Informing Student Success in College: Is It Possible without the Use of Standardized Test Scores?

Autor/in	McCubbin, Erin Margaret
Titel	Informing Student Success in College: Is It Possible without the Use of Standardized Test Scores?
Quelle	(2018), (100 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3558-2603-6
Schlagwörter	Hochschulschrift; Dissertation; College Admission; Standardized Tests; Case Studies; Student Adjustment; Qualitative Research; Administrator Attitudes; School Holding Power; Academic Achievement; Admission Criteria; Social Adjustment; Massachusetts + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulzugang; Hochschulzulassung; Zulassung; Standadised tests; Standardisierter Test; Case study; Fallstudie; Case Study; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Qualitative Forschung; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Soziale Anpassung; Master-Studiengang
Abstract	Since the 1920, colleges and universities have leveraged standardized testing as a way to determine worthiness of access to higher education. Nearly 100 years since its first appearance, the use of standardized testing has become commonplace despite the growing evidence of the socioeconomic and racial disparities among test takers. While some high school students are able to afford expensive test preparation and multiple attempts at standardized tests, others struggle to relate to or even access it altogether. The results for many colleges and universities are homogenized student bodies and young people who are not as prepared as their test scores may indicate. In response to the increasing disconnect between standardized testing and academic and social success for students in college, Hampshire College in Massachusetts became the first college to go completely test blind in their admission process by not considering standardized testing at any point when reviewing a student for admission. This case study provides first hand accounts of the impact that Hampshire's test blind policy is having on the academic and social integration of students on campus, particularly the students of the Class of 2019, the first cohort admitted under the new policy. A qualitative research approach provided insights into the student body through the perceptions of individuals with administrative roles on campus. These administrators interact directly with students and have been continuously employed at the college since at least 2013, meaning they have worked at Hampshire since before they banned the use of standardized testing in their admission process. The results of the case study provide a comprehensive view of the test blind policy and show how academic and social integration of students have impacted institutional retention patterns. The findings of the study highlight the fact that while the college initially experienced a dip in application numbers, the move to eliminate standardized testing has led to a perceived increase in student academic success and, despite unrelated social unrest at the college in recent years, retention has remained steady. Ultimately, the researcher leverages the findings of the research to challenge other colleges and universities to examine their own use of standardized testing in admission and create an admission experience that highlights the unique qualities that make students successful on their respective campuses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01