Titlebook: Intelligence Policy; Its Impact on Colleg Angela Browne-Miller Book 1995 Springer Science+Business Media New York 1995 Institution.educatio

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Academic Aptitude versus Achievementsically reflect differing stands on the importance of aptitude versus achievement. Either students have the ability or they achieve the ability. Either students come equipped with intelligence or they acquire intelligence. Mixed admissions policies imply a belief that students . acquire the ability

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Recommendations and Conclusions herein that a special form of impact analysis be used to extract, and make more explicit, the powerful tensions inherent in the implicit intelligence policy behind explicit college admissions and other policies. Although this mechanism will not necessarily resolve the many difficulties of opportuni

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From Here to a Coherent and Explicit Intelligence Policyumptions, tensions, and unwritten policies behind them. This meter must be read with ever-watchful eyes. All opportunities for the development of an explicitly articulated intelligence policy must be accepted as a challenge for the betterment of all social policy.

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Mapping Admissions and Other Social Policy against a Philosophical BackdropIn the chapters of Part II the many factors that constitute implicit intelligence policy are organized around four areas of tension. Recall that these areas of tension result from the following dichotomies: