ERIC Number: ED434273
Record Type: RIE
Publication Date: 1999-Aug
Reference Count: N/A
New College Admission Procedures: Implications for Career-Related Learning in High School.
Pribbenow, Christine Maidl; Phelps, L. Allen; Briggs, Derek; Stern, David
Rather than relying on traditional measures of student performance, new admissions procedures for four-year institutions attempt to describe what students know and can do. Current procedures do not reflect integrated curriculum and applied learning, and they penalize multidisciplinary project and work-based learning program participants. Four states have implemented competency-based admissions policies and procedures. California's Transitions project has designed secondary school instruments reporting student achievement and potential in the language of performance. The University of Wisconsin's Competency-Based Admissions System gives diversely prepared students an alternative method for admission consideration. Oregon's Proficiency-Based Admissions Standards System prepares more students to do college-level work successfully and enables them to make better choices concerning their academic program and subsequent careers. Washington's competency-based admissions plan creates a pathway to college for students taking nontraditional courses. Conclusions about the use of changing admissions for students in a career-oriented curriculum are as follows: (1) considerable time and resources are needed to develop new admissions assessment strategies and materials; (2) vocational-technical educators have seldom participated in these developmental efforts; and (3) the impact of these initiatives on educators is significant. (Contains 31 references.) (YLB)
Descriptors: Admission Criteria, College Admission, College Entrance Examinations, Competency Based Education, Educational Change, Educational Development, High Schools, Higher Education, Integrated Curriculum, Nontraditional Education, Vocational Education
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Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Vocational and Adult Education (ED), Washington, DC.
Authoring Institution: National Center for Research in Vocational Education, Berkeley, CA.