Flexible admission and academic performance
Grundy, Stephen L.
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The effect of flexible admission practices on academic performance are examined. A data set consisting of over 8,000 student records of which 27% consisted of non-traditional (flexible) admissions was examined. The results of this analysis showed that there was no significant effect on academic performance by the admission type, indicating that flexible admission students do equally well to those admitted on the basis of previous academic credentials. Further analysis also indicated little effect on academic performance either by gender or age. This study supports the notion of a more flexible approach to university admission, particularly in the applied and professional fields.
DescriptionPart IV: Institutional Considerations