Fires, Arson, and Institutional Selectivity

2017 ◽  
pp. 93-136
Keyword(s):  
Institutional Selectivity

Comparison of Women's and Coeducational College Classrooms: I. Course Assignments

1994 ◽  
Vol 74 (3) ◽  
pp. 1035-1040 ◽  
Author(s):  
Ashton D. Trice
Keyword(s):  
Art History ◽  
Women's Colleges ◽  
Introductory Courses ◽  
Short Term ◽  
Scientific Content ◽  
College Classrooms ◽  
Course Syllabi ◽  
Institutional Selectivity ◽  
And Mathematics ◽  
Introductory Classes

This study examined the number of assignments in 502 course syllabi collected from 18 women's colleges and 18 matched coeducational colleges. The number of assignments was significantly higher at women's colleges, at colleges with lower selectivity for admissions, and in introductory classes. Significant differences among the four disciplines examined (psychology, mathematics, English, and art history) were found. Three of the factors (gender, discipline, and level) interacted. The most prominent difference was that, in introductory courses with quantitative and scientific content (psychology and mathematics), women's colleges required many more assignments than coeducational colleges. The effect of institutional selectivity was smaller than these three effects and appeared to be additive rather than interactive. The number of term-long assignments was not significantly different. Women's colleges, however, had more short-term assignments and tests than coeducational institutions. The results are related to the historic mission of inclusion of nontraditional students at women's colleges.

Does the Community College Pathway Influence the Selectivity of Students’ Destination 4-Year Institution?

2019 ◽  
Vol 47 (4) ◽  
pp. 434-461
Author(s):  
Justin C. Ortagus ◽  
Xiaodan Hu
Keyword(s):  
Community College ◽  
Potential Benefit ◽  
Positive Relationship ◽  
Positive Influence ◽  
Lower Probability ◽  
Vertical Transfer ◽  
Institutional Selectivity ◽  
Nationally Representative ◽  
The Relationship ◽  
Ordinal Logistic Regression Model

Objectives: In this study, we explore the influence of enrolling initially at a community college before transferring to a 4-year institution on the selectivity of the destination 4-year institution. Method: We leverage nationally representative data and a propensity score matching approach to compare the institutional selectivity between students who begin at a community college before transferring to a 4-year institution and those who begin at a 4-year college or university. To estimate the relationship between the community college pathway and institutional selectivity, we employ an ordinal logistic regression model. Results: We find that transferring from a community college to a 4-year institution had a positive influence on the selectivity of students’ destination 4-year institution. More specifically, students who enroll initially at a community college before transferring to a 4-year institution have a greater probability of attending a very selective 4-year institution and moderately selective 4-year institution when compared with native 4-year students. Students who transferred from a community college have a lower probability of attending minimally selective 4-year institutions and open-admission 4-year institutions when compared with otherwise-similar students who began at a 4-year institution. Contributions: By showing a positive relationship between the vertical transfer and the level of selectivity of students’ destination 4-year institution, this study highlights a potential benefit of beginning at a community college before transferring to a 4-year institution.

scholarly journals Institutional Selectivity and Good Practices in Undergraduate Education: How Strong is the Link?

2006 ◽  
Vol 77 (2) ◽  
pp. 251-285 ◽  
Author(s):  
Ernest T. Pascarella ◽  
Ty Cruce ◽  
Paul D. Umbach ◽  
Gregory C. Wolniak ◽  
George D. Kuh ◽  
...  
Keyword(s):  
Undergraduate Education ◽  
Good Practices ◽  
Institutional Selectivity

The Role of Institutional Selectivity in the Prediction of Podiatric Medical School Performance

2010 ◽  
Vol 100 (6) ◽  
pp. 479-486 ◽  
Author(s):  
Kevin M. Smith ◽  
Simon Geletta
Keyword(s):  
Medical School ◽  
Grade Point Average ◽  
School Performance ◽  
Ethnic Origin ◽  
First Year ◽  
Grade Point ◽  
Medical College ◽  
Institutional Selectivity ◽  
Admission Test

Background: This pilot study explores the influence of preadmission data on podiatric medical school performance, specifically, the role of undergraduate institutional selectivity. This type of study has never been described in the podiatric medical education literature. We conducted a longitudinal analysis of preadmission data on 459 students from the graduating classes of 2000 to 2009 at the College of Podiatric Medicine and Surgery at Des Moines University. Methods: Multivariate linear regression was used to assess the relationship between performance during the first year of podiatric medical school and a set of independent variables that represent certain preadmission student characteristics. Student demographic characteristics, such as race/ethnicity and sex, were also included in the regression analysis as control variables. Results: The regression analysis revealed that ethnic origin, undergraduate grade point average, Medical College Admission Test biological science and verbal reasoning scores, and institutional selectivity together had a significant effect on the dependent variable (F = 18.3; P < .001). The variance for the independent variable/constant variables was 32%. Almost twice as many students were dismissed or withdrew in poor academic standing who attended undergraduate institutions in the lowest selectivity category. Conclusions: This analysis revealed that in the College of Podiatric Medicine and Surgery, some preadmission variables, such as institutional selectivity, undergraduate grade point average, ethnic origin, and Medical College Admission Test verbal reasoning and biological science scores, are statistically significant in predicting first-year podiatric medical school grade point average. The selectivity of a student’s undergraduate institution should be considered when screening potential podiatric medical school applicants. (J Am Podiatr Med Assoc 100(6): 479–486, 2010)

scholarly journals Money for Nothing? The Impact of Changes in the Pell Grant Program on Institutional Revenues and the Placement of Needy Students

2007 ◽  
Vol 2 (3) ◽  
pp. 228-261 ◽  
Author(s):  
Bradley R. Curs ◽  
Larry D. Singell ◽  
Glen R. Waddell
Keyword(s):  
Policy Instruments ◽  
Institutional Quality ◽  
Elastic Response ◽  
Pell Grant ◽  
Federal Aid ◽  
Institutional Level ◽  
Grant Program ◽  
Level Data ◽  
Institutional Selectivity ◽  
The Impact

Using new institutional-level data, we assess the impact of changing federal aid levels on institutional-level Pell revenues. Using various policy instruments associated with Pell generosity, we quantify the sensitivity of institutional Pell revenues to the generosity of the Pell Grant program. In general, we find an elastic response of institutional Pell revenues with respect to the maximum Pell award, where other policy instruments associated with Pell generosity are found to have an inelastic or zero impact. We also document significant asymmetries across institutional selectivity, both in magnitude and in terms of which channel accounts for the measured sensitivity—award values directly or institutional enrollment. In the end, exogenous changes in the federal Pell Grant program are found to correlate strongly with changes in the distribution of needy students and revenues across institutional quality.

Sign in / Sign up

Export Citation Format

Share Document