In the 1970s, school systems across the nation still practiced philosophies which perpetuate injustice and inequality of educational opportunity. Presented at the 35th Annual Conference of the National Association of College Admissions Counselors, October 1979, St. Louis, Missouri. (Author)

What admissions activities do college admissions and high school guidance counselors believe are most effective in recruiting students? Which activities do they believe students rely on most? To what extent do high school and college respondents agree? This study investigated these questions. (Author)

To be admitted to college is to be admitted to the House of Intellect--to borrow Jacques Barzun's phrase--and a card of entry must be clearly stamped: this student is articulate, is capable of dealing with abstraction, and is seriously interested in pursuing ideas in books. (Author)

What can we learn about the applicants who do not show up on campus to register? This study suggests both a method for learning more about "no-shows" and the reasons why they change their mind. (Author)

An alternative to improve the process of credit transfer from community colleges to universities is described. Aritculation, whereby students move from lower division to upper division educational programs, is based on the measured achievement of competencies rather than the number, level, or kinds of courses taken and credits accumulated. (MLW)

Notes the high attrition rate of university science students who transfer from community colleges. Examines the causes of this problem, including a decreased level of instruction due to declining enrollments of academic majors at community colleges. Suggests the provision of a tutorial pretransfer term for science majors. (JP)

Concludes that the outlook for students transferring from two-year to four-year colleges is improving, due to declining enrollments in four-year colleges, recognition of the academic ability of transfer students, and increased efforts toward transfer student recruitment, cooperation with two-year colleges, and transfer orientation. (JM)

If institutions of higher learning have admissions standards that admit the academically-disadvantaged student, then those same institutions should provide programs to assist the enrollee to be academically successful. (Author)

The proliferation of coaching schools for tests like the SAT and the LSAT is one sign that schools and colleges are changing their foci so that students will be prepared for standard tests, while other skills are being relatively ignored. (Author)

In the prospective student interview, how a counselor communicates can greatly affect the student's college decision. A change, however, from the college-focused to the student-focused interview will not only increase student interest but will also create a more positive image of the college. (Author)

This study identified success-avoidance imagery in the projective test stories of freshmen and senior girls in a Catholic, working-class community. Success-avoidance appeared in 49 percent of the stories but was not significantly higher in seniors or in those planning on college and a career. (Author/SJL)

Because of alleged institutional violations of NACAC's Statement of Principles of Good Practice, the Admissions Practices and Procedures Committee proposed to clarify the wording of Article 11A-8. The goal was to give more order to the undergraduate system of admission notifications and deposits. This article gives the survey results. (Author)

In view of changes in teacher education programs and the "oversupply" of teachers in the nation, it seems important to work with high school students to determine their interests and to select "promising" students who would enter Northern Illinois University in the Teacher Education Program. Considers the Future Teachers of…

High school teachers at the Deer Park High School Art Department are trying to help students cope with one of youth's biggest problems--the future. Their development of a comprehensive career and college information program designed to help a student select a school and profession that will be personally rewarding is discussed. (Author/RK)

This study investigated the perceived value (after several years) of a year-long independent study/mentorship course provided to 90 gifted high school students. Respondents reported that the course had improved their self-esteem; that the mentor was a significant influence and helped in "real life" learning; and that the course helped in career…