How Has Copied Affect College Admissions?
In the past couple years, the University of California has been experimenting with a new way to determine which students are eligible for admission. This has affected a variety of different areas, including how California’s high school graduates are perceived, and how low income and minority students are affected by the process.
Diversity of California’s high school graduates
Increasing high school graduation rates has not led to higher college enrollment rates. This is because a number of factors contribute to the diversity of the college-aged population. These factors include immigration and fertility. A broader and more diverse student population increases the likelihood of graduating. However, this does not guarantee that a student will earn a degree. It also does not guarantee that a student will have access to high paying jobs.
The number of California high school graduates has increased by 63 percent since 1997. While the majority of this increase is attributed to Latinos, Asians are also gaining in share. By 2021, 54% of the state’s high school seniors will be Latino.
UC admissions officials are optimistic about increasing racial diversity. They cite the local program. This program guarantees admission to UC for students from the top nine percent of high school class students in the state. The program has helped improve geographic diversity, but it has had little impact on racial diversity at most selective campuses.
Despite the local program, racial diversity at UC continues to be an issue. Although UC has implemented numerous policies to increase the diversity of its student body, these changes have not led to a dramatic improvement in racial diversity at UC.
As of 2018, Black and Hispanic enrollment at the UC was a mere four percentage points below the share of high school graduates in the state. At the CSU, black enrollment was 8% of the freshman class in 1997, but it has fallen to 4%. White enrollment has risen by six percentage points, but it remains four points below the share of high school graduates.
UC has also adopted a test-optional admissions program. This program is designed to level the playing field for applicants who cannot afford expensive SAT tutors. Unfortunately, test-optional admissions have not resulted in a rise in the share of minority students.
Colleges have replaced standardized tests with metrics that are more favorable to white students. While this may have some benefits, it has not led to a higher share of lower-income students.
UC eliminated the use of standardized tests
The University of California recently announced that it will no longer use standardized tests in admissions decisions. The move could prove to be a landmark decision for the state and its higher education sector.
Tests, like other tools of the trade, have long been vilified as a nefarious way to snare disadvantaged applicants, but they’re also used by many institutions to determine the readiness of students for college. However, UC’s recent decision is expected to spur a national movement toward more equitable ways to measure student success.
In January, UC President Marge Napolitano asked the Academic Senate to examine the use of standardized tests in the admissions process. A panel of faculty weighed in with their recommendations. Some recommended eliminating tests altogether while others suggested keeping the SAT.
The academic committee eventually ruled out the use of a standardized test in admissions. Instead, they recommended the expansion of access to college preparatory courses. This could include more funding for test prep programs and staff training. It could also mean the development of a new standardized test, like the Smarter Balanced exam, which is taken by high school students in the state.
Even though standardized tests are not going to be used in UC’s admissions decisions this year, they will still be used for scholarships. Using test scores may be helpful for underperforming applicants, who may be able to get a guaranteed spot in school with a high SAT score.
The UC system has been using standardized tests for admissions since 1968. It has become a model for the nation. But it hasn’t been without controversy. Several lawsuits have been filed against UC over standardized testing, including one by the Community Coalition.
There have been other studies about the UC’s decision to no longer use standardized tests. These studies are not as clear-cut as a study that merely looked at the number of test takers. Also, many schools are changing their admissions policies, causing a decline in test takers.
One reason that UC is stopping use of standardized tests is because they don’t believe that scores on these tests will be useful. Another is that these tests are not well-suited to evaluating the readiness of students from diverse backgrounds.
Bowdoin has made SAT and ACT test scores optional
Bowdoin College in Brunswick, Maine has been the pioneer school in the test optional movement. It was the first to make standardized test scores optional for college admissions, and it’s been doing so since 1969. This holistic approach to the admissions process considers the student as a whole, as opposed to only looking at their grades and standardized test scores.
Bowdoin admits applicants based on their performance on the application, essays, recommendations, and other personal attributes. Candidates are evaluated for academic accomplishments as well as their extracurricular activities and social service skills. Although there’s no ‘cut-off’ GPA or minimum SAT/ACT score, successful applicants need to demonstrate that they’re engaged with the curriculum and have a drive to succeed.
As the admissions office of Bowdoin College explains, the college’s goal is to encourage students to explore their own interests, take risks, and engage in challenging coursework. The college also wants students who are willing to contribute to the academic life of the college, regardless of their background.
In addition to the required SAT and ACT tests, candidates can choose to submit other standardized testing results. Applicants can also opt to suppress scores that they don’t want to share. However, this strategy has been shown to decrease the competitiveness of the candidate.
In addition to the standardized tests, students can choose to submit letters of recommendation. This is important because letters are a way to show admissions officers what kind of student you are. They should be written by instructors who know you best and speak positively about your character.
For students with low ACT and SAT scores, retaking the test could help improve your results. Also, it’s important to arrange an official report of your test results from the testing agency. While there is no ‘cut-off’ GPA, competitive candidates need to have A’s in nearly every class.
Finally, the applicant must be in good academic standing during their senior year. Students with a strong GPA and SAT or ACT score are more likely to be accepted.
With its test optional policy, Bowdoin has made it easier for a diverse group of students to apply to the college. Since the 1970s, over 1,800 colleges and universities have adopted the practice, with Middlebury College, Colby College, Bates College, and others following in its footsteps.
Impact on low-income students and students of color
The number of undergraduates attending postsecondary institutions in the United States has increased dramatically in the past 20 years. A growing number of students, including many from low-income families, are enrolled in four-year colleges. However, the growth in enrollment has been uneven across the various types of postsecondary schools. Increasing the number of students from poor and minority backgrounds is a key goal of the Education Trust, a nonprofit organization dedicated to equalizing resources for underserved students.
During the 1960s and 1970s, African American students were largely educated in segregated schools. Despite this, a major national test showed significant improvement between 1976 and 1994. These improvements have been attributed to restructured schools that send more students to college.
In the current century, however, Hispanics have been a rising demographic. They are now the second largest racial group in the U.S., and have increased their enrollment in both public and private higher education institutions.
Historically, however, African Americans and Latinos have been underrepresented in academic programs and in public flagship universities. This gap is most pronounced at public two-year and four-year colleges. It is also a major issue at public and private for-profit colleges.
A key issue for ensuring an equitable campus climate for students of color is access to high-quality courses. Studies show that the curriculum is more important than initial scores on standardized tests for educational outcomes. Students of color are also more likely to be segregated in lower-track classes, which have larger class sizes and less qualified teachers.
While the rise of dependent students in poverty is most pronounced at less selective four-year colleges, their presence is increasingly common at moderately and very selective institutions. Colleges have begun offering early decision deadlines, which increase the chance of admission for low-income students.
Colleges have been shifting away from using standardized testing as a primary factor in college admissions. This has resulted in a growing number of private for-profit colleges, which rely more on a holistic approach to admissions.
Moreover, the growing presence of dependent students in low-income families is a concern for higher education policymakers. Although the majority of dependent undergraduates are still from middle-income families, their share of students in poverty has increased substantially.