College Admissions Process Research Articles

Prestige, neoliberalism, and higher education: examining U.S. college students’ understandings of and socialization toward institutional prestige

ABSTRACT Scholars have long outlined the prestige-seeking behaviors engaged in by institutions, but limited scholarship has sought to understand how students understand and conceptualize institutional prestige as key constituents of colleges and universities across the United States. Guided by Bourdieu’s notions of field, habitus, and capital, the purpose of this study was to examine how college students conceptualize institutional prestige and made sense of the landscape of prestige-related discourses during the college admissions process. Based on in-depth interviews with 32 college students and follow-up questionnaires from 30 of them, I argue that college students' understandings of institutional prestige aligned with dominant discourses that value selectivity, wealth, and job-related outcomes. Although participants understood the value of prestige, I suggest their habitus, which was focused on achieving a stable, middle-class career, oriented them toward seeking an affordable institution that would offer them a strong return on investment and the opportunity to attain social capital. By viewing college as a means to gain social capital, I posit their communication about higher education embodied neoliberalism and its meritocratic, market logics.

Dodging the Competency Trap? How Admissions and Financial Aid Offices Adapted to Test-Optional Policies After COVID-19

ABSTRACT Standardized admissions testing has long been a key element of the college admissions process for many postsecondary institutions. However, the COVID-19 pandemic forced institutions to quickly adopt test-optional admissions or merit aid policies due to the limited availability of standardized testing. Using qualitative data from focus groups and interviews with 57 chief enrollment officers, we explore the test-optional implementation strategies used by postsecondary admission offices during the pandemic, which included: using alternative measures of academic achievement; leaning into holistic admissions processes with contextualization tools; and implementing dual systems of evaluation for students with and without test scores. While most offices were largely stuck in competency traps, relying on traditional decision-making practices rather than seeking out new ones, others created new evaluative practices or utilized existing evaluation tools in new ways to significantly change their admissions processes. Examining test-optional policy implementation may help explain why these policies, often meant to improve racial and socioeconomic diversity, have yielded only modest benefits.

The Diversity in College Admission: A Study of Asian American Applicants in Harvard Judicial Case

Abstract: This study investigates the presence and extent of discrimination against Asian American applicants in the college admissions process, particularly in the context of the Harvard University legal case. Using machine learning techniques, we develop an analytical framework to examine publicly available data from judicial documents. Our approach involves creating a two-stage model where we first estimate an auxiliary model to capture the endogenous variablestudent performanceand then incorporate these predictions into the primary admissions outcome model. By generating counterfactual scenarios where applicants' racial backgrounds are hypothetically altered, we aim to identify the causal impact of being Asian American on admission outcomes. Our findings indicate that while there is no significant bias against Asian American applicants in academic and extracurricular ratings, strong disparities exist in non-academic ratings, such as personal evaluations. If Asian American applicants received personal ratings comparable to White applicants, their admission rates could increase by approximately 27%, particularly for those with higher academic performance. These results suggest potential biases in the admissions process, warranting further investigation.

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.

Considering the Impact of Standardized Testing on Workforce Diversity

Today, we revisit our initial stance of eliminating standardized test scores from the college admissions process to improve equity and student diversity. With refreshed data about test-optional admissions, we address the import of institutional responsiveness to redress persistent equity gaps that impact our state’s workforce diversity and hiring challenges. Leveraging data to inform advocacy is representative of the skillset cultivated in the CANDEL program for evidence-based decision-making. Moreover, the pre-pandemic position over standardized testing exemplifies how CANDEL encouraged us to explore novel approaches to address persistent and troublesome equity issues. With leadership roles in the community college and the University of California systems and a particular emphasis on workforce development, we reflect on the CANDEL ethos of scholar-practitioner leadership in our practice areas to promote equitable educational and career outcomes.

Absence & presence: The six racism-in-education-processes (‘the 6 REP’)

This article aims to explore the ways in which racial inequity in England education affects resilient minority (ReM) – that is, racially minoritised – students. Scholars argue racism simultaneously produces and normalises the lack of opportunities given to ReM students, shown within six key processes: (i) pre-university educational attainment, (ii) university application choices, (iii) university admissions process, (iv) degree completion and achievement, (v) graduate career prospects, and (vi) the racialised student experience. Each of these processes afford opportunity but are vulnerable to external factors (e.g. race and gender), thus students’ futures are ultimately constrained to uncontrollable aspects of their being. This is because racism manifests in both overt and covert ways leading administrators to believe a colour-blind and meritocratic system is beneficial for students, in turn creating deficit narratives. Thus, the author has called these stages the six Racism-in-Education-Processes (6 REP). Research has highlighted the impact of these processes, but few have amalgamated them altogether. Therefore, this paper deploys existing literature and the author’s theses using a Critical Race Theory analysis to critically examine the 6 REPs impact on Black African England students, to illustrate the absence of racial equity leads to the presence of racism.

ESOL in the Digital Age: Crafting a Tailored Learning Journey

Abstract In today’s interconnected world, the demand for English as a Second Language or Other Language (ESOL) instruction in higher education has never been greater. As the global community continues to expand, the ability to communicate effectively in English has become a valuable skill for individuals seeking to pursue a college education, advance their careers, and engage in international discourse. ESOL online courses have emerged as a popular choice for college-bound individuals looking to enhance their English language proficiency, offering accessibility and flexibility for learners from diverse backgrounds. However, these online courses also come with certain drawbacks, including reduced engagement, the need for self-discipline, and variable quality courses. Adjusting the college admission process to align with ESOL students’ language proficiency is essential for equitable access to higher education. Ultimately, the decision to pursue ESOL online courses should be based on a careful assessment of both the benefits and challenges, ensuring alignment with each individual’s unique circumstances and college-bound aspirations.

Building the model of factors influence on decision to choose Ho Chi Minh University of Economics and Finance

Currently, society is entering a new normal period after the Covid-19 pandemic, which has instigated significant transformations in the university admission process. The issue of university admissions has become increasingly challenging in general. This study aims to systematize the theoretical basis and identify the factors influencing the decision of new students to select the Ho Chi Minh University of Economics and Finance (UEF) during the new normal period. The study employs a mixed-method research approach, combining both qualitative and quantitative methods. Through the study, the authors have synthesized relevant theories to identify the factors influencing the decision of new students to choose UEF during the new normal period and develop a research model. The research results reveal that the proposed model includes factors such as Geographical location, Media, Support, Tuition fees, facilities, Brand, Personal characteristics, and Trust directly versus indirectly influencing the decision of new students to choose UEF during the new normal period. This study provides valuable insights for private universities in Vietnam, with particular relevance to UEF. The study offers a number of recommendations that university administrators can utilize to enhance the appeal of private universities to prospective students in the field of Economics and other disciplines. The conceptual framework developed in this study can serve as a valuable guide for private university administrators as they develop their enrollment strategies.

A Comprehensive Study and Development of Unified Mobile-Based Admission System for GCC Universities

The Gulf Cooperation Council (GCC) region has experienced tremendous growth in the higher education sector with many public but internationally recognized universities, colleges, and programs. Annually, within and outside of the GCC zone, high school students and guardians undergo repeatable and time-consuming experiences for inhomogeneous university, college, and program admission and tracking processes. This research project aims to provide a unified management tool to manage the admission and tracking process to multiple accredited GCC universities, colleges, and programs through one unified central mobile-based application. The research project aimed to achieve two objectives: exploring the GCC university admission process phenomena and developing and evaluating a unified mobile-based university admission application (denoted by HEIM) for higher education institutes' mobile applications. An Agile-SDLC methodology was employed, entailing two phases; the Exploratory phase to the phenomena of the university admission process and the development and evaluation phase of the potential mobile application. The 1st phase was based on an interview with the Ministry of Education (MOE), employing SLR and CA techniques for articles and mobile applications collection and analysis, and 1st questionnaire to collect user requirements. The 2nd phase employed several design techniques, including DFD, ERD, etc., a 2nd questionnaire to collect system requirements and coding by .NET MAUI, C#, and XAML, and a 3rd questionnaire to evaluate the usability of HEIM based on Nielsen heuristics at which the empirical findings revealed 97.7% of usability.

Expanding Access to Higher Education: The Case for Using Minority Quotas or Reserves to Increase Diversity

This project report aims to explore the use of minority quotas or minority reserves as a means of increasing diversity in university admissions and widening access. The report provides a critical review of the literature on this topic, outlines the benefits and drawbacks of using quotas and reserves, and presents a mathematical model which introduces a fairness constraint to the Men-proposing Deferred Acceptance (DA) Algorithm to address the issues of underrepresented minority groups and promote diversity in the college admissions process. The model is used to match students and schools in a way that maximizes diversity while maintaining fairness and efficiency. This report provides proof and computational results to demonstrate the effectiveness of our approach. The report draws on Alvin E. Roth's The Art of Designing Markets to underscore the importance of designing effective market mechanisms that address the challenges of diversity and equity in university admissions. The report concludes that minority quotas and reserves can be effective tools for promoting diversity and social justice in higher education, but that they must be implemented carefully and in conjunction with other policies aimed at addressing structural inequalities.

Chuyển đổi số trong công tác tuyển sinh đại học: Một số lợi ích và thách thức

Digital transformation in education started to be mentioned and popular in the world around 2015-2017 and was mentioned in Vietnam around 2018. During this period, universities around the world are witnessing a revolution in the admission counseling process. Traditional approaches are gradually giving way to innovative digital solutions, creating a more efficient, transparent and comprehensive admissions experience. By qualitative and observing trends, this article will provide an overview of the digital transformation process, focusing on the benefits and challenges of the increasingly progressive university admission process, in addition to that, referencing the current situation and issues facing to the Banking Academy of Vietnam.

A Critique of The Tyranny of Merit from a Psychological Perspective: Would Randomness to Success Reduce Distributive Injustice or Induce Psychological Existential Crisis for Adolescents?

This manuscript provides a critical analysis of Michael Sandel’s proposal to introduce a “lottery of the qualified” system as a solution to the perceived distributive injustice within the current meritocratic education system. While cknowledging Sandel’s perspective on the distributive deficiencies in the college admission process within contemporary meritocratic education, the author presents a counterargument to Sandel’s proposal of implementing a lottery system, with a particular emphasis on its psychological implications. Drawing on Erik Erikson’s psychosocial development theory, the critique argues that the proposed lottery system may hinder the crucial identity formation process during adolescence, leading to psychological existential crises. This assertion is supported by real-world examples from the Chinese education system, which already operates with a similar mechanism and has witnessed a rise in psychological issues among students. In conclusion, this manuscript advocates for alternative solutions to address distributive injustice within contemporary meritocratic education system, such as redefining the concept of merit and shifting the focus of rewards towards contributions to the broader community. The author underscores the significance of considering both social and psychological implications when formulating educational policies to foster a more equitable and just society.

학생으로서 학생선수 학습권에 관한 소고(小考)

Elite sports education in Korea has structural contradictions. In other words, the process of elite sports is that professional exercise instructors provide intensive and systematic education for talented players. However, it is judged that since life sports are not active except for some sports in Korea, in many cases, talents are often discovered by starting elite sports education first. Furthermore, such elite sports education is directly linked to the college admission process for sport-specialty students, which means that the decision to quit athletics in the middle is to give up going to college, so student-athletes have no choice but to continue training and participating in competitions, even if they are not athletically gifted.
 As a result of a complete enumeration survey by the National Human Rights Commission of Korea, it was investigated that school classes were not being conducted properly in the case of student-athletes. Although remedial classes are supposed to make up for missing classes through the e-school system, in addition to an issue about the fidelity of learning when taking e-school, more importantly, e-school classes cannot replace character education and socialization education as a member of the community to be acquired in school life. Just the initial idea of introducing the e-school system for student-athletes meant that the Ministry of Education itself acknowledged the deficiencies of regular classes due to the activities of school athletic clubs, but it did not prepare an alternative to character education and socialization education.
 Character education and socialization education, such as the acquisition of universal knowledge for independent living of each citizen, as well as the virtues required as members of a social community, can be said to be essential elements for survival as a human being. That is why the Constitution stipulates the compulsory education system as a responsibility of the state.
 The recent measure by the Ministry of Education to expand the number of days acknowledged as attendance for student-athletes is an act of neglecting the state's obligations for 6 years of elementary education and 3 years of secondary education, which are stipulated in the Constitution. If school education with a public nature is disrupted by private education in the structure of school sports, it means that the state has rather taken advantage of school sports power despite its duty and responsibility to regulate appropriately for the normalization of school education. It would be reasonable for the government to face up to the structural problems of elite sports education and present solutions.

Optimizing University Admissions: A Machine Learning Perspective

The university admission process plays a pivotal role in shaping the future of aspiring students. However, traditional methods of admission decisions often fall short in capturing the holistic capabilities of individuals and may introduce bias. This study aims to improve the admission process by developing and evaluating machine learning approach to predict the likelihood of university admission. Using a dataset of previous applicants' information, advanced algorithms such as K-Nearest Neighbors, Random Forest, Support Vector Regression, and XGBoost are employed. These algorithms are applied, and their performance is compared to determine the best model to predict university admission. Among the models evaluated, the Random Forest algorithm emerged as the most reliable and effective in predicting admission outcomes. Through comprehensive analysis and evaluation, the Random Forest model demonstrated its superior performance, consistency, and dependability. The results show the importance of variables such as academic performance and provide insights into the accuracy and reliability of the model. This research has the potential to empower aspiring applicants and bring positive changes to the university admission process.

Impact of the Complex College Admissions Process and After-school Private Education on Students’ Mental Health in South Korea

Impact of the Complex College Admissions Process and After-school Private Education on Students’ Mental Health in South Korea

AI-Based Chatbot

Abstract: A chatbot is software used to develop interaction between a user/human and a computer/system in natural language, similar to human chats. Chatbots converse with the customer in a discussion following input from a human and a response to the customer. It makes the user believe that he is chatting with a human while chatting with the computer. The chatbot application helps the student to get information about the college admission process and get quick answers from anywhere with an internet connection. This chatbot system reduces the workload of the admissions department by providing students or parents with the information they need and also reduces the workload of the department, which has to constantly answer all the students' questions.

Assessing applicants in context? School profiles and their implications for equity in the selective college admission process.

Assessing applicants in context? School profiles and their implications for equity in the selective college admission process.

University admission process: a prescriptive analytics approach

University admission process: a prescriptive analytics approach

Accessing Possible Selves With Limited College Knowledge: Case Studies of Latino Boys in Two Urban Continuation Schools

Justice-involved youth are less likely to hold positive attitudes toward education and education systems due to the unfair treatment that they experience. Despite the exchange of college knowledge between justice-involved Latino young men in urban continuation schools, this topic is relatively absent from college access and higher education literature. Using Oyserman and Markus’s (1990a) notion of possible selves as a theoretical framework and drawing from in-depth interviews and observations with 26 middle and high school Latino young men across two urban continuation schools, I find that educators intentionally did not share college knowledge with Latino young men. Furthermore, I reveal that these youth possess inaccurate information about the college admissions process. If schools are to help the most vulnerable student populations prepare and aspire for postsecondary education, it is important to equitably disseminate accurate college knowledge to all students.

An Examination of the Predictive Validity of a Measure of College Admissions Applicants’ Attributions of Success and Failure

Upon the advent of the COVID-19 pandemic, hundreds of higher education institutions in the United States temporarily or permanently adopted test-optional admissions policies. Growth in the number of test-optional institutions and the longstanding criticism of standardized admissions tests as limited and unreliable predictors of college success have led to the use of broader criteria in the college admissions process. However, there remains a need to validate new predictors of postsecondary educational promise to account for a greater percentage of the variance in college outcomes. Among these potential predictors is applicants’ attributions of the behaviors and events they experience within their environment. Guided by attribution theory of motivation, we examine the predictive validity of a measure of 855 students’ causal attributions of success and failure. The measure, composed of four short-answer questions, was administered as part of a test-optional admissions policy at a large urban research university in the United States. Using hierarchical logistic and linear regression, we find that the measure is valid for use across student subgroups. The attribution score derived from the measure makes a statistically significant but nominal contribution to the prediction of four-year bachelor’s degree completion. We also find that the attribution score does not make a statistically significant nor practical contribution to the prediction of cumulative undergraduate grade point average and five-year degree completion.