Niu Sunny X, Tienda Marta
The College Board.
Rass Ital Sociol. 2012 Apr 1;2:199-226. doi: 10.1423/37519.
Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.
本研究利用五所德州大学的行政数据，这些大学在录取门槛上存在差异，旨在评估大学成功的两个关键指标——高中班级排名和标准化考试——的相对影响。实证结果表明，班级排名是大学成绩的更优预测指标，考试分数优势并不能使排名较低的学生免受学业表现不佳的影响。以德州大学奥斯汀分校为例，我们进行了一项模拟，以评估对使用这两个成绩指标自动录取的学生人数设限的后果。我们发现，使用班级排名来限制自动录取的学生人数，对各高中的影响大致相同，但对所有学生设定最低考试分数门槛，将会产生极不平等的后果，因为这将大幅降低就读于贫困高中的成绩最优学生的录取资格，而不会影响就读于富裕高中学生的录取可能性。我们讨论了德州录取实验对欧洲高等教育的启示。
