In response to yesterday's factually inaccurate tweet by @AndrewYang, a thread about the history of college admissions.
College admissions problems:
-taxes and philanthropists supporting institutions that serve a sliver of the population
-uneven population and wealth distribution
-figuring out who should go to college
-what should high schools be teaching today's students
The year: 1931.
-taxes and philanthropists supporting institutions that serve a sliver of the population
-uneven population and wealth distribution
-figuring out who should go to college
-what should high schools be teaching today's students
The year: 1931.
This 1931 report complains that college requirements don't reflect what students need for "present-day life." The as about the reaction of principals and college officials to a proposed national admissions plan.
3 concerns facing college admissions in 1931: preserving democratic ideals, social justice, and quality.
In 1931, completion is a big concern. Only 50% of entering students earn a college degree. Is it worth going to college if you don't get a degree? The human capital vs. credential question is not new.
Even in 1931, there's the awareness that although academic preparation is often *blamed* for failures to graduate, it's complicated.
In 1931, there's already they recognition that admissions needs some version of holistic admissions, perhaps including tests scores. Personal factors>intellectual factors. Quality of school record>quantity.
The big challenge in 1931, the report argues, is making sure colleges get good students but also that high schools have the freedom to serve all students well.
In 1931, the study found that the school record predicted outcomes best, followed by an aptitude test, and then the evaluation of an admissions committee last.
The 1931 Plan calls for assessing applicants in 6 ways that sound familiar but weren't universal then:
1.10-12th grade classes
2. class rank
3. teacher ratings
4. test performance
5. Curricular requirements (college prep: english, math...)
6. personal statement/interview.
1.10-12th grade classes
2. class rank
3. teacher ratings
4. test performance
5. Curricular requirements (college prep: english, math...)
6. personal statement/interview.
This 1931 reaction from Idaho's Gooding College (1917-38) to a national plan for college admissions is worth reading. He argues that restricting access to college by test scores, class rank, and teacher ratings will enforce a caste system.
In 1931, there's skepticism over using aptitude tests as a mechanism for selecting/rejecting students. It's the least popular of the 6 proposals made for a national plan for college admissions. The report advises each school to do a validity study.
One last note: 1931 came before WW2.
unroll @threadreaderapp
Just saw that one impt tweet was utterly garbled. This all comes from a 1931 paper recording the responses of principals and college officials to a national proposal for setting college admissions requirements. I found the paper here. babel.hathitrust.org/cgi/pt?id=uva.…
Looking back at this paper on a national plan for admissions criteria from 1931, has got me wondering about Karabel's account of the development of holistic admissions in The Chosen.
I don't doubt what he argues (holistic admissions were motivated by antisemitism). The evidence is there.
But this paper shows that in the 20s & 30s there was a much wider interest in thinking about what should be considered in college admissions.
But this paper shows that in the 20s & 30s there was a much wider interest in thinking about what should be considered in college admissions.
The plan in this paper shouldn't be called holistic, but it did indicate an interest in a more expansive view of applicants than an entrance exam score.
What are some good histories of admissions that <gasp!> don't look at Ivys?
What are some good histories of admissions that <gasp!> don't look at Ivys?
