Kindergarten Admission Procedures in Independent Schools with Suggested Guidelines

Abstract

The purposes of this research were to (a) define the procedures used in evaluating children for admission to independent school kindergartens, (b) to investigate selected variables and ascertain their significance in the admissions process and, (c) to formulate guidelines for assessing applicants to independent school kindergartens. Subjects were 119 randomly selected independent school admissions officers and 11 professors in universities in the United States. Data were gathered from the subjects through a 25 item survey instrument designed by the researcher. The chi-square statistical analysis procedure was used to measure the significance of differences between groups on the research questions. The Friedman test was utilized to test the independence of ranked criteria. The .05 level of significance was used to determine whether the observed differences were significant. Variables investigated included the training and experience of directors, admissions officers, teachers and others; the amount of time spent in interviewing, observing and testing applicants; and the school's selection ratio, reenrollment rate and level of satisfaction with procedures. Subjects ranked qualities perceived as important in evaluating applicants to independent school kindergartens. The data analysis revealed: 1. Admissions officers with less than six years experience spent the least amount of time observing applicants and were located in schools with the lowest selection ratios. 2. Teachers and all persons who interviewed applicants less than 30 minutes were satisfied with their procedures or satisfied but felt they could improve procedures. Increased time spent in interviews did not increase satisfaction with procedures. 3. The rank ordering of qualities sought in applicants indicated significant differences between the New England area and the Far West. The qualities perceived as most important in the New England region were related to behavior of applicants; the qualities most highly ranked in the Far west were cognitive. The Far West agreed most closely with the rankings of university professors. This finding has implications for independent school inservice training and admissions procedures. It was the conclusion of the researcher that admissions procedures in independent schools studies were similar in nature, but with regional differences in emphasis. Guidelines for admissions based on the research were developed and presented.