The Effects of Implementing Different Coefficients in College Admissions

In the college admissions system, student placement scores were computed by using different coefficients for different high school types and graduation fields between the years 1999 and 2011. The aim of this policy was to direct the students to the college programs related to their high school education. The objective of this paper is to determine the effects of different coefficients’ policy on placement results. College admissions data of the year 2005 is used in the analysis. We compare the policy applying different coefficients to the policy which applies the same coefficients. We find that general and religious high school graduates will benefit, and teacher training and vocational high school graduates will lose under the policy with equal coefficients. This is because the ratio between the number of high school graduates from a certain field and the capacity of college programs related to this field differs significantly.