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ERIC Number: EJ992666
Record Type: Journal
Publication Date: 2012
The Evolution of College Admission Requirements
Beale, Andrew V.
Journal of College Admission, n214 p20-22 Win 2012
The development of college admissions requirements during the seventeenth and eighteenth centuries was basically the story of the admission policies and practices at Harvard College. Candidates for admission were examined on their ability to read and translate Latin and Greek, and a careful check was made of their character and background. With the exception of changes in the content of the subjects required for entrance, requirements for admission to American colleges and universities changed little during the 1800's. Studies conducted during the 1900's revealed that changes in admission requirements were in the direction of greater insistence upon the completion of a four-year high school course and greater flexibility in admission standards. The trend during the 1930's and 1940's was for colleges to accept secondary school graduates on the basis of ability rather than subjects studied. The decade 1949-1959 witnessed an increased interest in standardized examinations sponsored by regional or national associations. The most apparent development in college admissions during the decade of the 60's was the growing emphasis placed upon environmental and nonintellective factors in the admission process. Many colleges became increasingly aware of the need to broaden their view of the admission process in order to ensure that the full range of talent that an institution is capable of developing is properly represented in the student body.
Descriptors: Admission Criteria, College Admission, Graduates, Colleges, Universities, Higher Education, College Entrance Examinations, Scores
National Association for College Admission Counseling. 1631 Prince Street, Alexandria, VA 22314-2818. Tel: 800-822-6285; Tel: 703-836-2222; Fax: 703-836-8015; e-mail: email@example.com; Web site: http://www.nacacnet.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A