Can Standardizing Applicant High School and Neighborhood Information Help to Diversify Selective Colleges?

Autor/inn/en	Mabel, Zachary; Hurwitz, Michael D.; Howell, Jessica; Perfetto, Greg
Titel	Can Standardizing Applicant High School and Neighborhood Information Help to Diversify Selective Colleges?
Quelle	In: Educational Evaluation and Policy Analysis, 44 (2022) 3, S.505-531 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/01623737221078849
Schlagwörter	College Applicants; College Admission; Disadvantaged; Equal Education; Information Management; Information Utilization; Neighborhoods; High Schools; Diversity; Technology Uses in Education; Computer Software + Suchen Sie Ihr Suchwort? College applications; Studienbewerber; Hochschulzugang; Hochschulzulassung; Zulassung; Procurement of information; Informationsbeschaffung; Informationsnutzung; Neighbourhoods; Nachbarschaft; High school; Oberschule; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Many selective colleges consider the backgrounds of applicants to improve equity in admissions. However, this information is usually not available for all applicants. We examine whether the chances of admission and enrollment changed after 43 colleges gained access to a new tool that standardizes information on educational disadvantage for all applicants. Applicants from the most challenging school and neighborhood backgrounds experienced a 5-percentage point increase in the probability of admission in the year of adoption relative to similar applicants in the previous year. The tool did not alter the probability of enrollment as a function of applicant challenge level in the full sample, but positive changes are concentrated among applicants to institutions that used the tool to allocate financial aid. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01