Provides three arguments in support of open admissions: (1) it continues historical precedent by perpetuating a dual educational system of openness and selectivity; (2) it maximizes educational opportunity and assists in the democratization of the citizenry; and (3) it is more equitable than questionable predictive devices. (MB)

Argues that community colleges must maintain their integrity by being true to the philosophy and mission of open access and articulating that mission to constituents in an effective and consistent manner. Discusses the evolving democratization of higher education, misunderstandings and criticisms of open access, and ways to maintain open…

Four community college presidents (i.e., Robert A. Anderson, New Mexico Junior College; Flora Mancuso Edwards, Hostos Community College (NY); D. Kent Sharples, Horry-Georgetown Technical College (SC); and George B. Vaughan, Piedmont Virginia Community College) offer explanations of how community colleges can maintain open-door admissions, provide…

Maintains that open door admissions and educational quality are not in conflict but rather both desirable and possible. Examines ways a community college can support quality in an open door admissions environment, stressing institutional commitment to reasonable achievement standards. (DMM)

Responds to criticisms of open admissions, arguing that community colleges are higher education's best expression of the egalitarian ideals of American life. Contends that open admissions practices foster belief in equality of opportunity when supported by adequate evaluation and follow-up procedures. Places responsibility for using educational…

A differentiated fee structure, which varies with the status of the student, and the purpose of taking courses is proposed as a solution to the fiscal dilemma facing public community colleges. Postulates priorities for services and costs. (MB)

Most barriers to higher education fall into one of six categories: personal access barriers (e.g., lack of information, low self-esteem, or loss of motivation); socioeconomic barriers (e.g., lack of transportation or child care); sociocultural barriers (e.g., family pressures or language problems); socioeducational barriers (e.g., inadequate…

Argues that community colleges can maintain their commitment to students by raising academic standards, demanding more of students and educators on campus, and remaining open to the particular needs of all constituencies. Explains the experiences of Passaic County Community College, when in 1976 the college instituted higher academic standards.…

Argues that older, nontraditional students, rather than ill-prepared recent high school graduates, are currently the primary beneficiaries of community college open admissions. Feels this shift refutes many of the criticisms currently launched against open admissions. Finds open enrollment policies necessary to the concept of lifelong learning.…

Examines the vital role of the community college in increasing access to higher education, especially among minorities and disadvantaged groups. Discusses fiscal constraints which jeopardize the continuation of this role and suggests increased cooperation with public schools and area businesses as a means of improving educational productivity. (JP)

In support of a legislative evaluation of the degree to which Colorado's institutions of higher education should be accessible to the state's citizens, this paper reviews the barriers to student access and outlines the position of the Colorado State Board for Community Colleges and Occupational Education regarding the role of the community…

Externally imposed enrollment limits and resultant reduced funding will effect the type of student recruited by community colleges. Should the non-traditional, high risk student be discouraged from enrolling, the consequences for educational as well as national social policy appear great. (LH)

Reviews college admissions policies as they may be affected by court decisions. Deals specifically with Bakke v. Regents of the University of California, Hupart v. Board of Higher Education of the City of New York, Griggs v. Duke Power Co., the Civil Rights Act of 1964, and Washington v. Davis. (RT)

Looks at the special problems of mathematics instructors in providing remediation for students who are unprepared for college-level work. Considers issues related to assessment, stopouts' course-taking patterns, peer pressures, and remediation. (DMM)

Provides an overview of the content and contributions of Dale Parnell's book, "The Neglected Majority." Highlights Parnell's concern with those high school graduates who will not pursue baccalaureate degrees and his proposals and recommendations for improving the cooperative relations between high schools and community colleges. (LAL)