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Nieswiadomy, Michael – Journal of Economic Education, 2014
Using 1994-95, 2002-3, and 2008-9 data, the author found that economics majors scored well on the LSAT® (1998, 2006, 2010). These results are often posted on university economics (and other) department Web sites. The author, who updates the prior studies using current data for law school applicants for the 2012-13 class of students entering law…
Descriptors: Economics Education, Majors (Students), Standardized Tests, Law Schools
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Liu, Ou Lydia; Klieger, David M.; Bochenek, Jennifer L.; Holtzman, Steven L.; Xu, Jun – ETS Research Report Series, 2016
International institutions have been increasingly using the "GRE"® revised General Test to admit students to graduate programs.However, little is known about how scores from the GRE revised General Test are used in the admission process outside of the United States and their validity in predicting graduate students' performance (e.g.,…
Descriptors: College Entrance Examinations, Graduate Study, Test Use, Scores
Michalski, Daniel S.; Cope, Caroline; Fowler, Garth A. – American Psychological Association, 2017
The 2018 Graduate Study in Psychology Summary Report reflects data collected from more than 500 departments and programs offering master's and doctoral degrees in psychology and related training. This report features aggregate data from the 2015-2016 academic year that are summarized in the following areas: survey participation; admissions review,…
Descriptors: Graduate Study, Graduate Students, College Admission, College Applicants
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Atar, Hakan Yavuz; Sayin, Ayfer; Atar, Burcu – Educational Sciences: Theory and Practice, 2013
It is critical both for candidates who apply for programs that require special aptitude and the professors who teach in these programs whether those students' scores on placement exams are correctly calculated. Because student's ability profile and the quality of education in these programs may be directly affected by how candidates placement…
Descriptors: Foreign Countries, Aptitude Tests, Student Placement, College Entrance Examinations
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What Works Clearinghouse, 2016
Most colleges and universities in the United States require students to take the SAT or ACT as part of the college application process. These tests are high stakes in at least three ways. First, most universities factor scores on these tests into admissions decisions. Second, higher scores can increase a student's chances of being admitted to…
Descriptors: College Entrance Examinations, Test Preparation, College Applicants, High Stakes Tests
Anderson, Michael L. – National Bureau of Economic Research, 2012
Spending on big-time college athletics is often justified on the grounds that athletic success attracts students and raises donations. Testing this claim has proven difficult because success is not randomly assigned. We exploit data on bookmaker spreads to estimate the probability of winning each game for college football teams. We then condition…
Descriptors: College Athletics, Success, Probability, Team Sports
Hoover, Eric – Chronicle of Higher Education, 2013
Boston College saw a 26-percent decrease in applications this year, a drop officials largely attribute to a new essay requirement. Last year the private Jesuit institution received a record 34,051 applications for 2,250 spots in its freshman class. This year approximately 25,000 students applied, and all of them had to do one thing their…
Descriptors: College Admission, College Applicants, Graduates, Essays
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Shiner, Michael; Noden, Philip – British Journal of Sociology of Education, 2015
Despite entering higher education in good numbers, candidates from some black and minority ethnic groups are concentrated in less prestigious institutions. A similar pattern is evident in candidates' applications, raising important questions about the role of "self-exclusion". Statistical analysis confirms that candidates from some…
Descriptors: Foreign Countries, Higher Education, Social Class, Racial Differences
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Belasco, Andrew S.; Rosinger, Kelly O.; Hearn, James C. – Educational Evaluation and Policy Analysis, 2015
The test-optional movement in the United States emerged largely in response to criticism of standardized admissions tests as inadequate and potentially biased measures of postsecondary promise. Although anecdotal reports suggest that test-optional policies have improved campus diversity, empirical research has not yet confirmed this claim.…
Descriptors: Standardized Tests, Test Bias, Evaluation Methods, Quasiexperimental Design
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What Works Clearinghouse, 2013
"Late Interventions Matter Too--The Case of College Coaching in New Hampshire" examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and…
Descriptors: High School Seniors, College Bound Students, Coaching (Performance), Intervention
Michalski, Daniel S.; Cope, Caroline; Fowler, Garth A. – American Psychological Association, 2016
The 2017 Graduate Study in Psychology Summary Report reflects data collected from more than 500 departments and programs offering master's and doctoral degrees in psychology and related training. This report represents data from the 2014-2015 academic year and aggregates these data in the following areas: survey participation; admissions review,…
Descriptors: Graduate Study, Graduate Students, College Admission, College Applicants
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Prakhov, Ilya Arkadyevich – Russian Education & Society, 2015
The paper proposes a model of educational strategies for college entrants that makes it possible to assess the investment efficiency in additional preparation as evidenced by the Unified State Exam [USE] scores. It was found that college entrants still use traditional forms of preparation despite the new institutional admission conditions at…
Descriptors: College Preparation, College Admission, College Entrance Examinations, Foreign Countries
Bell, Laura J. – ProQuest LLC, 2017
The purpose of this quantitative study was to determine whether the use of non-cognitive assessment in combination with traditional criteria predicted potential academic success as measured by first-semester GPAs of provisionally admitted students. Survey data were collected with a non-cognitive questionnaire (NCQ) from provisionally admitted…
Descriptors: College Admission, Admission Criteria, State Universities, Statistical Analysis
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Chapman, Gabrielle; Dickert-Conlin, Stacy – Economics of Education Review, 2012
Colleges' early decision (ED) admission policies require accepted students to commit to attend the school without comparing outside options. With data from two liberal arts schools we find evidence that students with higher willingness and ability to pay and lower measured ability levels are more likely to apply ED. Applying ED raises the…
Descriptors: College Admission, Admission Criteria, Probability, College Applicants
Hilton, Adriel A.; Gasman, Marybeth; Wood, J. Luke – Educational Foundations, 2013
The purpose of this study is to examine the impact of the One Florida Initiative (OFI) on racial diversity in Florida's public law schools and legal profession using the lens of Critical Race Theory (CRT). This study seeks to determine what, if any, impact this event has had on recruitment, admissions, and enrollment of Florida's public schools of…
Descriptors: Critical Theory, Law Schools, Legal Education (Professions), State Regulation
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