ERIC Number: ED443306
Record Type: RIE
Publication Date: 1993
Changes in Institutional Characteristics as a Function of Selective Admissions.
This paper examines the role played by the adoption of a stringent admissions policy in the rapid transition of a large, open-door, senior college located in a metropolitan area in the South into an institution with elitist aspirations. The discussion focuses on the impact admission policy had on institutional characteristics and its effect on the institution's educational philosophy, entering students' academic ability levels, and the institution's public image. Following World War II, the college followed an open-door admission policy and offered a cafeteria curriculum; initial coursework was often remedial because many students had not completed high school and were admitted under special circumstances. The move to selective admissions was the outcome of various changes in the college's, city's, state's, and nation's expectations for higher education. After implementation of the selective admissions policy, IQs of entering freshmen were closer to those of freshmen entering other institutions; more entering freshmen were women; and more students were enrolling in arts and sciences rather than business. The changed policy also resulted in drastic reductions in freshman enrollment and increases in student holding power. Faculty were receptive to selective admissions, and public image was considerably enhanced. The paper concludes that selective admissions alone is not the solution to problems confronting higher education. (Contains 10 references.) (SM)
Descriptors: Academic Standards, Admission Criteria, College Admission, College Freshmen, Course Selection (Students), Degrees (Academic), Enrollment Trends, Higher Education, Institutional Characteristics, Selective Admission, Student Characteristics
Institute of Higher Education, Candler Hall, University of Georgia, Athens, GA 30602-1772; Tel: 706-542-3464.
Publication Type: Historical Materials; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Georgia Univ., Athens. Inst. of Higher Education.
Note: "Reprinted with slight modifications from Clarence H. Baglley (Ed.), Research on Academic Input: Proceedings of Annual Forum of the Association for Institutional Research (6th, May 1996)."