Editor’s Introduction 2

Authors

Ada Long, University Of Alabama At BirminghamFollow

Date of this Version

2013

Document Type

Article

Citation

Published in Journal of the National Collegiate Honors Council, Fall/Winter 2013, Volume 14, Number 2

Comments

Copyright 2013 by the National Collegiate Honors Council

Abstract

At least as much as the curricular or extracurricular opportunities that an honors program offers to students, its admissions and retention policies determine the teaching and learning that take place within it. In defining which students will be welcome in the community of honors, administrators broadcast their values before students even apply. If grades and test scores are the criteria for admission, then students can anticipate that the program will hold such competitive rankings in high regard. The higher the required grades and scores, the more rigorous the competition that students can expect. Students should also anticipate that retention policies will reflect admissions policies and that strong academic performance as reflected in grades will be a—probably the—necessary requisite to remain in the program.