By Scherer Juliet Lilledahl Anson Mirra Leigh
Taking at the adored precept that neighborhood faculties will be open to all scholars with a highschool schooling, Scherer and Anson argue that open entry rules and lenient federal monetary relief legislation damage scholars and current the case for elevating the minimal standards for group university entry.
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Extra resources for Community Colleges and the Access Effect: Why Open Admissions Suppresses Achievement
That assumption, prompted by the realization that life events have a greater chance of derailing completion the longer a student remains in college, has led some completion advocates to herald the “strategy” of racing low-skilled students through higher education as an acceptable way to increase American postsecondary credential award. In the article What’s Wrong with the Completion Agenda—And What We Can Do about It, Debra Humphreys acknowledged the role the American economy has played in unwise strategy selection.
Bridge to nowhere. Burial ground. S. Department of Education Clifford Adelman ultimately tied the divisive rhetoric to blind allegiance to the completion agenda and explained that, “As a consequence, what often pours out are scare stories that make for good press and bad policy. ”10 Developmental education has been especially painted with the broad brush of failure by completion guardians who believe that maintaining open admissions at our nation’s community colleges and freeing low-skilled students from assignment to developmental education constitutes sensible completion strategy.
States have the power and responsibility to demand more from higher education . . (and) they have an obligation to do so. After all, between direct financial support to schools and financial aid to students, state taxpayers are the majority investors in public colleges and universities. 20 [emphasis added] T H E P R I C E O F C O M P L E T I O N AT A N Y C O S T 31 Will taxpayers remain placated, though, when they realize their elected officials allowed and contributed to the dismantling of public higher education standards, which devalued their college degrees?