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The Academic Achievement of Open-Admission Students and Regular-Admission Students at a Comprehensive, Independent Midwestern University

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The Academic Achievement of Open-Admission Students and Regular-Admission Students at a Comprehensive, Independent Midwestern University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1989 The ca ademic achievement of open-admission students and regular-admission students at a comprehensive, independent mid-western university Thomas Moyer Pursel Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Higher Education Administration Commons, and the Higher Education and Teaching Commons Recommended Citation Pursel, Thomas Moyer, "The caa demic achievement of open-admission students and regular-admission students at a comprehensive, independent mid-western university " (1989). Retrospective Theses and Dissertations. 9167. https://lib.dr.iastate.edu/rtd/9167 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. MICROFILMED 1990 INFORMATION TO USERS The most advanced technology has been used to photo­ graph and reproduce this manuscript from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re­ produced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. These are also available as one exposure on a standard 35mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, IVII48106-1346 USA 313/761 4700 800/521-0600 Order Number 9014942 The academic achievement of open-admission students and regular-admission students at a comprehensive, independent midwestern university Pursel, Thomas Moyer, Ph.D. Iowa State University, 1989 U-M-I SOON.ZeebRd. Ann Aitor, MI 48106 The academic achievement of open-admission students and regular-admission students at a comprehensive, independent mid-western university by Thomas Moyer Pursel A Dissertation Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY Department: Professional Studies in Education Major: Education (Higher Education) Approved: Signature was redacted for privacy. In Charge'of Major Work Signature was redacted for privacy. F09 thf Major Department Signature was redacted for privacy. Fo e Graduate College Iowa State University Ames, Iowa 1989 ii TABLE OF CONTENTS CHAPTER I. INTRODUCTION 1 Background for Study 1 Need for the Study 8 Statement of the Problem 9 Statement of the Purpose 9 Definition of Terms 10 Variables 12 Research Hypotheses and Rationale 12 Statement of Assumptions 15 Limitations of the Study 16 Significance of the Study 17 CHAPTER II. REVIEW OF THE LITERATURE 18 Introduction 18 Philosophies and Functions of Admission 19 Functions which derive from admissions philosophies 20 Open Admissions 27 Historical Perspective on Open Admissions 28 Variety of Forms of Open Admissions 31 Environmental Factors 33 Proponents and Critics of Open Admissions 50 iii Evaluation of Open Admission Programs 58 University of Detroit Study 59 City University of New York System Study 60 Conclusion 64 CHAPTER III. METHODOLOGY 67 Introduction 67 Subjects 68 Programs of Study 71 Instrumentation 73 Procedures 74 Sample Selection 76 Data Analysis 76 Hypotheses Testing 76 CHAPTER IV. RESULTS 78 Introduction 78 Hypotheses Testing 79 CHAPTER V. DISCUSSION 115 Hypotheses Testing 116 Admission Category and Grade Point Average 116 Admission Category and Retention 118 Admission Category and Graduation Rates 121 Graduation Rates and College Affiliation 123 Predictors of Academic Performance 125 iv Concluding Comments 127 BIBLIOGRAPHY 135 ACKNOWLEDGEMENTS 146 APPENDIX A: LETTER OF APPROVAL, DRAKE UNIVERSITY 148 APPENDIX B: DATA COLLECTION FORMAT 150 APPENDIX C; IOWA STATE UNIVERSITY COMMITTEE ON USE OF HUMAN SUBJECTS IN RESEARCH APPROVAL FORM 152 V TABLE OF FIGURES Figure 1. Plot of ACT with high school percentile rank for open-admission students 99 vi LIST OP TABLES Table 1. Projected reduction in high school graduates for states in the Northeast quadrant of the United States 2 Table 2. Northeast quadrant institutions of higher education 4 Table 3. Tuition and fee increases at 4-year institutions 44 Table 4. Average cost of a year at a college or university 45 Table 5. Projected college costs through the year 2005 at various rates of inflation 45 Table 6. Admission category and gender of subjects 70 Table 7. ACT Information 70 Table 8. College of major area of study 70 Table 9. Means and standard deviations of grade point averages by admission category 80 Table 10. Means and standard deviations of grade point averages for regular-admission and open-admission students for first four years of instruction 81 Table 11. Analysis of variance of grade point averages by admission category and year in school 82 Table 12. Annual retention as a portion of the initial enrollment of the complete sample 85 Table 13. Annual retention based on number of enrollees in the preceding academic year 86 Table 14. First year academic performance of students who failed to persist from Year 1 to Year 2 87 vii Table 15. Frequencies and percentages of graduations by admissions categories for the total sample 89 Table 16. Frequencies and percentages of graduations by admission categories for total sample less the College of Pharmacy 89 Table 17. Frequencies and percentages of graduation by college affiliation (complete sample) 91 Table 18. Frequencies and percentages of graduation by college affiliation (Regular-admission . only) 91 Table 19. Frequencies and percentages of graduation by college affiliation (Open-admission only) 92 Table 20. Correlations among indicators of performance and student outcomes for the complete sample 96 Table 21. Correlations among indicators of performance and student outcomes of regular-admission students 97 Table 22. Correlations and indicators of performance and student outcomes of open-admission students , 98 Table 23. ACT categories by high school percentile rank categories with grade point average categories for open- admission students 100 Table 24. Expectancy table of GPA categories by ACT categories for regular-admission students through Spring of 1985 102 Table 25. Expectancy table of GPA categories by ACT categories for open-admission students through Spring of 1985 104 Table 26. Expectancy table of GPA categories by HSPCT categories for regular-admission students through Spring of 1985 105 viii Table 27. Expectancy table of GPA categories by HSPCT categories for open-admission students through Spring of 1985 106 Table 28. Expectancy table of GPA categories by ACT categories for regular-admission students through Spring of 1988 108 Table 29. Expectancy table of GPA categories by ACT categories for open-admission students through Spring of 1988 109 Table 30. Expectancy table of GPA categories by HSPCT categories for regular-admission students through Spring of 1988 110 Table 31. Expectancy table of GPA categories by HSPCT categories for open-admission students through Spring of 1988 111 Table 32. Means and standard deviations on graduation status by ACT 113 Table 33. Means and standard deviations on graduation status by HSPCT 114 1 CHAPTER 1. INTRODUCTION Background for Study Major demographic changes have been, and are taking place that are expected to bring about massive changes in society and its institutions (Sheth, 1988). In the 1970s changing demographics, coupled with changing job markets, ended a boom period in higher education (Toole, 1987). The combined effect of these changes on certain segments of higher education is unparalleled, with the most significant impact coming from two areas: the declining number of traditional direct-from-high-school students entering college and the geographic dispersion of the population. These factors are creating a market gap between supply and demand that will result in a crisis for higher education (Sheth, 1988). Between 1979 and 1994, the number of 18-year-olds in the United States will drop by approximately one-fourth, from a high of 4.3 million in 1979 to a low of 3.2 million in 1994 (Seldin, 1984). These statistics are based on records of actual births and thus are not subject to the vagaries of a forecast
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