Analysis of Inequities in the Requirements for Admission to the University System of Georgia Analysis of Inequities in the Requirements for Admission to the University System of GeorgiaThe admissions requirements for non-accredited applicants should be reformed to eliminate the discriminatory treatment and to use measures that are appropriate for non-accredited applicants.
To determine which measures are appropriate for evaluating non-accredited applicants and whether a policy using those measures is fair, first recall these statements from the Board of Regent’s Policy Direction on Admissions (emphasis added.):
"The System standards should involve multiple measures as appropriate for various student cohorts, should be based on their effectiveness in predicting college success for diverse students,
"Recent national trends are also toward including portfolios and other qualitative materials in admissions procedures oriented to predicting college success."
Generally, the USG can craft a fair admissions policy that complies with the BoR’s requirement to consider qualitative measures, yet does not mandate CPC as the only means of preparation for non-accredited applicants. The USG can set a reasonable SAT I hurdle and can set a reasonable hurdle on a broad-based, appropriately-normed achievement test that also is taken by many from the full spectrum of students graduating from accredited programs. The policy should allow admissions officers to consider each applicant’s portfolio and other qualitative measures such as an interview, essay, experiential achievements, and letters of reference. The admissions officers could consider scores on existing college placement exams as well.
The fairness of this policy can be determined by comparing the success (the desired end) of the non-accredited applicants with that of the accredited applicants. The common measures to compare the success of various student cohorts are first-year retention rates, five-year graduation rates, and seven-year graduation rates. These measures were used in the BoR’s Policy Direction on Admissions to compare the success rates of developmental studies students with that of students who entered as "regular freshmen". Further, these success rates are posted on the USG web site.
The fairness of different admissions policies can be determined by comparing the resulting seven-year graduation rates of the students admitted to each sector and under each policy. The USG tracks these rates for students of each institution and sector now. If the student population admitted to a sector under one policy is achieving the same graduation rate as the student population admitted to the sector under another policy, then the requirements can be considered equal and fair. A policy resulting in a student population with a relatively higher graduation rate can be considered a relatively higher standard.
Specifically, the USG should act now to implement the "Proposed University System of Georgia Admissions Policy for Graduates of Home Study Programs and Non-Accredited Private Schools" prepared by the Georgia Coalition for Equity and Diversity in USG Admissions. This organization has proposed a carefully crafted admissions policy that is fairer and more appropriate for non-accredited applicants than the USG’s current policy. Their proposed policy meets the requirements of the BoR’s Policy Direction on Admissions and can be adjusted by sector as required based on the resulting, relative graduation rates.
Additionally, the USG should insure that non-accredited applicants are admitted to the limited admissions category in proportions equal to that of accredited applicants.
Then, the USG should, at a minimum,Let the students admitted as "regular freshmen" from accredited or regulated high schools set the standard for success in terms of persistence to graduation. The admissions policy for non-accredited applicants should admit the largest portion who can match but not surpass the seven-year graduation rate of the students from accredited programs.
Track the academic performance of non-accredited admissions in USG institutions and publish an annual report showing their achievement in terms of retention and persistence to graduation. (Note that this will only be valid if there are non-accredited students—the current admissions policy virtually insures that there will not be.) Remember also that the population of students from non-accredited programs will be smaller than the rest of the student population. Before enough data is accumulated, a few exceptional home-schooled students could disproportionately skew the results for one institution or sector. Proper statistical methods must be applied to avoid false or unsupported conclusions.
Hold a workshop every three years to review results and evaluate the policy with regard to graduation rates for non-accredited students compared to other students. Include both college admissions officers and homeschooling experts in the workshop.
Adjust the policy based on results along sector lines.
| About HEIR ||| Home ||| Contents ||| News ||| Opinion |