Rather than relying on traditional measures of student performance, such as grades and the completion of Carnegie units in specific courses, new admissions procedures in four-year colleges and universities attempt to describe what students know and can do. In this brief, the authors describe recently completed and continuing research aimed at assessing whether students who participate in career-related courses and work-based learning in high school benefit from these new assessments. The authors begin by describing the rationale behind efforts to redesign undergraduate admissions, noting some of the deficiencies in traditional measures used for student selection into colleges and universities. They then highlight recent initiatives in states in which changing admissions have been developed: California, Wisconsin, Oregon, and Washington. Finally, they end with preliminary conclusions about the use of changing admissions procedures for students who follow a career-oriented curriculum in high school.
MDS-1203 / August 1999
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