A Critique of the Idea that College Quality Can Be Measured by Undergraduate SAT Scores.

Autor/in	Webster, David S.
Titel	A Critique of the Idea that College Quality Can Be Measured by Undergraduate SAT Scores.
Quelle	(1978), (14 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Admission Criteria; College Admission; College Applicants; College Choice; College Curriculum; College Entrance Examinations; Competitive Selection; Educational Quality; Females; Geographic Location; Higher Education; Institutional Characteristics; School Size; Sex Differences; Standardized Tests; Student Costs; Test Results; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; College applications; Studienbewerber; Studienortwahl; Aufnahmeprüfung; Quality of education; Bildungsqualität; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sex difference; Geschlechtsunterschied; Standadised tests; Standardisierter Test; Studienkosten
Abstract	Selectivity is criticized as an index of college quality. Standardized college entrance examination scores can at best reflect college quality, it is proposed. In addition, using them as a measure of college quality assumes, perhaps erroneously, that the college admits only the highest-scoring applicants. Further reasons are these: (1) SAT scores have, on the whole, declined in recent years while college quality probably has not; (2) at many colleges average scores are different for men and women, and this should not be taken to mean that colleges offer different quality education to men and women; (3) selectivity is partly determined by tuition and fees; (4) smaller colleges will necessarily be able to take the highest-scoring applicants, while larger schools have more places to offer lower-scoring applicants; (5) colleges offering special programs do not fit into any traditional pattern; (6) neighborhood, city, region, or climate probably have a significant affect on the applicant pool; and (7) program "innovations", good or bad, affect applicant pools. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC