Equal Opportunity in Higher Education. The Current State of the Art and Recommendations for Change [and] A Review of the Studies of the Programs.

Autor/inn/en	Gordon, Edmund W.; Fahrer, Kimberly
Institution	Columbia Univ., New York, NY. Inst. for Urban and Minority Education.; Educational Testing Service, Princeton, NJ.
Titel	Equal Opportunity in Higher Education. The Current State of the Art and Recommendations for Change [and] A Review of the Studies of the Programs.
Quelle	In: IRCD Bulletin, 11 (1976) 1, S.1-15 (17 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Konferenzschrift; Academic Achievement; Change Agents; Change Strategies; Compensatory Education; Curriculum Development; Educational Policy; Educationally Disadvantaged; Failure; Financial Policy; Financial Support; Higher Education; Low Income Groups; Minority Groups; Policy Formation; Program Descriptions; Program Effectiveness; Program Evaluation; Public Policy; Social Change; Success + Suchen Sie Ihr Suchwort? Schulleistung; Lösungsstrategie; Kompensatorischer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Fiscal policy; Finanzpolitik; Finanzielle Förderung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnische Minderheit; Politische Betätigung; Programme evaluation; Programmevaluation; Öffentliche Ordnung; Sozialer Wandel; Erfolg
Abstract	These two articles focus on opportunity programs in higher education, the first of which notes that the state of the art of designing and delivering these programs is confused, contradictory, and yet encouraging. Positive and negative research findings and program variation contributes to the confused state of the art. Another problem concerns the indicators used to define the target population. These may be insufficiently sensitive to either plan adequately for educational experiences or to evaluate program effectiveness. The status of the programs is contradictory in part because the roles and purposes of the institutions in which they exist are contradictory. Overall, effects of programs is positive, even if limitedly so. When adequately supported and implemented, college completion rate is high and attrition low. Among recommendations for change include the following: the establishment of free or low cost continuing post secondary education, development of improved diagnostic assessment technology, and matching of student characteristics to institutional capabilities. A review of the studies of the program is provided in the second article, which notes that policy changes have occurred in three broad areas in the structure of higher education: admissions/recruitment, financial aid, and curriculum. The practical responses to the necessity for change in these areas are then discussed as well as the theoretical issues involved. (Author/AM)
Anmerkungen	Institute for Urban and Minority Education, Teachers College, Columbia University, New York, New York 10027 ($1.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01