Ending Remediation at CUNY: Implications for Access and ExcellenceReport as inadecuate

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Journal of Educational Research & Policy Studies, v5 n2 p1-22 Fall 2005

This undisguised, embedded case study examined outcomes related to student enrollments and representation over the four year period following a decision by the City University of New York (CUNY) to eliminate remediation in four-year colleges. Qualitative and quantitative methodologies provide insight into contributing factors to changes not only for CUNY four-year institutions overall but also for two CUNY campuses with different missions and different clientele. The study sheds new light on issues related to remedial education, as well as persistent racial/ethnic educational inequalities. (Contains 4 tables and 3 footnotes.)

Descriptors: Case Studies, Urban Universities, Remedial Programs, Program Termination, Enrollment Trends, Minority Groups, College Freshmen, Access to Education, Equal Education

National Office for Research on Measurement and Evaluation Systems. University of Arkansas, 346 North West Avenue, 302 WAAX, Fayetteville, AR 72701. Tel: 479-575-5593; Fax: 479-575-5185; e-mail: normes[at]uark.edu; Web site: http://normes.uark.edu/erps/resources.html

Author: Parker, Tara L.; Richardson, Richard C., Jr.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6050&id=EJ846833

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