Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai
{"title":"Contextualized High School Performance: Evidence to Inform Equitable Holistic, Test-Optional, and Test-Free Admissions Policies","authors":"Michael N. Bastedo, Mark Umbricht, Emma Bausch, Bo-Kyung Byun, Yiping Bai","doi":"10.1177/23328584231197413","DOIUrl":null,"url":null,"abstract":"Holistic admissions practices require evaluating an applicant’s credentials in light of the opportunities available in their high school context. High school grades, test scores, and course taking are clearly related to college grades, retention, and graduation. But does performance in high school context also relate to college success? Building a unique dataset of 2.3 million students in a Midwestern state, we find that contextualized indicators of high school grades and standardized tests are strongly associated with student success in college, validating their use in holistic admissions. Contextualized grades have a stronger and more consistent association with college success than contextualized test scores, and may be most helpful at test-optional, test-free, and broader-access colleges that have yet to adopt holistic admissions practices.","PeriodicalId":31132,"journal":{"name":"Aera Open","volume":"52 1","pages":"0"},"PeriodicalIF":3.5000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Aera Open","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/23328584231197413","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Holistic admissions practices require evaluating an applicant’s credentials in light of the opportunities available in their high school context. High school grades, test scores, and course taking are clearly related to college grades, retention, and graduation. But does performance in high school context also relate to college success? Building a unique dataset of 2.3 million students in a Midwestern state, we find that contextualized indicators of high school grades and standardized tests are strongly associated with student success in college, validating their use in holistic admissions. Contextualized grades have a stronger and more consistent association with college success than contextualized test scores, and may be most helpful at test-optional, test-free, and broader-access colleges that have yet to adopt holistic admissions practices.
情境化的高中表现:证据告知公平的整体,可选考试和免考试招生政策
整体招生实践需要根据申请人高中环境中的机会来评估申请人的资历。高中成绩、考试成绩和课程学习显然与大学成绩、留校和毕业有关。但高中的表现是否也与大学的成功有关呢?我们在一个中西部州建立了一个包含230万名学生的独特数据集,发现高中成绩和标准化考试的情境化指标与学生在大学中的成功密切相关,验证了它们在整体录取中的作用。情境化成绩比情境化考试成绩与大学成功有着更强、更一致的联系,对于那些尚未采用整体招生实践的可选考试、免考试和录取范围更广的大学来说,情境化成绩可能是最有帮助的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信