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ERIC Number: ED220124
Record Type: RIE
Publication Date: 1982-Apr-1
Pages: 18
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Implications of the Statewide Longitudinal Study for the Academic Curriculum/Collegiate Function in California Community Colleges: A Review Paper.
Cohen, Arthur M.
This paper considers data on community college students provided by the California Statewide Longitudinal Study (SLS) and the implications of this study for curriculum and educational planning in areas other than vocational education, with special emphasis on implications for the transfer program. First, a background is provided on the origins and history of community colleges in California; their original role in preparing students for transfer to 4-year institutions; and the shift in the colleges' emphasis from transfer to occupational programs. Next, the report examines SLS data that have relevance to the transfer program. These data indicate that the community college has maintained its collegiate-transfer function, though in a somewhat different fashion than a generation ago, with fewer students attending in a linear manner and most being more concerned with the course than the program. Then, 13 inferences drawn from the data are outlined and their implications discussed. The report concludes with general recommendations, including: (1) a realignment of the categories of vocational and transfer students to better fit students' course-taking behaviors and intentions; (2) a strengthening of academic standards and a closer articulation between community colleges and secondary schools; (3) the creation of a liberal arts career option program; (4) greater integration of support services with the instructional program; and (5) a continued commitment to the transfer function. (HB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Part of a series of papers by a panel of experts reviewing the California Statewide Longitudinal Study (for the final report of this study, see ED 217 917). For other papers in the review series, see JC 820 347-356.