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COMMUNITY COLLEGES and the ACCESS EFFECT This Page Intentionally Left Blank Community Colleges and the Access Effect Why Open Admissions Suppresses Achievement COMMUNITY COLLEGES AND THE ACCESS EFFECT This page intentionally left blank Community Colleges and the Access Effect Why Open Admissions Suppresses Achievement Juliet Lilledahl Scherer and Mirra Leigh Anson COMMUNITY COLLEGES AND THE ACCESS EFFECT Copyright © Juliet Lilledahl Scherer and Mirra Leigh Anson, 2014. Softcover reprint of the hardcover 1st edition 2014 All rights reserved. First published in 2014 by PALGRAVE MACMILLAN® in the United States— a division of St. Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Where this book is distributed in the UK, Europe and the rest of the world, this is by Palgrave Macmillan, a division of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN: 978–1–137–33600–2 (hc) ISBN: 978–1–137–33601–9 (pbk) Library of Congress Cataloging-in-Publication Data Scherer, Juliet Lilledahl, 1974– Community colleges and the access effect : why open admissions suppresses achievement / Juliet Lilledahl Scherer and Mirra Leigh Anson. pages cm Includes bibliographical references and index. ISBN 978–1–137–33600–2 (alk. paper)— ISBN 978–1–137–33601–9 (alk. paper) 1. Community colleges—United States—Admission. I. Anson, Mirra Leigh, 1978– II. Title. LB2351.2.S335 2014 378.15430973—dc23 2013039919 A catalogue record of the book is available from the British Library. Design by Newgen Knowledge Works (P) Ltd., Chennai, India. First edition: April 2014 10 9 8 7 6 5 4 3 2 1 ISBN 978-1-137-33601-9 ISBN 978-1-137-33100-7 (eBook) DOI 10.1057/9781137331007 For our children: Olivia and Lena; Jenna and Jacob; Alex, Annekah, and Andrea; Daniel and Abby; Owen and Cora; Julian, Will, and Audrey; Mason and Cole; Luke, Dalton, and Conner; Lucas, Noah, Graham, and Lucy; Maia and Elena; Tyler and Ella; Luke and Sydney; Rylee and Samantha; Riley and Evan; Phin and Merrick; Sam, Jersie, Toren, and Deklan; Andrew and Cameron; Dylan, Morgan, and Madison; Jackson, Brock, and Max; and, truly, every child. This page intentionally left blank Contents Acknowledgments ix Introduction 1 Chapter 1 Open Access in Higher Education 7 Chapter 2 The Trouble in Tucson 19 Chapter 3 The Price of Completion at Any Cost 27 Chapter 4 The Perils of Paying for Performance 43 Chapter 5 The Revenue Reality 59 Chapter 6 Honoring the Letter and Spirit of Federal Student Aid 69 Chapter 7 The Disabilities Dilemma 81 Chapter 8 The Access Effect 103 Chapter 9 Creating a New Admission Standard 125 Chapter 10 Providing Meaningful Postsecondary Options 135 Chapter 11 The Equity/Excellence Enrosque 165 viii CONTENTS Chapter 12 The Impact of Global Competition 179 Chapter 13 Restoring America’s Culture of Learning 191 Notes 207 Index 249 Acknowledgments Many people enthusiastically contributed to this book out of no greater motivation than to improve public education in America. We are most grate- ful to our students and colleagues—past, present, and future—who inspired this book. We especially thank the students who spent time with us outside the classroom and allowed us to share their personal stories. We feel particu- larly indebted to our dauntless peers in public education—those we know personally and those whose work we admire from afar—many of whom assisted us immeasurably by identifying, collecting, and connecting us to information and sources important to this text. We are humbled and inspired by their courage and scholarly example. Several readers graciously lent their editorial skills to early versions of this text; many thanks to Dustin Lilledahl, Terry Lilledahl, Jim Repp, and Ryan Smith for gifting their valuable time and considerable talents. To everyone involved at Palgrave Macmillan, you have our genuine appre- ciation; your collective commitment to this text from beginning to end was so uplifting and encouraging. To Sarah Nathan, you are the best in the business, and we are eternally grateful for your wonderful advice and cease- less advocacy for this book. Much appreciation, as well, to Mara Berkoff and Devon Wolfkiel, two invaluable Palgrave Macmillan team members who contributed a great deal during the publishing process. Finally, to our husbands, Terry Scherer and Matt Anson, we owe so much for your unwavering support of this publication, from start to finish and in the many years leading up. Your priceless gifts of love, patience, and time made writing this text possible and enjoyable. To our parents and siblings and other family members, teachers, coaches, mentors, and friends who have invested so much in us over the years: thank you for helping us develop our minds and our hearts for the ultimate purpose of serving others. This page intentionally left blank Introduction Stephanie’s first official function as a newly admitted community college student was a full-day orientation session that included presentations by the college president, each of the numerous student support organizations on campus, a group scavenger hunt that acquainted her with a dozen of her new college peers and key campus offices, and a catered lunch in the student commons. The theme running through the morning’s activities was “We are here to help you succeed!,” and as a recent high school graduate who was not accepted to the state universities she applied to, Stephanie grew more convinced as the day wore on that she had made the right decision to enroll at her local community college. The afternoon began with a group administration of the Accuplacer test, a College Board–developed assessment of basic reading, writing, and mathe- matics skills used to place students in classes of appropriate rigor in their first college semester. In her post-test meeting with an advisor, Stephanie learned that, based on her Accuplacer scores, she would need to begin with precol- lege courses in all three areas—what the counselor referred to as “develop- mental” classes. To get Stephanie registered as a full-time student and to assist her with adjusting to college life, her advisor was also placing her in the college’s First Year Experience course, designed to help her with test-taking, study habits, and other skills needed to survive her freshman year. “I want to be an elementary teacher,” Stephanie told her advisor. “Will any of these classes help me with that?” “They will all help you with that,” the advisor assured her. “You will need to improve in these skill areas before you can begin to take the courses that lead to your degree. As part of your first year experience course, you will complete a degree plan that will show you what you need to take each semester to finish.” What the advisor failed to mention to Stephanie is that she had tested into the lowest levels of developmental mathematics, reading, and English. To complete her precollege-level coursework, she will need to successfully pass three semester-long courses in all three areas with Cs or better. Twenty- seven of her first credit hours at the college will not count toward a degree, and Stephanie’s financial aid clock will start the minute she attended her first developmental courses, which puts her, at best, a year-and-a-half away 2 COMMUNITY COLLEGES AND THE ACCESS EFFECT from enrolling in college credit courses. The advisor also did not share with Stephanie that nine out of ten students who test into the college with similar placement scores never make it to their sophomore year of college-level work. Stephanie was admitted to this open enrollment institution, but she was a long way from having been admitted to college. There are at least two ways to think about the concept of open access to higher education in the United States. One is the more traditional view that is being applied to Stephanie—that anyone with a high school diploma or a General Education Development (GED)1 credential should be granted admission to any community college or four-year institution with an open admission policy. This definition is often accompanied by a belief that, to be truly accessible, higher education must also be affordable and convenient to students in terms of location and class times. It can strongly be argued that by this definition at least the first two years of higher education in America are approaching full accessibility. The average cost of tuition and fees for America’s community colleges for the 2012–2013 academic year was $3,130,2 meaning that a maximum federal Pell Grant of $5550 will cover these expenses, in addition to allowing the purchase of textbooks, and other educational supplies and materials, often with money left over. As a result, if by open access we mean getting students admitted to some postsecondary education with the ability to pay for tuition and books, the United States is approaching a fully accessible higher education system. A study by the Manhattan Institute for Policy Research estimated that “there were about 1,299,000 college-ready 18-year-olds in 2000, and the actual number of persons entering college for the first time in that year was about 1,341,000. This indicates that there is not a large population of college-ready graduates who are prevented from actually attending college.”3 Another view of open access, and the one presented in this book, is that implicit in the extension of access is the promise that there is some reason- able chance for success—that access is to more than just the buildings and the classrooms on campus and includes a likelihood that, once admitted, a student can successfully complete some program of study.
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