School Applicants Research Articles

Unveiling Potential: Achieving Mission by Integrating Enrollment Management With Identity-Masked Holistic Admissions Practices

Abstract Purpose Holistic review for admissions is designed to mitigate the common systemic barriers applicants may face in their medical school application journey and the common mistakes committed by admissions committees, but limited literature outlines how this can be modeled. This study examined a blinded holistic admissions approach that emphasized mission and value alignment and the resulting characteristics of applicants by admission status. Method Application data from 2,027 applicants to The University of Texas at Tyler School of Medicine with complete secondary applications for the 2022 to 2023 cycle were analyzed. Applicants were categorized by the most advanced stage they reached in the admissions process: not selected for interview (n = 1,742), interviewed (n = 239), or accepted (n = 46). Data included information on students' geographic ties to East Texas, institutional mission alignment, academic preparation information, and Computer-Based Assessment for Sampling Personal Characteristics (CASPer) test results. Results In the not selected for interview and interviewed groups, mission commitment was significantly negatively associated with geographic ties (r = –0.189 and –0.209., respectively) and academic preparation (r = –0.195 and –0.241, respectively). In the not selected for interview group, higher mission commitment scores were significantly associated with lower CASPer scores (r = –0.110). In the interviewed group, higher geographic ties were significantly associated with lower academic preparation (r = –0.143) and lower CASPer scores (r = –0.280). Demographically, the accepted group had higher than expected counts of individuals who reported free or reduced lunch eligibility (14 vs 8), Pell Grant eligibility (22 vs 12), and family incomes of less than $50,000 per year (14 vs 6). Conclusions This study demonstrates successful and effective implementation of a mission-aligned holistic admissions process, with accepted students exemplifying the mission of the institution and representing traditionally underrepresented groups.

EDI&S SO02 The Aspire Initiative: A Community-Based Intervention to Champion Equality, Diversity and Inclusion in the Future Surgical Workforce

Abstract Background In March 2021, the Royal College of Surgeons of England published The Kennedy Report, an independent and powerful review addressing the critical issues surrounding equality, diversity and inclusion within the surgical profession. Chapter 5 of the review states that aspirations to become a surgeon can begin whilst at secondary school, yet students from diverse ethnic and social backgrounds felt discouraged by teachers who doubted their potential. We describe the development and implementation of a strategic careers outreach initiative across the state-funded secondary schools in our diverse community, aiming to engage and support aspiring surgeons early in their journey. Method In June 2023, The Aspire Initiative was launched as an independent entity supported by surgeons from the local Hepato-Pancreato-Biliary Unit and sponsorship from the Royal College of Surgeons of England. Targeting students aged 13 to 17, the initiative offers community open events, inspiring video content, surgical work experience for those over 16, and outreach careers assemblies. Between November 2023 and March 2024, 13 assemblies were delivered at various state-funded secondary schools across Leicester. These sessions were led by surgeons reflecting ethnic, gender, and socio-economic diversity. Students were invited to complete surveys before and after the assembly to assess their impact. Results The pre-session survey, completed by 874 students from Years 8-11, revealed that 149 aspired to be doctors or surgeons, while 243 were considering this (n=392). Of the 392 students, 57% reported that their parents had not attended university. Only 19% had a good understanding of the medical school application process, and 21% knew about the support available. Furthermore, 31% felt knowledgeable about the daily responsibilities and training pathways of medical professionals. The post-session survey, with 420 responses, showed significant improvements: 91% gained a better understanding of a surgical career and 52% felt more inspired and motivated to pursue their aspirations. Conclusion The Kennedy Report recommended that careers outreach to diverse communities should be planned for as a strategic priority. This study highlights the impact of such initiatives in state-funded secondary schools, showing how they provide students from diverse social backgrounds with crucial insights into surgical careers. These programs help students make informed decisions and inspire them to pursue their aspirations by connecting with relatable role models. We propose that engaging with students at the secondary school level offers an ideal opportunity for surgeons to foster and sustain professional relationships with a diverse future workforce, laying foundations for continued support and mentorship.

Predoctoral US dental school applicants and first-time, first-year enrollees, 2023 Entering Class.

This article aims to provide an overview of the characteristics of applicants and first-time, first-year enrolled predoctoral oral health students in the 2023 Entering Class, while highlighting trends over the past decade. The study employs a descriptive analysis of predoctoral US dental school application data sourced from the ADEA Associated American Dental Schools Application Service (ADEA AADSAS®) and Texas Medical and Dental Schools Application Services (TMDSAS) portals. Between 2013 and 2023, the number of first-time, first-year enrollees increased by 14%. Applicant numbers rebounded post-COVID pandemic and were 0.5% higher in 2023 compared to 2019. The proportion of female predoctoral applicants and first-time, first-year enrollees each increased by 11 percentage points over the last decade. Racial and ethnic diversity among first-time, first-year enrollees improved, particularly among Hispanic or Latino and Black or African American students, with both groups increasing by 51% between 2013 and 2023. There has been a steady increase in first-time, first-year enrollees, reflecting growth in the number of US-trained predoctoral oral health professionals. Applicant numbers have rebounded from the impact of COVID-19 pandemic. The increase in the share of female dental school applicants and first-time, first-year enrollees has brought the gender distribution in predoctoral oral health programs more closely in line with that of postsecondary education. While progress has been made in terms of increased representation of historically underrepresented racial and ethnic (HURE) groups, much work remains to achieve greater representation.

Advancement of a Vertically Integrated Training Program (VITP): Introspective Assessment and Expansion.

With the number of medical school applicants more than doubling during the past 30 years, there has been an increased need to mentor premedical undergraduate students. The Vertically Integrated Training Program at the University of South Carolina School of Medicine, Columbia, was created to provide direct mentoring for college students interested in a career as a physician. Online surveys were distributed at the beginning and end of the Fall 2023 semester to gain insight into the success of the program's events from the undergraduate perspective. Data suggest a trend toward positive change in terms of increased confidence of undergraduate students regarding the process of applying to and finding success in medical school. This article reviews the development of the Vertically Integrated Training Program, evaluates the success of the program, and suggests next steps for the organization.

School Library Media SIG Session

A School Librarian Needs Assessment on Culturally Responsive and Impactful K-12 Online Teaching and Learning. There is a lack of research that examines school library education, professional development, or application of culturally responsive pedagogy in K-12 online settings. This research project investigates the characteristics of the school librarianship knowledge gap on culturally responsive online pedagogy through needs assessment research. Data was collected utilizing national online webinars as online discussion groups. The findings from the first phase of a national research grant project to examine, assess, and address the school librarianship knowledge gap on the design and delivery of targeted and culturally responsive online learning will be presented. Opening the Pipeline: Sustaining Recruitment for School Librarianship. Over the last decade, the number of school librarians (SLs) in US public schools declined. Among the reasons administrators shared regarding these unfilled (and potentially lost) positions were issues with “the pipeline” or the availability of qualified candidates to apply for posted positions. This was particularly true in states with no school librarian preparation programs (SLPPs) at their colleges and universities and resulted in areas (often rural) where school districts had openings for SLs but were unable to find candidates willing to relocate (Lance & Kachel, 2021). To understand this “pipeline problem” and the role that SLPPs play, we turn to the recruitment practices in SLPPs, and ask: what are the current practices for inviting, promoting, and/or recruiting candidates to SLPPs? Initial research findings and anecdotal academic experience reveal that barriers to entering SLPPs include rigid requirements for credentialing and the financial burdens of tuition and associated personal expenses. With new insights into the variety of strategies used (and not used) across programs, we hope to initiate professional conversations and create recommendations for opening and sustaining a national pipeline that ensures that well-qualified candidates are prepared to serve as school librarians. Share and Share Alike: School Librarians Sharing Their Truths about Evidence Based Practice. P12 educators are expected to utilize evidence to inform practices and decisions. Although most school librarians collect and use evidence, they struggle doing so systematically or in relation to teaching and learning. We conducted focus groups interviews with school librarians and their educators and supervisors to identify existing opportunities that prepare school librarians for evidence-based practice (EBP), challenges with those opportunities, and types and forms of professional learning that school librarians prefer as they continue to hone their application of EBP. Our findings indicate that additional tools and real-time learning opportunities would further support school librarians’ EBP knowledge and skills.

Beyond Instrumentarianism: Automated Facial Recognition Systems in Brazil and Digital Colonialism’s Violence

Although critical of contemporary capitalism, and the injustices and asymmetries derived from it, current conceptualisations of ‘surveillance capitalism’ have been developed from within the Global North, paying little attention to the effects and ramifications of this new phase of capitalism for the global periphery. This text looks at this phenomenon from the Global South, emphasising the concept not as a territorial marker but contingent on social relations, intersecting ethnic, nationality and social class markers. Its objective is to explore the applications of automated facial recognition systems in Brazil, discussing how they reinforce a disciplinary logic of social subordination and diversify forms of symbolic violence. In this context, from the perspective of digital colonialism, we aim to highlight how the operation of such systems in the Global South contests and challenges the idea of soft instrumentarian control. It analyses the manifestations of surveillance capitalism in the Global South as enablers of digital colonialism, where disciplinary and violent social effects are fostered. It describes the functioning of AFR and its extensive relationship with colonial practices. To deepen our discussion, we will briefly focus on the application in public security and schools in Brazil, describing its controversies and disciplinary logic. Furthermore, it addresses the problematisation of instrumentarian power through post-colonial and digital colonialism approaches, arguing that the effects of deploying digital technologies globally are not restricted to data plundering but also foster complex social effects, such as dependency and violence.

Ramadhan Themes in Islamic Education Using Upin and Ipin Media

General Background: Audio-visual media are crucial in education, enhancing students' understanding and retention. Specific Background: In Islamic Religious Education (IRE), particularly during the Ramadhan fasting theme, effective use of audio-visual media can engage students actively. However, there is a gap in knowledge regarding their application in elementary schools. Aims: This study examines how teachers at Jagul State Elementary School utilize audio-visual media, specifically the animated series "Upin and Ipin," in IRE. Results: Through descriptive qualitative research, findings indicate that the implementation of audio-visual media significantly improves students' learning outcomes, as evidenced by increased motivation and comprehension. Novelty: This study highlights the effective integration of engaging audio-visual materials in religious education. Implications: The research suggests that incorporating audio-visual media in IRE fosters a more dynamic learning environment, encouraging educators to adopt innovative teaching methods to enrich student experiences. Highlights: Enhanced Engagement: Audio-visual materials like "Upin and Ipin" actively involve students in the learning process. Improved Comprehension: The use of audio-visual media significantly boosts students' understanding of Islamic concepts. Dynamic Learning Environment: Incorporating innovative teaching methods fosters a more effective and enjoyable educational experience. Keywords: Audio-Visual Media, Islamic Education, Ramadhan, Student Engagement, Learning Outcomes

Comparison of academic achievement, graduation competency and academic sustainability of veterinary students based on college admission processes

A university’s admission policy is established to select applicants who can successfully complete the curriculum. Thus, it is important to develop optimal admissions processes for applicant selection. This study was conducted to infer the most suitable admission processes for veterinary school applicants by examining academic achievement, graduation competency and academic sustainability. It was conducted on students admitted from 2009 to 2018 at one of the veterinary colleges in Korea. The admission methods were divided into, first the regular admission (RA) process, primarily reflecting the results of the College Scholastic Ability Test, and second, the rolling admission processes. The rolling processes were further divided into admission officer-based (AO), high school grade point average-based (GA), essay test-based (ET), admission for the underprivileged (UP) and admission for overseas Koreans and foreigners (OKF). The final grade point average was observed to be higher in the order of the GA, AO and RA groups. The survey on the veterinary graduation competency did not reveal any difference between the regular and rolling admission processes. However, among the latter, AO-based admission showed a higher ratio of outstanding competency levels. In terms of academic sustainability, OKF admission demonstrated a higher rate of failure while RA showed a higher rate of expulsion and dropout. Summarizing the above results, the most successful veterinary applicants were selected through AO-based admission. These results are meaningful in providing the basic information required to establish admission policies for veterinary colleges in Korea.

Prospective healthcare students' perspectives and attitudes on pharmacy as a chosen career path

BackgroundWith the national increase in the number of colleges and schools of pharmacy as well as the decreased pharmacy school applicant pool in recent years, pharmacy school enrollment challenges are at the forefront of issues facing pharmacy programs today. Factors that can influence a candidate's likelihood to pursue pharmacy school are important to evaluate. Recent studies assessing factors that motivate potential pre-health candidates to pursue pharmacy school or other healthcare careers are limited. ObjectiveTo describe prospective candidates' perspectives and attitudes toward pharmacy as a career pathway and assess factors that motivate or deter them from pursuing pharmacy as a career and from considering a specific pharmacy school. MethodThe study was cross-sectional and used an online data collection form distributed via the Qualtrics platform from October 4, 2022 through October 12, 2022 using the social media platform Reddit. Reddit has hundreds of subcommunities known as subreddits, that allow for exchange of ideas and discussion regarding various topics. This social media platform is commonly used by pre-health students to discuss career options. The survey consisted of 28 items and two domains, demographics and prospective healthcare students' understanding of responsibilities of pharmacists and their overall perspective on pharmacy as a profession. The survey was targeted toward anyone with an intention of pursuing a health science degree or career. ResultFour hundred participants completed the survey. Participants were mainly Caucasian, male, and with a mean age of 25 years. This study assessed prospective candidates' perspectives and attitudes toward pharmacy as a career pathway, appealing and unappealing characteristics about pursuing a career in the field of pharmacy, and factors that motivate or deter candidates from pursuing pharmacy. While 68 % of the participants had heard that career choices are vast and vary in the field of pharmacy, most still had concerns about the pharmacy field being heavily saturated and lack of job opportunities after graduation. Almost 60 % of responders gained information about pharmacy programs through social media platforms. The North American Pharmacist Licensure Examination pass rate, postgraduate residencies/fellowships, program duration and program reputation were among the top factors in choosing a pharmacy program. ConclusionMany survey participants had heard that there are a variety of job opportunities in the field of pharmacy, but the majority had heard that the pharmacy field is heavily saturated and that there are lack of opportunities after graduation. Most responders gained information through social media platforms. For prospective pharmacy school candidates, NAPLEX pass rate, number of graduates matched with PGY1 residencies and fellowships, and duration and reputation of the program seems to be among the most important factors in choosing a pharmacy program. Factors that prospective candidates consider when selecting a pharmacy program and the means they use to research about programs can be important considerations for pharmacy programs recruitment. Awareness of the preferences and baseline knowledge of candidates about the field of pharmacy can aid in developing targeted recruitment strategies and informing decision-making in pharmacy programs and recruitment efforts.

Analisis Penerimaan Pengguna Aplikasi Kipin School Menggunakan Metode Technology Acceptance Model (TAM)

This study aims to analyze user acceptance of the Kipin School application in educational settings using the Technology Acceptance Model (TAM) approach. In the era of digital transformation, educational applications like Kipin School play a crucial role in enhancing the effectiveness, efficiency, and quality of learning. This application provides advanced features such as student management, lesson scheduling, academic reporting, and communication between teachers, students, and parents. The study evaluates perceived usefulness and perceived ease of use as the main dimensions influencing user attitude, behavioral intention to use, and actual system use of the application. The results of this research are expected to provide valuable insights for application developers to design more effective, innovative solutions that support the improvement of learning quality and educational management in the future. Additionally, this research is also expected to serve as a foundation for further studies in the field of technology acceptance in education.

Implementation of Natural Language Processing for Bullying Complaints with Voice to Text Conversion

Bullying in high school is frequent and negatively affects students' psychological well-being. The lack of effective reporting mechanisms makes students hesitant to report bullying cases for fear of their identity being exposed, which can lead to stigma or retaliation. The lack of data on bullying incidents also hampers prevention and intervention measures. The study designed and implemented a mobile application that uses natural language processing (NLP) for speech-to-text conversion, enabling anonymous and convenient reporting of bullying cases. The app ensures the anonymity of whistleblowers and facilitates the collection of accurate data on bullying incidents, helping schools respond with appropriate preventive measures. Software engineering methodologies are used with a focus on requirements analysis, system design, implementation, and application testing. NLP technology is used to interpret verbal instructions into text, with the Support Vector Machine (SVM) method for text classification, ensuring high accuracy in detecting bullying incidents. The trial application in several high schools showed the relevance and effectiveness of the application. Ethical and security considerations are top priorities, with an emphasis on whistleblower identity protection and data security. The test results showed that the application achieved 92% accuracy, 90% precision, and 88% recall, demonstrating its effectiveness in collecting bullying reports anonymously and accurately.

Economic mobility and parents’ opportunity hoarding

Creating opportunities for people to achieve socioeconomic mobility is a widely shared societal goal. Paradoxically, however, achieving this goal can pose a threat to high-socioeconomic-status (SES) people as they look to maintain their privileged positions in society for both them and their children. Two studies evaluate whether this threat manifests as "opportunity hoarding" in which high-SES parents adopt attitudes and behaviors aimed at shoring up their families' access to valuable educational and economic resources. The current paper provides converging evidence for this hypothesis across two studies conducted with 2,557 American parents. An initial correlational study demonstrated that believing that socioeconomic mobility is possible was associated with high-SES parents being more inclined to attempt to secure valuable educational and economic resources for their children, even when doing so came at the cost of low-SES families. Specifically, high-SES parents with stronger beliefs in socioeconomic mobility exhibited decreased support for redistributive policies and viewed engaging in discrete behaviors that would unfairly advantage their children (e.g., allowing them to misrepresent their identities on school and job applications) as more acceptable relative to both low-SES parents with similar beliefs and high-SES parents who were less optimistic about socioeconomic mobility. A subsequent experimental study established these relationships causally by comparing parents' responses to different types of socioeconomic mobility. Together, the current findings merge insights across psychology and economics to deepen understandings of the processes through which societal inequities emerge and persist, especially during times of apparently abundant opportunity.

Social-Emotional Learning (SEL) and Cyber Schooling: An Exploratory Study

ABSTRACT Research has established the importance of social-emotional learning (SEL) in traditional public schools, but not cyber schools. In this correlational regression study, we use students (n = 18,206) from a national cyber charter school network to examine whether items in the Collaborative for Academic, Social and Emotional Learning (CASEL) SEL index inter-correlate in cyber schools, and whether CASEL has statistical relationships with club membership, synchronous class attendance, and academic outcomes. Cross sectional analyses find that for cyber charter students, CASEL individual items correlate with each other, and that CASEL from 1st semester (T1) to 2nd semester (T2) correlates at .63; thus, CASEL may have reasonable reliability for cyber students. Yet, in contrast to physical schools, CASEL does not correlate with SEL-related variables like club attendance and synchronous class attendance and has a weak (though positive) relationship with cumulative grade point average (GPA), suggesting important differences from its application in physical schools. Ordinary Least Squares (OLS) regressions examining SEL associations with relevant demographic intersectional characteristics reveal that Black students perform similarly to other students, but that Free and Reduced Meal (FARM) and especially Individualized Education Plan (IEP) students have lower measured SEL. Using OLS regression to examine relationships between students’ GPA and demographic characteristics (controlling for CASEL) show that generally, FARM and IEP students have lower GPA, but Black students have the same mean GPA as others, and Black students with IEPs actually have higher than average GPAs. We discuss implications and directions for future research.

An Implementation of Educational Multimedia Applications in Schools of the Metropolitan Districts

An Implementation of Educational Multimedia Applications in Schools of the Metropolitan Districts

The Measuring the success of the implementation of an information and communication technology (ICT)-based management system using the Technology Acceptance Model (TAM) and the Information Security Index (KAMI) at SMK TELKOM Lampung.

The utilization of information and communication technology (ICT) in education, particularly through the implementation of ICT-based management systems in schools, has great potential to improve the quality of learning and school management. However, the success of this system's implementation is also influenced by factors such as ease of use, perceived benefits, and information security levels. This study aimed to measure the success level of the implementation of ICT-based management systems at SMK Telkom Lampung, specifically the My Learning System (MyLMS) learning platform and the Igracias school application. The study employs the Technology Acceptance Model (TAM) to measure user acceptance of the system and the Information Security Index (KAMI) to assess the maturity level of information security. The method was a survey with a quantitative approach, with a sample of 180 respondents, consisting of students, teachers, and administrative staff who actively use the system. The results show that ease of use (average score 10.74) and perceived benefits (average score 13.91) of the system positively affect user acceptance (average score 13.30), which ultimately enhances the perceived quality of the system (average score 143.67). However, the evaluation using the KAMI Index reveals that SMK Telkom Lampung needs to improve its information security management. The total score is 403 out of 645, indicating that SMK Telkom Lampung is at the "Needs Improvement" level. These results indicate that while the ICT-based management system has been well received by users, the aspect of information security still requires improvement to ensure optimal data and information protection

Disability's absence from admissions nondiscrimination and recruitment initiatives in Top-Tier US allopathic medical schools

BackgroundDiversity in medical school students is essential to ensure that future physicians can care for a range of patients from different backgrounds. However, disability is often overlooked and there are potential examples of discrimination in US medical schools. ObjectiveTo determine if students with disabilities are included in online recruitment, diversity equity and inclusion (DEI), or nondiscrimination materials for US allopathic medical schools. MethodsIn this descriptive study, the authors reviewed publicly available data from websites of the top ranked 51 US allopathic medical schools to assess inclusion of disability in recruitment efforts or antidiscrimination statements. ResultsThe results showed that just under one third of these schools (31 %) mention disability within their DEI or published recruitment efforts. Most commonly (27.5 %), disability is mentioned in a general diversity statement. ConclusionsThese findings suggest that there is a need for greater inclusion of disability in US medical schools' recruitment efforts. This is essential to ensure that people with disabilities are not discriminated against in medical school applications and is one of many factors that will contribute to future physicians being prepared to care for patients with disabilities.

Overcoming adversity: the resilience of first-generation medical school applicants

Overcoming adversity: the resilience of first-generation medical school applicants

Exploring the Impact of Generation Status on Pharmacy Admissions: A Comparative Study of First-Generation and Continuing-Generation College Students

ObjectiveFirst-generation college students (FGCSs) comprise a large demographic of health professions programs. Although FGCSs in pharmacy education have been studied, robust data describing FGCSs who pursue a Doctor of Pharmacy degree are sparse. The objective of this study was to describe the FGCS applicant population within pharmacy education from 2017 to 2023 and compare them with continuing-generation college student (CGCS) applicants. MethodsWe conducted a descriptive cross-sectional study using national Doctor of Pharmacy application data from the Pharmacy College Application Service between 2017 and 2023. ResultsOf the 83,446 applicants, 26% identified as an FGCS, with analysis demonstrating the breadth of differences between FGCS and CGCS. FGCSs were found to be older, more likely of minority status, and more likely to come from disadvantaged backgrounds. FGCSs also submitted a greater number of applications per student, were less likely to matriculate, and were more likely to be denied by at least 1 program. ConclusionImportant differences between FGCSs and CGCSs in the pharmacy school applicant pool were identified. These differences highlight the importance of studying recruitment strategies and support programs for FGCS pharmacy applicants, strategies to increase completed applications, and decrease melt in FGCSs once they are accepted into programs.

Medical trainee perceived value of community service as they progress through training based on curriculum vitae analysis

Background: Participation in community service work is often used as a surrogate for measurement of humanitarianism and altruism in medical school applicants during the selection process. Students who continue to be involved in community service during medical school score higher in empathy scales and perform better academically. Despite this, student involvement in community service has not been well studied, particularly during postgraduate training. Methods: First-year medical student (MS1), first year resident (PGY1), and final year resident (FYR) curriculum vitaes (CVs) were collected. CVs were analyzed using NVivo to determine the percentage of each CV committed to demonstrating different activities. These percentages were then analysed for patterns of change as trainees progress through their medical education. Results: Fifty-nine trainees (12 MS1, 24 PGY1, and 23 FYR.) submitted CVs for analysis. Community service gradually becomes a less significant portion of a medical trainee’s CV. Volunteering in the community goes from 22.5% of a medical student applicant´s resume to 2.9% of a graduating resident's CV. Volunteering within the school however remains consistent (11.3–13%). Much of the community volunteer activities are replaced by research, which increases from 19.2%– 43.4% of the CV. Conclusions: Medical trainees place decreasing value on presenting their community service involvement as they progress through training, while research increasingly dominates their CV. However, service activities within their institutions remain constant.

LSAT® scores of economics majors: The 2022–23 class update and 7-year history

In this article, the author updates his prior studies of LSAT® scores (Nieswiadomy 1998, 2006, 2010, 2014, 2017) using current data for 2022–23 law school applicants, finding that economics majors remain at or near the top of all applicants. Results of the previous studies showing economics majors scored well on the LSAT® have often been posted on economics (and other) departments’ Web sites. Economics majors (mean LSAT® score of 161.7) had the highest score of the 20 largest disciplines (in terms of the number of law school applicants). Economics places second behind math/physics (164.3) out of 30 discipline groupings created to contain students with similar majors. Also, data from the past seven years (2016–17 through 2022–23) reveal similar rankings.