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ERIC Number: ED340444
Record Type: RIE
Publication Date: 1990
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Open-Admissions: What Has Changed in Two Decades at the Community College Level?
Gerardi, Steven
In 1970, the City University of New York (CUNY) instituted a controversial open-admissions policy, which permitted the enrollment of large numbers of students in need of basic skills instruction. In 1990, a study was conducted to compare the 1989 freshman cohort at New York City Technical College with the first open-admissions cohort entering the college, and with a cohort of regular students who were admitted before the open-admissions policy was instituted. The study utilized multiple sources of data, including data from the historical literature on the educational backgrounds and academic outcomes of the open-admissions cohort and the pre-open-admissions group, the college records of the 1989 group, and approximately 300 questionnaire responses from the 1989 cohort. Data were gathered on student demographics, educational background, scores on CUNY's standardized assessment examinations in reading, math, and writing, and measures of college performance. Study findings included the following: (1) the open-admissions cohort finished its first year of college with a 1.91 grade point average (GPA) and 16 earned credits, the 1989 sample had a mean GPA of 1.88 with 12 earned credits, while the cohort entering before open admissions ("regular students") finished with a 2.49 GPA and 25 earned credits; (2) the average number of academic courses taken in high school was 9.6 for the 1989 sample and 9.4 for the open-admissions cohort; (3) non-returners comprised 25% of the open-admissions cohort, 24% of the 1989 cohort, and 22% of the regular students; and (4) 80% of the 1989 sample, 43% of the open-admissions cohort, and 40% of the regular cohort were either working or anticipating the need to work during the school year. Based on study findings, it was concluded that educational background and predictors of academic success have remained consistent since the institution of the open-admissions policy. (JMC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A