The New Admission Plan

Hurd, Charles P.

doi:10.1080/00221546.1951.11779952

Cited by 1 publication

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“…Aslin (4) found such candidates for the high-school certificate in Missouri made higher scores on the GED tests than the last-semester seniors on whom the tests were standardized. Hurd (37) indicated that Columbia, using the GED and its own aptitude tests, had admitted nonhigh-school graduates who could compete successfully in the degree program. As a result of studying 579 students admitted to college on the basis of GED scores, Bledsoe (9) concluded that in two colleges their drop-out rate was average, and in a third was only slightly higher than that of other students; he also found that successful students were significantly higher on the GED and had more high-school preparation.…”

Section: Provisions For the Atypical Studentmentioning

confidence: 98%

Chapter VII: Articulation of High School and College

Jones¹,

Ortner²

1954

Review of Educational Research

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THE research described in this chapter treats current admission practices, evaluations of measures for the prediction of college success, functions of counselors, curriculum overlap, handling of the atypical, and readiness for college. Many of the studies are descriptive, but some are objective evaluations of specific programs. AdmissionsConsiderable effort has been expended to determine current practices on admissions and to communicate these to high-school and college administrators. Traxler and Townsend (60) surveyed 600 colleges and Emanuel (20) surveyed 138; they reported that in recent years, in part because of the Eight-Year Study, colleges have markedly reduced specific highschool requirements and have taken an increased interest in level of graduation. As an example, the University of Minnesota (46) found it valuable to adopt a fairly uniform minimum of the 40th percentile in high-school class standing for admission to the liberal arts and education colleges. However, in their survey of 1100 public and 250 private secondary schools, Traxler and Townsend (60) found that such schools were not aware of their freedom to offer a variety of subjectmatter and tended to be conservative, especially for their ablest students.To improve articulation, several state groups of college and high-school personnel have been established. Burns (13), Gilbert and Jackson (27), Johnson (39), Seifert (55), Traxler and Townsend (60), and Vroman and Fossieck (61), have described the organization of such groups and their development of statewide admission blanks to facilitate the transmission of credentials to colleges, handbooks of college requirements, and general policies. Long (42) reported the progress of the Metropolitan New York School Study Council's project involving representatives of 12 colleges and 10 high schools. However, Harden (32) showed that despite the recommendations of the Michigan Secondary School-College Agreement, large Michigan high schools based recommendations to colleges more often on measurable items of academic achievement than on character and personality. Miller (45) found that 58 percent of the students who were accepted, even tho their principals did not recommend them, were successful in college. Prediction StudiesAs high-school preparation becomes less standardized, measures for predicting college success increase in importance. Gardner (25), after re- 322

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Section: Provisions For the Atypical Studentmentioning

confidence: 98%