ERIC Number: ED220125
Record Type: RIE
Publication Date: 1982-Apr-15
Reference Count: 0
The Statewide Longitudinal Study: Implications for Accreditation, Evaluation, and Educational Accountability.
MacMillan, Thomas F.
The findings of the California Statewide Longitudinal Study (SLS) of community college students are discussed in terms of their implications for accreditation, evaluation, and educational accountability. First, a background to the study is provided which examines four areas of concern for educational accountability: (1) demographic trends and projections; (2) economic issues of public policy; (3) institutional mission and function; and (4) differentiation of roles among various types of accreditation agencies. Next, selected SLS findings and observations and inferences drawn from them are presented with respect to the following areas: student demographics; academic status and plans; student prototypes; and student outcomes and achievements. Among the observations in this section are that despite changes in the demographics of the community college, there remains a core of traditionally defined younger students who move from high school to college; that the greatest percentage of the SLS sample attended community college in order to transfer to a 4-year college; that the findings tended to explode the myth of the "2-year" college; and that the findings challenge the view that continuing education for part-time, adult students has become the dominant function of the community college. The paper concludes with 10 policy recommendations, several of which focus on the need to utilize and develop the student prototype categories identified in the SLS. (HB)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: California; Statewide Longitudinal Study CA
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.