The purpose of the present study was to examine potential differences in background characteristics and academic achievement of honors students who submitted different types of applications. Students who applied to an honors college using traditional applications (high school grade point average and standardized test scores) were compared to students who applied to the honors college using augmentative applications (adding an optional essay component to the traditional application). Nine hundred and eight six students in two consecutive incoming classes were included in this study, which blended causal-comparative research and correlational research. Sternberg's WICS model was the theoretical framework for the study. Independent variables included matriculation year, type of application submitted, and fall-to-fall retention. Dependent variables included fall-to-fall retention, first-year cumulative grade point average, race or ethnicity, gender, reported parental income, standardized test scores, and high school grade point average.The purpose of the present study was to examine potential differences in background characteristics and academic achievement of honors students who submitted different types of applications.
|Title||:||Supplementing Honors College Applications with an Optional Essay|
|Author||:||Mckenzie Leigh Mohler|