This seminar paper deals with the question whether the American system of privatized postsecondary education (often referred to as the 'Ivy League') might be an exemplary approach to an optimized educational system.
To answer this question, two perspectives are taken into account. On the one hand the effectiveness of the system is considered by considering a market model of education. On the other hand the efficiency of private postsecondary education will be examined. Hence, chapter 2 will define the term ‘Ivy League’ and present a market model of education. In section 3, the focus shifts to whether the system follows the principles of meritocracy and equality by examining influencing factors of the admission process including the role of high school education. Finally a conclusive summary of the findings is provided.
Table of Contents
1 Introduction
2 The Role of the Ivy League in Higher Education
2.1 Terminology
2.2 Changing Selectivity and the Market for Education
3 The Issue of Equality in Admission
3.1 Conceptual Basics of Admission and Merit
3.2 Factors in being admitted
3.3 The Financial Burden
3.4 The Influence of High School Education
4 Concluding Summary
Research Objectives and Key Topics
This paper examines whether the American system of privatized postsecondary education, represented by the Ivy League, serves as an effective and equitable model for higher education, balancing market efficiency with the principles of meritocracy and social equality.
- The market model of education and the role of selectivity in elite institutions.
- The influence of non-meritocratic factors in the university admission process.
- The impact of socioeconomic status and high school background on student enrollment.
- Financial barriers and their effect on accessibility for low-income families.
- The effectiveness of affirmative action in promoting campus diversity.
Excerpt from the Book
3.1 Conceptual Basics of Admission and Merit
‘Admission’ describes the annual process of applying to and being accepted by institutions of higher education in the U.S. that usually takes place during the senior year of high school. The institutes’ basic goals within the process are to enroll enough students to meet bottom-line budget targets, to matriculate students of sufficient quality, and to ensure variety and diversity among the student body. The most selective institutions have a surplus of quality candidates and therefore can afford to employ additional selection criteria. These comprise, for example, the student’s ability to capitalize on an institution‘s intellectual and other resources and to contribute to the education of his peers. Further factors are the student’s ethnicity, geographic origin, socioeconomic status (SES), artistic talent, or athletic ability. In other words, judgements about an applicant’s qualities are made on the basis of his or her academic and personal attributes at highly selective universities (Espenshade and Radford 74-75).
There is a common sense in the U.S. that opportunity should be based upon ability and merit and not on the circumstances of one’s birth, or social status. Consequently the most capable students should be admitted to the best universities, whereas factors like social heritage or -networks should not play a role (Hartmann 46). However, academic excellence, measured by grades or standardized test scores, is not the only form of merit considered by admission officers. At selective institutions merit describes a broad, relative and variable concept, which is dependent upon the institutional mission (Espenshade and Radford 77-78). The aim is to create a first-year class that best expresses the values and objectives of the particular institution (Espenshade and Radford 83).
Summary of Chapters
1 Introduction: This chapter highlights the rising demand for highly educated professionals in a globalized, knowledge-based economy and introduces the Ivy League as a potential model for optimized education.
2 The Role of the Ivy League in Higher Education: This section defines the Ivy League and applies a market model of education to explain how student choices and institutional selectivity have evolved over time.
3 The Issue of Equality in Admission: This core section investigates the fairness of the admission process, analyzing how socioeconomic status, extracurriculars, and legacy status influence entry into elite institutions.
4 Concluding Summary: This chapter synthesizes the findings, noting that while the market-driven system is efficient, it often fails to provide true equality of opportunity for underprivileged students.
Keywords
Ivy League, Higher Education, Meritocracy, Admission Process, Selectivity, Socioeconomic Status, SAT, ACT, Affirmative Action, Educational Inequality, Human Capital, Market Model, Elite Universities, Student Enrollment, Academic Achievement
Frequently Asked Questions
What is the primary subject of this paper?
The paper explores the American system of private, selective higher education, specifically focusing on the Ivy League and its role in a competitive global market.
What are the main thematic pillars of the work?
The study centers on three key areas: the effectiveness of the educational market, the fairness of admission criteria, and the persistent issue of educational inequality based on socioeconomic background.
What is the central research question?
The author investigates whether the privatized American postsecondary education system is an exemplary model for fostering an optimized and meritocratic educational environment.
Which scientific methodology is applied?
The paper uses an analytical approach, evaluating the American education system through both a market-economic perspective and a sociological lens regarding equality and meritocracy.
What topics are covered in the main section?
The main body examines admission criteria, the financial burden of tuition, the role of high school prestige, and how race and economic status affect admission outcomes.
Which keywords define this research?
Core concepts include meritocracy, Ivy League, selectivity, socioeconomic status, and affirmative action.
How do "Legacy" candidates influence admissions?
Legacy candidates, who have relatives that attended the institution, receive an admission preference that often exceeds that of minority candidates, raising concerns about the impartiality of the system.
What is the role of standardized tests like the SAT?
While used to measure academic merit, the SAT is discussed as a potential "wealth test," as scores are highly correlated with parental income and access to elite high schools.
- Citar trabajo
- Dipl. Kfm. Peter Weyel (Autor), 2010, Postsecondary Education and the Ivy League: Vanguard or Foul Play?, Múnich, GRIN Verlag, https://www.grin.com/document/170558
