Holistic Admissions

Notas do Editor

1. - Important to first define ‘holistic’
2. From that definition – What is holistic admissions?
3. Want to identify what is required for a true holistic admissions process Multiple parts that help make an informed decision Student Centered….fits the values of the profession
4. All factors together help inform admissions officers, advising personnel, and others in determining admissions/advising/placement/retention policy.
5. Having all information gives a strong picture of student abilities and needs Informs effective recruitment practices, admissions decisions, and student support initiatives
6. Norms and Standards based Highlight the importance of ACT as part of Holistic Admissions Hit on Skills vs. Scores – not just a score Empirically derived College Readiness Standards Empirically derived College Readiness Benchmarks Help in determine college readiness, proficiency in core subjects, intervention strategies at postsecondary level
7. National Norms, may not be exact to each institution, but ACT can work with institution to come up with more institutionally based benchmarks
8. Cognitive data is a compliment to holistic admissions and data driven decisions at all levels of postsecondary ed.
9. - Non cognitive data also provides great compliment to holistic admissions Provided by students themselves Gives insight as to student background, needs, interests, school choice
10. Recap in order to connect holistic admissions to the lack of info/data from T.O.
11. Test scores can also be used for recruitment advantages - EOS
12. Correlations!!
13. -
14. Not cause and effect, but interesting observation
15. - Growth in all student test taking from states to districts - - 25% over last 5 years - - increase spread evenly among all states. Increase in test takers is at faster rate than student grad. Population Fosters more students entering the postsec. pipeline. Between 2002 and 2006, Chicago students increased their college readiness by 9 percent in English, 3 percent in Reading, 2 percent in Mathematics, and 2 percent in Science. There was also a 1-percent increase in the number of students who met or exceeded all four ACT College Readiness Benchmarks. This means that an additional 305 Chicago students met all four College Readiness Benchmarks in 2006 compared to 2002. 􀂃 Most students are planning to enter some form of postsecondary education. − The number of students requesting assistance with educational or occupational plans increased by 900 between 2002 and 2006, showing increased awareness and valuing of post-high school planning. − In 2006, 61 percent of Chicago students indicated a desire to attend some form of postsecondary education: 32 percent said they aspire to graduate study or a professional-level degree, 19 percent said they aspire to a bachelor’s degree, and 10 percent said they aspire to a vocational/technical or 2-year college degree.
16. - If institutions decide on Test Optional, there should be a full commitment to such a policy without exception