Conceptual and Methodological Problems in Research on College Undermatch

Autor/inn/en	Bastedo, Michael N.; Flaster, Allyson
Titel	Conceptual and Methodological Problems in Research on College Undermatch
Quelle	In: Educational Researcher, 43 (2014) 2, S.93-99 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X14523039
Schlagwörter	Low Income Groups; College Admission; Educational Research; Prediction; Admission Criteria; Achievement Tests; Standardized Tests; College Entrance Examinations; Scores; Equal Education; Higher Education; Postsecondary Education; Social Class; Social Stratification; Access to Education; Academic Achievement; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; Bildungsforschung; Pädagogische Forschung; Vorhersage; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Social classes; Soziale Klasse; Soziale Zusammensetzung; Education; Access; Bildung; Zugang; Bildungszugang; Schulleistung
Abstract	Access to the nation's most selective colleges remains starkly unequal, with students in the lowest income quartile constituting less than 4% of enrollment. A popular explanation for this phenomenon is that low-income students "undermatch" by attending less selective colleges when their credentials predict admission to more highly selective colleges. We identify three problematic assumptions in research on undermatching: (a) that researchers can differentiate colleges at the "margin that matters" for student outcomes; (b) that researchers can accurately predict who will be admitted at colleges that use holistic admission processes; and (c) that using achievement measures like SAT (Scholastic Assessment Test) scores to match students to colleges will reduce postsecondary inequality. We discuss the implications of these assumptions for future research on college choice and stratification. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10