African-American Admissions in Both Test-Optional and Traditional Institutions

Autor/in	Pennant, Genise Antoinette
Titel	African-American Admissions in Both Test-Optional and Traditional Institutions
Quelle	(2018), (135 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4382-7519-5
Schlagwörter	Hochschulschrift; Dissertation; African American Students; Undergraduate Students; College Admission; Correlation; Enrollment; College Freshmen; College Entrance Examinations; Admission Criteria; Standardized Tests; Educational Policy; SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hochschulzugang; Hochschulzulassung; Zulassung; Korrelation; Einschulung; Studienanfänger; Aufnahmeprüfung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Standadised tests; Standardisierter Test; Politics of education; Bildungspolitik; Assessment; Eignungsprüfung; Eignungstest
Abstract	This study attempts to determine whether there is a statistically significant relationship between undergraduate African-American admissions for both test-optional and traditional institutions. The posed research questions addressed whether test-optional admissions have increased African-American admissions since the longitudinal study by Bates College in 2002. The primary data for the research was collected using the Integrated Post-Secondary Education Data System (IPEDS) to assess the number of undergraduate African-American males, females, and total enrollment for institutions using test-optional policies and those using traditional SAT/ACT for post-secondary admission. A probability stratified sampling strategy was used for this study because the sample size consisted of undergraduate African-American freshmen degree-seeking students who took the SAT/ACT or used admission policies for enrollment from Fall 2011-2013. Because there were two levels of independent variables and three dependent variables, based on the results of the G*Power analysis, a one-way MANOVA was used for the study. Based on the MANOVA and descriptive statistics results, a statistical difference existed between traditional and test-optional African-American institutional enrollment. The main contribution of the study is to support the theory of the Zone of Proximal Development (ZPD) proposed by Vygotsky since there is a significant difference in undergraduate African-American Freshmen Enrollment using admission criteria policies. Furthermore, although the study sheds light on the significant difference between African-American Freshmen Enrollment in traditional and test-optional institutions, more research is needed since prior to this study more institutions implemented test-optional policies. Finally, the "Ayers" Court (1985) acknowledged that a standardized assessment tool could enable educators to measure uniformly the level of academic preparation of students graduating from high schools, which supports Level 1 of Lev Vygotsky's ZPD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01