AASCU Urges Portfolio & Performance Assessment vs. More Testing

We write to you regarding the issue of college and university admission standards for students from non-public, non-traditional educational programs, which has emerged in the reauthorization of the Higher Education Act. The House Committee on Education and the Workforce will address this issue in the non-binding committee report accompanying H.R. 6, the House reauthorization bill. A copy of this report will be posted on AASCU On Line (as part of a bulletin on the final House bill) as soon as it is available, and a copy of this letter and the report language with AASCU's analysis and remarks will be sent immediately after this posting.

As you may be aware, an increasing number of Americans are receiving their primary and secondary instruction from non-public, non-traditional programs, particularly home schools. Such programs are legal in every state, and standardized test results indicate that students from these programs perform well in relation to their peers nationwide in a number of academic areas.

The skills and experiences acquired by these students, however, often do not fit neatly with college and university admission requirements, particularly with respect to diplomas and transcripts from accredited high schools. Moreover, recent research indicates that many higher education institutions do not have formal or informal policies for handling applications of graduates from non-public, non-traditional programs.

Solutions offered by a number of colleges and universities have propelled this issue onto the policy agenda. Some institutions require students from non-public, non-traditional programs to submit scores from additional standardized tests (such as the General Educational Development [GED] and Scholastic Aptitude Test subject area [SAT-II] examinations) in lieu of a diploma/transcript from an accredited high school. These policies have been criticized by some in the home school community, who see them as discriminatory and onerous given the statistical evidence on the overall performance of these students. Two states have passed laws prohibiting public colleges and universities from requiring additional test scores of students from non-public, non-traditional programs if they otherwise qualify for admission.

AASCU's view is that the setting of college and university admission standards is a responsibility that belongs with the institutions themselves and their governing entities. At the same time, we urge colleges and universities to address this issue if they have not already done so, and to engage in a dialogue with the providers of non-public, non-traditional programs informing admission policies regarding their graduates. We further urge that colleges and universities consider using portfolio- and performance-based assessments in making admission decisions regarding these applicants as an alternative to additional standardized testing.

The students at our nation's colleges and universities are a testament to its diversity and promise. The policies by which these students are admitted must balance the need for an accurate assessment of their academic preparation with a sensitivity to their special circumstances and attributes. It is our hope that this balance will guide you as you address this and other admission-related issues in the days ahead.