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| Autor/in | Graziano, Anthony F. |
|---|---|
| Institution | Illinois Univ., Champaign. |
| Titel | Junior Colleges Hopes and Frustrations. |
| Quelle | (1972), (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Admission Criteria; College Role; Community Colleges; Cost Effectiveness; Educational Opportunities; Enrollment Trends; Equal Education; Open Enrollment; Postsecondary Education; Remedial Programs; Two Year Colleges; Illinois |
| Abstract | Public two-year colleges, which enroll more than half of all Illinois undergraduates enrolled in the public sector are bearing the brunt of the shift from "mass" to "universal" higher education. But recent evidence raises serious questions about whether a dual track system in higher education is being established which segregates by academic aptitude, achievement, and thus, to some extent, by SES. Student and institutional expenses at the two-year college far exceed what is popularly supposed. The total academic year budget for the State's junior college students is approximately $1,900, while that for senior college students is approximately $2,100. The taxpayer's cost is approximately 30% higher for the junior colleges than for freshmen-sophomore instruction in the senior institutions. We should examine the comparative costs of junior college remedial work to the cost of doing the job right at the elementary and secondary levels. Questions have arisen about the desirability of encouraging commuter higher education in view of studies showing that some types of students, particularly those from low-income and minority groups, do better at a resident college away from home. Evidence also exists that junior colleges do not increase the proportion of the college-age population who earn bachelor's degrees. But nearly 70% of the junior college operating budgets are expended on transfer programs. We must define what we mean by the qualifications for higher education and determine whether the expansion of post-secondary "opportunities" has reached a point of diminishing returns. Education from kindergarten through the Ph.D. must be considered in determining priorities. (For related documents, see HE 004 271-273, 004 281-289.) (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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