovative here: they might consider assessment centers, as suggested by Adam Grant, professor of management and psychology at the Wharton School at the University of Pennsylvania. (Such activities can be done online or in person, with the assumption that every aspect of this second phase will be paid by the college for all students.) Colleges can also try different types of writing assignments (as at Bard College), videos (like Goucher College), inventions, op-eds, interviews -- whatever they like, and in whatever combination they like, in order to get to know each student better. This should be fun and empowering for students, who should be encouraged to reveal who they think they would become at each college that they are considering.
At the end of this second round, students and colleges rank their preferences, and a computer optimizes the outcomes -- like the internship match in medicine.
This is actually how the core admissions work is done now for many state universities’ selective honors programs: a computer accepts the top tier and rejects the bottom. In a second round, students submit additional essays, videos and other projects, and the college then decides who is admitted to premier programs -- which include financial aid packages as well as smaller, more selective classes.
You could argue that transforming the tangled and misaligned assumptions of the current jury-rigged system into something this clean and simple will be extremely difficult. Indeed, it will take significant collective will to achieve something equitable and empowering for students of all backgrounds. But this two-step process is fair, transparent and fun -- three things that the current system is not and that the coalition’s ambitious opening gambit, by itself, cannot ensure.
Carol Barash is the founder and CEO of Story2, the company that expands writing fluency and self-advocacy through storytelling.