ERIC Number: ED382121
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Making the Cut: Who Meets Highly Selective College Entrance Criteria? Statistics in Brief.
Owings, Jeffrey; And Others
This study used national data to categorize college-bound high school seniors on each of five criteria identified as representative of those required for admission to highly selective colleges. Data came from the National Education Longitudinal Study of 1988 (NELS: 88). Selected criteria included grade point average (GPA), the Scholastic Aptitude Test (SAT) scores, courses taken, teachers' perceptions, and participation in extracurricular activities. Demographic and social characteristics of the college-bound seniors who met the highly selective criteria were examined and less restrictive criteria were considered as well. Findings included: (1) more females than males excelled in grades; (2) the percentage of college-bound seniors who achieved GPAs of 3.5 or more and SAT scores of 1100 or more was higher for Asian and White students than for Hispanic, Black, or American Indian students; (3) seniors from high socio-economic backgrounds were more likely than their contemporaries at other status levels to meet any of the selective criteria; and (4) about one-half of college-bound seniors attending schools identified as "all other private schools" scored 1100 or higher on the SAT while about 20 percent of their peers at public and Catholic schools achieved this level. Attached are four tables and information on the study methodology. (JB)
Descriptors: Academic Achievement, Academically Gifted, Admission Criteria, Catholic Schools, College Admission, College Bound Students, College Entrance Examinations, Credit Courses, Demography, Extracurricular Activities, Grade Point Average, High Achievement, High School Seniors, High Schools, Higher Education, Longitudinal Studies, Minority Groups, Private Schools, Public Schools, Selective Admission, Sex Differences, Student Characteristics
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: SAT (College Admission Test)