qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbn          An Analys...
The adjustment of admissions standards for entry into institutions of higher educationmay affect the quality and quantity ...
State of Louisiana Statewide Institutions Admission Criteria. Specifications for thesecriteria are listed below:Regional I...
developmental course are defined as those who score 17 or less on the ACT Englishsection and 19 or less on the ACT Math se...
greater ACT composite score, there would be little change in admits even whencomposite scores are considered. On the other...
Total                                 445                  778                1223After examining the impact of the first ...
The more stringent statewide rules would reduce the number of current admits even morewhether ACT requirements were omitte...
Table 5 shows that when the no more than one developmental course criterion is applied,an additional 355 admits would be i...
comprehensive assessment of the impact higher admissions standards are likely to haveon the university, nevertheless, it i...
Upcoming SlideShare
Loading in …5
×

An Analysis of the Potential Impact of Higher Admissions Standards on Currently Admitted Students in Fall 2011

519 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
519
On SlideShare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

An Analysis of the Potential Impact of Higher Admissions Standards on Currently Admitted Students in Fall 2011

  1. 1. qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbn An Analysis of the Potential Impactmqwertyuiopasdfghjklzxcvbnmqwerty of Higher Admissions Standards on Currently Admitted Students in Falluiopasdfghjklzxcvbnmqwertyuiopasdfg 2011hjklzxcvbnmqwertyuiopasdfghjklzxcvb Applying State of Louisiana Standardsnmqwertyuiopasdfghjklzxcvbnmqwert [July, 22, 2011] Dillard, University, Office of Institutional Researchyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvb
  2. 2. The adjustment of admissions standards for entry into institutions of higher educationmay affect the quality and quantity of students admitted to various institutions. It isassumed that Dillard University is no different. Changes in the admissions standards forentry into Dillard may alter the composition of its student body over time.At the request of Office of Enrollment Management, the Office of Institutional Researchinitiated a narrowly focused assessment of the impact higher admissions standards wouldhave on new first-time freshmen admitted to Dillard for the Fall 2011 semester. To thatend, analyses were performed on 1700 plus individuals admitted for that term. Thequestion raised is how many students would not be admitted to Dillard based on adjustedadmissions criteria?Raising admissions standards may have direct and indirect impacts on the institution.Directly, the cohorts admitted after implementation of new standards may differsignificantly from those already attending the university. Indirectly, over time, theretention and graduation rate may increase. Also, expectations of a more challengingacademic environment may accompany the entry of higher achieving students. And,given the potential impacts cited above, the latent issue is what impact higher standardswould likely have on overall enrollment, especially in the short-term?The Office of Enrollment Management proposed two sets of criteria for assessing thepotential impact, (1) State of Louisiana Regional Institutions Admission Criteria; and (2)Page | 2
  3. 3. State of Louisiana Statewide Institutions Admission Criteria. Specifications for thesecriteria are listed below:Regional Institutions AdmissionCriteriaHigh school GPA of 2.0 or greaterORACT composite score of 20 orgreater ORHigh School graduation rank 50%of class ANDRequire no more than onedevelopmental courseStatewide Institutions AdmissionCriteriaHigh school GPA of 2.5 or greaterORACT composite score of 23 orgreater ORHigh School graduation rank 25%of class ANDRequire no more than onedevelopmental courseMethodologyThe data analyzed in this report were obtained from the Dillard University admissionsdatabase on July 15, 2011. The data contain 1756 records. The records are freshmenapplicants admitted to the university. Table1 shows that of the 1756 students, 1722submitted their high school grade point average (GPA); 1223 submitted ACT scores; and,414 submitted class rankings. While high school class rank is a part of the criteria, sinceonly 24 percent of admits submitted their class rank scores no analysis was performed onthis data element. Moreover, for the purpose of this analysis persons in need ofPage | 3
  4. 4. developmental course are defined as those who score 17 or less on the ACT Englishsection and 19 or less on the ACT Math section. Persons who score below these numberson both sections are classified as requiring more than one developmental course.Table 1.Dillard UniversityOffice of Institutional ResearchDistribution of Admitted Students by High School GPA, ACT Composite Score, and ClassRankFall, 2011 Number of Percent of Admits AdmitsHigh SchoolGPA 1722 98.1No High SchoolGPA 34 1.9Total 1756 100.0ACT Scores 1223 69.6No ACT Scores 533 30.4Total 1756 100.0Class Rank 414 23.6No Class Rank 1342 76.4Total 1756 100.0FindingsThe impact of the admissions criteria vary according to the individual decision rules ofeach criterion, as well as the combination of two or more of them. The results indicatethat, under the regional requirements, GPA alone would have little impact on theadmissibility of current students. Table 2 shows that 1705 (97 %) of current admits meetthe 2.00 or above GPA requirement. Since the rule states 2.00 or greater GPA or a 20 orPage | 4
  5. 5. greater ACT composite score, there would be little change in admits even whencomposite scores are considered. On the other hand, had the rule stated “and” rather than“or” the impact would be significantly different. Excluding the 553 cases without ACTscores, of the 1233 that submitted scores, 445 (36%) of those individuals would qualifyon ACT alone. This represents 25% of the total cohort. 439 individuals would qualifyunder either criterion. Table2. Dillard University Office of Institutional Research Impact of Regional Institutions Admission Criteria on 2011 Freshmen Admits Number of Percent of Admits Admits 2.00 Plus GPA 1705 97.1 Less than 2.00 GPA 17 1.0 No GPA 34 1.9 Total 1756 100.0 ACT Composite 20 or greater 445 25.3 19 or less 778 44.3 No score 533 30.4 1756 100.0 ACT Composite Submitted Score 20 or greater 445 36.4 19 or less 778 63.6 1223 100.0 ACT Composite ACT Composite Grand 19 or 20 or greater less Total 2.00 Plus GPA 439 769 1208 Less than 2.00 GPA 6 9 15Page | 5
  6. 6. Total 445 778 1223After examining the impact of the first two criteria, an analysis was performed on thethird criterion, need for developmental courses. The results in Table3 show that when therequirement of no more than one developmental course is applied, the number of eligibleadmits with a GPA greater than 2.00 declines by 452, meaning only 1253 of the originalgroup are admissible. Overall, the proportion of current admits that are eligible drops to71 percent.Table3.Dillard UniversityOffice of Institutional ResearchImpact of Regional Institutions Admission Criteria on 2011 Freshmen AdmitsDevelopmental Courses No One Two Total Developmental Developmental Developmental2.00 Plus GPA 281 475 452 1208Less than 2.00 GPA 6 6 3 15Total 287 481 455 1223The data clearly show that current Dillard admits would not be affected by the rulespertaining to regional institutions if the requirement did not include no more than oneremedial course. That requirement would eliminate more than one-quarter of admits.This figure more than likely represents an undercount of the number that would beineligible, as this analysis only eliminates those admits who submitted ACT scores. Asindicated earlier over 500 cases did not have ACT scores at the time the data were drawn.Page | 6
  7. 7. The more stringent statewide rules would reduce the number of current admits even morewhether ACT requirements were omitted. Table 4 shows that one-in- five (20%) admitswould not qualify under the 2.5 GPA rule. 1403 or 80 percent would remain eligible.However, if ACT scores were the lone criteria, only 8% would be eligible. Additionally,138 (8%) would be eligible under either criteria.Table4.Dillard UniversityOffice of Institutional ResearchImpact of Statewide Institutions Admission Criteria on 2011 Freshmen Admits Number of Percent of Admits Admits2.50 Plus GPA 1403 79.9Less than 2.50 GPA 319 18.2No GPA 34 1.9Total 1756 100.0ACT Composite23 or greater 149 8.522 orless 1074 61.2Noscore 533 30.4 1756 100.0ACT CompositeSubmitted Score20 or greater 149 12.219 orless 1074 87.8 1223 100.0 ACT Composite ACT Composite Grand 22 or 23 or greater less Total2.50 Plus GPA 138 870 1008Less than 2.50 GPA 11 204 215Total 149 1074 1223Page | 7
  8. 8. Table 5 shows that when the no more than one developmental course criterion is applied,an additional 355 admits would be ineligible. Thus, bringing the total number ofineligible admits to 708 (40%).Table5.Dillard UniversityOffice of Institutional ResearchImpact of Statewide Institutions Admission Criteria on 2011 Freshmen AdmitsDevelopmental Courses No One Two Total Developmental Developmental Developmental2.50 Plus GPA 263 390 355 1008Less than 2.50 GPA 23 91 101 215Total 286 481 456 1223Like the previous analysis, the results indicate that most current Dillard admits wouldqualify for statewide admission based on grade point average alone, but that numberwould be reduced significantly after application of the developmental criterion.ConclusionThis report began by asking the question whether higher admissions standards wouldimpact the admissibility of current admits to Dillard. In conclusion, State of Louisianaadmission standards would have a significant impact on reducing the number of admits toDillard. A large minority of Dillard’s current admits would not be eligible under staterequirements. The primary obstacle to students gaining eligibility would be therequirement that admits require no more than one developmental course. As a largemajority of Dillard’s admits would meet state GPA requirements, a large segment wouldnot meet test score requirements. Thus the adoption and implementation of standardssimilar to the state would in all likelihood have an immediate short-term effect on studentenrollment. While this report narrowly focuses on admits and is not intended to provide aPage | 8
  9. 9. comprehensive assessment of the impact higher admissions standards are likely to haveon the university, nevertheless, it is plausible to conclude that any act that results in asignificant decline in student enrollment is likely to have a ripple effect throughout theuniversity. That being said, what are some of potential impacts such a policy is likely tohave on the institution?The current fiscal stress which the university is experiencing would be exacerbated by asignificant decline in enrollment, which is likely to occur due to the likelihood of ashrinking pool of admits, even if the yield rate holds constant. Fewer enrollees is likelyto affect tuition and fee revenues generated. That may perhaps necessitate some type ofaction to replace lost revenues that may occur. Additionally, lower enrollment maytrigger another round of academic program reviews to identify viable programs,deployment of faculty and staff resources, as well as facilities utilization. These are but afew entities that may be affected by a change in admissions standards. This reportrecommends that any attempt to adopt and implement more challenging admissionsstandards take a comprehensive approach and investigate the potential such standards arelikely to have on various components of the university.Page | 9

×