Publication Date
| In 2025 | 0 |
| Since 2024 | 2 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Backstrom, Brian | 1 |
| Brian Heseung Kim | 1 |
| Dominique J. Baker | 1 |
| Emily E. N. Miller | 1 |
| Joseph Sturm | 1 |
| Julie J. Park | 1 |
| Kelly Rosinger | 1 |
| OiYan Poon | 1 |
| Sarah Pedersen | 1 |
| Schultz, Laura | 1 |
| Stephanie Breen | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 3 |
| Postsecondary Education | 3 |
| Elementary Secondary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 3 |
| SAT (College Admission Test) | 2 |
What Works Clearinghouse Rating
Download full textSchultz, Laura; Backstrom, Brian – Nelson A. Rockefeller Institute of Government, 2021
As did the vast majority of higher education institutions, SUNY implemented test-optional admissions policies across all campuses for students applying to enroll in Fall 2021. SUNY and its peers made this decision in direct response to the COVID-19 pandemic, which reduced applicants' access to SAT/ACT testing. A majority of these schools have…
Descriptors: College Admission, Educational Policy, College Entrance Examinations, Program Implementation
Kelly Rosinger; Dominique J. Baker; Joseph Sturm; Wan Yu; Julie J. Park; OiYan Poon; Brian Heseung Kim; Stephanie Breen – Annenberg Institute for School Reform at Brown University, 2024
Most selective colleges implemented test-optional admissions during the pandemic, making college entrance exam scores optional for applicants. We draw on descriptive, two-way fixed effects, and event study methods to examine variation in test-optional implementation during the pandemic and how implementation relates to selectivity and enrollment.…
Descriptors: Selective Admission, College Admission, Institutional Characteristics, College Entrance Examinations
Peer reviewedEmily E. N. Miller; Sarah Pedersen – AERA Open, 2024
The roles of technology and education were at the forefront throughout the COVID-19 pandemic. This mixed-methods study examines the role of the three levels of the digital divide (i.e., access, capability, and outcomes) during the COVID-19 pandemic in Kentucky. We create and analyze a new multifaceted measure of district-level digital capacity to…
Descriptors: COVID-19, Pandemics, Educational Technology, Mathematics Tests
