The document discusses holistic admissions and the role of standardized test scores within a holistic review process. It defines holistic admissions as using all available student information to make admissions decisions. While test scores are part of holistic review, removing them limits the data available. A truly holistic process considers cognitive and non-cognitive factors to best support students.

2. Developing a Holistic Admissions Strategy

3. First We Need to Define! Holistic – Emphasizing the importance of the whole and the interdependence of its parts; Concerned with wholes rather than analysis or separation into parts. The American Heritage Dictionary - 2000

4. Defining Holistic Admissions Holistic Admissions: 1) The use of all available information for the purposes of making informed and responsible admissions, advising and placement decisions; 2) Recognition of the importance and value of all information and data available to admissions professionals, and their interdependence on each other , in informing recruitment, admissions, advising, placement and retention strategies

5. Holistic Admissions Holistic Admissions requires: The use of all available data and information A more responsible application review process Admissions Officers have the final decision making power for student admissions More than just admissions (advising, placement, retention, student support services – i.e. Enrollment Management)

6. What is Holistic Admissions Holistic Admissions High School GPA High School Coursework (Core, AP/IB, etc.) ACT/SAT Scores Essay Family income Identifying first generation students 89.4% of colleges consider standardized tests as moderate to considerate of importance in the admissions decision* Overall goal: Use all information possible to help make an informed admission decision *NACAC State of College Admissions Report 2008

7. Why Holistic Admissions? Use of all information gives admissions professionals the ‘whole picture’ of student’s: abilities readiness interests needs … and whether the college/university has the services/opportunities available to ensure greater likelihood of success for each and every student

8. ACT is Part of Holistic Admissions ACT compliments a Holistic Admissions Strategy Cognitive and non-cognitive data gives admissions/enrollment professionals a more robust understanding of a student’s abilities, needs, college readiness Research-based data adds further credibility to the admissions process ACT supports and informs every aspect of the enrollment management strategic process ACT is a piece of the puzzle, and not the puzzle itself

9. Skills vs. Scores Skills vs. Scores Scores are not the ‘end game’ College Readiness Standards College Readiness Benchmarks

10. College Readiness Standards Empirically derived Narrative Description of what students need to know and be able to do Reflect a Common Continuum of Achievement Progressive Model of Student Progress from Middle to High School Reflect Student Strengths/Weaknesses Evaluate Student Readiness for Next Levels of Learning Skills vs. Scores

11. College Readiness Benchmarks Subject Benchmark Score English 18 Mathematics 22 Reading 21 Science 24 Students meeting or exceeding College Readiness Benchmark Scores have a 75% chance of receiving a ‘C’ or better in the corresponding first year credit-bearing postsecondary course, or a 50% chance of receiving a ‘B’ or better. Skills vs. Scores

12. Cognitive Data Provides a strong compliment to a holistic admissions process Informs administrators and educators as to student proficiency in core subject areas Impacts a data-driven admissions strategy Skills vs. Scores

13. Cognitive Data Informs more effective and data-driven advising, placement and retention strategies Provides greater insight as to student academic strengths and weaknesses, and informs student support services in being more effective in student interventions Skills vs. Scores

14. Non-Cognitive Data ACT collects over 200 points of data related to non-cognitive information provided by the student themselves : School Type/Size School Choice Academic and Non-Academic Needs Extracurricular Interests Degree/Program Interest Career Interests

15. ACT and Holistic Admissions Cognitive and Non-Cognitive data from ACT provide a more in-depth view of student proficiency and needs Perfectly compliments and adds to an effective holistic admissions strategy Provides supporting information for a true Enrollment Management System (Admissions, Advising and Placement, Retention)

16. Holistic Admissions and Test Use

17. Holistic Admissions and Test Use Review: Holistic Admissions provides institutions with : Full compliment of data to make an informed and responsible decision in several areas: Admissions Advising Placement Student Support Services Retention

18. Holistic Admissions: Informs institutions on how to effectively: Admit students Provide meaningful academic and non-academic support to students Place students and their best interests at the center of the process Strengthens student support services and therefore student access and success initiatives Holistic Admissions and Test Use

19. Test Optional initiatives – while promoting a more holistic approach – may limit holistic practices by: Decreasing access to all data for informed enrollment management decisions Removing the ‘true’ definition of ‘holistic admissions’ Requiring institutions to make decisions based on fewer facts Suppressing data that can assist in effective and informed intervention and student support services activities/initiatives that: Increase student access to higher education Promote retention, persistence to degree and success in postsecondary education Holistic Admissions and Test Use

20. A Recent article suggests that test optional decision policies maybe made due to several factors : “ Evidence suggests there are also marketing and competitive issues at play” “ Schools are saying we want to count your test scores when we like your test scores” “ Colleges making the switch usually see an immediate 10% to 20% application bump; the bigger pile of rejection letters could give the illusion that the college is more selective” “ reported average test scores…increased in recent years…because colleges are not plugging in the results of freshmen who do not submit scores” Holistic Admissions and Test Use New York Times “ The Other Side of ‘Test Optional’” July 26, 2009

21. NACAC Journal of College Admission Summer 2009 “ How can an ethical institution that distrusts the (test) validity or perceives it to be biased continue to evaluate any applicants using the test?” “ How can scores be meaningful in evaluating a student’s abilities when they are submitted, but irrelevant when they are withheld?” “ ..results suggest that despite the proud statements of some adopters, (test) optional admission policies are more than purely a philosophical stance.” “ results imply that 31 of the 32 institutions (top 100 Liberal Arts Colleges in US News that are Test Optional) in question are the beneficiaries of (test score) average boosts.” Holistic Admissions and Test Use

22. Problems “ Game the system” Lack of information to provide students with proper services and support Hinge on incomplete information to make important admissions, advising, placement and retention/persistence decisions Holistic Admissions and Test Use

23. Issues: #1 HS GPA alone in informing effective admissions, placement and advising practices In last ten years: 400% increase in students reporting a 4.0 GPA* Only a 24% increase in student population over same period Grade Inflation and Informed and Responsible Admissions From 1991 – 2003: grade inflation rose 6.5%** ACT scores rose by less than 1% (20.6 to 20.8) * ACT Research, 2008 ** High School Grade Inflation from 1991 to 2003 Ziomek and Woodruff 2004 Holistic Admissions and Test Use

24. Issues: #2 High School GPA as best predictor of Postsecondary Success in Year 1 GPA vs. ACT and HS GPA combined For students with 2.0 GPA or higher: Accuracy rate for HS GPA on college success is: 76% Accuracy rate for ACT on college success is: 76% Accuracy rate for HS GPA and ACT combined on college success is: 79% Example: School of 1,000 students would increase their ability to predict postsecondary success by an additional 3 out of every 100 students ( total of 30 students ) Holistic Admissions and Test Use Predicting Different Levels of Academic Success in College Using High School GPA and ACT Composite Score Noble and Sawyer 2002

25. Issues: #2 (continued) The further GPA’s increase, the less predictive HS GPA becomes compared to the ACT (and ACT + HS GPA) : High School GPA as best predictor of Postsecondary Success in Year 1 GPA vs. ACT and HS GPA combined For students with 3.50 GPA or higher : Accuracy rate for HS GPA on college success is: 83% Accuracy rate for ACT on college success is: 84% Accuracy rate for HS GPA and ACT combined on college success is: 86% Holistic Admissions and Test Use Predicting Different Levels of Academic Success in College Using High School GPA and ACT Composite Score Noble and Sawyer 2002

26. Issues: #3 Importance in Promoting Retention and Persistence Via ACT’s IDQ – schools self identifying as test optional on average have a 4% lower retention rate than those institutions who are not The two most important strategies in retention, as identified by postsecondary institutions via preliminary results from the 2009 ACT Retention Study, are mandated assessments and course placement. Holistic Admissions and Test Use

27. Issues: #4 Access and Success for All Students Perception is that testing limits student access Reality is it: Opens discussion and understanding of student proficiencies and aspirations Also provides valuable information for guidance and college counseling purposes Provides valuable information as part of a holistic admissions process Holistic Admissions and Test Use

28. What works: Use of all available data Data informs effective and student centered strategies in: Admissions Advising and Placement Retention and Persistence Predictive Modeling Holistic Admissions and Test Use

29. Avoid: Limited or Purposeful lack of data Not fully informed student support services process and or strategies Misinformed marketing practices to students and families based on selected data rather than all data Holistic Admissions and Test Use

30. Holistic admissions and Test Optional policy may be exclusive Both practices are not one in the same Holistic Admissions and Test Use