How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts: Insights for Students and Schools. Policy Spotlight on New England

Autor/inn/en	Blauth, Erika; Hadjian, Sarah
Institution	New England Board of Higher Education
Titel	How Selective Colleges and Universities Evaluate Proficiency-Based High School Transcripts: Insights for Students and Schools. Policy Spotlight on New England
Quelle	(2016), (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Selective Admission; Colleges; Universities; High School Graduates; College Bound Students; Transcripts (Written Records); Student Records; Competency Based Education; Evaluation Methods; College Admission; College Applicants; Student Evaluation; Study Habits; Maine; New Hampshire; Vermont; Connecticut; Rhode Island; Massachusetts + Suchen Sie Ihr Suchwort? Bildungsselektion; College; Hochschule; Fachhochschule; University; Universität; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Schülerakte; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Schulnote; Studentische Bewertung; Study behavior; Study behaviour; Studienverhalten; Master-Studiengang
Abstract	The movement toward proficiency-based learning is gaining momentum at secondary schools across New England and beyond. Proficiency-based learning is the system of instruction, assessment and grading based on demonstration of skills that meet performance standards or "proficiencies." The goal of proficiency-based learning is to better prepare students with the knowledge and skills necessary for success in higher education and 21st century careers. As proficiency-based education models become more common across the country and the region, high school students and parents have raised questions and concerns regarding how proficiency-based transcripts will be viewed in the college admissions process--especially at highly selective US colleges and universities. Of greatest concern is whether proficiency-based learning and grading will disadvantage students in the college application and evaluation process. To help answer these questions, the New England Board of Higher Education (NEBHE) and the New England Secondary School Consortium (NESSC) convened a meeting of admissions leaders from highly selective New England colleges and universities and facilitated a robust discussion on the topic. Overwhelmingly, these admissions leaders indicate that students with proficiency-based transcripts will not be disadvantaged in the highly selective admissions process. Moreover, according to some admissions leaders, features of the proficiency-based transcript model shared with the group provide important information for institutions seeking not just high-performing academics, but engaged, lifelong learners. The results of this meeting are presented in this report. (ERIC).
Anmerkungen	New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: nejhe@nebhe.org; Web site: https://nebhe.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01