Trends Of College Admissions : Katherine O ' Malley. Arizona State University

First they reveal that there is not enough information available for prospective students to research possible colleges to decide if that institution would be beneficial for them (Pg.220, Para.1). They proceed to document several efforts that attempt to solve this problem, such as the College Scorecard and PayScale college rankings (Pg. 220, Para.3). However they claim that these efforts are not enough and more must be done. The authors insist that in addition to providing information, students need assistance with increasing the ROI of their college education. They suggest that colleges should work to ensure that more of their students graduate (Pg.221, Para. 3). Also, students should have help discovering how much financial aid they are eligible for, as they often underestimate the amount they could earn (Pg. 122, Para. 2). Owen and Sawhill reveal that future college students are often confused when it comes to choosing an institution and finding help to graduate and pay tuition. Therefore they use pathos to connect with their reader’s compassion for these students. Suggestions on how to assist these students are offered. Overall the argument is strengthened as the authors unveil certain needs of students through

Assumptions could be made that, when it comes to college admissions, more selective and competitive schools, such as magnet schools, would reflect well on applying students. Yet, “a new study of more than 1 million students . . . has concluded that very selective high schools can hurt, not help, most students' chances of getting into very selective colleges” (Matthews, p2). The study shows that students at more demanding high schools tend to have lower grade-point averages than those of students who attend neighborhood schools. In addition, the courses are sometimes less challenging at magnet schools, mostly due to the fact that most of the work load comes from the area of special interest (Matthews, p3).

The rising cost of education in Texas colleges started in 2003 when the deregulation was lifted. Then, soon after, the Texas State legislature cut the education budget because of a drop in the economy in 2008. The cut in funding and the removal of the deregulation law allowed colleges across Texas a way to recoup lost resources by raising the cost of tuition. The raising cost of tuition has limited the amount of attending students from graduating in the expected time frame, left students in debt, and has denied the chance of countless others from attending the college of their choice. This essay will reflect on supporting evidence to demonstrate how the increase of cost of college tuition over the past 10 years has affected future and current student enrollment.

“What Colleges Want in an Applicant (Everything)” is an informative article in The New York Times targeted at applicants, parents, and those who work in admissions at universities

Looking into Clinton’s plan and how it would evolve over the next five years, the themes of access and affordability shine through. She believes that all students should be able to obtain a public post-secondary education (Clinton on the Issues: College, 2016). The current truth is that “access and success in higher education continue to be stratified according to income…” (Eckel & King, 2004). With Clinton’s plan access would increase, and with that enrollment would increase. Increased enrollment at college campuses strikes as an initially positive thought; more students can gain and education and contribute that education to bettering society. However, increase enrollment could lead to increase selectivity, if enrollment increased in extreme enough amounts. State schools, that were founded to offer quality education would now have a larger pool of student to pick from. For the state school’s fortunate enough to the capacity to educate more student’s their success would continue to increase. But what about the state schools that are already struggling with enrollment issues? Will they continue to live out their mission and increase enrollment at the expense of the student’s education quality. For campuses that are already filled with students, larger incoming classes would lead to less enrollment options, larger classroom sizes, and the same campus resources spread thinner across a larger student body. Schools in this category would be forced to decide between decreasing

College seeking students are facing a hard reality. They may not be able to attend the school they most desire if they can not get a good scholarship, or they will need to choose a school less desirable because it is among the few they can afford. This proves to be a serious problem, limiting student’s decisions by limiting their choices. Students might choose to attend an expensive school of their choosing and find that they do not have the funds to pay the tuition and then are forced to leave the school. Such situations are evident at Norwich by data provided by the Department of Education, an interesting statistic to note is that the retention rate at Norwich University is 77% (National Center for Education Statistics). This means every new school year Norwich only holds about 77% of the students it had the prior year. However, not all of the

What you make of your college experience, and how hard you work following graduation is the endgame. Moreover, Bruni’s theme of be yourself, try hard, and do not stress, in combination with his previously stated arguments, provides the reader with an, although cliché, insightful outlook on the college admissions process. The frequent use of expert testimonials, statistics from accredited sources, such as The New York Times and Forbes, and examples of well-known not-Ivy-League-educated people, like New Jersey’s Governor Chris Christie who attended the University of Delaware, are also helpful in understanding Bruni’s central themes. In addition, the arguments within the book all well supported and valid in structure. Notwithstanding, Bruni was not extremely successful in providing an antithesis to his arguments and then countering them. Bruni could have achieved this goal by taking opposing viewpoints from various sources and poking holes in their theories. Some holes in Bruni’s arguments are: colleges, at their roots, are not created equally regardless of what said colleges offer you, there are constants within great college applications, and an Ivy is and Ivy and that carries weight in the job market. Generally, Bruni has a factual writing style, which can be a bit dry at times, but is acceptable when considering the book’s topic. This book should not be given to those looking to get into the top universities, as it will make them even more anxious and fearful of their chances of admittance. Instead, give this well-prepared conglomerate of literature and facts, which is sure to become the center of the college admissions argument, to those who may have not gotten into their dream colleges, so as to encourage them to work hard in the college they are

Harvard. Yale. Princeton. Brown. Columbia. Cornell. University of Pennsylvania. These names are embedded in the brains of people all over America, from a young age. Due to its low acceptance rate, remarkable test scores and of course for the thought that those who attend prestigious colleges are better than those who do not. Parents and students are brainwashed into believing that attending an Ivy League University is the most beneficial route for any and all students. The admissions process is transforming from an exciting and rewarding process to a horrifying and degrading one. Students now believe that their self-worth is determined solely by the school they attend or get accepted to. A vast majority of people overlook other important aspects

The college search process is overwhelming. With over 4,000 degree granting institutions, it can feel like there are too many choices. Even with the multiple services offered, like the College Board and AKCIS search tools, students can feel lost among the maze of loose leaflets, posters, and pamphlets sent by assorted colleges bragging about a program or

The present day college admission marketplace in the United States is part of an extensive historical evolution. In the 1920s, broadened public interest and the burgeoning of the credit industry led to the first waves of democratization in the higher education arena (Kimball, 2011). The subsequent professionalization and a growing pattern of stratification in the admissions marketplace have seen institutions of all types using increasingly sophisticated mechanisms to attract qualified applicants (Duffy and Goldberg, 1998). With the release of the first U.S. News & World Report rankings in 1983 (Morse, 2008), public perception of college admission significantly shifted and colleges began to adopt widespread enrollment management

Students today are conditioned to believe that the best colleges lead to the best education, which leads to the best opportunities and the best jobs, and ultimately, the best life. This ‘universal truth’ is engrained in the head of every student across the nation, and enforced by teachers, parents, and adults as a whole. Students who go the top colleges are expected to be the top performers in their respected fields. Moreover, this idea goes beyond college to high school, middle school, and even elementary and preschool. Private preschools boast advertisements of esteemed professors who can give your child the best foundation. This widely accepted fact is what leads students to dream of an acceptance letter from one of just eight Ivy League schools in the country, which is why it made national news when a student by the name of Ronald Nelson rejected offers from all of

One of the wonderful aspects about college is that students are able to choose what college they want to go to, as opposed to being districted to a specific school, as many students are for high school. Potential students have the opportunity to browse schools based on options such as their major, what type of school they want to go to, and location. Now, however, more students are increasingly choosing their schools because of price. Because of this, some students may not get the most out of their education. Many students forego going to a school specialized or focused on their program due to the high costs associated with it. Students fear becoming burdened with debts and not receiving enough financial aid, and choose to go to affordable schools over their “dream school.” (Medrano,

It is apparent that the information in the text is directly corresponding to the selection commitees. For instance, “the admissions process warps the values of students drawn into a competitive frenzy” (Bruni, “Rethinking College Admissions”). The application process is becoming very stressful for the students. Therefore, stating that colleges need to make their process easier and less troublesome. The reason that the author is speaking to the admissions officers is because he believes that scholarly students are being rejected and not given the chance to show their skills. The evidence in this article emphasizes that “some of those alterations would simultaneously level the playing field for kids applying to college

Even though there has been a significant increase in college enrollment over the past 30 years, increased tuition rates can have a considerable negative impact in the number of people who enroll

Applying to American colleges has a much more stressful atmosphere with the increasing competition. Overrun by applications, prestigious universities accept the same amount of students but have to rejected thousands of more, forcing the admission rates of the schools to slide. First-year students observe the rough admission numbers and apply to many different schools hoping to get in somewhere. Isaac Madrid, a private school student, applied to eleven colleges, and he did not get into Strandford but he got into Yale. Enrollment numbers have slowly decreased since 2011, and people assume admission to popular colleges will get steadily easier. Some colleges have even tried reaching out to potential students with advertisements and emails, begging