ABSTRACT
Underlying much of the extensive American literature on college choice published over the last few years has been the notion that it should in some way be possible to 'match' students to the institutions to which they are most suited. Matching could, of course, be based on a number of different criteria. In the American literature the concept seems to be used most regularly in terms of academic ability. Thus Learned and Wood (1938) found that all students—regardless of their ability level—tended to perform better in more selective institutions. In addition, it is frequently suggested that students should go to institutions that provide for their particular curricular interests: indeed, this provides perhaps the most generally accepted basis for 'matching' in Britain. Perhaps the most important criticism that can be made of the whole concept of matching students to institutions—or, more satisfactorily, 'fitting' them—is that it takes too static and too limited a view of human potential.
