Amsterdam University College Dr. Belinda Stratton, AUC Admissions Officer

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1 Selective admission in Dutch university education: emerging policy and practices Amsterdam University College Dr. Belinda Stratton, AUC Admissions Officer

2 Goal of admissions To admit excellent students who complete their AUC studies successfully, and through this to contribute to the mission of AUC The admissions process must be Fair Transparent Efficient Secure Humane (never forget you are dealing with human beings) Sustainable/structural Selective admission in Dutch university education 2

3 Understanding admission at AUC Literature review External (peer) review of the procedure and its outcomes Institutional research Selective admission in Dutch university education 3

4 Selective admission: lessons from the past All systems have their own history of selection, inclusion/ exclusion (gender, race, age, ). Challenge = balancing excellence and access diversity US experiences: Ivy League / the big three (Harvard, Yale, Princeton) and how to exclude socially undesirable students Criteria of academic performance vs subjective criteria such as character, personality and leadership Selective admission in Dutch university education 4

5 Soft indicators, the role of cultural capital Cultural capital consists of familiarity with the dominant culture in a society. The possession of cultural capital varies with social class, yet the education system assumes the possession of cultural capital. The criteria of university gatekeepers/examiners reflect the values of the dominant classes. This makes it very difficult for lower class pupils to succeed in the education system. The more vague the demands of the gatekeepers/examiners are, the more important the role of cultural knowledge in meeting them, the less chance students from the lower classes will have. The extent to which a candidate possesses cultural capital is particularly influential in selection systems that are based on or make use of soft indicators. The Chosen: The Hidden History of Admission and Exclusion at Harvard, Yale, and Princeton Jerome Karabel shines a light on the ever-changing definition of merit in college admissions Selective admission in Dutch university education 5

6 Selection methods and the predictive value of criteria Selection is expected to contribute to excellence Excellence = Study success in terms of: Study progress (credits earned) Study performance (grades obtained) Time to degree, completion/graduation rates Dutch research literature: Selection of students enhances their motivation and commitment to study Selection of students leads to higher learning efficiency and lower drop out rates Selection leads to a higher quality of the teaching and learning process International research literature: Strong positive correlation (0.88) between selectivity and graduation rates across a large range of public universities in the US. Selective admission in Dutch university education 6

7 Selection methods and the predictive value of criteria (cont.) Type of criteria to be used Dutch research literature: criteria that can be affected by the candidate him/herself (the merit model ) i.e. selection on the basis of previous educational achievements measured in terms of a (final examination) grade point average (GPA) or a GPA for certain specific subjects. basically all means which may be considered an indication of a relationship with future academic performance (the efficiency model ) such as tests, personality data, estimates of motivation and interest, etc. Selective admission in Dutch university education 7

8 Selection methods and the predictive value of criteria (cont.) Merit model preferred Because past performance is best predictor for comparable performance later on GPA is better predictor than standardised test scores Generates commitment and stimulates motivation Measuring motivation, attitude, commitment, perseverance on the basis of essays, motivation letters or interviews: unreliable International research literature: Cumulative GPA better predictor than standardised test scores (e.g. SAT, CLA) And offer fewer disadvantages to candidates from minorities/more likely to promote equity Selective admission in Dutch university education 8

9 Selection methods and the predictive value of criteria (cont.) Predictive value of GPA can be influenced by differences in school level UK & USA Netherlands: increasing discrepancy between school-based exams and national written examinations (VWO) Negative effects of early streaming Selection methods based on motivation weak validity and reliability influence of cultural capital Selective admission in Dutch university education 9

10 AUC's admission policy AUC is a selective honours college Basic admission standard: secondary school diploma equivalent to the Dutch VWO, e.g. International Baccalaureate AUC selects students on the basis of: academic excellence (GPA on entry: average is 7.5+) good proven level of proficiency in English and mathematics motivation and ambition to study an intensive and broad programme commitment to contribute to AUC's international student and campus life as expressed in: a personal statement (letter of motivation) letters of endorsement or recommendation from (former) teachers and/or head of secondary school an application essay (optional) 10 Selective admission in Dutch university education 10

11 AUC s admissions process 1. Application (online) 2. Meet minimum requirements (Admissions Office) VWO-equivalent diploma/education English requirement Maths requirement 3. Review (Admissions Office/Faculty) Selection for interview 4. Interview (Faculty) Recommendation on offer of place 5. Admissions Committee Decision on offer of place If accepted: enrolment Selective admission in Dutch university education 11

12 Review: selection for interview All admissible applicants are passed for review Past academic performance is assessed at review stage: Admissions Office Criteria for review by Admissions Office established by Admissions Committee Decision of Admissions Office: interview or consultation (identify underachievers) Consultation with faculty member: decision interview or no interview Appeal (second review) Selective admission in Dutch university education 12

13 Admissions interview Face-to-face or Skype, minutes Admissions Team of interviewers (faculty members): trained Blocks of interviews on Wednesdays and Thursdays Single interviewer/two interviewers Interview assessment form Final recommendation Special flags Interview is not about assessing academic performance. Important for defining choice of student and programme. Handle with care, subjective interpretation of soft criteria. Selective admission in Dutch university education 13

14 After interview Interviewer completes assessment form, including final recommendation (scale 1 to 5) Recommendation goes to Admissions Committee Admissions Committee decides on offers Review and interview: individual merit Admissions Committee: balance of cohort Monitoring male/female (ideally 50:50), Dutch/international (ideally 50:50) and prospective majors (ideally 50% Science majors) Checks, feedback No offer: appeal to Admissions Committee Selective admission in Dutch university education 14

15 Interview scores Factor analysis of interview scores: Four factors cluster strongly related variables Strongest: academic profile likelihood to succeed/final advice Correlations with study success Strongest: Academic Performance GPA.55 CP.38 Final advice GPA.33 CP.19 Compare with sec. school GPA (Dutch VWO): GPA.70 CP.47 Selective admission in Dutch university education 15

16 Study success GPA and Credit Points at AUC in relation to secondary school GPA Dutch VWO GPA.AUC GPA/AUC 4,3 4,0 3,7 3,3 3,0 2,7 2,3 2,0 1, SS.GPA CP.AUC CP/AUC SS.GPA Correlations VWO IB Abitur SecSchGPA - AUC.GPA SecSchGPA - AUC.CP Selective admission in Dutch university education 16

17 Comparing AUC to UvA/VU programmes: secondary school GPA Selective admission in Dutch university education 17

18 Comparing AUC to UvA/VU programmes: ECs Selective admission in Dutch university education 18

19 Selective admission at AUC Secondary school GPA is best predictor of study success at AUC in terms of: Study progress (credits earned) Study performance (grades obtained) Correlations (for VWO for year 1) : Secondary school GPA AUC GPA:.70 Secondary school GPA AUC CP:.47 Interviews little predictive value for study success pitfalls related to the role of cultural capital useful for refining the student s choice for the programme Motivation : operationalised in terms of (elements of) deliberate study choice Selective admission in Dutch university education 19

20 Excellence and Diversity in a Global City mission completed? Facts: 50% international students / 15% non-western minority Selectivity rate: ca. 20% GPA: 80% honours (> 3.0) Study abroad: 30-35% Scholarship students: 10-15% 94% students find general climate at AUC tolerant of diversity Retention: > 90% / full credit load earned by 95% 85-90% of the students report positive feeling of belonging 65% faculty with international background 30% PhD from top-100 university (Shanghai) 80% master between two to four languages (62% at least two at the level to study; 34% three or more) Average teacher / course quality: 4.2 (/5) Selective admission in Dutch university education 20

21 Conclusions AUC: fostering excellence High study success Low attrition Predicting excellence: Strongest correlations between secondary school GPA and AUC GPA Strong correlations between secondary school GPA and AUC CP Assess academic performance at review stage (secondary school GPA) Added value of interviews: Adds little to total degree of predictability of student success But important for defining choice of student and programme Beware subjective interpretation of soft criteria Selective admission in Dutch university education 21

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