Chapter 5 Summary of Findings, Discussion, Implications, and Recommendations for Further Re
Chapter 5
Summary of Findings, Discussion, Implications,
and Recommendations for Further Research
This study was conducted to determine how the 15 four-year public institutions of higher education in Virginia implement current admission policies and procedures when evaluating applications from students who have received their secondary education within the home. The following sub-questions were constructed to assist in this determination:
1.Are the policies and procedures written?
2.Have the policies been approved through the institution’s governance system?
3.Are there any admission policy changes anticipated related specifically to the evaluation of
home school applicants? If so, what are the changes?
4.Have admission officials considered the potential impact of the Virginia Standards of
Learning (SOL) assessment program on admission decisions?
5.How are applications reviewed?
a.Who reviews the applications?
b.How many times is each application reviewed?
c.Who makes the final admission decision?
6.What factors are considered when making admission decisions for home school
applicants, e.g., are there different criteria or standards for home school applicants?
7.How many applications from home school students have the institutions received during each
of the past three years, 1997 – 1999?
An interview protocol for this study was developed. During the months of July and August 1999, the chief admission officer, or designee, was interviewed at his or her respective campus. Relevant documentation, e.g., catalogs, view books, applications, policy statements, and other promotional materials were collected. Interview tapes were transcribed, and with other documentation, coded and analyzed. Individual case studies were written for each institution and can be found in Chapter 4. These studies describe admission policies and guidelines, enrollment trends, application review and admission decision process, the Virginia Standards of Learning (SOL) assessment program and the potential impact on admission decisions, and evaluative criteria identified as being more relevant or very important to the evaluation of home school applications.
Summary of Findings
Policy Issues
1.Two institutions had a written policy or statement regarding home school
applications. Admission officials at Virginia Tech had recently developed and
secured approval of a policy that became effective with the 1999 fall class. Admission
officials at Christopher Newport University reported a policy statement for home
school applicants had been approved in 1997, but tracking of the development and
approval of the policy was not possible.
2.Three institutions reported recent policy discussions regarding applicants from non-
accredited programs to include home school applicants.
3.Four institutions reported policy changes that might be considered if the number of
home school applicants increased.
Application Review and Admission Decisions
1.The procedure used for reviewing applications, both regular and home school, was
reported to be the same or very similar at each institution.
2.Applications are reviewed from one to three times.
3.Individual admission counselors, chief admission officers, and/or admission
committees make admission decisions. All admission decisions are made within the
admission office.
4.One institution utilized outside readers to assist in the evaluation of the applications. Home School Enrollment Trends
1.Official tracking of home school applications and enrollment has not occurred at the
institutions, although admission officials at a few institutions were able to provide
some data.
2.Fourteen institutions reported the number of home school applications and inquiries
regarding home school admission guidelines were increasing each year.
3.Approximately 80 home school applications were received between 14 of the 15
institutions for the 1999 fall class. One institution reported receiving the first home
school application for the 1999 fall class and one institution had never received an
identified home school application.
Virginia Standards of Learning Program and Admission Decisions
1.Admission officials at 14 of the institutions indicated that, in all probability, the SOL
assessment program would have no impact on admission decisions at their institution.
2.One institution cited a potential impact of the SOL program as prompting university
officials to initiate policy discussions regarding applicants from non-accredited
schools.
Evaluative Criteria for Home School Applicants
1.Admission officials at three institutions did not consider any criteria more relevant for
home school applicants than other applicants.
2.Standardized test scores, e.g., SAT I or ACT, were selected by officials at 13 of the
institutions as being the most important evaluative criteria for home school
applicants.
3.Additional important evaluative criteria include community college coursework, high
school course selection, SAT II subject area tests, and recommendations.
4.One institution required interviews of all applicants. Five institutions stated
interviews were a relevant evaluative criterion.
5.GPA, class rank, and portfolios were not considered relevant criteria for evaluating
home school applicants.
Discussion and Comparison of Findings with Other Relevant Research
Higher Education
Prue (1997) concluded from a nation-wide survey of college admission personnel that most college admission counselors agreed the home schooling movement would significantly impact higher education. A total of 87 percent of the respondents to the survey reported having contact with home school applicants in the past 12 months. Fourteen of the 15 chief admission officers interviewed for this study reported that the number of home school applications were increasing and if the increase continued, this population might affect admission policy and procedures. During the interviews, 93 percent of the participants of this study reported having contact with home school applicants during the past 12 months.
Thirty-two percent of the institutions participating in the 1997 nation-wide survey reported having a written policy for the evaluation of home school applicants. Of the 15 public
four-year institutions in Virginia, two institutions (13 percent) had a written policy for this population, and three institutions (20 percent) were discussing policy revisions or development for non-accredited applicants, which would include home school applicants. Prue (1997) reported that the majority of the respondent s to the nation-wide survey indicated that the contact with home school applicants was positive. The majority of the chief admission officers in Virginia also reported positive interaction with home school applicants.
Home School Enrollment Trend in Virginia
Annual home school enrollment increases at the elementary and secondary level in Virginia are comparable to reported increases across the nation (Lines, 1998). Data provided by the Virginia Department of Education indicate that total enrollment in home school education increased by 11 percent from the 1998-1999 school year to the 1999-2000 year. Enrollment at the secondary level, grades 9-12, increased by five percent. The Home School Legal Defense Association (HSLDA) reported that 67 percent of its membership’s children attend college (Prue, 1997). An informal survey conducted in June 1999 by this researcher with home school graduates attending the annual Home Educators Association of Virginia conference, revealed that 52 percent planned to attend college in the fall of 1999 (see Appendix J). There were 88 home school graduates attending this conference. The annual secondary enrollment report from the Virginia Department of Education is constructed in such a manner that the number of home school graduates for 1998-99 could not be determined. Thus, the total percentage of all home school graduates planning to enroll in college for the 1999 fall class could not be determined. Admission officials at 14 of the four-year public institutions reported receiving a combined total of approximately 80 applications from home school students for the 1999 fall class.
Academic Achievement
Several studies have been conducted on the academic achievement of home school students at the elementary and secondary level, although only a small number of them have investigated the academic success of home school students at the post secondary level (De Oliveria, et al., 1994; Galloway & Sutton, 1995; Marlow, 1994; Ray, 1990, 1997; Rudner, 1999). Participants in the nation-wide survey who reported informal follow-up of home school applicants enrolled at their institution indicated that the applicants were successful (Prue, 1997). The majority of chief admission officers at the public institutions in Virginia reported receiving
positive informal feedback regarding the success of home school applicants admitted to their institutions.
Conclusion
This study extends the knowledge base regarding admission policy, guidelines, and practices for the evaluation of home school applicants at four-year public institutions. Although the study was confined to the institutions in Virginia, the size, location, mission, classification and diversity of these institutions is representative of other four-year institutions in the nation. This study supports previous conclusions that institutions do not have written policies for the evaluation of home school applications (Callaway, 1997; Harris, 2000; Klicka, 1997; “National Center,” 1996; Prue, 1997). An increase in the number of home school applications received and inquiries regarding home school admission guidelines were reported at 93 percent of the institutions participating in this study. These increases support observations and assertions of other researchers that the home school population is growing and will affect higher education (Callaway, 1997; Harris, 2000; Lines, 1996, 1998; “National Association,” 1998; Prue, 1997).
Implications
The results of this study imply that the majority of admission officials at the four-year public institutions in Virginia recognize recent and continuing increases in the home school population. Most institutions reported increases in both total numbers of home school applications received and inquiries regarding admission requirements and guidelines. As admission officials gain experience with this population, admission policies and practices may need to be revised to ensure the fair and equitable evaluation of all applicants. Admission officials should begin tracking home school applicants after enrollment to evaluate admission decisions, gather data regarding the academic success of these applicants at the post secondary level, and help in the development of future policies or procedures for other special population groups.
With 93 percent of the institutions reporting an increase in home school applications and inquiries, admission officials might benefit from networking activities with peers at other institutions. Although each institution has its own unique mission, the ultimate goal of most admission offices is to enroll potential graduates of the institution. Sharing of previous experiences and knowledge gained through interaction with this population would assist other admission professionals. Institutions considering policy development regarding this population
should consult recently developed policies and official statements at other institutions. The sharing of this information would encourage the consistency of policies and admission guidelines at the state-supported institutions.
Recommendations for Further Research
Although 93 percent of the institutions reported an increase in the number of home school applications being received each year, none of the institutions reported officially monitoring application trends or tracking actual enrollment of this population at the four-year public institutions. Further research to develop monitoring techniques of applications received and tracking mechanisms for enrollment trends this population is needed. Additional research should be conducted to determine the success of the home school applicant after enrollment. A study of this nature could provide important information for admission officers regarding previous admission decisions.
Additional research should be conducted regarding appropriate evaluative criteria not only for home school applicants, but other applicants from non-accredited environments. Standardized test scores, community college coursework, and recommendations were identified as relevant criteria for home school applicants in this study. Further research may determine different or additional evaluative criteria that might be more appropriate for all applicants. Field research with the participants at the annual Home Educators Association of Virginia Conference could be conducted to determine how home school students make college choices and their experience with college admission officials. Enrollment trends of home school applicants at private institutions could be compared to enrollment trends at the public institutions.
One additional area of research that would extend the knowledge regarding home school students and their college selection practices would be with the Virginia Community College System. Enrollment trends at the community college level could be compared to enrollment at the four-year public and private institutions. Transfer of home school students from community college programs to four-year institutions offers another research area.
The tracking of admission and enrollment of students at four-year public institutions from public schools in Virginia that lose accreditation after 2004 might be another area of future research. Admission officials at fourteen of the institutions indicated that the SOL assessment program would not impact admission decisions at their institution. A follow-up study of
admission practices related to this potential group of applicants from non-accredited schools should be conducted.
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Appendices
Introduction Letter to Chief Admission Officers
Director of Admission
Institution
Mailing Address
City, State Zip Code
Dear
I am requesting your participation in an important research study involving an area where little research has been generated to date. I am studying how current admission policies at four-year public institutions in Virginia are implemented in regard to the evaluation of non-public, non-traditional applicants, particularly home school applicants. Home schooling in Virginia has been steadily increasing over the past several years. As these students complete their home education they will be seeking admissions to state-supported institutions. Information gained from this study can be utilized by institutions to address admission concerns related to non-traditional applicants and for policy development or revisions.
To accurately describe how current admission policies are implemented, I would like to conduct interviews with the directors of admissions, or their designee, at all 15 senior public institutions in Virginia and review relevant documents. The final report will be written as a multiple case study and will include a thorough description of admission practices at each institution. You will have the opportunity to review the report for your institution. My committee consist of the following individuals: Dr. Don Creamer, Chairperson, and Dr. Steve Janosik, Higher Education and Student Services; Dr. John Muffo, Academic Assessment Program, Dr. Shelley Blumenthal, Associate Director of Undergraduate Admission, and Dr. Cora Salzberg, Director of the Better Information Project, SCHEV. I will be glad to answer any questions you may have about the research. I can be reached by e-mail at redavis2@https://www.wendangku.net/doc/342794365.html, or by phone at 540-375-7658, or at 203 Chestnut Street, Salem, Virginia, 24153.
I will be contacting you in the near future to establish an interview date. In anticipation of your interest and support, I thank you.
Sincerely,
Rebecca J. Davis
Ph. D. Candidate
Virginia Tech
Department of Educational Leadership and Policy Studies
Summary of Interview Schedule
Institution Date of Interview Interviewee and Title Christopher Newport University July 15, 1999Patricia P. Cavender, Director of
Admissions
George Mason University July 14, 1999Eddie K. Tallent, Director of
Admissions
James Madison University July 29, 1999Laika K. Tamny, Associate
Director of Admission Longwood College July 16, 1999Robert J. Chonko, Director of
Admissions & Enrollment
Management
Mary Washington College July 21, 1999Martin A. Wilder, Jr., Vice
President for Enrollment
Management & Dean of
Admissions
Norfolk State University August 6, 1999Michelle Marable, Acting
Director of Admissions
Old Dominion University July 15, 1999Michael O’Connor, Director of
Admissions
Radford University August 3, 1999David W. Kraus, Director of
Admissions
University of Virginia July 21, 1999John Blackburn, Dean of
Admissions
University of Virginia’s College at Wise August 11, 1999Russell Necessary, Interim
Director Enrollment
Management
Virginia Commonwealth University July 23, 1999Delores T. Taylor, Director of
Admissions, Office of
Undergraduate Admissions
Virginia Military Institute July 28, 1999Vernon L. Beitzel, Director of
Admissions
Virginia Tech August 3, 1999Karen E. Torgersen, Director
Undergraduate Admissions Virginia State University July 29, 1999Lisa Winn, Director of
Admissions
The College of William and Mary July 13, 1999Tim Wolfe, Assistant to the
Dean of Admissions
On-Site Interview Protocol
I.Introductions
II.Overview of the Research
III.Demographics Form
IV.Interview Session
V.Collection of Relevant Documents
VI.Exit
Introduction for Interview Session
I want to thank you for allowing me to visit with you today. I am interested in discussing how you and your staff utilize current admission policy and practices to evaluate applications from home school students. I would like to audio tape the interview if you do not have any objections. The tape will be transcribed and used during data analysis. The institution will be identified in the final report. The interview will take approximately one hour.
Please respond to the questions in a manner that clearly describes how applications are received, reviewed, and admission decisions are determined at this institution. Accurately describe the process for reviewing applications and making admission decisions. Feel free to clarify any question and elaborate with specific examples when appropriate.
On- Site Visitation Demographic Information Form
Name of Institution ____________________________________________________ Interviewee __________________________________________________________ Present Title __________________________________________________________ Mailing Address _______________________________________________________ Telephone ___________________________
Email Address ____________________________
I.Type of Institution
______A. Comprehensive College/University
______B. Liberal Arts College
II.Size of Institution
____________ Fall 1998 Total enrollment
III.Experience
_______ Number of years on admissions staff at this institution