ERIC Number: ED407559
Record Type: Non-Journal
Publication Date: 1994-Nov
Reference Count: N/A
Admissions Policies: The Keys to Success. DETC Occasional Paper Number 11.
Ferguson, Josephine L.
Distance Education and Training Council (DETC) members must realize that sound admissions policies are the first step toward high quality education. DETC members should be willing to examine the need for qualification-based admissions policies like those used by "traditional" schools. Admission is critical to outcomes assessment because admissions practices drive institutions' enrollment volume, attrition rate, collection rate, overall reputation, academic quality, and long-term financial success. Steps to a better admissions policy include the following: define school mission; define educational objectives; know which students are desirable enrollees; study the characteristics of people who succeed in given career fields; determine an acceptable/efficient attrition rate; and determine the level of academic difficulty to be incorporated into courses. Possible admissions criteria include the following: previous academic record; work experience; interest in subject/field; nonacademic characteristics; parents' educational level; English literacy; literacy in language in which the student will be taught; financial ability; and disclaimers/exemptions. After schools have articulated their admissions criteria, they must take the measures required to implement their new admissions policies in full consideration of students' right to know what will be expected of them after admission to the school. Schools must realize that they are who they admit. (MN)
Descriptors: Admission Criteria, Admission (School), Adult Education, Conventional Instruction, Distance Education, Home Study, Policy Formation, Postsecondary Education, School Policy, Selective Admission, Student Rights
Distance Education and Training Council, 1601 18th Street, N.W., Washington, DC 20009-2529; http://www.detc.org ($5).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Distance Education and Training Council, Washington, DC.