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Descriptors:
Admission (School); Elementary Education; Migrants; Foreign Countries; Social Class; Disadvantaged Youth; Slums; Access to Education; Prevention; Urban Areas; Poverty; Rural to Urban Migration; Gender Differences; Consciousness Raising; Indians; Parent School Relationship

Abstract:
This paper examines the factors that prevent slum children aged 5-14 from gaining access to schooling in light of the worsening urban poverty and sizable increase in rural-to-urban migration. Bias against social disadvantage in terms of gender and caste is not clearly manifested in schooling, while migrated children are less likely to attend school. I argue that the lack of preparation for schooling in the pre-schooling ages and school admission procedures are the main obstacles for migrated children. The most important implication for universal elementary education in urban India is raising parental awareness and simplifying the admission procedures. (Contains 6 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Females; Foreign Countries; Sex Fairness; Admission (School); School Holding Power; Academic Persistence; School Choice; Womens Education; Gender Bias; Equal Education; College Students; Gender Differences; Interviews; Enrollment Trends; Graduation Rate; Cultural Influences

Abstract:
Jordan is viewed as a country of social, political, and economic and advancement. It currently leads the region in literacy rates and is well on its way to achieving gender equity. However, some reports claim that Jordan maintains the widest gender gap in higher education completion in the region while others report that the percentage of females is higher than males. There is a body of literature on college student retention but no such work has taken place in the Middle East, and more specifically in Jordan, on the experiences of women in higher education and retention. This study explores the experiences of 18 women that, at the time of the data collection (2008-2009), were in their final year or semester of higher education and preparing to graduate (average age 22.3 years old) and 10 women, that were at one point formally enrolled but at the time of the study had departed from completing higher education (average age 22.8 years old). These women represented 13 different universities (7 public and 6 private) throughout Jordan. Interviews were conducted with each participant. In addition to interviews, visits with the women were conducted on the university campus and official university and ministry education records were collected to examine enrollment, graduation, and retention rates. These varied qualitative methods allowed for a holistic exploration of the patterns in the persistence of women in higher education. This study found that the main retention theories formed in the United States are not completely adequate in helping explain the situation of women in Jordan and this study alters and extends them, placing more weight on characteristics at the individual-level, rather than on the institutional-level, with more attention paid to the role of the commute and the inflexibility of the higher education admissions process, in order to make them more applicable to the context of women in Jordan. (Contains 1 figure, 2 tables, and 9 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Law Schools; Admission (School); Declining Enrollment; Enrollment Trends; Tuition; Student Costs; Debt (Financial); Employment Potential; Lawyers; Quality of Working Life; Educational Finance; Context Effect; Employment Patterns; Education Work Relationship

Abstract:
The Law School Admission Council recently reported that applications were heading toward a 30-year low, reflecting, as a "New York Times" article put it, "increased concern over soaring tuition, crushing student debt, and diminishing prospects of lucrative employment upon graduation." Since 2004 the number of law-school applicants has dropped from almost 100,000 to 54,000. Good thing, too. That loud pop people are hearing is the bursting of the law bubble--firms, schools, and disillusioned lawyers paying for decades of greed and grandiosity. The bubble grew from a combination of U.S. News-driven ranking mania, law schools' insatiable hunger for growth, and huge law firms' obsession with profit above all else. Like the dot-com, real-estate, and financial bubbles that preceded it, the law bubble is bursting painfully. But now is the time to consider the causes, take steps to soften the impact, and figure out how to keep it from happening again. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Admission (School); School Safety; Juvenile Courts; Rehabilitation Programs; Crime; Delinquency; College Applicants; College Admission; Student Records

Abstract:
College is often a fresh start for students, but some have pasts that follow them. Take, for instance, "S.D.," an 18-year-old man from Pennsylvania who wanted to go to Temple University. When he was 17, he put an image on a file-sharing network that resulted in his being charged in juvenile court with one count of disseminating child pornography. Under the state's Juvenile Act, courts must notify schools of juvenile offenses by any student. Since the law was enacted, in 2008, it has been interpreted to apply to elementary and secondary schools. But in the case of S.D., who is identified in legal records only by his initials, the court notified Temple. As S.D. remains anonymous and Temple officials have declined to discuss the case, it is not known how the ruling has affected the student and his enrollment. Still, the case has raised concerns about whether juvenile and criminal records should follow a young person, and how exactly a college should handle that information. What to do with that information is a complex question. On the one hand, colleges want to protect their students and staff from potential criminals. On the other hand, young people make mistakes and shouldn't have those held against them for the rest of their lives. Most colleges that collect criminal-background information have introduced additional steps in the admissions process. Some have special committees, including, for example, academic deans and campus security officers. Others require more from the applicant, such as a letter of explanation, an interview, or the completion of a probation or rehabilitation program. Colleges may also order background checks on students who disclose an offense themselves. Colleges that request checks on students tend to do so for applicants to particular fields, such as the health sciences, that may involve work in hospitals. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Middle Class; School Activities; Equal Education; School Choice; Academic Achievement; Social Stratification; Parents; Foreign Countries; Admission (School); Social Capital; Cultural Capital; Children

Abstract:
School choice in China is a parent-initiated bottom-up movement characterised by the payment of a substantial "choice fee" to the desired school, and parents' positional competition through the use of cultural, social and economic capital, before and during the school choice process. This study demonstrates that Chinese middle class parents' cultural capital and their efforts to help their children to accumulate cultural capital through after-school activities greatly increase their positional advantage in the competitive school admission process in China. The Chinese practice of acquiring cultural capital outside the family has to some extent extended the development of Bourdieu's cultural reproduction theory. The widespread practice of such actions by middle class families clearly illustrates how cultural capital can be used to maintain social stratification by perpetuating educational inequalities that lead to unequal life opportunities for differently schooled people. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Group Membership; Democracy; Cultural Influences; Student Diversity; Social Bias; Whites; Admission (School); Educational Discrimination; Beliefs; Trust (Psychology); Democratic Values; Group Dynamics; Student Mobility; Equal Education; Admission Criteria

Abstract:
Democratic deliberation places the burden of self-governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race-based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of Gilbert's (1994) plural subjects, identity group members holding the group identity can experience agency as the freedom to believe together with members of their group. I argue that attending to how group members acquire group beliefs through trust is a reasonable accommodation of group identity in deliberation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Enrollment Management; Enrollment; Private Schools; Mentors; Admission (School); Leadership; Budgets; Administrators

Abstract:
Enrollment drives the financial health of independent schools. When the author began as an admissions director several years ago, this point was emphasized to him numerous times by the head of school. The author started hunting for a cost-effective, systematic, research-based, yet highly personal, method for turning the tide of their admissions woes. After talking with several mentors and doing a bit of research, he stumbled upon a solution that is both simple and highly effective: a good conversation. In enrollment management, it is called "communication flow." A communication flow is a series of communications about one's school delivered to prospects over time. They can be designed and implemented on a shoestring budget with the help of some coaching and a bit of technology. In this article, the author discusses how to do it. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; College Choice; Student Recruitment; Enrollment; Admission (School); College Admission; College Students; College Bound Students; Enrollment Management; High School Students; Admissions Officers

Abstract:
On-campus admissions events are the secret weapon that colleges and universities use to convince students to apply and enroll. On-campus events vary depending on the size, location, and type of institution; they include campus visitations, open houses, preview days, scholarship events, admitted student events, and summer yield events. These events take months to plan, and admissions staff members spend endless hours ensuring that event details are executed efficiently and effectively. The purposes of this article are to identify four challenges institutions must overcome when planning and implementing on-campus admissions events and to provide specific suggestions for addressing these challenges in a proactive manner. The four challenges are: (1) scheduling around conflicting events; (2) marketing and advertising efforts; (3) budgetary constraints and cost concerns; and (4) involving faculty and academic department staff. Certain key components can help ensure admissions events' success, including the avoidance of problems through careful planning. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Secondary Education; Advantaged; Disadvantaged; Differences; College Readiness; Academic Ability; Higher Education; Access to Education; Equal Education; Admission (School); Admission Criteria; Predictor Variables; Scores; English for Academic Purposes; Exit Examinations; Academic Achievement; Health Sciences; Placement; Tests; English (Second Language)

Abstract:
The challenge of translating equity of access into equity of outcome with students from a differentially resourced secondary education system which may have advantaged or disadvantaged them in demonstrating their academic ability in the conventional matriculation/national senior certificate (NSC) examinations necessitated that Universities undertake a review of selection and admissions criteria within the "achievement vs. aptitude" as well as the "NATED vs. National Curriculum Statement (NCS)" discourses. The Faculty of Health Sciences conducted a longitudinal cohort study correlating matriculation/NSC scores, composite and component Alternative Admissions Research Project (AARP) scores and Standardized Assessment Test for Access and Placement (SATAP) English for Academic Purposes scores with average first year performance of all first entry students admitted into programmes offered in the Faculty of Health Sciences in 2008 (matriculants of the NATED curriculum) and 2009 (NSC holders of the outcomes-based education (OBE) curriculum). Results allow the Faculty to confidently use NSC scores as the primary selection tool for students who have received quality secondary education and students whose first language is English. The reasoning test (RT) and placement test in English for educational purposes (PTEEP) as well as composite AARP scores may be used to inform a selection of students whose second language is English and students admitted via alternative access routes respectively, noting that the AARP has since been replaced by the National Benchmark Test (NBT) which consists of commensurate components; thereby addressing equity and redress imperatives while ensuring throughput and success. (Contains 14 tables and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Admission Criteria; School Choice; Urban Schools; Parent Education; High Schools; Surveys; School Districts; Decision Making; Admission (School); Parent Attitudes

Abstract:
We examine parents' knowledge of discrete, verifiable facts--what we call "hard knowledge"--in a high school application process. Using parent survey data (n = 658) from the School District of Philadelphia, this study examines whether parents knew the admission criteria and acceptance rate at the high school they most wanted their child to attend. We argue that these two facts are critical to making strategic application decisions. We find that hard knowledge is low overall but varies by parent education, and that all parents are more likely to have information if it is provided directly to them by the district. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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