ebook img

Open Admissions PDF

176 Pages·2007·2.05 MB·English
Save to my drive
Quick download

Preview Open Admissions

DOCUMENT RESUME HE 004 600 ED 082 603 AUTHOR Rosen, David; And Others Open Admissions: The Promise & The Lie of Open Access TITLE to American Higher Education. Study Commission on Undergraduate Education and the INSTITUTION Education of Teachers, Lincoln, Nebr. Student Committee. PUB DATE 73 NOTE 176p. The Nebraska Curriculum Development Center, Andrews AVAILABLE FROM Hall, University of Nebraska, Lincoln, Nebraska 68508 ($1.00) MF-$0.65 HC-$6.58 EDRS PRICE *Academic Standards; *Admission Criteria; DESCRIPTORS *Educational Opportunities; Educational Programs; Essays; *Higher Educat:_on; *Open Enrollment California; City University of New York; Nebraska IDENTIFIERS ABSTRACT Essays on access to the State higher education systems of Nebraska and California and an extensive case study of the open admissions program at the City University of New York are presented. The document indicates the right to a free higher education of a student's choice, criticizes the institutions that allegedly provide open admissions, and through critical examination of current programs, points the way to a usable radical plan for open admissions. (MJM) FILMED FROM BEST AVAILABLE COPY OPEN ADMISSIONS: The Promise and the Lie Of Open Acceis To American Higher Education David Rosen Seth Brunner Steve Fowler \T\ U.S. OEPARTMENT OF HEALTH, EOUCATION & WELFARE NATIONAL INSTITUTE OF EOUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN ATING ,T POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL ,NSTI ..ITE OF EDUCATION pOSITIO.J OR POLICY This monograph was prepared by the Student Committee of the Study Commis- sion on Undergraduate Education and the Education of Teachers. It is one of a series of Student Committee publications and does not represent an official posi- tion of the Study Commission. The book is a study document for distribution to those associated with the work of the Commission. Requests for this book and other Study Commission publications should be addressed to The Nebraska Cur- riculum Development Center, Andrews Hail, University of Nebraska, Lincoln, Neb- raska 68508. Publication of this document at the University of Nebraska Printing and Duplicating Serv!ce was funded with a Grant from the U. S. Office of Education, Department of Health, Education and Welfare. However, the opinions expressed herein do not necessarily reflect the position or policy of the U. S. Office of Education, and no of Education should be inferred. official endorsement by the U. S. Of THE OPEN ADMISSIONS PROGRAM FOREWORD ndergraduate Education and the The Study Commission d with changes in undergrad- Education of Teachers is concer uate education, teacher education, pnd education for children. One of the main ways of changing education is to give new groups access to education and to the teaching vocation. In the past few years, funds for programs to bring minority and low-income people into the teaching profession, such as the Career Opportunity Prog- ram, have been either curtailed or they have not continued to grow sufficiently to promise a real change in the group which teaches. The teacher surplus or the myth of a teacher surplus promises further to shut out "new groups." What remains as likely resources for changing the visage of the teaching force are the federal sub- sidies represented by the Basic Opportunity Grants, (BOGs), the Equal Opportunity Grants (E0Gs), and allied programs. All of these programs save the Basic Opportunity Grant program may disap- pear. Some observers have said that were the BOGs to be extended to all students needing them (and that would require a larger appropriation than presently is available), "open admissions" and "equal opportunity" would exist. The authors of this volume are concerned to show that the extension of money to individuals to enter some form of higher education without a general institutional restructuring of higher education will not grant "equal opportun- ity." The entry of new groups to the teaching vocation will depend on what institutions do to reshape themselves to make them serve these "new groups" once they have been admitted. This document is a working paper of the Student Committee of the Study Commis- sion and does not carry official HEW or Study Commission endorsement. To the degree that it assists institutions as total institutions to better teach future teachers, creates genuinely open admissions programs, or recruits new groups to theteaching voca- tion, it is furthering Study Commission agendas. With the disap- pearance of the training grant as a source of reform money for higher education, new change energies will have to be sought. This book both points to what some of these might be and reflects how they may be created. Paul Olson, Director Study Commission on Undergraduate Education and the Education of Teachers TABLE OF CONTENTS Foreword iv The Open Admissions Program: A Prelude 1 Introduction 5 Post Secondary Educational Opportunity in Nebraska Steve Fowler 11 Post Secondary Educational Opportunity in California Seth Brunner 35 Open Admissions at the City University of New York: A Case Study David Rosen 53 Introduction 55 Brief History of CUNY 56 The Decision to Implement Open Admissions 58 Implementation: The Framework 66 Budget 69 Student Allocation 80 The Colleges 95 The Senior Colleges 95 The Community Co lieges 133 The issues of Open Admissions at CUNY 154 Footnotes 167 "No American institution of higher education cur- rently operates under a real open admissions policy. The program outlined on the next four pages shows what the provisions of such a policy must be. It further points out the distance between existing so-called 'open admissions policies' and what is necessary. We present this program as a prelude to our discussion of the issues surrounding open admissions, its as- sumptions concerning the educational function of higher education, and its social role." David Rosen Student Committee Chairman Berkeley, California 1973 THE OPEN ADMISSIONS PROGRAM I. The right to a free higher education Students choose which school they wish to attend at no cost, through a no tuitionno fee policy and adequate stipend pol- icy. The stipends are necessary to cover the costs of attending college, e.g., carfare, transportation, lunches, books, housing, which are prohibitive for many. Educational institutions assume an undeveloped poten- tial in students. They invest a great deal of resources to realize that potential. However, a number of barriers to higher education, including admission criteria, costs, and educational tracking, negate the potential of many people. The rationale for exclusion is that such people, otten ethnic minorities and low income people, do not belong in an "academic" environment because of vari- ous deficiencies. To achieve open access, all such bar- riers are eliminated, not only among institutions, but among programs within institutions as well. II. The elimination of educational tracks Institutions must provide for the diverse academic, trade and creative nEr ds 'f students, with no mandatory tracking among vario; is programs. Allocation is by student choice, with the institution providing the needed resources. A tracking system currently regulates access to institu- tions and programs, insulating the more elite programs from "undesirables" and preserving an educational hierarchy based on increasing status. Discrimination in economic and social opportunity results from this hierarchy. The states and the fed °ral government have the fiscal resources to provide for all its citizens' educa- tional choices. Though most educational needs have been institutionalized in one form or another. trading procedures deny access to many programs. Access must be equalized for all institutions and programs. with admission based solely on the student's desire to attend. III. Financing open admissions The fiscal resources needed to realize this open admissions program are present in our economy. (In New York, only $100 million out of a $7 billion state budget is needed to provide educational, counseling and financial supportive services for City University's total student population.) A realignment of social priorities is needed, deemphasizing technical develop- ment and profit-making, and focusing on human develop- ment. Recognizing the investment corporate concerns have in educating future employees, a tax on corporate profits should be instituted. The federal government must pro- vide entitlements capable of financing all student aspira- tions for a higher education. The states must provide their institutions of higher education with adequate operating budgets to meet the demands of an increased and more diverse student population. Counseling IV. Adequate academic and personal counseling, sensitive not only to a student's academic background, but particularly to his or her ethnic and economic background, must be pro- vided. The counseling staff should be accountable to and evaluated by the students. Counselors should match the ethnic background, sex and economic background of students. Hiring and firing policies should be based on student evaluations and recommendations. Counseling needs to be provided not only in education and career areas, but also in personal and psychological areas. V. Grades and retention Grades and their use to admit, track and retain students must be abolished. Academic standards have proven to dis- criminate against ethnic minorities and lower income stu- dents, and have also been shown to have little positive corre- lation to learning. Student evaluation should be measured by more holistic devices, such as personal conferences, self and peer 2 evaluation, written evaluations, and portfOlios containing samples of student work recorded in appropriate media. VI. Skills building for those .n need Skills building courses and departments must not segregate students into remedial wards. They should have an integrative approach to learning, respecting different life experiences and cultures and means of expression. Skills need to be developed in connection with content and purpose, e.g., writ- ing a community newspaper, chemistry for a nursing student, rather than in the abstract. It is recognized that students will have educational aspi- rations requiring much skills developments in some cases. Institutions must provide the supportive and educational resources to develop such skills that may be lacking in some students. Such skills building efforts must be viewed as a positive contribution to a student's development, not apart from more conceptual or techni- cal learning, and not apart form an educational "main- stream." VII. Day care Client controlled child care centers at every institution suf- ficient to meet the needs of students, faculty and staff need to be provided. Such day care must be provided at no cost. It is essential, in guaranteeing access to higher education for people with children, that parents not be forced to stay home with their children or pay for child care ser- vices. This is equally true for employees of educational institutions. The institution should take responsibility for providing such child care. VIII. Attrition There will be no flunk-out policy. Students must come to their own decision about transferring or leaving school. This will mean providing for diverse student needs and interests. as well as a counseling system students can trust, as described above. Not only must access be guaranteed, but so must retention, as long as a student desires to continue his or her studies or training. 3

Open Admissions: The Promise & The Lie of Open Access to American .. The percentage of enrollment in each type of institution i- as follows:7.
See more

The list of books you might like

Upgrade Premium
Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.