ERIC Number: ED190017
Record Type: RIE
Publication Date: 1980-Aug
Reference Count: 0
The Relationship Between College Affluence and Selectivity.
Webster, David S.
Based on the assumption that more affluent colleges can attract more able students, a study was undertaken to find exceptions to this rule. It looked for affluent colleges that are relatively unselective and less affluent colleges that are selective. The purpose was to understand how college characteristics are related to selectivity. A "selective" school is defined as one in which freshman combined SAT scores are 1075 or above, and "unselective" colleges have scores under 850. An "affluent" college spends $3500 or more per student on educational and general expenditures; a "poor" college spends under $2000. These criteria are based on HEGIS data. Twenty-five colleges are categorized as highly selective, poor; 42, as unselective, affluent institutions. In the first category, 88 percent are independent and all are predominantly white. In the second category, 50 percent are independent and only 36 percent are white. Geographic location, highest degree offered, and program emphasis are examined, and the regional and financial availability of private versus public institutions is discussed. Characteristics of individual colleges that cause them to fall within the categories studied are analyzed; some "surprises" are noted. It is concluded that the relationship between affluence and selectivity is much more complex than anticipated. It is also suggested that the criteria used, and the methods for calculating them, are not ideal, therefore limiting the scope and accuracy of the study. Further research is recommended. (MSE)
Descriptors: Admission Criteria, Black Colleges, College Admission, College Entrance Examinations, Comparative Analysis, Competitive Selection, Degrees (Academic), Expenditure per Student, Financial Support, Geographic Location, Higher Education, Institutional Characteristics, Specialization, Standardized Tests
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A