HA implementation increased diversity without decreasing academic metrics at UIC College of Nursing¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After implementing HA, the University of Illinois Chicago College of Nursing saw increased diversity of admitted students with no statistical differences in science GPA, overall GPA, two-year graduation rate, or first-time NCLEX pass rates. → Jernigan 2025
Evidence¶
Jernigan 2025¶
Jernigan, M. A., & Carbonneau, K. J. (2025). Advancing health professions education: a review of holistic admissions and competency-based admissions practices. Medical Education Online, 30(1). https://doi.org/10.1080/10872981.2025.2486979
q2 · i? · review · r3
Review reports Matthews et al. and Zerwic et al. findings at University of Illinois Chicago College of Nursing: "they found no statistical differences in science grade point average (GPA) at admission, overall GPA, two-year graduation rate, or first-time NCLEX pass rates" under the new admissions policy.
"they found no statistical differences in science grade point average (GPA) at admission, overall GPA, two-year graduation rate, or first-time NCLEX pass rates of the first two graduating classes of bachelor’s degree students under the new admissions policy"
Discussion¶
Related Claims¶
- CBA and HA implementation is associated with increased diversity of admitted students — a broader claim this one bears on
- Increasing selectivity of teacher preparation entrance exams is not mutually exclusive with increasing diversity — nine states that raised selectivity saw education student diversity increase. — related
- Requiring all students to take college-prep ninth-grade courses did not increase dropout or reduce graduation, including for low-ability students — related
- A 6-week NCLEX Coaching Model showed no significant first-time pass-rate improvement but significantly improved confidence/readiness scores (Schlairet & Rubenstein, 2019) — related
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