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DOCUMENT RESUME ED 275 222 HE 019 667 AUTHOR Adolphus, Stephen H., Ed. TITLE Equality Postponed: Continuing Barriers to Higher Education in the 1980s. Report from the Policy Conference on Postsecondary Programs for the Disadvantaged (Racine, Wisconsin, June 1982). INSTITUTION College Entrance Examination Board, Hew York, N.Y. SPONS AGENCY Fund for the Improvement of Postsecondary Education (ED), Washington, DC.; Johnson Foundation, Inc., Racine, Wis. REPORT NO ISBN-0-87447-188-5 PUB DATE 84 NOTE 177p. AVAILABLE FROMCollege Board Publications, Box 886, New York, NY 10101 ($12.95). PUB TYPE Collected Works - Conference Proceedings (021) -- Viewpoints (120) -- Reports - Research/Technical (143) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Academic Standards; *Access to Education; Articulation (Education); Black Education; Black Students; College Preparation; *Developmental Studies Programs; *Disadvantaged; Economic Factors; Educational History; Elementary Secondary Education; *Government School Relationship; *Higher Education; Hispanic Americans; Low Income Groups; *Minority Groups; Public Policy; Remedial Programs; School Business Relationship IDENTIFIERS Value Added ABSTRACT Major barriers to equal access of minority and disadvantaged students to higher education are considered in eight papers and five responses from the 1982 Wingspread Conference on Postsecondary Programs for the Disadvantaged. Included is a policy statement from the conference that covers: quality education for all, the interrelatednessf education at different levels, the underrepresentation of minorities in important career areas and proposed governmental actions to combat the problem, successful strategies for postsecondary opportunity programs, ani political action. Paper titles, authors, and respondents are as follows: "Barriers to Higher Education Revisited" (author George H. Hanford) "The Social and Ethical Context of Special Programs" (author Edmund W. Gordon, respondent Frederick S. Humphries); "The Role of Government and the Private Sector" (author James M. Rosser, respondent Stephen H. Adolphus); "The Connection between Postsecondary Programs for the Disadvantaged and Elementary and Secondary Schools" (author Barbara A. Sizemore, respondent Alex C. Sherriffs); "The Connection between Postsecondary Programs for Hispanics and Elementary and Secondary Schools" (author Alfredo G. de los Santos, Jr.); "New Populations/New Arrangements" (author Michael A. Olivas, respondent Alfred L. )4ope); "Minorities in Higher Education" (author Alexander W. Astin, respondent Kenneth H. Ashworth); and "The Conference Process: The Human Dimension" (Donald M. Henderson). A list of conference participants is included. (SW) ca EQUALITY POSTPONED Continuing Barriers to Higher Education in the 1980s Report from a Policy Conference on Postsecondary Programs for the Disadvantaged, held et Wingspread, Racine, Wisconsin, in June 1982 Stephen H. Adolphus, editor "PERMISSION TO REPRODUCETHIS U.S. DEPARTMENT OFEDUCATION ONLY Office of Educattonal Research MATERIAL IN MICROFICHE and Improvement HAS BEEN GRANTED BY EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) &JAWS document hasbeen reproduced as received Irom the personor organization onginating it 0 Minor changes have been reproduction qualay. made to Improve RESOURCES TO THE EDUCATIONAL Points ol view or opinionsstated in this docu- ment do not necessarily represent INFORMATION CENTER (ERIC). OERI position or policy. official BEST COPYAVAILABLE 03 College Entrance Examination Board, New York, 1984 2 Copyright 0 1984 by College Entrance Examination Board. An rights reserved. The "College Board" and the acorn logo are registered trademarks of the College Entrance Examination Board. Printed in the United States of America. Copies of this book may De ordered from College Board Publications, Box 886, New York, New York 10101. The price is $12.95. Editorial inquiries concerning this book should be directed to: Editorial Office, The College Board, 888 Seventh Avenue, New York, New York 10106. Library of Congress Catalog Card Number: 84-45728 ISBN No. 0-87447-188-5 3 Contents The Policy Statement v Preface, Stephen H. Adolphus xii Foreword, Robert E. Fullilove, III, and Carol F. Stoel xvii Introduction, Stephen J. Wright 1 Barriers to Higher Education Revisited, George H. Hanford 4 The Social and Ethical Context of Special Programs, Edmund W. Gordon 12 Response by Frederick S. Humphries 23 The Role of Government and the Private Sector, James M. Rosser 29 Response by Stephen H. Adolphus 36 The Connection between Postsecondary Programs for the Disadvan- taged and Elementary and Secondary Schools, Barbara A. Sizemore 41 Response by Alex C. Sherriffs 62 The Connection between Postsecondary Programs for Hispanics and Elementary and Secondary Schools, Alfredo G. de los Santos, Jr 68 New Populations/New Arrangements, Michael A. Olivas 85 Response by Alfred 1. Moyé 95 Minorities in Higher Education, Alexander W Astin 100 Response by Kenneth H. Ashworth 140 The Conference Process: The Human Dimension, Donald M. Henderson 147 Participants 153 4 iii National AdvisoryCommittee Stephen H. Adolphus Chief Bureau of Higher Education OpportunityPrograms New York State Education Department Patrick N. Callan Director California Postsecondary Education Commission Gilberto de los Santos Dean of Students and InstructionalServices Pan American University Rupert A. Jemmott Executive Director Educational Opportunity Fund New Jersey Department of HigherEducation Conrad Jones Assistant Vice President Office of Affirmative Action Temple University Velma Monteiro-Williams Program Manager FIPSE/MISIP Program United States Department of Education Alfred L. Moyé Vice President for Academic Affairsand Dean of Faculties Roosevelt University Staff Theresa Czapary Conference Coordinator/Research Assistant 5 The Policy Statement of the 1982 Wingspread Conference on Postsecondaxy Programs for the Disadvantaged We believe that the American promise to enable each person to become all he or she is capable of being will be met on/y if all means for personal development are equally available to all people, regardless of circumstances or background. While we recognize that progress has been made toward achieving greater access for minority and disadvantaged populations, they are still severely underrepresented at all levels of postsecondary education. Furthermore, this country's position in the family of nations can be main- tained only if it realizes the development of all people to their full potential, particularly those from groups that have been historically excluded from higher education. The conference places special emphasis on the need for: Quality education for all, including minority and disadvantaged stu- dents. Recognition of the interrelatedness of all levels of education, since efforts that improve achievement at the elementary and secondary levels increase the likelihood of success at the postsecondary level. State and federal action in cooperation with postsecondary institutions to overcome the underrepresentation of minority students in many career areas and particularly at the postgraduate level and in the more prestigious and highly selective courses of study. Recognition of the experiences and effectiveness of postsecondary op- portunity programs for minorities and the disadvantaged. Political action on the part of the education community to respond to the fiscal and social crises threatening equal educational opportunity. 6 Policy Statement The Need for Quality Wingspread partidpants recommend the following positions relating to quality. 1. Equal educational opportunity for minorities and the disadvantaged must be interpreted as an equal opportunity for quality education. We define quality as excellence in academic preparation at all levels, soundly based in the essential disciplines, for graduation from secondary, undergraduate, and postgraduate institutions. 2. The quality of an educational institution is determined by a mix of factors having to do with faculty, resources, and students. However, the most important quality indicator for an institution must be its success in ensuring that it educates students to meet performance standards that enable them to function effectively in the next steps in their education and their careers, and not the level of preparation of the students it admits. 3. The value of institutions in providing opportunity to minorities and the disadvantaged must be measured by the extent to which they educate students while helping to satisfy their social and physiological needs, with- out compromising appropriate exit standards. These positions follow from a recognition that public dissatisfaction with the state of the economy, social changes over the last decade, and disen- chantment with educational effectiveness at all levels have led to calls for higher standards of educational quality. We are also concerned that some institutions have not clearly defined quality or have compromised on quality in programs serving disadvantaged or minority students. For this reason, we reemphasize that equal educational opportunity for minorities and the disadvantaged must be interpreted as an equal opportunity for quality. The quality of special programs for disadvantaged and minority students should be judged by how effectively such programs contribute to the overall ac- complishment of institutional goals. These new understandings are imperative as this nation considers the future of equal educational opportunities