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For a number of years, the Student Transitions Project (STP) has tracked the students in BC's public colleges, institutes and teaching intensive universities (CDW institutions) who are eligible to transfer (ETR) to any of the four research intensive universities in BC in the subsequent year (i.e., students who have completed or enrolled in at least 24 credits in courses listed in the BC Transfer Guide and have maintained a GPA of at least 2.00). These students have been followed from one year to the next in order to determine how many of them enroll in a research intensive university with transfer as the basis of admission. Beyond this first year, however, little is known about the educational pathways and outcomes of eligible transfer students. The BC Council on Admissions and Transfer (BCCAT) commissioned a longitudinal study of the cohort of 23,506 students who were enrolled at 19 CDW institutions in the fall of 2003 and who were eligible to transfer to a research intensive university in 2004/05. Using enrolment and credential data from the STP, these ETRs were followed up to the 2009/10 academic year to determine (a) how many transferred to research intensive universities, (b) how many remained at CDW institutions, (c) how many left the BC public post-secondary system and (d) how many and what sorts of credentials were obtained. (Contains 5 figures, 1 table, and 2 footnotes.) [For the full report, "The Time It Takes: A Longitudinal Study of the 2003 Cohort of Students Eligible to Transfer to a BC Research Intensive University," see ED540049.]

Graduation rates are often used indicators of the performance of institutions of higher education. How institutions are represented can be profoundly affected by different approaches used to develop the data for the rates. The impact of variations in how these rates are constructed is illustrated by the example of the City University of New York (CUNY). The completion rate 3 years after entrance is less than 10 percent for the bachelor's degree but at 8 years after entry, the rate is 40 percent, a five-fold difference. It can be shown that many methods of graduation tracking are not adequate to accurately reflect student and college success. There is great distortion when conventional calculations are used to describe non-traditional students. Narrow time intervals and failure to include transfers tend to accentuate differences among institutions to the advantage of elite institutions and detriment of others. Open access institutions stand to gain the most when college completion is more broadly conceived and more flexible parameters are used to define graduation rates. (Contains 24 references.) (JLS)

A study investigated how a second language (L2) learner's writing skills develop in a second-language context. The three research questions addressed the effect of: (1) first-language (L1) literacy skills, (2) L2 proficiency, and (3) the instructional context on L2 writing. Subjects were 70 university French students. Data were drawn from 300 writing protocols, or 3-5 samples from each subject. The writing samples were analyzed quantitatively for 6 variables: overall quality; number of T-units; mean length of T-unit; number of error-free T-units; mean length of error-free T-units; and number of words. Additional qualitative analysis consisted of: (1) investigation of the writing processes of 7 case-study subjects, which included observation, retrospective interviews, and think-aloud writing protocols in French and English; (2) survey of teacher perceptions of writing in a foreign language context, through observation and interviews; and (3) discourse analysis of the writing samples. It is concluded that L2 learners do rely on L1 literacy skills for L2 writing, and acknowledge the constraints of limited vocabulary and insufficient grammatical knowledge in producing L2 writing. In addition, L2 language proficiency, including oral skills, appears to affect L2 writing skills. A number of variables are seen as explaining variability in student performance. (MSE)

This paper examines the influence of higher educational credentials on the two work qualities of job authority and work complexity, and asks whether education provides white and minority men and women comparable access to jobs involving such work. Findings are based on a follow-up study of 3,525 Blacks, Hispanics, and Whites who attended the City University of New York after initiation of an open-admissions policy in 1970 and were employed full-time in 1984. Among the findings are that open admissions increased access to jobs involving complex work and authority among individuals who would not have gone to college in the absence of the policy. However, the burden of past educational and economic disadvantages with which minorities entered college diminished educational attainments, thereby hurting chances to compete for good jobs. In addition, labor market conditions favoring Whites over minorities with similar education and work experience imposed a further constraint on access to desirable work. Yet, especially for the large number of Blacks and Hispanics who earned bachelor's and postgraduate degrees, the quality of work life is well ahead of where it would have been without the opportunity created by the policy. A gender-linked pattern of college majors and subsequent occupational attainments that limited women's chances for the best rewarded positions was also found. Results indicate that open admissions add to opportunity in the labor market, but effects are limited by wider institutional conditions. Contains 75 references. (GLR)

A study and analysis was done of the contributions that open-admissions at City University of New York (CUNY) have made to the development and growth of a college educated class of men and women, especially minorities. In particular the analysis examined the marital, education, and economic contexts in which the children of participants in open-admissions CUNY are living and considered the implications of these contexts for their life chances. The study used data from a longitudinal research effort launched when open admissions started at CUNY in the fall of 1970. Large samples of the first three freshman classes to enter after the program began were surveyed by questionnaire with response rates as follows: 1970, 43 percent of 31,596 entrants; 1971, 24 percent of 35,639 entrants; and 1972, 36 percent of 35,545 entrants. Survey data were integrated with students' official academic records including high school background, academic performance at CUNY, and graduation as of spring 1975. Results of the analysis produced an incomplete picture though data did indicate that often opportunities created by open admissions were used to advantage. However, open admissions did not erase the effects of prior disadvantage or subsequent institutional constraints. Overall results showed that social policies are often constrained by larger circles of disadvantage. (41 references) (JB)

While there are certainly differences of opinion regarding teaching effectiveness, the goal of this study is to investigate whether there is consistency or differences in opinion based on the gender of the student doing the evaluation of the instructor or the gender of the instructor being evaluated. This paper summarizes the gender-based findings from a survey administered to students in fall 2011 at a mid-sized Association to Advance Collegiate Schools of Business International (AACSB International) accredited Midwestern university business school. Thirty five traits were presented for evaluation. The findings of this study suggest that there are differences between female and male student ratings of teacher effectiveness. Females in general tend to rate teachers higher overall in terms of teaching effectiveness. Furthermore, there are specific traits that appear to be more important to females, and other specific traits which appear to be more important to males. This study provides strong evidence that there are systematic differences between male and female students in terms of their perceptions of the teaching traits they find important and how they rate instructors of each gender. It is important that faculty members and especially administrators are aware of the potential for gender bias in ratings of teacher effectiveness. Men and women have different perceptions. Male and female students are different, and they perceive differences between male and female faculty members.

The demographic, educational, and personal attributes of the 1980 entrants to The City University of New York (CUNY) were studied, and a 6-year longitudinal analysis was undertaken. Of the total freshmen class of 31,890, 11,625 students completed a questionnaire concerning their social origins, financial resources, employment situations, and educational attitudes and aspirations. Additional sources of study data were high school background records; scores on tests in mathematics, reading, and writing; and registration information indicating the level of enrollment (senior or community college), and status as a special program or regular admission student. It was found that relative to college students nationally, CUNY freshmen are older, and more likely to be minority groups and economically disadvantaged. Special program students appear to have academic difficulties as a result of their extremely disadvantaged educational backgrounds. However, CUNY continues to enroll substantial proportions of students from more secure economic and educational backgrounds. A social background questionnaire is appended. (SW)

Presented are detailed descriptions of the college open admissions program at the City University of New York. Descriptions provide the first systematic presentation of how a major institution of higher education tried to deal with a shift from a selective to a free-access admissions policy. The data presented is a basis for assessment of the impact of college programs. Evaluations are not presented in this report, but descriptions are provided on which an evaluation could be carried out. (Author/KE)

Among freshmen who entered the City University of New York (CUNY) in fall 1970, about 60 percent of the senior college enrollees and 41 percent of community college students were still enrolled or had graduated 3.5 years later. The retention-graduation rate of students with stronger high school averages was slightly higher than for those with weaker high school averages. Among students who left college, about 17 percent returned and were enrolled in the seventh semester or had graduated. High school average was positively associated with return rates. With regard to retention, graduation, and return rates, there was considerable variation among the colleges of CUNY. Comparison of the CUNY seven semester data with national eight semester data suggest that CUNY retention rates over eight semesters will be somewhat higher than has been the case nationally. (MJM)

This report is another in a continuing series of reports on open admissions compiled by the CUNY Office of Program and Policy Research. An earlier report dealt with general trends in student retention at the City University of New York during the period September 1970 through June 1972. The new report studies academic trends, in terms of credits earned, grade point average, and the ratio of credits attempted. Data on which the study is based were collected for freshmen who entered in 1970 and 1971. For the 1970 freshmen, academic outcomes were described over the course of the first four semesters. For the 1971 freshmen, academic outcomes were described for the first two semesters. Data on the first year performance of the two classes were compared. Data were reported in aggregate form for senior and community colleges: comparisons between individual CUNY colleges were also present. Four major topics were considered: (1) academic performance of students (grade point average and credit operation); (2) retention as related to academic performance; (3) the impact of compensatory programs on retention and academic performance; and (4) comparison of academic outcomes for SEEK and non-SEEK students. Based on high school grades, analyses were conducted within certain high school average categories. (Author/JM)

The purpose of this paper is to consider two criticisms which have been directed at the new admissions policy of the City University of New York. First, it is suggested that this policy has the effect of ending open admissions. If open admissions is defined as the provision of access to the university to all high school graduates in New York City, then the new criteria do maintain open admissions. This contrasts with the earlier eighth grade model which clearly would have ended the program. The second assertion made is that the new criteria create an ethically segregated system within the university. The conclusion on this point is more ambiguous. First, the community colleges have, since the very inception of open admissions, contained a larger proportion of minority students than the senior colleges. If one considers only students not in special programs, the new admissions policy does increase the initial disparity somewhat. On the other hand, if one considers all students including those in SEEK and College Discovery, then it is clear that the new policy does not change the minority group enrollment proportions. The essential conclusion is this: with special program students included, the new model approximates very closely the senior college-community college minority group ratios which existed under the original admissions policy. (Author/AM)

On December 15, 1975 the Board of Higher Education of the City of New York passed a resolution requiring that all applicants demonstrate on eighth grade reading and numerical competence level to be required for admittance on a full time, matriculated status. In as much as the open admissions policy had the aim of increasing the participation of minority group students in the University, a set of analyses were conducted designed to assess the effects of the new admissions criteria upon the ethnic composition of the University. It was found that 72 percent of blacks, 20 percent of whites, and 65 percent of Puerto Ricans who were admitted in 1971 would have been excluded had the new admissions criteria then been in effect. Under the original open admissions policy in effect in 1971, the ethnic composition was as follows: 18 percent black, 72 percent white, and 10 percent Puerto Rican. If the new policy had been effective at that time, the composition would have been 7.5 percent black, 87 percent white, and 5 percent Puerto Rican. In short the minority group enrollment would have been reduced from about 28 percent to 13 percent. Forty-four percent of those who entered with less than the eighth grade reading level in 1971 had either graduated or were still enrolled in CUNY three years later. There were no significant ethnic differences. (Author/JM)

This document studies academic trends in terms of credits earned, grade-point average, and the ratio of credits earned to credits attempted. Data on which the study is based were collected for freshmen who entered in 1970 and 1971. For the 1970 freshmen, academic outcomes were described over the course of the first four semesters. For the 1971 freshmen, academic outcomes were described for the first two semesters. Data on the first-year performance of the two classes were compared. Data were reported in aggregate for senior and community colleges: comparisons between individual CUNY colleges were also presented. Four major topics were considered: (1) academic performance of students (grade-point average and credit generation); (2) retention is related to academic performance; (3) the impact of compensatory programs upon retention and academic performance; (4) comparison of academic outcomes for SEEK and non-SEEK students. SEEK stands for Search for Education, Elevation, and Knowledge and is a forerunner of the open admissions program at CUNY senior colleges. (Author/KE)

Five studies conducted as part of a state college planning project are presented in this report. Section I provides career choice information for one of the state college compuses (Fitchburg). Section II contains current manpower data (as perceived by Massachusetts superintendents) and perceived needs from the field for career opportunities in education. Section III provides a proposal for generating funds necessary to conduct a comprehensive college-level manpower study. Section IV provides a set of recommendations in the area of special education and human services relating to career opportunities. Finally, section V provides a model whereby three State Colleges link their efforts in improving services in the area of special education training. The appendices include an occupation and career interest survey (Fitchburg State College), a superintendent's employability rating scale, and two interview guides. (JH)

The graduation rates of students admitted to the City University of New York (CUNY) by open admissions was studied as an extension of previous research. A sample of the initial freshman classes of 1970 and 1971 were tracked over a period of 11 years. A total of 4,705 open admissions students were compared to 8,084 regularly-admitted students. Since CUNY's policy was designed to expand educational opportunity for disadvantaged minority groups, data were also assessed for four major ethnic constituencies that comprise the majority of CUNY's entering classes. Graduation data were compared for White ethnic groups (Jewish and White Catholic) and minority groups (Black and Hispanic). Data are presented separately for CUNY's four- and two-year colleges. It was found that in the senior colleges, 34 percent of regularly-admitted students graduated after 4 years, and 62 percent needed 5 years or longer. Among open admissions students, only 16 percent earned diplomas after 4 years, but after 11 years 43 percent graduated. In the two-year community colleges, 45 percent of regular students and 28 percent of open admissions students completed their community college studies after 11 years. Additional time to graduate appeared especially important for CUNY's minority students. (SW)

The academic careers of City University of New York (CUNY) freshmen who enrolled during the initial years of the open-admissions policy were studied. For 1970, 1971, and 1972 entrants, educational attainments were measured through 1984. Attention was directed to: rates of graduation for undergraduate degrees after 12 or more years; how students accumulated credentials at various time intervals; the success of community college entrants in earning bachelor's degrees; and the proportions earning masters and professional degrees. Open-admissions students were compared with regular students who did not need the program to qualify for a place at CUNY. Since CUNY's policy was designed to expand educational opportunity for disadvantaged minority groups, data were assessed for the major ethnic constituencies of CUNY's entering classes (White, Black, and Hispanic students). Data were examined separately for CUNY's senior and community colleges. The effects of changes in financial aid on educational attainments were also considered. It was found that about 20% of regular students needed more than 5 years to earn the bachelor's degree, while among the open-admissions students, 40% needed more than 5 years to finish. (SW)

To date, much of the research on the community college's effect on baccalaureate degree (B.A.) attainment has been based on the assumption that the educational attainment process occurs in the same way at two- and four-year institutions. However, the distinctive mission and clientele of community colleges create a different environment than that of a typical four-year college, and, as a result, some predictors of B.A. attainment may behave differently in the two contexts. Data gathered in a 14-year longitudinal study of students who first entered the City University of New York in the early 1970s indicate that the community college effect may not act uniformly on all types of students. Several variables were analyzed, including students' gender, ethnicity, age at entry, family income, father's education, high school grades, high school academic preparation courses, academic self-confidence, orientation to higher education, degree aspirations, employment status, amount of remediation needed, first-year grade point average, and baccalaureate attainment. Study findings included the following: (1) students who began at the community college level were 21% less likely to earn a B.A. than students who entered a four-year institution; (2) both Blacks and Hispanics were 27% less likely than Whites to earn a B.A.; (3) students who intended to earn an associate degree were 33% less likely to earn a B.A. than students who aimed higher; (4) at senior colleges, Blacks and Whites with the same background characteristics were equally likely to graduate, but among two-year college entrants, Blacks were at a slight disadvantage; and (5) students who enrolled in the liberal arts at a community college were substantially more likely to earn a B.A. than otherwise comparable students in vocational programs. (ALB)

The open admissions policy at the City University of New York (CUNY) and the effect of fiscal crisis in New York are considered. One of the important changes that occurred after the fiscal crisis in 1975 was that entry to CUNY's senior colleges became more difficult. Another change was the implementation in 1977 of a more stringent and precisely defined retention policy. Students were required to earn credits at a specific rate and with a gradually increasing grade point average. In 1976, a new, more far-reaching policy of skills assessment testing was initiated. It was mandated that incoming freshmen take skills assessment tests in the areas of reading, writing, and mathematics, and university-wide minimum competency standards were set. In addition, CUNY's free tuition policy was affected by the fiscal crisis, and beginning in fall 1976, tuition was changed for the first time. Modifications in fiscal and academic policies have resulted in the following: student enrollments declined from 250,000 to 200,000 between 1975 and 1976; the proportion of minorities has increased sharply, while the proportion of white ethnics has fallen substantially (minorities were more likely to qualify for full state financial aid); the percentages of freshmen taking remedial courses has increased; and the dropout rates have greatly increased. (SW)