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1. Harold and Kumar Go to the Ivy League (EJ808910)
Author(s):
Oppenheimer, Mark
Source:
Chronicle of Higher Education, v54 n49 pB10 Aug 2008
Pub Date:
2008-08-15
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Research Universities; Academic Achievement; Asian Americans; Selective Admission; Higher Education; Popular Culture; Colleges; Korean Americans; Literary Devices; Literary Criticism; College Faculty
Abstract: For having achieved a mild cult status after doing the movie "Harold & Kumar Go to White Castle," lead actors John Cho and Kal Penn deserve their fame, their million-dollar paychecks, and their groupies. Do they deserve Ivy League teaching jobs? This spring Penn (whose real name is Kalpen Modi) taught a large lecture class, "Images of Asian Americans in the Media," at the University of Pennsylvania. By most accounts, the class was a success--serious, engaging, and well attended. There's no question that Penn lacks the normal qualifications for teaching at an elite research university. This article examines the credibility of celebrity professors and the trend among Ivy League universities in hiring them. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. French Medical Schools: From Hierarchy to Anomy (EJ807279)
Hardy-Dubernet, Anne-Chantal
European Journal of Education, v43 n3 p331-351 Sep 2008
2008-09-00
Yes
Descriptors: Medical Education; Medical Students; Health Needs; Medical Schools; Classification; Foreign Countries; Admission Criteria; Competitive Selection; Educational Supply; Employment Opportunities; Selective Admission; Comparative Analysis; Centralization; Program Descriptions; Health Personnel
Abstract: In order to successfully match students and jobs in the medical profession of their choice, and at the same time meet the country's health care needs, it has become evident that access to medical schools and the various medical professions should be tightly regulated, in particular by a "numerus clausus." In most Western countries, medical schools are applying different selection methods and approaches that seem to be working well, although they often tend to displace--rather than address--the fundamental problem of professional insertion. Using research that we conducted over several years on medical education in France, we will begin our discussion by showing that it is distinct from medical studies offered in many other European countries in that it is permeated by a competitive culture based on a meritocracy principle that is common to the training of other French elites. We then explain how managing the flow of medical students in such a centralised manner has produced a very rigid system that leaves little room for universities to develop innovative pedagogical approaches and improve the quality of the education they offer. We also show how this classification system--at both individual and national level--greatly influences not only the behaviour of medical students, but also of medical schools whose capacity to distinguish themselves has become very limited. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Opinion: Measuring "Success" at Open Admissions Institutions--Thinking Carefully about This Complex Question (EJ799743)
Sullivan, Patrick
College English, v70 n6 p618-632 Jul 2008
2008-07-00
Journal Articles; Reports - Evaluative
Descriptors: Community Colleges; Open Enrollment; College Outcomes Assessment; Educational Opportunities; College Admission; Graduation Rate; Selective Admission; Educational Attainment; Academic Persistence; Student Diversity; Academic Achievement; Performance Factors; College English
Abstract: The author examines surveys indicating that, in general, community college students are significantly less inclined and less able than students at four-year colleges to earn a bachelor's degree. He argues that it is important for teachers of English to understand the numerous conditions that limit the first group's chances for such "success." (Contains 1 note.)
4. School Diversity and Social Justice: Policy and Politics (EJ799205)
West, Anne; Currie, Peter
Educational Studies, v34 n3 p241-250 Jul 2008
Descriptors: Social Justice; Student Diversity; Foreign Countries; Private Schools; Religious Education; Educational Policy; Politics of Education; Access to Education; Social Influences; Public Schools; School Choice; Selective Admission; Disadvantaged Youth
Abstract: This paper focuses on the long established diversity in the English education system--independent schools, grammar schools and religious schools--and in so doing explores tensions between education policy, politics and social justice. It explores the differential access to these different types of school, their social composition and implications for social justice and for wider society. It is argued that if social justice is to be a goal of government, further policy changes are needed over and above those that have already been made. However, the political challenges, which have limited policy changes to date, would be significant. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Just How Flexible Is the German Selective Secondary School System? A Configurational Analysis (EJ799122)
Glaesser, Judith
International Journal of Research & Method in Education, v31 n2 p193-209 Jul 2008
Descriptors: Educational Change; Foreign Countries; Comparative Analysis; Secondary Schools; Flexible Progression; Educational Policy; Policy Analysis; Longitudinal Studies; Selective Admission; Student Mobility; Qualitative Research; Social Justice
Abstract: School systems may be usefully characterized according to Turner's proposed ideal types of sponsored and contest mobility. Germany is a critical case with respect to this typology because its secondary school system is stratified and selective, and yet it offers the opportunity for upward and downward mobility. Drawing on an analysis of a German longitudinal dataset, this paper addresses the question of flexibility or rigidity of the school system, exploring the ways in which factors other than pupils' ability influence selection processes within that system. Both academic ability and ascriptive factors act together to facilitate or hinder changes of academic routes within the school system. The methodological focus of the paper is on the introduction to an innovative method, Charles Ragin's Qualitative Comparative Analysis, a method based on set theory. It involves the identification of necessary and sufficient conditions for a given outcome, taking conjunctions of causal conditions into account. (Contains 2 figures, 12 tables, and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Selection Bias in College Admissions Test Scores. NBER Working Paper No. 14265 (ED502508)
Clark, Melissa; Rothstein, Jesse; Schanzenbach, Diane Whitmore
National Bureau of Economic Research
2008-08-00
Reports - Evaluative
N/A
Descriptors: Graduation Requirements; College Entrance Examinations; College Admission; Selective Admission; Scores; Academic Achievement; College Bound Students; Higher Education
Abstract: Data from college admissions tests can provide a valuable measure of student achievement, but the non-representativeness of test-takers is an important concern. We examine selectivity bias in both state-level and school-level SAT and ACT averages. The degree of selectivity may differ importantly across and within schools, and across and within states. To identify within-state selectivity, we use a control function approach that conditions on scores from a representative test. Estimates indicate strong selectivity of test-takers in "ACT states," where most college-bound students take the ACT, and much less selectivity in SAT states. To identify within- and between-school selectivity, we take advantage of a policy reform in Illinois that made taking the ACT a graduation requirement. Estimates based on this policy change indicate substantial positive selection into test participation both across and within schools. Despite this, school-level averages of observed scores are extremely highly correlated with average latent scores, as across-school variation in sample selectivity is small relative to the underlying signal. As a result, in most contexts the use of observed school mean test scores in place of latent means understates the degree of between-school variation in achievement but is otherwise unlikely to lead to misleading conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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7. Mismatch in Law School. NBER Working Paper No. 14275 (ED502505)
Rothstein, Jesse; Yoon, Albert
Descriptors: Credentials; Law Schools; Selective Admission; Minority Groups; African American Students; College Admission
Abstract: An important criticism of race-based higher education admission preferences is that they may hurt minority students who attend more selective schools than they would in the absence of such preferences. We categorize the non-experimental research designs available for the study of so-called "mismatch" effects and evaluate the likely biases in each. We select two comparisons and use them to examine mismatch effects in law school. We find no evidence of mismatch effects on any students' employment outcomes or on the graduation or bar passage rates of black students with moderate or strong entering credentials. What evidence there is for mismatch comes from less-qualified black students who typically attend second- or third-tier schools. Many of these students would not have been admitted to any law school without preferences, however, and the resulting sample selection prevents strong conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Vision and the End of Racial Preferences (EJ811579)
Clegg, Roger
Academic Questions, v21 n3 p319-323 Sep 2008
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Affirmative Action; Racial Factors; Selective Admission; Ethnic Diversity; Federal Legislation; Student Diversity; African Americans
Abstract: Are we facing the end of racial preferences in America? Mr. Clegg thinks we probably are, and examines the role demographics, law, attraction, and vision may play in their demise. What makes preferences still attractive to so many people? Do most Americans share a vision that includes the continued use of racial preferences? Mr. Clegg offers a list of "E pluribus unum" features that "all Americans" must share to participate fully in the life of our ever-changing multiracial, multiethnic country. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. On the Road to Equal Rights (EJ811574)
Connerly, Ward
Academic Questions, v21 n3 p259-264 Sep 2008
Descriptors: Racial Differences; Civil Rights; Selective Admission; Student Diversity; Equal Education; Student Rights; Affirmative Action; Ethnic Diversity; Social Influences; United States History
Abstract: In his keynote address at "Race and Gender Preferences at the Crossroads," a January 2008 conference organized by the California Association of Scholars, Ward Connerly confidently asserts that the era of explicit race preferences will soon be "deader than a doornail." However, it is up to those who remember (in the words of John F. Kennedy) that "race has no place in American life" "to bury it"--hardly an easy task. In convincing the American people that a better vision exists than "diversity," our strongest asset will be their belief in the fundamental principle of fairness. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Racial Preferences: Doubt in the Priesthood (EJ811581)
Dent, George W., Jr.
Academic Questions, v21 n3 p332-340 Sep 2008
Descriptors: Racial Factors; Racial Discrimination; Cultural Pluralism; Affirmative Action; Ethnic Diversity; Postmodernism; Social Attitudes; African Americans; Disadvantaged Youth; Political Affiliation; Selective Admission
Abstract: Race preferences and the postmodern version of multiculturalism have always triggered opposition in academia, but it has seldom come from the political left. Now things are changing. Growing unease in the academic "priesthood" over preferences and multiculturalism may herald their end. Longstanding opponents of racial discrimination and identity politics will welcome some of the conclusions drawn by the new critics, while rejecting much of the reasoning used to reach them. Professor Dent discusses some of these critiques and the best way of responding to them. (Contains 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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