Suchergebnisse

We study the political determination of the proportion of students attending university when access to higher education is rationed by admission tests. Parents differ in income and in the ability of their unique child. They vote over the minimum ability level required to attend public universities, which are tuition-free and financed by proportional income taxation. University graduates become high skilled, while the other children attend vocational school and become low skilled. Even though individual preferences are neither single-peaked nor single-crossing, we obtain a unique majority voting equilibrium, which can be either classical (with 50% of the population attending university) or "ends-against-the-middle", with less than 50% attending university (and parents of low and high ability children favoring a smaller university system). The majority chosen university size is smaller than the Pareto efficient level in an ends-against-the-middle equilibrium. Higher income inequality decreases the majority chosen size of the university. A larger positive correlation between parents' income and child's ability leads to a larger university populated by a larger fraction of rich students, in line with the so-called participation gap. Our results are robust to the introduction of private schooling alternatives, financed with fees.

School education in Germany is under the responsibility of the federal states and as a consequence average grades differ widely across regions. Since school leavers apply nationwide for admission to university, regional provenance may thus matter a lot for the success probability in the admission process. Using a comprehensive dataset of the German central clearing house for university admissions in 2006/2007, we show that success rates indeed differ dramatically between federal states, provided that grades are not made comparable across state boundaries. Most of the variation in success can be explained by state-level differences in grading. By defining quotas for federal states and restricting competition among applicants to the state-level, the link between state-level grading and success rates in the university admission process can be broken.

Background and Objectives Selecting applications for college admission is critical for university operation and development. This paper leverages machine learning techniques to support enrollment management teams through data-informed decision-making in this otherwise laborious admissions processing. Research Design and Measures Two aspects of university admissions are considered. An ensemble learning approach, through the SuperLearner algorithm, is used to predict student show (yield) rate. The goal is to improve prediction accuracy to minimize over- or under-enrollment. A combinatorial optimization framework is proposed to weigh academic performance and experiential factors for ranking and selecting students for admission. This framework uses simulated annealing, and an efficacy study is presented to evaluate performance. Results The proposed framework is illustrated for selecting an incoming class by optimizing predicted graduation rate and by developing an eligibility index. Each example presents a selection process under potential academic performance and experiential factor targets a university may place on an admitted class. R code is provided for higher education researchers and practitioners to apply the proposed methods in their own settings.

the Academic Senate Center for Faculty Outreach and the Committee on Admissions and Enrollment at the University of California decided to sponsor a conference in November 2001 "that would allow educators and researchers to engage in a public discussion of these issues" (p. xiv), and that conference led to this book. Among those that the book is for are college and university officials; high school principals, teachers and guidance councilors; parents of high school students; legislators and educational policy makers; and members of the press (p. xiv).

Cover; Half Title; Title Page; Copyright Page; Table of Contents; Illustrations; Contributors; Introduction: setting the scene; Part I Getting in: higher education access and participation; 1 Admissions, adaptations, and anxieties: social class inside and outside the elite university; 2 Struggling for selfhood: non-traditional mature students' critical perspectives on access to higher education courses in England; 3 How meritocratic is admission to highly selective UK universities?; 4 Patterns of participation in a period of change: social trends in English higher education from 2000 to 2016.