Title

Comparing secondary school counselors' and college admission officials' perceptions of selected college admissions criteria

Date of Award

1997

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

Arthur Southerland

Advisor Department

Educational Studies and Research

Abstract

The research was designed to compare the perceptions of secondary school counselors and admissions officials at public four-year institutions in Georgia. Subjects consisted of secondary counselors from four public school systems in Georgia and admissions officials from the 19 public four-year colleges and universities in Georgia. A survey consisting of 15 Likert-type scale items relative to college admissions criteria was developed by the researcher to gather data. Additional demographic information was also requested of each respondent relative to age, sex, years of educational experience, and years of formal education. Subjects were asked to respond to items from most important to not important in the admissions process. Differences in perceptions were examined relative to (a) group membership, (b) academic factors in admissions, (c) involvement factors in admissions, and (d) recommendation factors in admissions. The statistical technique used for analysis of the data was discriminant function. The results of the analysis of the data showed a discrimination between college admissions officials and secondary school counselors on their perceptions of academic factors, involvement factors, and recommendations factors as criteria for college admissions. However, in looking at each factor while controlling the other two factors, a significant difference was found in the perceptions of the two groups on recommendation factors but not on academic factors or involvement factors. The study illustrates the need for collaboration between secondary school counselors and college admissions officers. They should join together to determine the content and specific skills considered essential requirements for entrance in college. A closer working relationship between the two levels of education is urgently required.