As a result of the demands of a 21st century job market, there is growing consensus among policymakers, the business/economic development community, and educational leaders that we must raise the achievement of our students. This dialogue has led to the college readiness movement which is grounded in the belief that all high school students should graduate with the knowledge and skills needed for postsecondary education success. Prior to the development of college readiness standards, several levels of selectivity were developed to ensure that students admitted to certain universities were prepared to succeed at the institution. Currently, about 50% of the nation’s entering freshmen do not meet institutional placement standards and are not ready for college-level work. By adjusting admissions standards and policies, policymakers, institutions, and individual departments can determine what type of student is provided access to their educational programs.
How can admissions policies impact what type of students attend a university/community college?
Percentage Plans—i.e., Top 10% in Texas, Top 4% in California, Top 20% in Florida
Recommended High School Program mandatory for admissions into public university
Articulation agreements for Transfer students (i.e., University of Texas at Dallas’ Comet Connection)
Highly-selective vs. open-admissions institutions
Different admissions standards for certain academic programs
More rigorous academic standards (i.e., higher GPA, SAT/ACT test scores)
More rigorous course-load (i.e., higher level math, etc.)
Rehearsal/audition (i.e., music, band, theatre)
Freshman class caps
Fixed percentage of yearly admits composed of transfer students