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ERIC Number: ED220034
Record Type: Non-Journal
Publication Date: 1982-May
Pages: 21
Abstractor: N/A
Reference Count: N/A
Depoliticizing Minority Admissions through Predicted Graduation Equations. AIR Forum 1982 Paper.
Sanford, Timothy R.
The way that the University of North Carolina, Chapel Hill, has tried to depoliticize minority admissions through the use of predicted graduation equations that are race specific is examined. Multiple regression and discriminant analyses were used with nine independent variables (primarily academic) to predict graduation status of 1974 entering freshmen, and 64.8 percent of the students were correctly classified. For blacks the most important predictor variable that enters the regression first is high school rank in class; for whites, residence status for tuition purposes is most important although high school rank is second. Scholastic Aptitude Test (SAT) scores are not particularly important in any of the regressions, and this parallels the school's experience in that admissions tends to place much more emphasis on class rank than on SAT scores. While the results of the research were not adopted by the university, they did show that: (1) admissions' criteria are related to actual graduation from college; (2) minority student admissions could be linked to a definite educational outcome; and (3) subjectivity in admission could be lessened somewhat although it can and should never be removed completely. It is claimed that the research supports minority admissions because it shows that black and white students, measured on the same scales, can perform and achieve on a reasonably equal basis in college despite noticeable differences in entering academic credentials. Tabular data are presented to provide background on minority admissions, achievement, retention, and graduation at the university. Issues that tend to make minority admission politically sensitive are also reviewed. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A