group. research report bcc-.9-75. bcc-9-75 · bronx. community college of the city university of...

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ED 115 330 JC 760 005

TITLE The Academic and Remedial Placement of StudentsEntering B. C. C. in September 1975 by CurriculumGroup. Research Report BCC-.9-75.

INSTITUTION Bronx Community Coll., N.Y.REPORT NO BCC-9-75PUB DATE Dec 75NOTE 22p.

EDRS PRICE MF-$0.76 HC-$1.58 Plus PostageDESCRIPTORS College Entrance Examinations; *College Freshmen;

College Majors; Grades (Scholastic); *JuniorColleges; *Low Achievers; Remedial Courses; *RemedialMathematics; *Remedial Reading; Student Enrollment;Student Placement

IDENTIFIERS Bronx Community College

ABSTRACTThis report describes the Bronx Community College

(B.C.C.) freshmen class entering in September 1975, in terms of highschool grade average and scores on reading-English and mathematicsplacement tests. As of the fall of 1974, B.C.C. enrolled a markedlyhigher proportion of students with high school averages below 70percent than any other college in the City University of New York. Onthe basis of placement tests, 78 percent of the 1975 class wererecommended for at least one remedial course in the reading-Englisharea, and 68 percent were recommended for remedial mathematics.However, only 54 percent of the matriculated students actuallyenrolled in reading-English remedial courses, and only 29 percentactually enrolled in remedial mathematics courses. The actualprograms of students who were placed into, but did not register in,remedial courses is examined. Eight' tables show the distribution ofremedial placements in English, reading, and mathematics bycurriculum; the actual programs of students placed into, but nottaking remedial courses; the distribution, by curriculum, of highschool averages for entering freshmen (general, English, mathematics,and foreign language); and the proportions of high school averagesbelow 70 percent for freshmen entering between September 1971 andSeptember 1975. (Author/NHM)

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01111BRONX. COMMUNITY COLLEGE

of The City University of New York"University Heights"

181st. Street & University AvenueBronx, N.Y. 10453

Research Report: BCC 9-75

The Academic and Remedial Placement Profileof Students Entering B. C .0 . in September 1975

by Curriculum Group.

LJEPARTMENT CF HEALTHLOUCATiON 71ALLF ARENATC)NAL INS), TLTE OF

EDUCATIONVI. N FRC

f 1 x. c ROM

. N1ONS

December, 1975

OFFICE OF INSTITUTIONAL RESEARCH

Dr. Norman Eagle, Director

Dr. Thea Benenson, AssistantDirector for ProgramZvaluation

Dr. Malian Capoor, Assistant Directorfor DataCollection andStatistical Analysis

Mr. Ken Weisman, Senior Program,ar

2

SUM MARY

1. Three out of four students who took placement tests in the Reading-Englisharea, were recommended for at least one remedial course in this area. Thisis the highest proportion recorded since the Fall of 1971, when the proportionwas first computed.

2. Two out of three students who took placement tests in Mathematics wererecommended for a remedial Mathematics course. The previous highestproportion was (.57) in 1973.

3. In terms of actual enrollment in remedial courses, 54% of the matriculatedstudents are actually enrolled in one of the Reading-Rnglish remedialcourses as compared to 78% placed, while only 29% are actually enrolledin one of the remedial Mathematics courses as compared to 68% placed.

4. For the third successive year, the proportion of students enrolling in aremedial Mathematics course has declined, although the proportion placed hasnot declined over the same period.

5. Large numbers of students who were assigned to remedial courses continueto enroll in a wide variety of college level courses without prior or evenconcomitant enrollment in the remedial course(s).

6. The Engineering Science curriculum, for the third consecutive year, showsabove average proportions of students entering the college with high schoolEnglish averages less than 7 0%.

7. There is no significant relationship, -among curricula, between the proportionof students earning high school averages below 7 0% in Mathematics, andthe proportions enrolling in remedial Mathematics courses.

8. As of the Fall of 1974, B. C. C. enrolled a markedly higher proportionof students with high school averages below 70% than any other collegein C. U. N. Y.

9. Students in all but one technical curriculum continue to enter with aboveaverage proportions requiring remediation in Mathematics.

-i-

3

The Academic and Remedial Placement Profileof Students Entering B.C.C. in September, 197 5

by Curriculum Group.

This report describes the B.C.C. class entering in September, 197 5 in

terms of high school averages (general, English, mathematics, foreign language)

and placements into pre-college level English, reading, and mathematics courses.

It also examines the actual programs of enrolled students placed into, though

not registered in, these remedial courses.

REMEDIAL PLACEMENTS AND ENROLLMENTS

Table 1 shows the distribution of remedial placements into English,

reading, and mathematics, for 16 curriculum areas.* These students, while having

been assigned matriculation codes, may not, however, have registered at B.C.C.

Therefore, this table is of interest mainly in the comparison of the current group of

students assigned to B.C.C., with groups assigned in previous years. Since September

1971, the proportions of students recommended for placement into remedial courses, but

who may or may not have actually enrolled, are shown for the sixteen curriculum groups

as follows:

*Numbered tables begin on page 12.

4

Trend in the proportion of students recommended for 2remedial placements (not necessarily registered), 1971-1975 (Fall Semesters).

Reading English Mathematics1971 1972 197 3 1974 197 5 1971 1972 197 3 1974 1975Business Accounting .66 .81 .72 .72 .81 .57 .51 .61 .32 .74Business Retail .59 .60 .61 .63 .73 .47 .50 .79 .17 .82Business Secretarial .54 .74 .67 .77 .79 .51 .51 .57 .38 .71Data Processing .67 .79 .69 .76 .83 .45 .40 .52 .31 .71Chemical Technology .84 .75 .84 .33 .52 .75 .79Medical Lab Technology .76 .68 .41 .73 .77 .73 .62 .74 .76 .72Plastics Technology ..71 .60 .57 .55 .73 .21Mechanical Technology a /5 .76 .54 .63 .83 .70 .56 .79 .45 .74Electrical Technology .67 .74 .58 .72 .75 .70 .62 .68 .39 .76Nursing .68 .57 .42 .76 .78 - .01 ,04 .66 .05Liberal Arts .53 .69 .66 .78 .76 .65 .64 .58 .27 .74Engineering Science .71 ..70 .43 .76 .78 .56 .48 .58 .27 .64Business Administration .66 .73 .70 .68 .76 .66 .66 .71 .36 .78Pre-Pharmacy .56 .66 .52 .74 .78 .69 .43 .68 .23 .80Music & Perf. Arts .41 .56 .50 .67 .64 .29 .39 .25 .23 .81Education Associate .85 - - - - .84Other or Una sided .55 .76 .76 .44 .17 .68

All Curriculums .60 .72 .63 .74 .78 .56 .54 .57 .37 .68

The above table shows that, as was true last year, three out of four students applyingto B.C.C. for Fall, 1975 admissions, and who took placement tests in the Reeding-Englisharea, were recommended for at least one remedial course in this area. Table 1, in fact,shwas that 42% were recommended for placement into both a remedial reading and aremedial English (writing) course. The marked increase in the proportion of students placed

5

3

into remedial Reading-English courses, compared with all classes entering B.C.C.

between 1971 and 1973, a trend first noted last year, has' shown no tendency to regress

this year. In fact the proportion of students placed for remediation in the English-Reading

area is .78 this year as compared to .74 last year.

In addition, the trend, noted last year, which saw a diminution in the proportion

of students placed for remedial mathematics, has been drastically reversed. In fact,

the Fall 197 5 class of applicants shows the highest proportion of students (.68) requiring

remediation in mathematics since these data were first assembled in 1971.

Actual enrollments in remedial courses are shown in Table 2. It can be seen that

54% of the matriculated students are actually enrolled in one of the remedial English-

Reading courses (compared to the 78% placed), while only 29% are actually enrolled in

one of the remedial mathematics courses (compared to the 68% placed). The total

remedial English-Reading enrollment proportion for the Fall 197 5 entering class is

identical to the proportion for the Fall 197 4 entering class.. However, the total remedial

mathematics enrollment proportion is somewhat lower than that for last year, and has

declined for the second consecutive year.

If the mean proportion, plus and minus . 05, is taken as the "average" range of

proportions across all curriculum groups, the following groupings show which curricula

fall within this "average" range, and which show higher or lower proportions (excluding

plastics technology because of inadequate size):

4Distribution of curriculum areas according to proportions of

students enrolled in remedial Reading-English.

,49Mean p +

.05

.49 - .59 > . 5 9

Chemical Technology (.32) Business Retail (.51) Business Accounting (.64)Music & P.A. (.46) Medical Lab Technology(.57) Business Secretarial(.62)

Business Administration(.4 6) Mechanical Technology(.4 9) Data Processing(.66)

Electrical Technology(.56) Nursing (.60)

Pre-Pharmacy(.57) Engineering Science (.61)

Liberal Arts (.49)

Education Associate (.5 0).

Comparing the above table with that of last year, it is apparent that this year's meanis about nine percentage points higher. Music and Performing Arts students continue tofall into the "below average" group (lower proportions of students requiring remediation),

while Nursing and Data Processing students continue to fall into he "above average"

group (higher proportions of students requiring remediation).* Engineering Science studentsmoved from the group of lowest proportions last year into a group of highest proportions

this year.

Over the four entering classes since the Fall of 1972, the proportions of students

in the various curricula enrolled in one or more remedial Reading-English courses

are shown in the following table (excluding curriculums of inadequate size):

*Note: No student requiring remediation in any area is permitted to enroll in anyof the Nursing courses per se.

Proportions of students enrolled in remedial Reading-English since 197 2 .

Curriculum 1972 1973 1974 1975

Business Accounting .58 . 5 0 .43 .64

Business Retail .32 .50 .51 .51

Business Secretarial .57 .54 .46 .62

Data Processing .63 .64 .55 .66

Medical Lab Technology . 5 0 .36 .57 .57

Mechanical Technology .64 .44 .47 .4 9

Electrical Technology .52 .38 .48 .56

Nursing .45 .36 .7 0 .6 0

Liberal Arts .55 . 5 0 .43 .47

Engineering Science .5 0 .33 .3 9 .61

Business Administration .4 9 .56 .45 .46

Pre-Pharmacy .40 .44 .45 .57

Music & Perf. Arts .44 .33 . 3 9

Education Associate .50

5

Intercorrelating the four columns above yields a mean correlation co-efficient(z method) of .12, indicating a lack of consistency in the proportions of remedial

Reading-English enrollments among curricula, from 1972 to 1975.

In mathematics, Table 2 shows that 29% of all matriculated students are enrolled

in one of the three mathematics remedial courses. This compares with 3 2% of matriculated

students enrolled last year, and with 40% in the Fall of 1973. A slight decrease for the

third successive year is, therefore, apparent.

If the fourteen curriculum groups are sorted into three groups (average, below

average, above average) as was done for the Reading-English enrollments above,

the following groupings emerge for enrollments in remedial mathematics courses: 8

6

Distribution of curriculum areas according to proportionsof students enrolled in remedial Mathematics.

.24Mean p+ .05

.24 - .34 > .34

Business Secretarial(.18)

Nursing (.16)

Business Administration (. 21)

Music & P.A. (.05)

Business Accounting (.24)

Business Retail (.25)

Data Processing(. 25)

Chemical Tech (.32)

Liberal Arts (.28)

Education Associate (. 3 0)

Medical Lab Tech (.52)

Mechanical Tech (.49)

Electrical Tech (.50)

Engineering Science (. 54)

Pre-Pharmacy (.53)

It is again seen, as in 197 2,1973, and 1974, that all of the curriculums in the

"above average" group (curriculums having higher than "average" proportions of.

remedial enrollments) are technical in nature. This may continue to reflect more

stringent requirements in these areas. The Nursing curriculum is seen to have

returned to the below average group (lower than "average" proportions of remedial

enrollments), after enrolling 47% of its students last year with remedial mathematics

requirements .

Over the four entering classes since the Fall of 1972, the proportions of students

in the various curricula enrolled in one of the remedial mathematics courses are

shown in the following table (excluding currculums of inadequate size):

Proportions of students enrolled in remedial Mathematics since 1972,

Curriculum 1972 1973 1974 197 5

Business Accounting .52 .37 .30 .24

Business Retail .23 .46 .24 .25

Business Secretarial .35 .17 .24 .11

Data Processing .33 .40 .34 .25

Chemical Technology .32

Medical Lab Technology .57 .62 .60 .52

Mechanical Technology .56 .72 .48 .49

Electrical Technology . 6 0 .6 9 .53 .50

Nursing .03 .25 .47 .16

Liberal Arts .44 .3 9 .25 .28

Engineering Science .52 .55 .54 .54

Business Administration .48 .41 .33 .21

Pre-Pharmacy .43 .58 .53 .53

Education Associate .30

Intercorrelating the four columns above yields a mean correlation coefficient

(z method) of .78, indicating a marked degree of consistency in the proportions of

remedial mathematics enrollments among curricula, from 1972 to 1975.

7

PLACEMENT-ENROLLMENT DISCREPANCIES

While there are over 2, 000 entering matriculated students who are enrolled

in some kind of remedial course, about 1,150 other entering matriculated students

ere not (Table 2). Many of these 1,150 students, however, were placed into one or

more remedial courses but have managed, somehow, to avoid taking these prescribed

8

courses, in favor of other, college-level courses. The extent of this is shown in

Table 3. This table shows, for example, that of several hundred (probably

over 400) students who were placed into both remedial English and Reading

courses, 80 are enrolled in Business 11, 40 in Accounting 11, 49 in History 11

or 12, 93 in Psychology 11, etc. (These are not mutually exclusive students,

that is, a student with the kind of remediation need specified could be enrolled

in more than one college-level course.) It is particularly interesting that 26

students who should have been excluded from English 13 for failing to meet entry

requirements are, in fact, enrolled in the course. (Last year 81 such students actuallywere able to enroll in a college-level English course.) It may also be seen that27 students requiring a remedial mathematics course are actually enrolled in

a college-level mathematics course. Last year only ten such students wereidentified.

The large number of students requiring remediation who are nonethelessenrolled in college-level courses, a phenomenon first documented last year,has resulted in a study designed to follow up the success or failure of thesestud ents in their college-level courses. While some data for the Fall, 1974 have

been assembled, the study has not yet been completed.

HIGH SCHOOL AVERAGES

The proportions of students at five levels of three-year high school

averages, for general average, English, mathematics and foreign languages,

are shown in Tables 4-7. Only English and mathematics will be subjected tofurther analysis in this report.

ii

9

When the curricula are distributed among the three classification categories

as used above for enrollments in remedial Reading-English and in remedial

mathematics courses, the following groupings .from Table 5 occur for the proportions

of three year English averages below 70% (inadequate sized curricula are excluded:

Distribution of curriculum areas according to proportions ofstudents earning high school averages less than 70%

in English.(Registered Freshmen)

Z..33Mean p+

.33 - .43 '.33

Business Secretarial (.31)


Nursing (.14)

Data Processing (.40)

Chemical Tech (.38)

Electrical Technology(.41)

Liberal Arts (.37)

Business Administration( 43)

Pre-Pharmacy (. 3 9)

Education Associate (.4 0)



Mechanical Technology (.57)

Engineering Science (.52)

Music (.62)

The trend, noted last year, whereby most of the transfer curricula showed

the highest proportions of "below 7 0%" students, is not fdtthd again this year

However, the Engineering Science curriculum shows a high proportion for

the third consecutive year, while the Busin ess Secretarial and Nursing curricula

groups continue to show relatively low proportions, also for the third consecutive year.

10As was true last year, there appears to be little relationship, amongcurriculum groups, between the proportions cf registered students earning highschool averages below 7 0% in English, and the proportions of students enrolledin remedial English or Reading courses. The actual correlation is -.23.

The mean (curriculum-area) proportion of students having English averages below70% is .38, as compared to .36 last year, and .32 in the Fall of 1973. This isconsistent with the finding, shown in Table 8, that the over-all proportion of studentsrecommended by the University Applications Processing Center to B.C.C., havinghigh school English averages below 70 %, was .30 in the Fall of 1973, .37 lastFall, and .37 this year.

With regard to high school mathematics, the following groupings of curricula,for proportions of averages below 70 %, are taken from Table 6 (inadequate sizedcurricula are excluded ):

Distribution of curriculum areas according to proportionsof students earning high school averages less than 70% in mathematics,

(Registered Freshmen)

G.. .48Mean p+ .05

.4 8 - .58 > .58


Chemican Tech. (.28)

Mechanical Tech (.40)

Nursing (.38)

Engineering Science (.38)


Business Secretarial (.50)

Data Processing (.53)


Electrical Tech (.50)

Liberal Arts (.56)

Business Administration (.53)

Pre-Pharmacy (.5 0)

Music & P.A. (.73)

Education Associate (.62)

&"'

1 3

11Unlike the groupings based on enrollments in remedial mathematics

(p.6), the above groupings show no technology curriculum in the high proportion

category. This discrepancy was also noted last year. The correlation, among

curriculum groups, between the proportions of students earning high school averages

less than 70 %, and the proportions of students enrolled in remedial mathematics

courses, is actually -.34. This correlation is not significant, even at the .05

level of confidence. There is, therefore, little or no relationship between the

proportion of students within curriculum groups earning high school mathematics

averages below 7 0%, and the proportion of students enrolling in remedial mathematics

courses.

Over all curriculum areas it can be seen that whereas 53% of all enrolled entering

freshman students received high school mathematics grades below 7 0% (Table 6),

68% of all registered matriculated students were placed into remedial mathematics

courses (Table Awhile only 29% are actually enrolled in such classes (Table 2).

This raises the question as to why more students; identified and placed into

remedial courses in mathematics, are not enrolling in these courses as required.

Table 8 reveals that with respect to 3-year general high school average,

and 3-year English average, B.C.C. continues to receive University Applications

Processing Center assignments of students with averages below 70% at approximately

the same high rate as in the early open admission year of 1971. However, with respectto 3-year mathematics and foreign language averages, the proportions of students

assigned to B.C.C. by the U.A.P.C. have declined somewhat since 1971.*

* Data collected by the C.U.N.Y. Office of University Management Data have shown thatB. C. C. enrolls a higher proportion of students with high school averages below 7 0%than any other college in the University, in fact 13% higher than the next highest college(Borough of Manhattan Community College, Fall 1974).

1 4

Tab

le 1

Dis

trib

utio

n of

New

Rem

edia

l Pla

cem

ents

in E

nglis

h, R

eadi

ng, a

nd M

athe

mat

ics,

*by

Cur

ricu

lum

(m

atri

cula

ted

stud

ents

who

may

or

may

not

hav

e re

gist

ered

at B

.C. C

.)(N

umbe

rs a

re p

erce

nts)

urri

culu

Eng

01

Eng

02

only

Rdl

01

Rdl

02

Eng

01/

02 i

mth

05

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son

lyon

lyon

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01/

2,

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1516

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tg

Mth

06

668

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otal

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8:

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Tab

le 2

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Bus

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Dat

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by c

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(Num

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are

per

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01

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only

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only

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ab.T

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6

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2

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348

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1114

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1__

___

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____

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_ _

_ -

--

-

*Mat

h. D

ept.

stat

istic

sar

e in

depe

nden

t of

Eng

lish

and

Rea

ding

(st

uden

ts m

a,y

over

lap)

.#T

otal

is la

rger

than

tota

l in

Tab

le 1

be

ause

this

tabl

e in

clud

es s

tude

nts

v.h

o m

ay n

ot h

ave

take

n pl

acem

ent e

xam

inat

ions

.

1150

3288

#35

----

- -

----

-

Table 3.

Students placed into, but not taking remedial

courses; and some courses they are taking.

RDL

01

RDL

02

ENG

01

ENG

02

Any ENG

and RDL

TOTAL

MTH

05

MTH

06

MTH

08

TOTAL

ACC 11

14

14

45

40

77

65

40

69

BIO 11

410

21

12

29

25

20

27

18

00

00

11

40

04

BUS 11

19

18

18

80

126

174

10

0184

CMS 11

71

78

10

40

357

566

554

38

0592

CUM 11

31

00

59

50

05

ECO 11

16

02

615

26

20

28

ELC 11

02

01

69

22

04

ENG 13

45

89

18

17

160

193

30

0223

FRN 11

69

00

12

27

29

50

34

HIS 11

15

14

213

14

10

15

12

14

26

318

47

108

129

10

0139

....,7

MTH 11

45

01

17

27

54

09

16

14

00

611

72

09

17

14

01

814

40

04

30

15

01

512

32

05

MEC 11

22

01

14

19

75

012

PLS 11

11

00

02

00

00

POL 11

17

14

14

27

33

30

36

SOC 11

10

15

18

47

81

83

50

88

PSY 11

28

44

523

93

193

176

12

0188

SPN 11

27

23

417

111

182

137

50

142

OTHER

550

590

61

215

2748

4164

3690

287

03977

Tab

le 4

.D

istr

ibut

ion

of 3

Yea

r H

igh

Scho

olG

ener

al A

vera

ges

for

Sept

embe

r, 1

975

Reg

iste

red

Fres

hmen

(M

atri

cs a

nd N

on-M

atri

cs).

Cur

ricu

lum

Tot

al N

Bus

ines

s A

ccou

ntin

g23

9

Bel

ow 6

5

Np

37.1

7

6569

7074

Np

Np

72.3

266

.30

7579

80+

Unk

now

nN

p

30.1

4

Bus

ines

s R

etai

l"4

9

Bus

ines

s Se

cret

aria

l39

8

Dat

a Pr

oces

sing

201

Che

mic

al T

echn

olog

y25

Med

ical

Lab

Tec

h

Plas

tics

Tec

hnol

ogy

'-',M

echa

nica

l Tec

h

254

4.0

9

45.1

2

34.1

8

9

20.4

57

.16

8.1

810

3.2

799

.26

50.2

745

.24

74.2

0

40.2

2

4.1

7'5

.25

9.3

8

37 2

.17

51.2

469

..3

2

.25

3.3

81

.i3

3.1

3

35.1

5

2.2

5

17.0

8

55,,

.15

15'

.08

2.0

8

23.1

1

17 22 17 1

39 1

5612

.23

17.3

312

.23

5.1

06

,12

4E

lect

rica

l Tec

hnol

ogy

254

30.1

377

.32

67.2

8N

ursi

ng24

021

.09

31.1

442

.18

Lib

eral

Art

s &

Sci

.1

036

105

1423

4.2

831

137

40.1

725

.1 0

15

99.4

335

.15

12

02

inE

ngin

eeri

ng S

cien

ce13

010

.09

41.3

736

.32

14.1

311

111.

pesa

atre

maN

se.

,.....

.wom

p.

Pre-

Phar

mac

y81

27.3

713

.18

14.1

711

.15

Mus

ic &

Per

f.A

rts

467

.16

24.5

39

.20

2.0

43

.07

1

Edu

catio

n A

ssoc

iate

196

3 0

.18

55.3

442

.26

21.1

315

.09_

33U

ndec

ided

or

Oth

er38

63

.60

2.4

0

3865

440

.14

896

.29

884

.29

545

.18

292

.10

808

All

Cur

ricu

lum

s38

1

Tab

le 5

,D

istr

ibut

ion

of 3

yea

r H

igh

Scho

ol E

nglis

hA

vera

ges

for

Sept

embe

r 19

75R

egis

tere

d Fr

eshm

en (

mat

rics

and

-non

-mat

rics

).

Cur

ricu

lum

Tot

al N

Bel

owN

65 p65

- 69

Np

70 N

- 74

p75

N

-79 p

Abo

ve 8

0N

pU

nkno

wn

._

Bus

ines

s A

ccou

ntin

g23

927

.13

75.3

551

.24

35.1

626

.12

24

Bus

ines

s R

etai

l49

3.0

716

.35

11.2

57

.16

7.1

65

Bus

ines

s Se

cret

aria

l39

824

.07

88.2

485

.23

86.2

386

.23

29

Dat

a Pr

oces

sing

201

24.1

349

.27

47.2

635

.19

26.1

420

Che

mic

al T

ech

251

.05

7.3

37

.33

3.1

43

.14

4

Med

ical

Lab

Tec

h25

418

.09

43.2

251

.26

38.2

043

.22

61

Plas

tics

Tec

hnol

ogy

9-

1.1

72

.33

2.3

31

.17

3

Mec

hani

cal T

echn

olog

y56

,.2

0,19

_.37

9.1

8__9

.18

__4_

,...,,

c8..,

5_

Ele

ctri

cal T

echn

olog

y__

..25

4

_10 23

.10

71.3

159

.26

49.2

225

.11

_27,

,

Nur

s112

g___

__. _

____

__ ,

,_

Z...

4_0,

_,0

2,._

25__

.12

3,5.

.17

75.3

573

,34

Lib

eral

Art

s &

Sci

1036

68

,

.08

229

.29

240

.30

162

.20

104

.13

233

Eng

inee

ring

Sci

ence

130

8.0

847

.44

23.2

216

.15

12.1

124

Bus

ines

s A

dm.

265

13.0

681

.37

63.2

9,

34.1

529

.13

45

Pre-

Phar

mac

y81

6.0

822

.31

18.2

512

.17

13.1

8'10

Mus

ic &

P.A

.46

6.1

421

.48

9.2

0I

6.1

42

.05

2

Edu

catio

n A

ssoc

iate

..19

613

.08

...50

-32

47.

Q27

..17

20.1

3_3

9,

Und

ecid

ed o

r ot

her

386

1.3

32

.67

-,

--

383

All

Cur

ricu

lum

s38

6524

9.0

984

7.2

9,

757

.26

596

.20

474

.16

942

Tab

le 6

Dis

trib

utio

n of

3 y

ear

Hig

h Sc

hool

Mat

hem

atic

sA

vera

ges

for

Sept

embe

r, 1

975

Reg

iste

red

Fres

hmen

(m

etri

cs a

nd n

on-m

atri

cs)

Cur

ricu

lum

Tot

alB

elow

65

Np

i65

-N

69p

70 N-

74p

75 N-

79 pA

bove

80

Np

Unk

now

nB

usin

ess

Acc

ount

ing

239

38.3

128

.23

17.1

421

.17

20.1

611

5

Bus

ines

s R

etai

l49

6.2

73

.14

5.2

36

.27

2.0

927

Bus

ines

s Se

cret

aria

l39

862

.29

46.2

138

.18

32.1

538

.18

182

Dat

a Pr

oces

sing

201

33.3

123

.22

20.1

912

.11

17.1

696

Che

mic

al T

echn

olog

y25

1.1

41

.14

1.1

42

.29

2.2

918

'

Med

ical

Lab

Tec

h25

438

.30

32.2

525

.20

16.1

316

.13

127

Plas

tics

Tec

hnol

ogy

93

1.00

--

--

6

Mec

hani

cal T

ech

567

.28

3.1

26

.24

1.0

48

.32

31

Ele

ctri

cal T

ech

254

46.3

422

.16

22.1

627

.20

18.1

311

9

Nur

sing

240

27.1

7--

...ar

arro

Orm

wm

33.2

140

.26

22.1

434

.22

84

Lib

eral

Art

s &

Sci

.10

3613

8.3

111

1.2

595

.22

49.1

146

.10

597

Eng

inee

ring

Sci

ence

130

14.

.25

7.1

313

.24

11.2

010

..18

75

Bus

ines

s A

dm.

265

38.3

127

.22

21.1

721

.17

15.1

214

3

Pre-

Phar

mac

y81

10.3

16

.19

2.0

66

.19

8.2

549

Mus

ic &

Per

f.A

rts

9615

.50

7.2

33

.10

2.0

73

.10

16

Edu

catio

n A

ssoc

iate

.19

637

.47

12.1

513

.17

9.1

27

.09

118

Und

ecid

ed o

r-O

ther

386

11.

00-

--

-11

All

Cur

ricu

lum

s38

6551

4.3

136

1.2

232

1.1

923

7.1

424

4.1

521

88

Tab

le 7

.D

istr

ibut

ion

of 3

year

Hig

h Sc

hool

For

eign

Lan

guag

e A

vera

ges,

for

Sep

tem

ber

1975

Reg

iste

red

Fres

hmen

(m

atri

cs a

nd n

on-m

atri

cs)

Cur

ricu

lum

Tot

alB

elow

65

65-

697

0-

74N

p75

- 79

Np

Bus

ines

s A

ccou

ntin

g23

9

BuS

ines

s R

etai

l

Bus

ines

s Se

cret

aria

l

Dat

a Pr

oces

sing

'

Che

mic

al T

echn

olog

y

Med

ical

Lab

Tec

h

Plas

tics

Tec

hnol

ogy

49

398

201

23.2

0

5.2

2

56.2

3

26.2

7

26.2

223

.20

21.1

8

_

25-

-2

.29

2.2

93

.43

1.8

254

22.1

622

.16

28.2

123

.17

41.3

011

89

'1

.33

1.3

3-

1.3

3-

6

Abo

ve 8

0N

pU

nkno

wp

23.2

012

3

73

04

.17

4.1

.Z._

_._3

-6

34.1

4.3

5.1

5.2

8.1

285

.16

1159

_

13.1

415

.16

12.1

330

__...

.31

1 05

_ __

...

Mec

hani

cal T

echm

log

567

.28

3.1

24

.16

1.0

410

.4 0

31

Ele

ctri

cal T

echn

olog

y25

422

.20

18.1

724

.22

Nur

sing

240

1 03

6

18.1

1

13.1

232

.29

145_

78

162

6

27.1

733

.20

31.1

953

.33

91.2

291

.22

9523

Eng

inee

ring

Sci

ence

Bus

ines

s A

dmin

istr

aio

265

26.2

3

Pre-

Phar

mac

y

Mus

ic &

Per

f.A

rts

819

.26

11.1

910

.17

15.2

672

27.2

420

.18

22.2

016

.14

154

5.1

43

.09

4.1

114

.40

46

5.1

73

.10

2.0

75

.17

1746

14.4

8

Edu

catio

n A

ssoc

iate

.196

22.2

711

.14

15.1

913

.16

20.2

511

5U

ndec

ided

or

Oth

er38

6

3865

,353

.22

13 0

1.1

8A

ll C

urri

culu

ms

11.

00-

317

.19

240

.15

430

.26

385

2224

Tab

le 8

.C

ofnp

aris

ons

of p

ropo

rtio

ns o

f hi

ghsc

hool

ave

rage

s be

low

70%

for

stu

dent

s re

com

men

ded

to B

.C.C

.by

the

Uni

vers

ityA

pplic

atio

ns P

roce

ssin

g C

ente

r, S

epte

mbe

r 19

71to

Sept

embe

r 19

75.

1971

1972

1973

1974

1975

3 ye

ar G

ener

al A

vera

ge.4

7.3

8.3

9.4

5.4

3

3 ye

ar E

nglis

h A

vera

ge.3

2.2

7.3

0.3

7.3

7

3 ye

ar M

athe

mat

ics

Ave

rage

.61

.59

.56

.54

.51

3 ye

ar F

orei

gn L

angu

age

Ave

rage

.45

.43

.42

.41

.38

0 r-C z

x-a

32 Z O12

/75

8N

E:r

sr F M

mm

--n

COO

r cc)

c-D