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International Perspectives on Higher Education Admission Policy

A Reader

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Edited By Virginia Stead

The promise of this admission policy reader arises from the embodiment of research from 58 authors, six continents, 20 time zones, 20+ first languages, and a broad array of research methodologies. Four sections aggregate key themes within the text:
(1) National Perspectives on Higher Education Admission Policy;
(2) Theoretical Approaches to Higher Education Admission Policy;
(3) Applicant Recruitment and Student Support Services in Higher Education; and
(4) Diversity and Equity in Higher Education Admission Policy Implementation.
This book's global chorus of professional experience, investigation, and insight is unprecedented in its breadth and depth, illuminating a rare swath of challenges and opportunities that Internet-sourced international higher education makes visible. Although each chapter is an independent research report, together they generate a new landscape for admission policy orientation, exploration, and activism. The sheer range of policies and organizational infrastructure will alert all readers to many complexities within the admissions process that remain invisible within single or multiple but similar cultural and political contexts.
Many of these authors have demonstrated courage along with their intellectual acumen in tackling politically sensitive, culturally taboo, and personally dangerous topics within their research. Theirs is a moving testimony to the global quest for fairness within the world of admission policy implementation and to the power of access to higher education. Together, we are determined to advance equitable admissions praxis within all institutions of higher learning and promising futures for all students.
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37 Secret Ingredients in Successful Baccalaureate Admission: Risk Management of U.S. High-Poverty Urban Students

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CHAPTER 37

Secret Ingredients in Successful Baccalaureate Admission

Risk Management of U.S. High-Poverty Urban Students

Stephanie Drotos

Introduction

When I tell college and K–12 administrators about my recent research into the course Strategies for College Success, authored by Dr. Bruce Tuckman and others, I am eagerly asked for more details. Decision makers want to know the “secret ingredients” in a potential new elixir designed to increase access, persistence, and completion rates for students deemed at risk. In this chapter, I will first share insights from my year-long qualitative inquiry and program evaluation of a curriculum intervention housed in low-achieving high schools. Second, I will explain why I believe that no such elixir exists.

Low-income and first-generation students enroll in and complete college at lower rates than their counterparts. In order to encourage more inclusive educational outcomes, colleges and high schools have promoted curricular interventions focusing on improving students’ academic skills and motivation to succeed. Yet frequently, the courses, with titles such as College Success Skills or Strategies for College Success, are housed either in high-poverty high schools or first-year college programs that target students deemed at risk of noncompletion. Many interventions draw heavily from social-cognitive theories within educational psychology to encourage achievement motivation and self-regulation, as well as to teach study skills (Downing, 2008; Tuckman, 2007; Van der Stoep & Pintrich, 2008). The course texts generally emphasize academic effort as the main ingredient for...

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