The Impact of a University of Education’s College Admission Process on Employment Outcomes

This study investigates how student record–based comprehensive admission (“holistic review”) and standardized test-based admission affect the employment outcomes of students who entered an education-focused university in 2016. Because graduates of education universities typically pursue similar career paths as elementary school teachers, such a setting facilitates a clearer evaluation of admission types on employment success. Logistic regression analysis results showed that admission type (holistic vs. test-based) had no statistically significant effect on teacher employment exam outcomes. Likewise, background variables such as high school grade point average (GPA), gender, and age were not significant predictors. Meanwhile, standardized test scores and undergraduate GPA were positively associated with employment success. Overall, academic preparedness and college performance are more critical predictors of employment outcomes than admission type. This study is limited to the context of education universities, highlighting the need for broader studies involving national data to allow for generalization.