Admission Practices in Master of Public Administration Programs: A Nationwide Study
Faculty members charged with making admissions decisions are faced with an ongoing problem: the evaluation of student promise based on limited data. Yet, little is known about admission procedures. Since the selection of candidates for graduate study is a significant concern in the profession, an examination of these practices-the purpose of this exploratory studymay facilitate discussion of entrance standards for Master of Public Administration (MPA) programs. Do MPA programs admit nearly any college graduate, only those who meet minimum and higher standards, or just candidates who substantially exceed basic requirements? What criteria do program officials believe are the most accurate predictors of student success? Do they think that a strong relationship exists between academic achievement and professional performance? In short, do entrance requirements and faculty attitudes about them discourage potential students from applying to MPA programs? Following the literature review and methodology sections, an attempt is made in this article to answer such questions insofar as survey data permit.
Appeals of Graduate Admission Decisions.
This study reports the findings of a national survey of graduate schools of social work to determine to extent to which schools have adopted a formal procedure whereby applicants can challenge negative admission decisions, steps in the procedure, and the schools' experience with it. The data reveal that applicants who appeal stand a good chance of having the original decision reversed. A typical appeals procedure is presented. One major conclusion is that schools with procedures have not been inundated with appeals.
The performance of non-native speakers of English on TOEFL and verbal aptitude tests
This study examined the performance of two groups of non-native English speakers on the Test of English as a Foreign Language (TOEFL) and an appropriate verbal aptitude test. One group of graduate applicants took both TOEFL and the verbal section of the Aptitude Test of the Graduate Record Examinations (GRE). Another group of undergraduate applicants took TOEFL, the verbal section of the College Board Scholastic Aptitude Test (SAT), and the Test of Standard Written English (TSWE). Data are presented showing how native and non-native speakers compare on each set of tests. Information is also provided to aid in interpreting test results for non-native speakers who have taken both types of test. The appendix to the report summarizes item reviews, by specialists in English as a Second Language, which suggest future directions for TOEFL test development.