Making the Grade

Abstract

This article reports a preliminary study examining the relationship between pre-admission data and later problems in the practicum and classroom for students in a two-year graduate social work program. Pre-admission data for those students identified as having problems by two or more faculty members were compared with data from randomly selected files of students who were not identified. Students in the problem group were on average older than other students, were more likely to be male, had lower undergraduate grade point averages, had more experience in social service-related work, and were rated lower in emotional maturity based on personal statements. The authors encourage schools to provide additional supports to students at risk for problems, rather than arbitrarily reject applicants meeting these criteria.