Higher College Standards Stimulate Achievement

The New York Times reports that “CUNY Plans to Raise Its Admissions Standards.”

The chancellor said he had long planned to ratchet up standards further. The new move, which has been discussed with some college presidents but has not been announced publicly, is also a response to some professors’ complaints that too many students are poorly prepared for college work, especially in math….

“We are very serious in taking a group of our institutions and placing them in the top segment of universities and colleges,” said Matthew Goldstein, the university chancellor, who described the plan in an interview. “That is the kind of profile we want for our students.”

When I started at Brooklyn College, C.U.N.Y. in 1964, on the first day of freshman math the professor gave us the final exam, saying that any who couldn’t pass it didn’t deserve to be at Brooklyn College. We all passed, and the professor spent most of the rest of the term in one of the most fascinating expositions – no one cut class -- of the nuances of Alice In Wonderland.

At that time, Brooklyn College ranked in the top tier of American colleges. To be admitted, you had to rank in the top 2% in the country. I barely squeaked in.

Brooklyn College and the other senior colleges of C.U.N.Y. currently rank well, in the top 400, and C.U.N.Y. is trying to recapture its former stature.

That’s a challenge.

CUNY is proud of its legacy as a supportive environment for immigrant talent. At present, 40% of our more than 400,000 students were born outside the United States. These students represent nearly 170 nationalities and speak 120 different languages.

My aunt Muriel, now 90 and still able to out-debate me, was one of Brooklyn College’s first students. When she began primary school, she only spoke Yiddish. She hammered me mercilessly in high school to try harder, because getting into Brooklyn College was all we could afford, and it was an outstanding launch in life. C.U.N.Y. graduates were considered top rate.

The New York Times article continues:

Still, some CUNY professors fear that the new requirements will keep low-income and black and Hispanic students from entering bachelor’s degree programs. The same concern was voiced nine years ago, when students needing remedial instruction were barred. Students, faculty and some elected officials also argued then that enrollments would plunge.

Enrollments, in fact, have grown since then. But the proportion of black students at the top five colleges fell to 14 percent of regularly admitted freshmen last year, from 20 percent in 1999, according to the university’s data. (Those figures do not include those admitted through SEEK, a program for economically and educationally disadvantaged students, who do not have to meet the same criteria.) The proportion of Hispanic students has held even.

William Crain, a City College psychology professor who fought the earlier change, said he opposed the new plan because he feared it would keep low-income and black and Hispanic students from entering bachelor’s degree programs. “This is turning the university into more of a middle-class university,” he said.

Duh! That’s the mission objective of C.U.N.Y., to give opportunities to the poor to join the middle class, and upper. C.U.N.Y. graduates, including General Powell, and the country benefited from C.U.N.Y.’s high standards.

In 1967, I attended a faculty senate debate on the SEEK program, the consensus being that it was the college’s heritage and mission to reach out. I worked in Bedford-Stuyvesant, and participated in tutoring, but most of SEEK was even more basic, like providing bus and subway fare to poor but otherwise qualified students. The program was small and fairly successful.

Then, in 1970, Mayor Lindsey expanded SEEK to insanity, imposing “open admissions” on C.U.N.Y. The New York Times article doesn’t refer to the destruction of a great university. Blogger Fausta, who attended C.U.N.Y. in the early 1990’s tells of her experience with a text for native Spanish speakers:

The professor, by lowering his standards so the students wouldn't have too much hardship, was condemning his students to sounding like ignoramuses.

Fausta quotes an article from the Economist:

What went wrong? Put simply, City dropped its standards….City scrapped its admissions standards altogether. By 1970, almost any student who graduated from New York's high schools could attend….

The quality of education collapsed. At first, with no barrier to entry, enrolment climbed, but in 1976 the city of New York, which was then in effect bankrupt, forced CUNY to impose tuition fees. An era of free education was over, and a university which had once served such a distinct purpose joined the muddle of America's lower-end education.

By 1997, seven out of ten first-year students in the CUNY system were failing at least one remedial test in reading, writing or math (meaning that they had not learnt it to high-school standard). A report commissioned by the city in 1999 concluded that Central to CUNY's historic mission is a commitment to provide broad access, but its students' high drop-out rates and low graduation rates raise the question: “Access to what?”

Dropout rates soared, and those who attained a degree were considered third-rate.

C.U.N.Y. has been trying hard to recover from its near destruction, with successes, not by pandering but by returning to its roots: excellence. And, those wanting to attend and advance their lives now try harder in high school, and in college.

Back to the New York Times article:

Some CUNY officials, like Ricardo R. Fernández, president of Lehman College in the Bronx, who were not big supporters of that change, said they had come to embrace it.

“Perhaps I have become more convinced that students are able to rise to the challenge,” Dr. Fernández said.

He added that higher admissions standards would give Lehman added cachet and help it attract some of the 8,000 Bronx students who attend CUNY colleges in Manhattan that have tougher admissions requirements than Lehman does.

Edison O. Jackson, president of Medgar Evers College in Brooklyn, said higher admissions standards had increased the proportion of students in the college’s bachelor’s degree program to about half of his student population, while the college’s associate’s degree track had shrunk.

“Students are coming in and saying, ‘I want to move into the baccalaureate program and into my major much more quickly,’ ” Dr. Jackson said. “And they are.”