This volume brings a variety of perspectives to bear on the issue of how higher education institutions can - or should - choose students during the early part of the 21st century. Many of the contributors report on research to develop and validate potential tools to assist those responsible for admission decisions. Other contributors, however, pose broader questions about the nature of selective admissions, about institutional responses to the changing demography of those seeking to enter higher education, or about the appropriate criteria of 'success' in higher education. The volume is particularly timely because the question of how changes in admission tools and processes will affect campus diversity following the recent Supreme Court decision concerning the University of Michigan. Diversity is an important concern of all of the contributors and the chapter by Lee Bollinger--President at Michigan at the time the court cases were filed--is particularly relevant. This book brings together the research that underlies a variety of proposed approaches to improving the selection of students. Providing support for the integrity of the admissions process and the validity of new tools to help a higher education institution to select a diverse student body, this book explores the implications of the assessment component of K-12 school reform for higher education admissions practices. The diverse contributions to this volume reflect the current ferment in educational research and educational practice as institutions of higher education seek to develop a new admissions paradigm for coming decades following the University of Michigan decisions. This book is intended for those leaders and professionals who set admission policies and practices in American colleges, and graduate and professional schools, as well as for those scholars and scientists who research, develop, and validate tools for use in the process of choosing students in ways that are congruent with an institution's mission, values, and goals.

This volume brings a variety of perspectives to bear on the issue of how higher education institutions can - or should - choose students during the early part of the 21st century. Many of the contributors report on research to develop and validate potential tools to assist those responsible for admission decisions. Other contributors, however, pose broader questions about the nature of selective admissions, about institutional responses to the changing demography of those seeking to enter higher education, or about the appropriate criteria of 'success' in higher education. The volume is particularly timely because the question of how changes in admission tools and processes will affect campus diversity following the recent Supreme Court decision concerning the University of Michigan. Diversity is an important concern of all of the contributors and the chapter by Lee Bollinger--President at Michigan at the time the court cases were filed--is particularly relevant. This book brings together the research that underlies a variety of proposed approaches to improving the selection of students. Providing support for the integrity of the admissions process and the validity of new tools to help a higher education institution to select a diverse student body, this book explores the implications of the assessment component of K-12 school reform for higher education admissions practices. The diverse contributions to this volume reflect the current ferment in educational research and educational practice as institutions of higher education seek to develop a new admissions paradigm for coming decades following the University of Michigan decisions. This book is intended for those leaders and professionals who set admission policies and practices in American colleges, and graduate and professional schools, as well as for those scholars and scientists who research, develop, and validate tools for use in the process of choosing students in ways that are congruent with an institution's mission, values, and goals.

At a celebration of an important Serbian holiday, Stevan, a teen-age Serbian citizen of the Austro-Hungarian Empire learns that Archduke Ferdinand has been killed-by a Serb This critical historical event leads to radical changes in the life of the author, of the Balkans, and of the world. This first-hand account of a school boy caught up in World War I in Southeastern Europe illustrates the horrors of war and illuminates some of the religious and ethnic tensions that continue to plague that area in the twenty-first century. The author provides a poignant memoir of survival, bravery, and coming-of-age in the midst of one of the most agonizing retreats in modern warfare. After seeing his father shot by the Imperial soldiers, Stevan swims across the Sava River to the Kingdom of Serbia, even while being fired at by the Austrian soldiers. He volunteers for the Serbian army. This poorly equipped and out-numbered army ties up many divisions of the Austrian, German, and Bulgarian armies for more than a year. Strategically, this provides time for the English and French allies to better protect the Western Front. For the Serbians, it involves a long winter retreat across Serbia and through the mountains of Montenegro and Albania. During this retreat, Serbia loses a substantial portion of its younger generation of men, as well as civilians of all ages. After gaining respite in Corfu, the author's live is again altered radically. The French and English allies take the under-aged Serbian soldiers to France or England to complete their education. Stevan chooses to go to England. Meanwhile, his mother and siblings believe him dead, the fate of so many of his contemporaries.