College Admissions

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In response to data indicating that states having fewer post-secondary enrollees in two-year colleges had higher baccalaureate attainment, a study was undertaken to examine the possibility that a major state commitment to community colleges in response to demands for access means lower baccalaureate completion rates. The study compared Florida and California, states with the heaviest reliance on community colleges in highly selective and stratified systems of higher education, with Indiana, Wisconsin, and Illinois, states with more accessible four-year institutions and varying reliance on community colleges. Baccalaureate completion rates were determined by dividing the number of four-year college graduates by the total higher education enrollment. The stvly report examines the demographic characteristics of high school graduates from 1980-82 who attended post-secondary institutions, and the relationship between student characteristics and choice of post-secondary institutions. Next, detailed descriptions are provided of the systems of higher education in Florida, California, Illinois, Indiana, and Wisconsin. The report then examines college attendance patterns and baccalaureate completion rates in each of these states between 1975 and 1988. The final sections of the report provide study findings, examine the impact of state funding structure on completion rates, and present policy recommendations. Principal findings indicate that states with a greater commitment to community colleges have lower levels of baccalaureate completion, and that neither higher state expenditures per student nor lower tuition increases completion rates. Data tables and an 81-item bibliography are included. (PAA)

Affirmative action policies are oftentimes pitted against the need of universities to maintain meritocratic standards in enrollment. The current study tackles this institutional dilemma against the standard of student attrition. It does so by analyzing records of 41,483 undergraduate students who attended the Hebrew University of Jerusalem (2003)(2004)(2005)(2006)(2007)(2008)(2009)(2010)(2011)(2012)(2013)(2014)(2015). Approximately 5% of the students were marked eligible by an affirmative action policy that is unique to Israel. Specifically, a non-governmental organization oversees the Israeli indirect affirmative action policy and grants applicants with the status largely based on class. Descriptive statistics reveal no significant differences in dropout rates between affirmative action students and their normative peers. To verify those patterns, we test hierarchical logistic models alongside advanced decision tree models. The findings show the superiority of first-year grade point average and other academic indicators in predicting dropouts. They also confirm that students who are eligible for affirmative action depart at virtually the same rates as normative students and other risk groups. We conclude by suggesting that under certain conditions, universities do not pay any price by admitting students through the backdoor of affirmative action. Therefore, universities can and should open their gates wider.

Bagaimana rasanya menjadi mahasiswa termuda di kelas, menghadapi ekspektasi tinggi, dan tetap berusaha menunjukkan potensi diri? Tulisan ini mengungkap perjalanan unik dan penuh tantangan saat memulai perkuliahan di usia yang belum banyak dialami orang lain.

This chapter describes the development and use of aptitude testing in healthcare selection. First, the historical context of aptitude tests is outlined. This is followed by a detailed exploration of what aptitude tests measure, including examples of those that test "fluid" as compared to "crystallized" intelligence. Issues of fairness are explored, along with the predictive validity of aptitude tests, and future possibilities. Two case studies of aptitude tests are presented, one from the UK and one from Ireland.

Research Director's Commentary Since I began publicly archiving reports produced as part of my Practicing Anthropology course, I have found it useful to provide brief commentary on the strength of the research and data presentation. The reports produced as part of this course are first and foremost part of a learning experience, and often represent the first major research students have undertaken. As such, things don't always go as planned. Sometimes this is due to poor time management or planning, fear of talking to others, data mismanagement, or some other factor affecting the students' success. Just as often it is due to factors beyond the students' control. Key informants or clients don't return messages, it rains on the days when street intercept interviewing is planned, the IRB requires multiple revisions before approval, or the research population proves harder to reach than expected. In the case of this report, Determining Students' Postsecondary Plans: A Program Evaluation of the Tools Used by Grinnell High School's Counseling Department, I think that the research team mostly did a good job. The team experienced delays getting started with the project, and had difficulties getting many interviews. Some of this was due to the difficulties of doing research at the High School with individuals under 18 years of age. I do think the research would have benefitted from more interviews with recent alumni. In the end, however, the team gathered some interesting and valuable data and wrote a strong report that well presents the data they collected. Interesting, I think that they actually undersell the value of their research by overemphasizing the limitations at the end of their methods section. While the data is a small snapshot, it does reflect the views of those who provided the information, and as such, merits consideration.

When measuring Blacks and whites with equal Scholastic Aptitude Test (SAT) scores, Blacks tend to do better than whites on the toughest questions, a veteran test researcher claims. The assertion by Roy O. Freedle, a former researcher for the Educational Testing Service (ETS), has struck a chord dee enough in the field of higher education that the university of California system plans to further study Freedle's research. ETS administers the SAT for the College Board.

This study explores stakeholders' perceptions and use of AI in university admissions using a conceptual model. The model suggests that AI expertise mediates the relationship between various factors (positions, experience, perceived benefits, concerns) and the desire to adopt AI. By reviewing existing research, the study identifies variables, correlations, and research gaps. The findings highlight the influence of institutional positions, AI expertise, knowledge, perceived advantages, and concerns on attitudes and intentions toward AI implementation. The review provides a framework for future research, emphasizes ethical AI use, and offers practical insights for admissions stakeholders.

Many of us in the college counseling profession are fortunate to have numerous occasions to positively impact students' lives, but too often, we are humbled by the many missed opportunities throughout the years that have undoubtedly occurred due to enormous caseloads, excessive demands on our time, performing non-counseling tasks, and in some cases, the lack of training and knowledge regarding resources that may be available to help students.

The paper submitted that despite the strong need and desire to attend high schools with better peers, there exist mixed evidence on whether doing this improves academic performance or outcomes. The paper estimated the cognitive returns from high school quality using the administrative data on a high-stakes college entrance examination in China. The author in the study employed the use of a regression discontinuity design to overcome selection bias, and then compares applicants who are barely above and below the high school admission thresholds. According to the authors, results from their estimation strategy indicate that as much as peer quality improves significantly through all selections of admission cutoffs, the actual increase in performance happens from attending the ranked Tier I high schools.

Pioneer Institute is an independent, non-partisan, privately funded research organization that seeks to improve the quality of life in Massachusetts through civic discourse and intellectually rigorous, data-driven public policy solutions based on free market principles, individual liberty and responsibility, and the ideal of effective, limited and accountable government. Pioneer Institute is a tax-exempt 501(c)3 organization funded through the donations of individuals, foundations and businesses committed to the principles Pioneer espouses. To ensure its independence, Pioneer does not accept government grants. Pioneer Health seeks to refocus the Massachusetts conversation about health care costs away from government-imposed interventions, toward market-based reforms. Current initiatives include driving public discourse on Medicaid; presenting a strong consumer perspective as the state considers a dramatic overhaul of the health care payment process; and supporting thoughtful tort reforms. Pioneer Public seeks limited, accountable government by promoting competitive delivery of public services, elimination of unnecessary regulation, and a focus on core government functions. Current initiatives promote reform of how the state builds, manages, repairs and finances its transportation assets as well as public employee benefit reform. Pioneer Opportunity seeks to keep Massachusetts competitive by promoting a healthy business climate, transparent regulation, small business creation in urban areas and sound environmental and development policy. Current initiatives promote market reforms to increase the supply of affordable housing, reduce the cost of doing business, and revitalize urban areas. This paper is a publication of Pioneer Education, which seeks to increase the education options available to parents and students, drive system-wide reform, and ensure accountability in public education. The Center's work builds on Pioneer's legacy as a recognized leader in the charter public school movement, and as a champion of greater academic rigor in Massachusetts' elementary and secondary schools. Current initiatives promote choice and competition, schoolbased management, and enhanced academic performance in public schools. Figure 2 shows UMass' out-of-state enrollment as a percentage of each year's incoming class of first-time freshmen. Out-ofstate freshman enrollment at UMass Amherst has increased by nearly 13 percent since 2004, according to self-reported data. In 2016, out-of-state students made up 26.4 percent of the freshman class.

I received my June-August 2024 issue of Brown Alumni Magazine, and I cursorily turned the pages as usual. But then an article, "Affirmative Action for Rich Kids," by Noble Brigham '24 and Jack Brook '19 caught my attention. They write: The Ivy League and its brethren-the highly selective private institutions known as Ivyplus-have always had the reputation of catering to the wealthy. But a 2023 study by Brown Economic Chair John H. Friedman reveals just how much of an advantage rich kids are likely to get when they apply to one of the eight Ivies or to Stanford, MIT, Duke, or the University of Chicago.. .. Friedman and his colleagues at the Opportunity Insights lab, Harvard's Raj Chetty and David J. Deming, found that children from very wealthy families are getting a clear admissions boost. The net effect: Ivy-plus schools are effective at ensuring rich and powerful families stay that way since leadership roles in the U.S. are disproportionately filled by their graduates.. .. And the study makes it clear that these rich kids are not more academically prepared. They're getting accepted because they have an edge in three key indices: legacy preferences, athletic recruitment, and nonacademic credentials like extracurricular and recommendation letters-none of which predict how well students do afterward. .. The research was based on tax records, standardized test scores, and anonymized internal admissions records from Ivy-plus schools. Participating universities were promised anonymity, and the study does not give findings for any schools individually.. ..

• Background: This exploratory writing analytics study uses argumentative writing samples from two performance contexts-standardized writing assessments and university English course writing assignments-to compare (1) linguistic features in argumentative writing and (2) relationships between linguistic characteristics and academic performance outcomes. Writing data from this study come from 180 students enrolled at five four-year universities in the United States. Automated writing evaluation (AWE) tools were used to generate linguistic features from students' writing. • Literature Review: Few studies have been conducted that use AWE to examine postsecondary writing skill and relationships between writing and broader academic performance outcomes. To address this gap, our study draws upon research on standardized and coursework writing, construct modeling, and AWE feature design. We also draw on related work to demonstrate how AWE can provide insights about linguistic characteristics of students' writing and relationships of that writing to academic performance factors.

We consider a framework in which the optimal admissions policy of a purely academicquality oriented college implements preferential treatment in favor of the student from the deprived socioeconomic background which maximizes the competition between candidates. We find that the exact form of the preferential treatment admissions policy matters for student incentives and hence for student-body diversity in equilibrium. Preferential treatment policy in college admissions often takes, or is perceived to take, an additive form where the score of the applicant from the deprived background is augmented by a fixed number of points. Such a preferential treatment policy fails to incentivize students from the deprived background. Despite the affirmative action, the level of preferential treatment that achieves academic excellence leaves student-body diversity unchanged compared with a background-blind admissions policy and leads to a higher intergroup score gap.

The aim of this study was to investigate pre-service teachers' perceptions of personality characteristics which are significant in terms of teaching profession. The sample consisted of 418 students at Yıldız Technical University. Data were collected through the "Teacher's Personality Characteristics Scale" and "Personal Information Form", and analyzed by t-tests, one-way analyses of variance, and Tukey's HSD tests. Findings showed significant differences according to program type, gender, region in which students received primary and secondary education, presence of a teacher in family, parents' level of education, number of siblings, and family income. Results were in favor of students from English Language Teaching undergraduate program, those who are female, those who receive primary and secondary education in a city, those having a teacher in their families, those whose parents' level of education is at primary education level, those who have 4 or more siblings, and those who earn an income of 750-1500 TL.

This paper examines student incentives when faced with a college admissions policy which pursues student body diversity. The effect of a diversify-conscious admissions policy critically depends on the design of the policy. If the admissions policy fails to incentivize students from a disadvantaged socioeconomic background it may lead to a deterioration in the intergroup score gap while failing to improve student body diversity in equilibrium.

Purpose-In the aftermath of the Supreme Court's 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law's commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility. Design/methodology/approach-Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson's dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially "raceneutral" admissions. Findings-By manifesting the impossible situation that SFFA and the Supreme Court's majority seek to normalize, the composite counterstory illuminates how Justice Jackson's hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing. Originality/value-In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.

The Supreme Court's ruling in the 2013 Fisher v. University of Texas decision 1 largely ratified the 2003 Grutter decision in the previous case relevant to affirmative action (affirmative action) in college admissions. 2 Grutter had reaffirmed and to some extent strengthened the holding of Justice Lewis Powell in the 1978 Bakke case (the first, and for a long time the only, educational affirmative action case) that "diversity" in an entering class at a college was a "compelling state interest" that justified an admissions policy giving preference to members of disadvantaged racial groups. 3 In 1978, that group was understood to be African Americans. In this essay, I want to argue that the practice of, and general discourse concerning, affirmative action in higher education admissions has failed to take significant account of the following concerns: implications for the diversity rationale for affirmative action of changes in the racial and ethnic demography of the college-going population, the changing economic profile of affirmative action beneficiaries, and, most significantly, of increasing inequality of educational opportunity at the K-12 level, contributing to diminished opportunity at the college level, both resulting from increased overall economic inequality. Once we take these factors into account, the preponderance of arguments in favor of affirmative action in higher education admissions turn out to be significantly weaker than supporters take them to be.

Background/ContextResearchers have examined a number of admission-enhancing strategies utilized by students to strengthen their college applications. These academic and nonacademic strategies represent a range of opportunities differentially accessed by students, which can bolster their college profiles and increase their overall likelihood of college enrollment.Purpose/ObjectiveThe purpose of this study is to determine if the relationship between students’ socioeconomic status (SES) and use of admission-enhancing strategies changed over time. We address the following specific research questions: • To what extent were there differences in the use of admission-enhancing strategies between low- and high-SES students in the 1990s and 2000s? • To what extent did these relationships between SES and the use of admission-enhancing strategies differ by academic achievement? • To what extent did SES gaps increase, decrease, or remain stable between the 1990s and the 2000s?Research DesignThis...

• Background: This study advances a sociocognitive approach to modeling complex communication tasks. Using an integrative perspective of linguistic, cultural, and substantive (LCS) patterns, we provide a framework for understanding the nature and acquisition of people's adaptive capabilities in social/cognitive complex adaptive systems. We also illustrate the application of the framework to learning and assessment. As we will show, understanding the connection between measurement models and users' needs is important to increase assessments' educative usefulness. • Questions Addressed: Our framework is designed to address questions regarding the following four areas: the nature of sociocognitive perspectives in educational measurement, the application of LCS patterns to complex communication tasks captured in an extended formative assessment of Workplace English Communication (WEC), the usefulness of psychometric models for instruction and assessment with such complex tasks, and considerations for measurement modeling.

Nearly 25% of incoming UT-Austin students are unable to get their first two choices for a college major. Historically, these students have been given an extensive list of all potential majors from which to choose. Many students simply lack awareness of the various majors and have no background knowledge that could be helpful in determining whether specific majors would suit their interests or skills.The purpose of this project was to rely on students’ admissions essays to provide a more coherent and tailored set of recommendations when students are selecting an alternative college major. The logic underlying this project is based on decades of empirical research demonstrating that psychological information can be extracted from the language of students’ admissions essays via automated computer analyses. The results of these analyses can then be used to inform the “college major options” webpage so that potential majors most closely aligned with their interests and skills will be dis...

This paper examines student incentives when faced with a college admissions policy which pursues student body diversity. The effect of a diversify-conscious admissions policy critically depends on the design of the policy. If the admissions policy fails to incentivize students from a disadvantaged socioeconomic background it may lead to a deterioration in the intergroup score gap while failing to improve student body diversity in equilibrium.

We demonstrate that improving graduation rates does not cause more students to graduate or increase student success. The underlying presumptions are spurious and misleading, as no causal connection exists between graduation rates and the ultimate number of students who graduate from college. Indeed, increasing graduation rates generate unintended consequences that may increase the equity gap. We use California State University's (CSU) practices as a case study of the national obsession with graduation rates and include a crucial focus on the differential and adverse impact of those practices. We recommend other goals as better measures of student success, such as increased completion rates and lower attrition rates during the first year of college, especially for first-generation and underrepresented students. Our aim is to encourage those in higher education to refocus their attention on the true aims of a college degree.

We demonstrate that improving graduation rates does not cause more students to graduate or increase student success. The underlying presumptions are spurious and misleading, as no causal connection exists between graduation rates and the ultimate number of students who graduate from college. Indeed, increasing graduation rates generate unintended consequences that may increase the equity gap. We use California State University’s (CSU) practices as a case study of the national obsession with graduation rates and include a crucial focus on the differential and adverse impact of those practices. We recommend other goals as better measures of student success, such as increased completion rates and lower attrition rates during the first year of college, especially for first-generation and underrepresented students. Our aim is to encourage those in higher education to refocus their attention on the true aims of a college degree.

Background/ContextResearchers have examined a number of admission-enhancing strategies utilized by students to strengthen their college applications. These academic and nonacademic strategies represent a range of opportunities differentially accessed by students, which can bolster their college profiles and increase their overall likelihood of college enrollment.Purpose/ObjectiveThe purpose of this study is to determine if the relationship between students’ socioeconomic status (SES) and use of admission-enhancing strategies changed over time. We address the following specific research questions: • To what extent were there differences in the use of admission-enhancing strategies between low- and high-SES students in the 1990s and 2000s? • To what extent did these relationships between SES and the use of admission-enhancing strategies differ by academic achievement? • To what extent did SES gaps increase, decrease, or remain stable between the 1990s and the 2000s?Research DesignThis...

Empirical studies have concluded that rural students experience lower rates of college enrollment and degree completion compared to their nonrural peers, but this literature needs to be expanded and updated for a continually changing context. This article examines the rural-nonrural disparities in students' postsecondary trajectories, influences, and outcomes. By comparing results to past research using similar national data and an identical design, we are able to examine change over time. Results show narrowed gaps from the 1990s into the 2000s, but with rural students still facing persistent challenges and experiencing lower average rates of college enrollment and degree completion. In the aftermath of the 2016 election, there has been a significant national conversation about the relationship among rurality, college education, social class, and politics (e.g., Brown and Fisher 2017; Means 2018; Pappano 2017). Such dicussions have often noted that the educational pathways of rural students differ from those of their nonrural peers (e.g., Barcus and Brunn 2010; Pierson and Hanson 2015; Roscigno et al. 2006). On occassion, discussions of rurality have even taken care to note that variations in educational trajectories stem in part from differences in college-going opportunities in rural areas, which are often related to suppressed postsecondary attendance and completion (e.g., Byun et al. 2012; Koricich et al. 2018; Turley 2009). However, when educators, journalists, scholars, and others use educational research to inform conversations about the multiple and complicated influences of rurality on college going and degree attainment, they find a literature base that is limited in its ability to

Latinos are the most rapidly growing population group in the Unites States and now account for the Nation’s largest minority group. This creates a significant opportunity to move forward and grow into more than a typical stereotype. This paper will explore ways to ensure that Latinos can advance and work for the jobs that will lead the U.S. into the 21st century. The U.S. Census Bureau states that 17.8% of Latinos in 2016 graduated with a Bachelor’s Degree or Higher compared to Whites at 61.3%. The percentage of Latino students graduating from college of higher education is surprisingly low. Latinos have been underrepresented in undergraduate and graduate STEM (Science, Technology, Engineering, and Mathematics) programs and not being prepared in K-12 levels according to Schhneider and Ownes at the National Research Center for Education Statistics. Although Latino’s have the highest dropout rate they also have the highest school enrollment. This is despite the high school drop out ra...

Using an Opportunity to Learn (OTL) framework, this study examines the college preparatory experiences of Latina high and non-high achievers at an urban Latina/o majority high school. Findings indicate that students relied almost exclusively on school resources to navigate their college preparation process. However, the school provided differential OTL based on class ranking and perceived eligibility for selective colleges. Resumen: Usando el marco de una oportunidad para aprender (OTL), este estudio examina las experiencias de escuela preparatoria de estudiantes latinas asiduas y no asiduas de una preparatoria urbana con estudiantes latinos mayoritarios. Los hallazgos indican que las estudiantes se apoyan casi exclusivamente en los recursos de la escuela para navegar su proceso preparatorio universitario. Sin embargo, la escuela proporcionó una oportunidad para aprender (OTL) diferencial basada en el lugar ocupado en la clase y la elegibilidad percibida para universidades selectas.

Elite college admissions exemplify processes of social closure in which status-group conflict, organizational self-interest, the strategic use of cultural ideals of merit, and broader social trends and contingent historical events interweave to shape institutional power in the United States. The Chosen, Jerome Karabel's monumental study of the history of college admissions at Harvard, Yale, and Princeton from 1900 to 2005, offers a political sociology of elite recruitment and a cultural and social history of the definition of merit that has guided these three schools and shaped much current thinking about college admissions. As Max Weber reminded us, the very definition of cultural ideals of an epoch bear the stamp of elite group domination: not cultural ideals but cultural interests and their strategic uses guide institutional power. The book provides an impressive empirical demonstration of that proposition: it identifies four different definitions of merit as organizational gatekeeping tools that have guided Harvard, Yale, and Princeton over the last hundred years and shows how these definitions were molded by status-group conflict and organizational interests. This essay outlines the central arguments of Karabel's book; it identifies key contributions for our understanding of the history, culture, organizational interests, and politics of these three institutions; it highlights the social closure framework guiding the analysis; and it reflects on a fundamental

Utilizing a critical raceclass theory of education, OiYan A. Poon and colleagues analyze interviews with Asian Americans who have publicly advocated for or against affirmative action and acknowledged how their understandings of racial capitalism informed their perspectives and actions. Limited research has considered Asian American subjectivity in examining what shapes their diverse perspectives on affirmative action. This study adds to research on the racial politics of the debate, which has increasingly centered Asian Americans and their interests, and introduces a multidimensional model of raceclass frames representing different political perspectives and choices around affirmative action: abstract liberalism, ethnocentric nationalism, conscious compromise, and systemic transformation. The model offers insights on Asian American frames and ideologies of racism, capitalism, and education to account for their divergent political perspectives and choices in the affirmative action de...

Affirmative action policies are oftentimes pitted against the need of universities to maintain meritocratic standards in enrollment. The current study tackles this institutional dilemma against the standard of student attrition. It does so by analyzing records of 41,483 undergraduate students who attended the Hebrew University of Jerusalem (2003-2015). Approximately 5% of the students were marked eligible by an affirmative action policy that is unique to Israel. Specifically, a non-governmental organization oversees the Israeli indirect affirmative action policy and grants applicants with the status largely based on class. Descriptive statistics reveal no significant differences in dropout rates between affirmative action students and their normative peers. To verify those patterns, we test hierarchical logistic models alongside advanced decision tree models. The findings show the superiority of first-year grade point average and other academic indicators in predicting dropouts. They also confirm that students who are eligible for affirmative action depart at virtually the same rates as normative students and other risk groups. We conclude by suggesting that under certain conditions, universities do not pay any price by admitting students through the backdoor of affirmative action. Therefore, universities can and should open their gates wider.

This report would not have been possible without the help of UTR partners and participants, who, for almost a decade, have supported our evaluation efforts. The cast-deans, faculty, program directors and staff, data teams, mentors, principals, and residents-have changed over the course of the project, and it would take several pages to thank them all, but what hasn't change is a collective candor, willingness to share ideas, and commitment to putting effective teachers in high-needs classrooms. We would especially like to thank those who helped us explore UTR's longer-term impact. Assembling data for studies such as these is as tough as it is critical, and we are grateful to all those who filled our raft of data requests-the New Visions data team, Hunter

We study how admission policies in higher education affect enrollment decisions of men and women and the decision to apply to STEM programs. More specifically, we investigate how an increase in the relative acceptance probability for STEM programs affects these decisions. We apply our analysis to Hungary and we evaluate a policy reform that limited access to subsidized non-STEM programs. We find that this change in the selectivity of the admission system differently affected application decisions of men and women. After the reform, fewer students applied to higher education and the reform especially discouraged the participation of women. After the reform, more men and women applied to STEM programs or non-subsidized non-STEM programs in which they have to pay tuition fees. This last effect is stronger for women. As the reform affected the chance to be admitted to higher education, we estimate a structural model to analyze how the responsiveness to admission probabilities in applica...

Bu çalışmanın amacı, Eğitim Fakültelerine öğrenci seçiminde kullanılmak üzere yeni bir mülakat model önerisi ortaya koymaktır. Model önerisinin ortaya konmaya çalışan bu araştırma nitel bir çalışmadır. Araştırmada ölçüt örnekleme yöntemi ve veri toplama aracı olarak Delphi tekniği kullanılmıştır. Çalışmaya 14 farklı üniversiteden 22 uzman katılmıştır. Delphi tekniği 2 tur olarak planlanmış ve ikinci turun sonunda uzlaşma sağlanan maddeler kabul edilmiştir. Araştırma sonucunda uzmanların önerdiklerimülakat model önerisinde; adayların mülakata katılabilmeleri için en az iki hafta başvuru yapacağı alanla ilgili MEB'e bağlı okullarda sınıf gözlemlerine katıldığını gösterir belgeye sahip olması, farklı alanlarda sosyal ve kişisel faaliyetlere katılmış olması gibi özelliklerin dikkate alınması gerektiği konusunda uzlaşmaya vardıkları ortaya çıkmıştır. Mülakat uygulamasının güvenirlik koşullarının sağlanması için ise mülakat yapılan ortamın sesli ve görüntülü kayıt altına alınması, analitik rubriklerin kullanılması, puanlama ve puanlayıcılar arası güvenirliğinin sağlanması gibi ölçütler ortaya çıkmıştır.

Paradoxes: California's experience with reverse transfer students. In B. Townsend (Ed.). The transfer swirl: Trends and issues New Directions for Community Colleges. Number 106.. California is a state of interesting paradoxes. This chapter relates the state's rich history and experiences with reverse transfer using the analogy of paradoxes.

Ithaka S+R provides research and strategic guidance to help the academic and cultural communities serve the public good and navigate economic, demographic, and technological change. Ithaka S+R is part of ITHAKA, a not-for-profit organization that works to advance and preserve knowledge and to improve teaching and learning through the use of digital technologies. Artstor, JSTOR, and Portico are also part of ITHAKA.