未经测试的招生:在可选测试政策下检查申请行为和学生人口统计学的变化

IF 3.5 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH American Educational Research Journal Pub Date : 2021-04-12 DOI:10.3102/00028312211003526
Christopher T. Bennett
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引用次数: 28

摘要

本研究调查了2005-2006年至2015-2016年期间采用非考试选择本科招生政策的近100所私立大学。通过比较中断时间序列分析和配对的差异中之差,我发现,非强制性考试政策与佩尔助学金获得者增加3%至4%、来自未被充分代表的种族/民族背景的首次入学学生增加10%至12%、首次入学的女性增加6%至8%有关。总的来说,我没有发现申请量或产出率变化的明确证据。亚组分析表明,这些模式在选择性较强和选择性较弱的机构中都大致相似。这些发现为使用可选择考试的政策来提高录取公平性的潜力和局限性提供了证据。
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Untested Admissions: Examining Changes in Application Behaviors and Student Demographics Under Test-Optional Policies
This study examines a diverse set of nearly 100 private institutions that adopted test-optional undergraduate admissions policies between 2005–2006 and 2015–2016. Using comparative interrupted time series analysis and difference-in-differences with matching, I find that test-optional policies were associated with a 3% to 4% increase in Pell Grant recipients, a 10% to 12% increase in first-time students from underrepresented racial/ethnic backgrounds, and a 6% to 8% increase in first-time enrollment of women. Overall, I do not detect clear evidence of changes in application volume or yield rate. Subgroup analyses suggest that these patterns were generally similar for both the more selective and the less selective institutions examined. These findings provide evidence regarding the potential—and the limitations—of using test-optional policies to improve equity in admissions.
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来源期刊
American Educational Research Journal
American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.70
自引率
0.00%
发文量
19
期刊介绍: The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.
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