ERIC Number: ED202378
Record Type: RIE
Publication Date: 1978-Oct
Reference Count: 0
The Bakke Decision and Graduate School Admissions: What Is Equitable?
Traynham, James G.
The question of how graduate schools can include race as an admission criteria and give equitable treatment in admissions decisions is addressed by considering some aspects of the Graduate Record Examination (GRE) scores and the use and misuse of test scores in admissions procedures. The GRE is used in admissions procedures to prove an across-the-board measure of academic potential among all the applicants. If the GRE score plays a significant role in the admissions decision, equitable treatment requires that all applicants with equal academic potential have equal chances to be admitted. Although the Graduate Record Examination Board has cautioned against the use of any set score as a cut-off for a favorable admissions decision, some graduate schools and some departments use a cut-off number. Since performance on the GRE varies widely with the field of study, it is suggested that a field-conscious aspect to admissions decisions might be desirable. It is noted that GRE scores For graduate students at Louisiana State University also vary with race. It is suggested that in order to have applicants fall within the same range of predicted academic potential, different scores would have to be used for different races, just as it would be necessary to use different scores for different fields. It is suggested that admissions procedures need to be reevaluated to determine whether equal treatment (uniformity in application of standards) has actually led to equitable treatment of applicants. (SW)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Sponsor: Kellogg Foundation, Battle Creek, MI.
Authoring Institution: State Higher Education Executive Officers Association.; Education Commission of the States, Denver, CO. Inservice Education Program.
Identifiers: Graduate Record Examinations; Seminars for State Leaders Postsec Ed (ECS SHEEO)
Note: Paper presented at a Seminar for State Leaders in Postsecondary Education (New Orleans, LA, October 1978).