the purpose of the study was to increase the of the ... · tle. and the changes ... accounting,...

DOCUMENT RESUME

ED 021 980VT 004 019

EDUCATIONAL OPPORTUNITIES FOR THE SECONDARY OCCUPATIONAL PROGRAM GRADUATE A STUDY OF

UNIT ADMISSION REQUIREMENTS TO TWO-YEAR DEGREE AND DIPLOMA PROGRAMS IN NEW YORK STATE

COLLEGES.New York State Education Dept., Albany. Bureau of Occupational Education Research

Pub Date Feb 66Note- 63p.EDRS Price MF-$0.50 HC-$2.60Descriptors-*ADMISSION CRITERIA, *ASSOCIATE DEGREES COLLEGE ADMISSION, COLLEGE CURRICULUM

*COLLEGE PROGRAMS CURRICULUM *DIRECTORIES EDUCATIONAL GUIDANCE, EDUCATIONAL

OPPORTUNITIES HIGH SCHOOL GRADUATES, POST SECONDARY EDUCATION, STATE SURVEYS, STUDENT

MOBILITY, *VOCATIONAL EDUCATIONIdentifiers- New York

The purpose of the study was to increase the educational mobility of thesecondary occupational program graduate by disseminating current statewide

information on the high school academic course units required for admissionsconsideration to associate degree college programs preparing for occupational entry.

To obtain data on specific admissions requirements, personal interviews were held with

the admissions officers of 65 institutions within New York which had full-time,

associate-degree programs.--These collected data are arranged in tabular form to

indicate the curriculums and the prerequisites for each of the 62 private and public

institutions offering post-secondary occupational programs during the 1965-66school year. A list of 2-year colleges with occupational programs, a list of 4-year

colleges offering associate degree curriculums for occupational entry, a curriculum

directory of full-time day programs, and a discussion of untabulated information are

included. (WB)

U.S.AARTMENT OF HEALTH, EDUCATION & WELFARE

OFFICE Of EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE

PERSON OR'ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS

STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE Of EDUCATION

POSITION OR POLICY.

1/=""a

UCATIONAL OPPORTUNITIES FOR

E SECON ARY OCCUPATIONALROGRAM GRADUATE

C1')

CDCD4

C.)

z.4.4

A Study ofUnit Admission Requirements

to Two-Year Degreeand Diploma Programs

in New York- State Colleges

LU

*HE UNAERSITf-OfJHE STATE OF NEW YORK / THE STATE EDUCATION DEPARTMENT

OFRE4ARCH IN OCCUPATIONAL EDUCATION / FEBRUARY, 1966

.`,t'4"*;

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of the University (with years when terms expire)

1968

1967

Edgar W. Couper, A.B., LL.D, L.H.D., Chancellor,

Thad L. Collum, C.E, Vice Chancellor

Binghamton

Syracuse

1978 Alexander J. Allan, Jr., LL.D., Litt.D., Troy

1973 Charles W. Millard, Jr., A.B., LL D Buffalo

1970 Everett J. Penny,BCS,DCS White Plains

102 Carl H. Pforzheimer, Jr., A.B., M.B.A, D.C.S., Purchase

1975 Edward M. M. Warburg,BS,LHD New York

1969 Joseph W. McGovern, A.B., LL.B., L.H.D., LL D , New York

1977 Joseph T. King, A.B., LL.B., Queens

1974 Joseph C. Indelicato M.D., Brooklyn

1976 Mrs. Helen B. Power, A.B., Litt D Rochester

1979 Francis W. McGinley, B.S., LL B Glens Falls

1981 George D. Weinstein, LL B Hempstead

1980 Max J. Rubin, LL.B., L.H.D., New York

1971 Kenneth B. Clark, A.B,1 M.S., Ph.D., New York

President of the University and Commissioner of EducationJames E. Allen, Jr.

Deputy Commissioner of EducationEwald B. Nyquist

Associate Commissioner for Research and EvaluationLorne H. Woollatt

Associate Commissioner for Elementary, SecoadarylaltaiLfontilmillELEITLIaWalter Crewson

Assbciate Commissioner for Higher and Professional EducationFrank R. Kille

Assistant Commissioner for Occupational EducationRobert S. Seckendorf

Assistant Commissioner for Hi.her EducationAllan A. Kuusisto

Director, Division of ResearchCarl E. Wedekind

Chief, Bureau of Occupational Education ResearchAlan G. Robertson

ERRATA AND ADDENDA

and Addenda--Educational Opportunities for the Secondary Occupational

ibiram GraduateSeptember 1966

1. t. ji ",

pon receipt of this study, you are requested to make note of the

%..4,rrections_indicated on this sheet, and to make the necessary changes

the body of the report. The institutions are listed by line and

)tle

and the changes indicated may vitally affect unit admissions credit require-

ments or admissions policy for the institutions concerned.

This study was completed in February 1966, however, due to delays in

production and printing it was realized that distribution would not begin

until the Fall of 1966.

In the course of contacting the institutions, the principal investigator

learned that changes in admissions policy might be forthcoming. To allow

for this contingency, each listed institution was sent two copies of the

study with-a request to check their listings and statements for necessary

corrections and to forward these corrections to our office.

Although any interpretation of admission requirements and policies

should come directly from the Admissions Office of the institutions concerned,

to our best knowledge the information listed herein is up-to-date for the

1966-67 academic year. Projections should not be made beyond 1966-67 without

consulting the admissions officers of the institutions in question.

We requested those institutions who.wished their listing and statements

to remain intact, not to send us any list of corrections; therefore, we assume

others not listed on this sheet are substantially correct.

Alan G. RobertsonChiefBureau of Occupational Education Research

Any inquiries concerning the institutional listings or distribution of the

study should be directed to Mr. Leonard Powell of this office.

ERRATA AND ADDENDA

Upstate Institutions

Private Two-Year Institutions

Villa Maria College, Buffalo

Appendix C, page 19 - The program in Nursing should be omitted.Appendix E, page 3 - In the programs in Dietetics and Secretarial Science only one unit of

any math is now required. Two units of a foreign language are advisablebut not required.

Public Two-Year Institutions

Agricultural and Technical College at Canton, Canton

Appendix E, page 5 - For the programs in Agricultural Science, Accounting, Business Adminis-tration, and Secretarial Science, general math is not acceptable forfulfilling the mathematics requirement.

Agricultural and Technical College at Delhi, Delhi

Appendix E, page 29 - The programs in Agricultural Engineering and Technology require eitherchemistry or physics; footnote should indicate either.

Agricultural and Technical College at Farmingdale, Farmingdale

Appendix.C, page 20 - Programs in Civil Technology and Mechanical Technology should be indi-cated.

Appendix E, page 30 - A typoaraphical error has resulted in the duplication of programs inDental Hygiene and Electrical Technology. The requirements for thePrograms in Civil Technology and Mechanical Technology are as follows:4 units English, 3 units history, 1 unit any science, 1 unit physics,1 unit ele. algebra, 1 unit pl. geometry, 1 unit int. algebra for atotal of 12 units. Omit_footnote next to unit entry under (any)academic electives for-program in Advertising Art and Design.Disregard "other preferred" at foot of table.

Adirondack Community College, Hudson Falls

Appendix E, page 31 - Add one unit required in biology for Nursing.

1

a

.Public Two-Year Institutions (Cont.)

Broome Technical Community College, Binghamton

Appendix C, page 19 and 20 - Indicate programs in Medical Laboratory Technology and X-ray

Technology.

Appendix E, page 9 - Note additional program and corrections:

S.S.(Any)Gen. (Any)Ele. Pl. Int.

(Any)Add.

Anal.Adv. Aca.

Programs Eng.Hist.Sci.Sci.Bio.Chem.Phy.Math.Alg.Geo.Alg.Trig.Geo.Alg..Lang.Elect.Total

Chem. Tech. 4 3 1 1 I 1 11 12k

Civil Tech. 4 3 1 1 1 1 1 -11 124

Dental Hyg. 4 3 1 1 1 1 lc lc 12

Elec. Tech. 4 3 1 1 1 1 1 k 12k

Mech. Tech. 4 3 1 1 1 1 12k

Medical Off.Assistant 4 3 2a 1 lc lc 11

Medical Lab.Tech. 4 3 2a 1 lc lc 11

1

Corning Community College, Corning

Appendix C, pages 19 and 20 - The following programs should be indicated for this institution:

Accounting, Data Processing (Business), Drafting (Mechanical Design),

Secretarial, Chemical Technology, Engineering Technology, Industrial

Technology, Retail Business Management.

Appendix E, page 33 - The following programs should be added:

(Any)

Add.

S.S.(Any)Gen. (Any)Ele., Pl.Int. Anal.Adv. Aca.

Accting.Bus. Data

- - ,

,

'8

Processing 4 2 1 1 h. la 9

Chem. Tech.. 4 2 1 1 1 9

Eng. Tech. 4 3 1 la la 1 1 1 12

Ind. Tech. 4 3 1 la la 1 1 1 12

Retail Bus.

Management 4 2 1 1 8

Drafting 4 2 1 1 8

Secretarial 4 2 1 1

e

8

*Lead to a two-year certificate, not a, degree program... either

Monroe Community College, Rochester

Appendix E, page 36 - For the program in Mental Hygiene omit the unit in (any) science. One

unit of physics is required for the program in Mechanical Technology.

In the Nursing program, units in (any) science and intermediate algebra

should be omitted. Also, the unit of any college-prep, math should be in

the (any) math and not the pl. geometry column; delete unit entry under

intermediate algebra.

iii

Public Two-Year Institutions (Cont.)

Nassau Community College, Garden City

Appendix E, page 36 - For programs in Accounting and Retail Business Management omitthe unit entries in the plane geometry column. For the programin Medical Technology the 3 units in the (any) science columnshould not be footnoted.

Orange County Community College, Middletown

4

Appendix C, page 19 - A program in Architectural Design should be indicated.Appendix E, page 37 - The requirements for Architectural Design are the same as for the

other technology programs. For Medical Laboratory Technology eitherpl. geometry or int. algebra is required; not both. Nursing requiresno mathematics pre-requisite.

Ulster County Community College, Kingston

Appendix ', pages 19 and 20 - Programs in Recreation Supervision, Electrical Technology,Industrial Laboratory Technology, Industrial Technology and CommunityService Assistant should be indicated.

Appendix E, page 39 - Omit the unit for (any) math in the Medical Laboratory TechnologyProgram. All technical programs require units of elementary algebra,plane geometry and intermediate algebra, a unit in laboratory scienceis strongly recommeded. The Programs in Recreation Supervision andCommunity Service Assistant require four units English, three unitshistory, one unit (any) science and one unit (any) math for a totalof eight units.

New York State Ranger School, Wanakena

The title of the New York State Ranger School is incorrectly listed on pages 17 and 39.The correct title should read, The New York State Ranger School of the State Universityof New York College of Forestry.Appendix E, page 39 - Footnote should indicate that Practical Forestry is a one-year program.

Four-Year Institutions with Associate Degree Programs

Rochester Institute of Technology, Rochester

Appendix E, page 40 - Delete Secretarial, Rental, no such program is offered.

Downstate Institutions


Voorhees_Technical Institutel.New York

Appendix A, page 15 - The correct address of this institution should be 450 W. 41st Street,New York, New York.

Appendix D, page 21 - A program in Construction Technology should be indicated.Appendix F, page 43 - Note that the listing of science requirements are in the wrong column.

They should be listed under (any) science instead of s.s. hist. Therequirements for Construction Technology are the same as for theother technologies.

iv


Borough of Manhattan Community College, New York

Appendix D, pages 21 and 22 - Note that programs in International Trade and Travel, Insurance,

Real Estate, Traffic and Shipping, and Sales Management will not be

offered and should be deleted.

Apprndix F, page 44 - The above programs should be deleted from the curricula listings.

Bronx Community College, New York

Appendix D, page 21 - Programs in Data PrOcessing should be indicated,

Appendix F, page 44 - Note corrections and addition of Secretarial, School and Data

Processing Programs. Retail Business Management is the correct

title for the listing entitled Retail Business Administration.

(Any)

Add.Aca.

S.S.(Any)Gen.

a

"(Any)Ele.P1.Int. Anal.Adv.

et 1 T 11 1

rrograms zng.nisL.oci.oci.pio.une .rny.matnalg.ueo.ais.irig.ueo.al .Lang. tiecr.lotai

Bus. Admin. 4 1 2 1 1 3/4 1/212

Sec. School 4 1 1 1 18

Chew. Tech. 4 1 1 la la 1 1 1/2 3/410

Plastics Tech 4 1 1 la la 1 1 1/210

Elec. Tech. 4 1 1 la la 1 1 1/2 1/210

Mech. Tech. 4 1 1 la la 1 1 1/210

Med.Lab.Tech. 4 1 1 la la 1 1 3/41,2

10

Nursing 4 1 2b lc 1 9

Data Process 4 1 1 1 1 1/2 1/20181/2

either... chemistry and biologV-very strongly recommended...cint. algebra highly desirable

dRequired for programming and systems specialization only...eSubject to change in 1967 and 1968

New York City Community College, Brooklyn

Appendix F, page 46 - For programs in Dental Hygiene and Nursing there should be five units

of (any)-additional academic electives instead of language as indicated.

Four-Year Institutions with Associate Degree Programs

Pace College, New York

Appendix D, page 21 - The program in Chemical Technology has been discontinued and should

be dekted. Programs in Biology and Chemistry leading to an

Associate Degree have been tentatively planned but will not be avail-

able in 1966. Programs in Marketing and Nursing should be indicated,

however, Nursing is offered only at the Westchester branch, located

in Pleasantville, New York.

Appendix F, page 49 - The program in Marketing requires four units English, one unit ele,

algebra, one unit geometry and five additional academic electives for

a total of eleven units. The requirements for the Nursing program

are as follows: four units English, one unit history, two units (any)

science, one unit ele. algebra, one unit pl. geometry and four units

of additional academic electives for a total of seventeen units.

Additional Corrections

Institutions listed in Appendix F, pages 44 to 47 are public institutions; not private as

indicated by page headings.

Foreword

A major purpose as expressed in the New York State Plan for the Admini-

stration of Vocational Education under the Vocational EducationsActs is to

establish a pattern of program development which will insure access by persons

of all ages to quality training and retraining opportunities in both secondary

and post-secondary institutions. This study deals with the area of continuing

education opportunities for the high school graduate in occupational'programs.

Sixty-two public and private collegiate institutions in the state were

visited to determine the specific high school unit admissions requirements to

each of their programs preparing for occupational entry. By surveying and

reporting these unit admissions requirements, as well as assessing opportunities

for further study, it is hoped that high school guidance, instructional and

administrative personnel can use the information compiled to encourage the

vocationally talented student to,continue his formal occupational education

beyond high school graduation.

The direct support and assistance of Joseph R. Strobel, Assistant Commis-

sioner for Occupational Education and Manpower Resources, was a major factor

in getting this study underway. The cooperation of the Office of Higher Educa-

tion, State Education Department, and the direct personal assistance of Sebastian

V. Martorana, Executive Dean for Two-Year Colleges, State University of New York,

made it possible to carry out the field investigation with the complete support

and understanding of the schools and colleges themselves.

This study was conducted bythe Bureau of Occupational Education Research ,

under the direct supervision of Alan G. Robertson, Chief. College visitations

and the preparation of the data were carried out by Livingston I. Smith, former

Assistant Director of Admissions, State University of New York at Albany, and

Research Consultant to the Bureau.

Carl E. Wedekind

Director of Research

vii

PART I

PURPOSE OF THE STUDY

The overall purpose of this study is to increase the educational mobility

of the secondary occupational program graduate through the dissemination of

current, statewide information on the high school academic course units required

for admissions consideration for associate degree college programs. In order to

accomplish this, several more immediate purposes have been identified:

(a) To provide junior high school counselors with a current reference

in order that 4-year high school programs for occupationally

talented students can be planned to combine occupational education

with minimum college required academic electives, so that their

education can be continued at the post high school level.

(b) To indicate to counselors and occupational education teachers

of high school juniors and seniors, the college opportunities

currently available and the necessary academic electives to be

completed in the time remaining before graduation for two-year

college admissions consideration.

(c) To provide educational administrators with a research reference

in their plans to modify occupational study time requirements

at the high school level in order that required academic

electives can be scheduled for studen'ts able to proceed to a

community junior college.

(d) To provide college administrators of associate degree programs

with statewide information on the status and trends in admis-

sions requirements in similar institutions.

(e) To encourage associate degree colleges to provide more flexible

admissions requirements consistent with those in other

comparable institutions.

-2-

Background

During the summer of 1964, a panel of nationally known consultants

reviewed the status of vocatiOnal education in New York State and made recom-

mendations concerning the directions in which it should move during the period

ahead. The preliminary report to the Commissioner of Education was an overview

of occupational education in the State. 1The need for post high school occu-

pational education was underscored in one of the committee's conclusions:

"Occupations will require more mental and fewer physical skills; entrance

qualifications and the entry age will be higher and young workers will be more

disadvantaged than at present. (There will be more workers) in professional,

semi-professional and technical positions; and in clerical, personal and service

occupations."

the employment trend is toward frictional unemployment, i.e., for workers

to be seeking jobs and jobs to be seeking workers without the two being fitted

for each other. This is due to the increasing technical or educational require-

ments of the job which the aVailable labor force does not possess. This trend

has been previously examined, but the committee takes further notice of it and

its effect on the youth of New York State and states: "Inherent among the

rights of every youth is that of opportunity to undertake pre-employment

education suited to his needs, irrespective of where he lives or what he can

afford to pay, with occupational education choices based upon careful and

effective vocational guidance and counseling. If his home community is not

able to provide it, it should be possible for him to obtain it elsewhere."

The committee continues to say: "Occupational education for persons who

have left high school as graduates or dropouts and for adults who need upgrading

or retraining should be provided in community colleges, 2-year agricultural-

-(,)

10ccupational Education During the Period Ahead, (A Preliminary Report to theCommissioner of Education), November 20, 1964.

-3-

technical colleges or other designated post high school institutions.

Such institutions should provide 2-year, full-time occupational curriculums

culminating in the associate degree, and curriculums of 2 years or less -for

which diplomas or certificates are awarded. High school graduation should be

required for admission to associate degree curriculums."

In New York State, the public educational system is conceived of as

being in the form of a pyramid with our university centers and universities

at the top. Ewald B. Nyquist, Deputy Commissioner of Education, cited this

structure in his address to the annual meeting of the State University of

New York Conference of Trustees and Council members of the Two-Year Colleges.2

The Deputy Commissioner proceeded to note, "The broad base of this pyramid is

composed of our system of community colleges (and I use that term to include

the 2-year agricultural-technical colleges). It has been a 0010 conviction to me,

that if our educational system is to make sense and proceed in orderly and

efficient expansion; if 4-year colleges and universities are to find their

greatest usefulness; if the full demands for education are to be met; if the

needs of industry and commerce are to be fulfilled--the answer will only be

in the greatest possible expansion--on time--of the base of this system,

namely, our community colleges."

Nyquist continued to say that he felt both the Regents of the State

of New York and the State Education Department are ahead of both the communities

and the community colleges, themselves, in recognizing the first importance of

community colleges in improving the quality and equality of educational oppor-

tunity in this State.

0 2Room at the Bottom Two--or--The luestion of lualit in the Two-Year Colle es,

(Address by Ewald B. Nyquist, Deputy Commissioner of Education, University of

the State of New York, State Education Department), October 23, 1965.

-4-

In 1956 the Regents made their first* pronouncement on community colleges

that received high public visibility:

"Two-year comprehensive community colleges, characterizedby low cost to the student, geographical availability anddirect responsiveness to community needs, offering bothtransfer and technical-terminal programs, are consideredto be the best single means of (a) accommodating futuredemands for higher education, (b) embracing the increasingheterogeneity of abilities represented in the studentsgraduating. from the secondary schools and (c) providingthe education necessary for an emerging group of semipro-fessional occupations. Community colleges have a meaningand a competence in their own right. They can provide, aswell as technical-terminal education, competent preprofes-sional and general education instruction."3

*One is reminded that the Regents made a study and recommendations on the needfor special post-secondary opportunities in the 1940s and established fiveInstitutes of Applied Arts and Sciences in 1946. These were the experimentalforerunners of the present community college system. Finally, it should benoted for the record that in 1956 the Regents recommended more general Statefinancing of community colleges in order to induce and assist local sponsorsin operating present and establishing new community colleges and to reducecosts further for the student.

The key word, both in this statement and in the overall conception of the

community college movement, is "comprehensive." Dr. Edmund J. Gleazer, Jr.,

Executive Secretary of the American Association of Junior. Colleges, has made the

concept of the comprehensive community-junior college the keystone of the current

expansive movement.4

Quality in the community-junior college is being measured in terms of

the extent to which the institution fulfills the purposes for which it was

established. Speaking to this point, Mr. Nyquist recognized the need of agree-

ment in the conclusion that a community college fulfills its basic purpose and

mission best when it reaches out, by its curriculum and its facilities, to

3Ibid.

4A New Social Invention2 The Community College: What Is It? (Observations and

guidelines concerning the two-year community college, its composition, objectives,

its role in higher education), Edmund J. Gleazer, Jr., Executive Director,American Association of Junior Colleges, 1962e

accommodate all the aspirations and

sphere of educational influence.5

It has been the experience both of the Chief, Bureau of Research

needs of the people within its geographic

and Evaluation in Occupational Education, as a past guidance counselor and

director in New York State, and of the principal investigator, as an admissions

officer at one of the State University Centers and Assistant Dean for student

personnel at a private nondenominational co-education junior college, that the

mobility of many high school graduates of occupational programs in business,

distributive education, agriculture, home economics, trade and technical and

general education programs in fine and industrial arts has been severely limited

by various academic admissions requirements deemed necessary by community-

junior colleges. At the same time, many high school vocational programs do

not include all the academic units required for such admissions consideration.

This problem has been recognized and was underscored as one of the primary

concerns of the Conference on Guidance in Vocational Education at Cornell Uni-

versity in June 1965. A number of vocational counselors participating expressed

real apprehension that most high school freshmen and sophomores are too young

and too unsettled to be loakstepped into dead-end, terminal high school

vocational programs.6 In this regard, it is important to note a slight decline

in the proportion of New York secondary vocational-program graduates from

Federally-funded programs going on to higher education. Exclusive of graduates of

office occupations high school programs, 1963-64 evidenced a mobility rate of

22 percent continuing their education at post high school instruction; the 1964-65

mobility rate was reduced to 20 percent. This decline is occurring at a time

5Loc. cit.

6 6Proceedin s of the Institute Concernin Vocational Guidance in Vocational

Education, (Report of Cornell University Conference, Ithaca June 1965.

-6-

when the total percent of high school graduates continuing in higher education

is increasing.7

Much time has been invested on studies of student mobility, little of

which has been directed toward the occupational program graduate and his ar-

ticulation between high school and the two year colleges. Dr. Kenneth Doran,

Associate Executive Dean for Two-Year Colleges, State University of New York,

was interviewed and summarized his thoughts in a memorandum. Dr. Doran noted:

"A prime merit of your study, as I see it, is that it brings into focus the

high school graduate of the noncollege preparatory. program. Some of the two-

year colleges have been criticized for denying admission to such high school

graduates. Perhaps your inquiry will sensitize the college on this issue in

a new way."

In view of a lack of information on post high school opportunity and,

at the same time, increasing pressures on job seekers for post high school

training, this study was recommended for immediate implementation during the

fall of 1965. Its purpose was to determine theiminimum number of academic

electives which graduates of high school programs would have to present in order

to be considered for admission into the various less-than-baccalaureate college

programs in New York State institutions which prepare for occupational entry.

As defined for this study, academic electives are those academic courses

taken in addition to the "Group I" core units required for a New York State

Regents or local high school diploma (see page 8)

Method

During the planning phase of this project, contacts were made with several

executive officers of both the Education Department and the State University

soliciting suggestions and support.

7Fol/atup_oLgraduates of Federally Funded Vocational Programs, (Report of Officeof Vocational Instructional Services to Federal Government), June 1965 and June 1964.

-7-

Letters introducing the study and soliciting institutional cooperation

were sent to the chief executive officers of 65 institutions within New York State

which were reported to have full-time associate-degree programs preparing for

occupational entry. Dr. Allau A. Kuusisto, Assistant Commissioner for Higher

Education, initiated the letters to the privately controlled colleges and

Dr. S. V. Martorana, Executive Dean for Two-Year Colleges, the State University

of New York, contacted the public colleges. Copies of this correspondence were

sent to the respective directors of admissions.

The personal interview was selected as the method of information gathering.

It was felt that variance would be quite measurable between colleges offering

similar programs and between different programs in the same college; also, the

investigator would be confronted with differentiating between u required,"

"preferred" and "recommended" admission requirements. It wa's also anticipated

that the interview would disclose new additions and deletions in program offerings.

Appointments were then made directly with the various directors of

admissions establishing dates and times for each campus visit, and individual

college catalogues were checked beforehand for any definitive statements on

admissions requirements and course changes.

During the interview the admissions officer of each college was asked

to evaluate typical high school occupational graduates programs, and to comment

on each according to those unit prerequisites deemed essential for admissions

consideration; theoretical high school transcripts were prepared for an applicant

to each occupational program offered at the college under visitation. Other

administrative personnel, such as deans, department heads, etc., often joined the

investigator and the admissions officer.

The specific points listed below were the bases of the interview:

(a) Additional high school academic units required beyond the

State-mandated graduation minimum for admissions consideration.

4

-8-

"Group I" State-mandated academic unit minimums are as follows:

Upstate New York New York City*

English 4 4

Social Studies 3-4 Vary with type ofdiploma issued

Science 1 Vary with type ofdiploma issued

Mathematics 1 Vary with type of9-10 diploma issued

*Requirements for a "Regents" diploma do not vary between Upstate New York and

New York City. "Local" diploma requirements are enumerated in this chart.

(b) Number of 1965 freshmen admitted who presented occupational

high school programs.

(c) Priorities which take precedence in each college's admissions

consideration.

(d) Consideration given to applicants presenting-only the State-

required minimum of academic units, if space is available and

the applicants meet or exceed all other standards of admission.

(e) Methods by which applicants otherwise qualified can remedy a

required subject-matter upit deficiency;

(1) high school summer school, to be completed before

matriculation,

(2) collegiate summer school,

(3) regular-session remedial courses,

(4) evening remedial courses

(5) "pre-tech" programs.

(0 Subject-matter areas in which remedial courses are offered and

whether or not these courses carry college credit.

(g) Exceptions to normal academic preparation requirements which are

-9-

made for applicants presenting other evidence of good

ability, such as college admissions test results, above-

average high school grades, etc.

(h) Effect of the level or ability grouping of an individual high

school subject course has on an applicant's chance for admis-

sion consideration.

(i) Changes or trends foreseen in the availability of admissions

consideration for the secondary graduate from business,

agricultural, home economics, industrial arts or trade-

technical programs.

The information received was recorded on the transcript form; a single

form for each individual college program. This facilitated the subsequent job

of cross-referencing information by institutions, by collegiate programs and

by secondary preparation.

During the writing of this study report, final checks were made with

several of the institutions in cases in which there was a need of clarification

or expansion. Dr. Kenneth J. Doran, Associate Executive Dean for Two-Year

Colleges, of the State University of New York, assisted in the checking

of curricular nomenclature at the public institutions to ensure the use of

approved titles.

All two year colleges in New York State offering associate degree

vocational programs are listed in Appendix A. The colleges are grouped under

the categories of private and public institutions. All baccalaureate institutions

offering such programs are listed in Appendix B.

Appendix C and D are curriculum directories for Upstate and New York City

colleges respectively, identifying all occupational programs offered. They are

constructed so that they may be used to identify all available courses at any

single institution or all institutions offeringany particular course.

-10-

Appendix'E and F supply, by institution and for each program offered, the spe-

cific high school academic-unit requirements necessary for admissions consideration.

Appendix G gives a compilation of the infor*ation received from the various

colleges on the specific points (b through i) of the interview as enumerated on

pages 8 and 9 earlier in this report.

Sixty-two institutions are listed--their separate curriculums numbering

approximately 450.

PART II

HANDBOOK REFERENCES

This collected data may be used as an admissions handbook for statewide

distribution to guidance counselors and vocational program directors. Particularly

helpful are cross-references; the first by student vocational preparation by high

school program against admissions units of every two-year college program in New

York State. A second cross-reference is by institution--each institution having

a breakdown of the programs offered and the high school occupational-program students

it would consider in termo of their units of high school preparation.

In addition to the cross-referenced sections of the handbook, there is a

summary of the general admissions policies and practices found as well as an

identification of the obvious trends. Such supplementary information, used with

the cross-referenced sections of the handbook as a base, should be valuable for

use as a predictive tool for future counseling, program advisement and construction

of secondary students programs. The information is dated 1965-66 so that the basic

material in the cross-referenced sections and the trend patterns found can be used

in the proper chronological perspective.

The handbook in no way zuarantees admissions to students with the required

course preparation. The reader must take note of the importance of grades, test

scores, interviews, recommendations and other admissions criteria which must also

be met or exceeded before admission is granted. This information may not be

construed as a commitment on the imrt of the participating institutions.

As far as is known the included information is the only current guide

for vocational student guidance counselors. It is hoped that the results will

enable the counselors to determine which are the most critical academic

electives for the students to take, as well as being a source of available

college programs leading to entry occupations.

The study might also serve as the basis for a high school, two-year

college conference or occupational-graduate mobility and/or a series of state-

wide workshops. Such workshops would be directed toward more meaningful

articulation between the high school vocational guidance counselors and the

college admissions officers.

Points of Reference for Counselors

There are three points of reference which must be made positive before

the reader can make accurate use of the institutional and curricular information.

First, this report is current as of September 1965 and is accurate for

the admissions year 1965-66. Changes must be anticipated in the time forthcoming.

Second, this report is concerned with only one phase of admissions to

college--the required secondary academic-course requirements. It must be realized

that nothing contained herein is in any way a comitment or guarantee of admission

or of admissions consideration by the participating institutions. As stated

earlier, the basic assumption upon which this study was pursued was that any

applicant would, in addition to presenting the necessary high school courses,

meet or exceed each and every other admissions criteria. Test scores, rank in

class, high school grades, interview results, recommendations, and many other

prerequisites play their part in the admissions function.

-12-

The purpose of this study is to indicate the higher education paths open

to the high school occupational-program student.

Third, in case of questions on the part of readers, it is requested that

answers be sought from the primary source of the information--the individual

college of interest. Both the State Education Department and the colleges

desire to assist college consideration through this report; only the individual

colleges can give the most current information to interested persons and it is

to the director of admissions at each institution that questions should beA

directed.

Recommendations for Further Study

Several recommendations for further study have evolved out of discussions

with various officials and out of the project field work.

Dr. S. V. Martorana, Executive Dean for Two-Year Colleges, SUNY, sug-

gested a follow-up study of secondary occupational-program graduates. It would

be necessary to identify a sample of the population and investigate what

actually happened to them in their quest for further study. This would involve

an analysis of the actual content of their high school preparation, and an

analysis of how their applications for further study in the community colleges,

technical institutes and perhaps in some selected four-year institutions, are

actually processed and used as a basis for deciding whether or not the applicant

will be admitted to the collegiate-level institution.

Dr. James Spence included several suggestions on a memorandum. As Director

of the State University admissions program, Dr. Spence identified several addi-

tional areas forNconsideration: "It seems to me that a valuable adjunct to this

study would be a description of the financial aid programs at the colleges or

the financial limitations to which the applicant must conform. In my judgment,

the student in high school occupational programs is more apt to come from the

-13.-

less well-to-do strata of our communities than the youngster who is enrolled in

the college preparatory program. As a consequence, his financial problems are

frequently more critical than his problems of academic preparation, particularly

when the college course in which he is interested is a logical extension of his

occupational major sequence in high school. In other words, an understanding on

the part of the high school guidance counselor of the financial resources

available to his counselees at the two-year colleges may very well be as important

or more important perhaps than knowledge uf the subject matter unit requirements

for admission. In view of the source of funds to support this study, and the

State and Federal Government's efforts to extend financial aid to needy students,

I would hope that this additional aspect of the study might receive some attention.

Another logical extension of the study, as I understand it, would be a

survey of the success of vocational programs graduates at the two-year colleges,

with some effort being made to differentiate between those who have met the

minimal admissions prerequisites and those who have completed more than the

minimum requirements during their years in high school. Further, it would be

helpful to equate vocational program graduates with academic program graduates

in terms of their high school preparation to determthe whether there is any

significant difference in their level of achievement at college. Under the

presept operating conditions in most college admissions offices, I can foresee

no likelihood of any carefully structured study being made of the validity of

differentiated entrance requirements for the two categories of secondary school

graduates. While this is regrettable, there are too many other pressing

questions for this to receive early attention. Consequently, I would hope that

this might be a general area of inquiry.

There is another dimension in the qualifications of the applicant which

might also merit your attention--the socioeconomic background of the student.

With some measure of this characteristicincluded in the data which you will be

-14-

gathering, it might then be possible to determine whether a difference in this

variable has some significant relationship with either the admissibility or the

success of the student at college, other qualifications being equivalent. Here

again, if we can safely assume some difference in socioeconomic backgrounds

between the typical academic and typical vocational program students, the extra-

class adjustments which the students must make in college are particularly

significant, and undoubtedly have a bearing on the scholastic success of the

student."

A-1-15-

Appendix A

Two-Year Colleges With One or More Programs Preparing

for Occupational Entry

PRIVATE

I. Academy of Aeronautics, La Guardia Airport, New York

2. Bennett College, Millbrook

*3 Briarcliff College, Briarcliff Manor

4. Cazenovia College, Cazenovia

5. Concordia Collegiate Institute, 171 White Plains Road, Bronxville

6. Elizabeth Seton College, 1061 Broadway, N., Yonkers

7. Immaculata College, 5286 South Park Avenue, Hamburg

8. Junior College of Albany, 140 New Scotland Avenue, Albany

9. Maria College of Albany, 634 New Scotland Avenue, Albany

10. Maria Regina College, 1024 Cour.t Street, Syracuse

11. Packer Collegiate Institute4 170 Joralemon Street, Brooklyn

12. Paul Smith's College of Arts and Sciences, Paul Smith

13. Sancta Maria College, 110 Red Jacket Parkway, Buffalo

14. Villa Maria College at Buffalo, 600 Doat Street, Buffalo

15. Voorhees Technical Institute, 303-319 East 66th Street, New York

16. William H. Miner Agricultural Research Institute, Chazy

PUBLIC

1. Agricultural & Technical College at Alfred, Alfred

2. Agricultural & Technical College at Canton, Canton

3. Agricultural & Technical College at Cobleskill, Cobleskill

4. Agricultural & Technical College at Delhi, Delhi

5. Agricultural & Technical College.at Farmingdale, Farmingdalea

6. Agricultural & Technical College at Morrisville, Morrisville

A-2-16-

7. Adirondack Community College, Hudson Falls

8. Auburn Community College, Franklin Street, Auburn

9. Borough of Manhattan Community College, 134 West 5Ist Street, New York

10. Bronx Community College, 120 East 184th Street, New York

11. Broome Technical Community College, Binghamton

12. Corning Community College, Corning

13. Dutchess Community College, Pendell Road, Poughkeepsie

14. Erie County Technical Institute, Main and Youngs Road, Buffalo

15. Fashion Institute of Technology, 227 West 27th Street, New York

6e

16. Fulton-Montgomery Community College, West Montgomery Street, Johnstown

17. Hudson Valley Community College, Vandenburgh Avenue, Troy

18. Jamestown Community College, 525 Falconer Street, Jamestown

19. Jefferson Community College, P. O. Box 255, Watertown

20. Kingsborough Community College, Sheepshead Bay-Manhattan Beach,

Brooklyn

21. Mohawk Valley Community College, 1101 Sherman Drive, Utica

22. Monroe Community College, 410 Alexander Street, Rochester

23. Nassau Community College, Stewart Avenue, Garden City

24. New York City Community College of Applied Arts & Sciences,

300 Pearl Street, Brooklyn

25. Niagara County Community College, 430 Buffalo Avenue, Niagara Falls

26. Onondaga Community College, Midtown Plaza, 700 East Water Street,

Syracuse

27. Orange County Community Coilege,-115 South Street, Middletown

28. Queensborough Community College, Bayside

29. Rockland Community College, 145 College Road, Suffern

30. Staten Island Community College, 50 Bay Street, Staten Island

mm

32. Sullivan CountY'Community College, South Fallsburgh

31. Suffolk County Counity College, 533 College Road, Selden

33. Ulster County Community College, 214 West Chestnut Street, Kingston

34. Westchester Community College, 75 Grasslands Road, Valhalla

#35. SUNY College of Forestry, Ranger School, Wanakena

*Briarcliff College was chartered as a four-year college in the Fall of 1964 andwill graduate its first class in June 1966.

#The Ranger School is not chartered as a two-year college, and offers a one-yeardiploma program. However, certain of its courses are transferrable to theSUNY School of Forestry at Syracuse University.

Appendix B

Four-Year Institutions with Associate Degree Curricula

for Occupational Entry

1. Elmira College, Elmira

2. Finch College, 52 East 78th Street, New York

3. Houghton College, Houghton

4. The King's College, Briarcliff Manor

5. New York Institute of Technology, 135-145 West 70th Street, New York

6. Pace College, 41 Park Row, New York

7. Queens College, 6530 Kissena Boulevard, Flushing 67

8. Rochester Institute of Technology, 65 Plymouth Avenue, S., Rochester

9. SUNY at Buffalo, 3435 Main Street, Buffalo

10. SUNY College of Agriculture at Cornell University, Ithaca

11. SUNY Upstate Medical Center, College of Medicine, 766 Irving Avenue,

Syracuse

,.

Note: Briarcliffe College should now be considered a four-year institution.

However, it had not yet graduated its first baccalaureate class at the

time this study was conducted.

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x X x x x X k4 X x

Dutchess

Community

College

X X X X X

Erie

County

Technical

Institute

X X >4 a F

ulton-Montgomery

Community

College

X 1111111

X xxX X >4

x>4 X -4

Hudson

Valle

Community

Colle.e

UIU

I

X X

Jamestown

Community

College

X N il Jefferson

Cammunity

College

1111

1

X

XX

>4

1111

X X x

X H

Moh

awk

Val

ley

Com

mun

i

t_y_

Col

lege

Monroe

Community

College

X x >4 X

III

iiUIL

IIIi

IIiI

uiuu

1111

1

UU

IIIU

IUU

IIII

1111111111

XX

X

IIIRUIIUIIII IlIlIlIllIl

x III

XX

X

UIIIIIUIII

1L11

lUll

IX

111

X 1111

X

IIx Nassau

Communit

Colle:e

>4

!III

Nia:ara

Count

Communit

College

MI

Ononda:a

Communit

Colle:e

IRISI

X x

UIIUUlIIIIllI

0ran:e

County

Community

Colle:e

X

111111

X

UIUIIiUIIIII

X

IUIIIIUU

xX

x

1111

X ui

xx

iaui

iiuu

x 3 uuuu

uu..

Rockland

Communit

Colle:e

Suffolk

Count

Communit

Colle:e

11111

<

UII

IUII

UII

III

X X :I

Sullivan

Count

Community

Colle:e

lUll

II

XX

II

IIII1IIUUIUIIUUIUIUIUI

II

X

uI.

X lull.

Ell

II

XX

X

il'

XX

llIIlIIIlIII

x n:I

Ulster

County

Community

Colle:e

Westchester

Community

College

Elmira

Colle:e

Hou:hton

Colle:e

IU.I

IUII

IIII

IIU

LII

IIU

ILII

UU

X

IUII

IIII

LIU

IIU

U

The

Kin:

s Colle:e

MII

II

A IN X X

Rochester

Inst.

of

Technolo:

II X

IIUIIIIlIIIUIi

SUNY

at

Buffalo

SUNY

Col.

of

Ag.,

Cor

nellt

h-=

--

X ll SUNY

Col.

of

Forestry,

Rang.

Sch.

SUNY

Upstate

Medical

Center

.

D-1

-21-

.

APPENDIX

D

New

York

City

Institutions

Curriculum

Directory

Full-Time,

Day

Programs

mc.)r4

4-11-4 0O

WW

J4OW

E0o

PW

<4

00N

C.)<

4

CD

4-) 04.iri

4-1mU

mE

-1ca0

.1.JUW

ca,-1 O

ti w,-.4

Um

CC

1fil

W4-i 0

4-ig.r.1

W0

HT

-1-,-1 0

4u

w0)

0>a)

(711a)i--1

i--1 0C

.)4_1

r-1 0 00

0C

1:1?-44-10

40

COZ

OE

HO

40

P:1

(1)a)

H>

,,4-1

r-1 00

E..

0U

)4P:1

0f--1 0 0

4,0Ouc..) C

.) W44 0

4-)Rl000 0

4-1.r.1

4-1m o

0C

C1

rz4

(1)M

G)W

i'l 4C

.)>

14-14-)r1 0

0O

UU

UC

-)4

a000H

HH

WH

1.4.- 04

rel

a)bp

f--1i'l 0

rl 0 04-1

.H$-) 0

WZ

a)IA

(1)?"4

?"1 0P

'l4-1r4 0 0 E

s4

60P

cnr--40H0,-H

04m

W0

CY

WI

W.4

i-I 04-1ri 0

0"0 0

cooiote,-10

4-14-1

En

0)tif)

0c..)

r-1fr.4

a0

f--1 0 04

(.2)P4-1 0

a)..1

4-1ri4-1

ca$4 0

WZ0)

r-.10

(..)W

CO

fa4

ZC

) .W

1a)

0m

W0

Aerospace

Design

Technology

X

Aerospace

Maintenance

Technology

Air

Conditioning

Technology

Applied

Physics

Architectural

Technolo:

Desi:n

X

Automotive

Technology

X

Biological

Technology

Chemical

Technology

X X X

Computer

Technology

Construction

Technology

X

Electrical

Technology

X X X X

Electronics

Technolo:

X X

Heatin:-Refri:eration-Air

Conditionin:

X

Industrial

En

ineerin_

Technolo

X

Industrial

L9.

yearasiessoileit$

X

Litho

ra

hic

Technology

X

Materials

Processin.

Technolo

X n

Mechanical

Technolo

X X X X

Plastics

Technology

X

Product

and

Machining.

Design

X

Accounting

XX

XXXX

X

,

Advertisin:

X

Banking

X X

,

Business

Administration

Commercial

Art

Commercial

Arts-Radio

and

Television

Production

Drawing:PaintingData

Processing

4

Fashion-Apparel

Design-Pattern

Drafting

Fashion

Communications

Desi:n:

Illustration

Advertising

Interior,

Textile

_

..Apparel

41.

Fashion:

Buying,

Merchandising

M:

t.

En:':.

Tech.

Textile

Admin.

& Sales

r Fashion

Dissla

and

Photo:rash

Graphic

Arts

& Advertising

Technology

International

Trade

and

Travel

,

Insurance

,c Hotel

Technology

.

D-2 -22-

APPENDIX

D

New

York

City

Institutions

Curriculum

Directory

Full-Time,

Day

Programs

2-12-1

o

WW

WWJ.

> " ' s

O W CO W

4-1

0 WIW

W W

ci)r1

r4 W 2-1

2-1

0

0 r-1 2-1

r-1 2-1

00 0 0 r-4

0 0 0 .0

4-)

4--1

C.)

4-1

X 0 CD C.)

4-)

W N E-14.)

u) 0 o

c.)

co

0 a) u t4-1H II 4-1

.1-1

0 0 0 0

H

!-WW

W.u0

0 -1 .1-JO

00013

a)

)

O 0 0

O ct 4 -4 .0 >1 0 0 0 0 0 u

.1-1

0 0 -Li

4-)

W

O 14 .1-1

,c)

<413)C

.)Z0

4-)

.WW

0bOW

WW (ti W II

4-I

E-t

44 0 0 )-4

la)O 0 0 H ri 0

OW 0

a).0000P.0

0;40$4 a) bp 0 0 (f)

00 u)w 0 u)

>4 >4 00 .0 60 u (..)

(1)

(1)ai 0 0 )4 0 (i)

3 (1)

cES

3 (1)(t 0 0 $4 c(1

.1-1

(1)

I-1 (1)

(

-t4

P-1

r=4

CY Er)

r=4

z P-1

ad>

4

7ournalism

X

Management

' X

Marketing

X X

Management

and

Sales

X

Retail

X

MerchandisingReal

Estate

Retail

Business

Management

Secretarial

Science

Small

Business

Operation

Traffic

and

Shipping

Sales

Management

Dental

Hygiene

Dental

Laboratory

Technology

Medical

Laboratory

TechnologyNursing

X

X X

XX

XXX

XXX

4

X X X

r -T

Appendix E

Upstate New York InstitutionsMinimum Admissions Entry Units by Respective Curricula

Private Two-YearPublic Two-Year

Four-Year

,V,T

}-T

T07

;M,r

.A

Upstate New York Institutions and Respective Curricula


Minimum Academic Subject Units Required

-

Institution and

Respective Curricula

Eng.

S. S.

Hist.

(Any)

Science

-

Gen.

Sci.

,

Bio.

Chem.

-

Phy.

(Any)

Math.

-

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg,

Lang.

(Any)

Add. Aca.

Elect.

Total

Bennett College, Millbrook

Child Study

43

2a

1lb

lb

415

Secretarial-Overseas Serv.

41

lb

lb

415

Briarcliff Colle:e

Briarcliff

Manor* Child Development

43

1lc.

716

Cartography

43

1lc

716

Cazenovia College, Cazenovia

Child Development-Family

Relationships

45

1.-

lc

9Merchandising

43

ilc

9Nursing

43

1lc

9Secretarial, Dental

43

1lc

9Secretarial, Medical

43

1lc

9

Concordia Colle:e

Bronxville

Secretarial, General

43

21

13

14

Secretarial, Medical

43

21

13

14

Elizabeth Seton Colle:e

Yonkers

Merchandising

43

11

12

12

Secretarial Science

43

11

12

12

Immaculata College, Hamburg

43

11

9Secretarial

aOne laboratory science required.

Regents required of N.Y.S. Stlkients.

bEither.

*See note Appendix B-1.

cMust be

college-preparatory mathematics.

1

NOTE:

This information reflects only

one area of admissions consideration--high school academic-unit preparation

as

reported for Fall 1965.

It may net be assumed that meeting the above

distributions alone will result in favorable

admissions consideration.

Upstate New York Institutions

and Respective Curricula


Minimum Academic Subject

Units Required

Institution and


Eng.

S. S.

Hist.

-

(Any)

Science

Gen.

Sci.

,

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

-

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Total

Junior College of Albany,

Albany General Business

43

11

9

Nursery Education

43

11

9

Nursing

43

11

,

312

Retailing

43

11

9

Secretarial Science

43

11

9

Maria College, Albany

,

Secretarial

43

11

110

%

NOTE:

This information reflects

only one area of admissions

consideration--high school academic-unit

preparation as

reported for Fall 1965.

It may not be assumed

that meeting the above

distributions alone will result

in favorable

admissions consideration.




Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen i

Sc.

hio.

Ch em.

Phy.

(Any)

Math.

E]e.

Alg.

Pl.

Geo.

I nt.

Alg.

Trig.

Anal.

Geo.

Ad v.

Alg.

Lang.

__

(Any)

Add. Aca.

Elect.

Total

Maria Regina College, Syracuse

4 4 4 4-

4 4 4 4 4 4 4 4 4 4 4 4

2 2 2 2 3 3 3 3 3 3 3 3 3 3 3

1 1 1 1 1 1 2 1 1 1

,1 1 1 1 1 1

1 1 1

1 1 aa

1

1 1 1 1 2 2 1 1 1b

lb

lb

1b

lb

a

1 1 1 1 1 1

1 1

1a

a1 la

1a

.

2 2 2 2 2

.

8 8 8 8

11

13

11

13

11 9 9

12

12

1212

12

Library Technical Assistant

Merchandising

Nursery Education

Secretarial

Paul Smith's Collegle,

Paul Smiths

Forestry - Terminal

Forestry - Pre-professional

Hotel Administration -

Terminal

Hotel Administration -

Pre-professional

Sancta Maria Junior College,

Buffalo

Nursing

Secretarial - Executive

Secretarial - Medical

Villa Maria College, Buffalo

Dietetics

Nursing


Secretarial - Legal


William H. Miner Agricultural

Research Institute, Chazy

Agricultural Researchi

aEither

Any additional college-preparatory mathematics

Diploma program, associate degree not awarded

NOTE: This information reflects only one area of admissions considerationhigh

school academic-unit preparation as reported for

Fall 1965. It may not be assumed that meeting the above

distributions alone will result in favorable admissions consideration

Upstate New York Institutions andRespective Curricula



Cr!

Institution and


Eng.

S. S.

Hist.

(Any)

Science

,4

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Total

gricultural & Technical Colle0

at Alfred, Alfred

Agricultural Business

43

11

9

Agricultural Science

43

11

1la

la

11

Agronomy

43

11

9

Animal Husbandry

43

11

9

Dairy Industry

43

11

9

General Agriculture

43

11

9

Agricultural Power MachineLy

43

11

9

Agricultural Strudtures

Electrification

43

11

.9

Air Conditioning Technology

43

11

1a

1a

10

Accounting

43

11

9

Business Administration

43

11

Marketing

43

11

9



4 4

3 3

1 11

1

1 11a

a1

9

12

Construction Technology

43

11

11

'1

12

Data Processing

43

11

9

Electronic Communication

43

11

i1

112

Industrial Controls

43

11

11

112

Industrial Technology

43

1,

1a

1a

110

Measurement Science

43

11

la

la

10

Diesel-Gas Turbine Techno.

43

11

11

112

Mechanical Design-Product

and Machine Design

43

11

11

112

Mechanical Technology-Desigi

.

and Drafting

43

11

11

112

Medical Laboratory Techno,

43

11

11

la

la

12

Nursing

43

11

11

la

la

-12

Horticulture Merchandising

43

11

9

Horticulture Production

43

11

9

Landscape Development

43

11

9

ither

NOTE: This information reflects only one arca

of admissions consideration--high school academic-unit

preparation as reported for rt,

Fall 1965.

It may not be assumed that meeting the abLve

distributions alone will result in favorable admissions

consideration.


Two-Year Institutions


Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.Mo.

Chem.

Phy.

(Any)

Mach.

Ele.

Alg.

Pl.

Ceo.

Int.

Alg.

Trig.'Anal.

Geo.

Adv.

Alg.

Lang.

1

(Any)

Add. Aca.

Elcet.

.

Agricultural and Technical

,

College at Canton, Canton


43

2a

ld


43

.

1lb

lb

ld

1Dairy Technology

43

2a

ld

General Agriculture

43

2a

ld

Agricultural Enginedring

Technology

43

2a

ld

Air Conditioning Technology

43

11

1Automotive Technology

43

11

1Accounting

43

1ld

1Banking, Insurance and

Real Estate

43

1ld


43

1ld

1Secretarial Science

43

1ld

1Construction Technology

43

11

1Data Processing Technology

43

1ld

1Electrical Technology

43

1lc

lc

11

1Food Service Administration

43

1ld

Hotel Technology

43

1ld

Mechanical Design

43

1lc

lc

1Nursing

agricultural & Technical

43

11

11

1

College at Cobleskill,

Cobleskill


43

11

Agronomy

43

11

Dairy Technology

43

11

Animal Husbandry

43

11

Agricultural Engineering

Technology

43

11

tri

t.n

Total

10

11

10

10

10

10

10

10 9

10

10

10

10

12 9 9

12

12 9 9 9 9 9

aVocational agriculture may be substituted

for one science

NOTE: This information reflects only

one area of admissions consideration--high schoolacademic-unit preparation as reported for

Fall 1965. It may not be assumed that

meeting the above distributions alone will

result in favorable admissions consideration

bEither

cPhysics (preferred) or Chemistry

Elementary Algebra Preferred

00




Institution and


Eng.

S. S.

.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect,

m

Total

Agricultural & Technical

College at Cobleskill, con't.

Accounting

43

11

9


43

11

9

Secretarial

43

11

9

Data Processing

43

11

110

Institutional Foods

43

11

9

Restaurant Management

43

1,

19

Industrial Laboratory

Technology

43

11

la

la

11

113

Nursery Education

43

19

Ornamental Horticulture

43

11

9


College at Delhi, Delhi


43

11b

.9

Animal Husbandry

43

2°

lb

10

Animal Science

43

2d

11

lb

lb

12

Dairy Technology

43

11

lb

10

General Agriculture

43

11

1b

10

Agricultural Engineering

Technology

43

11

lb

lk

11

113

Accounting

43

11

110


43

11

110

Marketing

43

11

110

Secretarial

43

11

9

Civil Technology

43

11

1lb

lb

11

Building Construction

43

11

1lb

lb

11

Mechanical Equip. for Bldgs

43

11

1lb

lb

11

Institutional Folids

43

11

lb

10

Restaurant Management

43

11

110

Hotel Technology

43

11

1_

10

aEither

Business Mathematics may be substituted

Voe. Agric. may be substituted

for one science

One lab science additional

NOTE: This information reflects only one area of admissions consideration--high

school academic-unit preparation as reported for

Fall 1965.

It may not be assumed that meeting the above distributions alone will result infavorable admissions

consideration.

Mer

-17,

"T.A

.7,W

57-7

7!




rri

Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

=

Total


College at Faimingdale,

Farmingdale

Advertising Art & Design

43

11

2a

9Agronomy

43

2b

.

11

11

Animal Science

43

2b

11

11

Poultry Husbandry

43

2b

11

11

Air Conditioning Tedhnology

43

11

11

112

Aircraft Operations Techno.

43

11

11

112


43

11

110

Marketing

43

11

110

Secretarial - Advertising

43

11

9Secretarial - Industrial

43

11

110

Secretarial - Legal

43

11

9Secretarial - Medical

43

11

9Chemical Technology

43

11

11

11

13


43

11

11

112

Dental Hygiene

43

11

11

11

Electrical Technology

43

11

11

112

Dental Hygiene

43

11

11

11


43

11

11

112

Food Processing Technology

43

2b

11

11

Highway Technology

43

11

11

112

Mechanical Power Technology

43

11

11

112

Biological Technology

43

2b

11

11

Floriculture Mechandising

43

2b

11

11

Floriculture Production

43

2b

11

11

Landscape Development

43

2b

11

11

Nursery Management

43

2b

11

11

Photographic Technology

43

11

11

112

Police Science

43

2b

110

Nursing

43

2b

110

aOther preferred

bOne laboratory

science

OTE: This information reflects only one

area of admissions considerationhigh school academic-unit preparation

as reported for

Fall 1965.

It may not be assumed that meeting the above distributions

alone will result in favorable admissions

consideration.




tzl

CO

Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Total


Colle:e at Morrisville,

Morrisville

.


43

11

110


43

11

110

Agronomy

43

11

110

Animal Husbandry

43

11

110

Dairy Technology

43

11

9Horticulture

43

11

110

Ag'ricultural Engineering

Technology

43

11

la

la

11

la

12

Automotive Technology

43

11

lb

11

11

Accounting

43

21

111


43

21

10

Secretarial

43

21

10

Data Processing

43

21

11

12


43

11

11

11

Food Processing Technology

43

J.

11

111

Food Service Administration

43

1 "IF

11

10

Industrial Instrumentation

Technology

43

11

110

Mechanical Technology

43

11

110

Medical Laboratory Techno.3

43

11

11

11

13

Nursing

43

11

11

11

Wood Utilization Technology

43

11

110

Practical Nursing4

43

11

9

,

Adirondack Community College,

43

1

,P

Y1

9

Hudson Falls

Accounting

Budiness Administration

43

11

9Marketing

43

11

9aIntermediate Algebra

or Mathematics 11 or Chemistry

Physics strongly recommended; applicant

Regents required

or Physics

pressure makes this a de facto requirement.

4One-year diploma program

WE: This information reflects only

one area of admissions considerationhigh school academic-unit

preparation as reported for

Fall 1965.

It may not, be assumed that meeting the above

distributions alone will result in favorable admissions

consideration.

T''v

e:W

iTrg

5YA

p47,

r,


PlIblic Two-Year Institutions


Institution and


Eng

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

si

Total

Adirondack Community College,

Hudson Falls, can't.


43

11

9Secretarial, Medical

43

11

9Nursing

43

11

110

Auburn Cammunity College,

Auburn

Accounting

43

11

9Business Administration

43

11

9Retail Business Management

43

11

9Secretarial

43

11

9Industrial Laboratory,

Technology

43

11

9

Broome Technical Community

College, Binghamton

Accounting

43

11


43

11

9Marketing

43

11

9Secretarial, Executive

43

11

9Secretarial, Industrial

43

19

Chemical Technology

43

11

11

112

Civil Technology

43

11

11

112

Dental Hygiene

43

11


43

11

11

112


43

11

11

112

Medical Office Assistant

43

2a

110

X-Ray Technology

43

3b

1c

l12

aOne laboratory science

bTwo laboratory sciences

cEither

NOTE: This information reflects only one area of admissions

consideration--high school academic-unit preparationas reported for

Ls>

Fall 1965.

It may not be assumed that meeting the above distributions alone will

result in favorable admissions

consideration.

Upstate New York Institutions



Minimum Academic Subject Units

Required

F-1

_

Institution and


Eng

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl..

Geo.

'Int.

Alg.

.

Trig

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Total

Corning Community College,

Corning


43

11

9

Secretarial, Executive

43

11

9

Secretarial, Industrial

43

1la

la

2b

12

14


43

1la

la

11

112

Nursing

43

1la

la

1la

la

11

Dutchess Community College,

Poughkeepsie

Architectural Design

43

11

9

Accounting

43

11

9


43

11

9

Retail Business Management

43

11

9

Scretarial

43

11

9

Chemical Technology

43

11

9

Commercial Art

43

11

9

Data Processing

43

11

9

Dental Assisting Technology

43

11

9,


43

11

9

Mechanical Design

43

11

9

Nursery Education

43

11

9

Nursing

43

11

9

Erie County Technical Institute

Buffalo


43

11

9


43

11

9

Chemical Technology

43

11a

la

11

112


43

11

11

112

Data Processing

43

11

11

11

aEither

bTwo additional units of college-prep

math

NOTE: This information reflects only one arca

of admissions consideration--high

school academic-unit preparation as

reported forL

Fall 1965.

It may not be assumed that meeting

the above distributions alone will

result in favorable admissions

consideration.


Publ&c.

Two-Year Institutions


Institution and


Eng.

S. S.

Hist.

(kny)

Science

Cen.

Sci.

Bio.

Chem.

Phy.

any)

Math.

Ele.

Alg.

Pl.

Ceo.

Int.

Alg.

Trig.

Anal.

Ceo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

:_

Total

Erie County Technical Institute

Buffalo, con't.

Dental Hygiene

43

11

110


43

11

1i.

112

Food Service Administration

43

11

9Industrial Technology

43

11

11

1.

12


43

11

11

119

Medical Laboratory Techno.

43

11

11

112


43

11

9Metallurgical Technology

43

11

11

112

Opthalmic Dispensing

43

11

11

11

Recreation Supervision

43

'1

19

Fulton-Montgomery Community

College, Johnstown

Accounting

43

11


43

11

9Secretarial

43

11


43

11

9

Hudson Valley Community

College, Troy

Air Conditioning Techno.

43

11

1la

la

11


43

11

1la

la

11

Accounting

43

11


Real Estate

43

11


43

11

9Secretarial, Industrial

43

11


43

1r

9Chemical Technoloev

43

11

11a

l11

aEither

:OTE: This information reflects only one area of admissions consideration--high school academic-unit preparation

a,s reported forL

Fall 1965.

It may not be assumed that meeting the above distributions alone will result in favorable admisslions

.Pconsideration.

Upstate New York Institutions and Respective

Curricula

Ptiblic Two-Year Institutions

Minimum AcademickSubject Units Required

Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

-

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Hudson Valley Community

College, Troy

Civil Technology

43

11

1la

la


43

11

1la

kla

Dental Hygiene

43

11

11


43

11

1la

la

Mechanical Design,


43

11

1la

la

Production, Mechanical

.

Technology

43

11

1la

la


43

11

11

Nursing

43

11

1

Environmental Health

43

11

11

Radiological Health

43

11

11

Jarrwn Community Colle e,

Jamestown

Business

43

11

2


43

11

2


43

11

2

Nursing

43

11

2

Jefferson Community College,

Watertown

Accounting

43

11


43

11


43

11

Mohawk Valley Community College

UticaAdvertising Design and

Production

43

11

Total

11 11

11

.11

11 11 11

11

11

11

11 11

11

11 9 9 9 9

aEither

NOTE: This information reflects only one area of admissions consideration--high school

academic-unit preparation as reported for

Fall 1965,

It may not be assumed that meeting the above distributions alone will result infavorable admissions

consideration.



Minimum Academic Subiect Units Required

Institution and


Eng

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

-

Int

Alg.

Tri

.

-

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

z

Total

4ohawk Valley Community College

.

.

Utica, (conE)

Banking, Irsurance, and

Real Estate

43

11


43

1.

19

Secretarial

43

11

9Civil Technology

43

1la

la

1la

la

11


43

1la

la

1la

la

11


43

1la

la

1la

la

11

Nursing

43

11

11

11

Monroe Community College,

Rochester

Accounting

43

11

9Marketing

43

11

9Secretarial

43

11

9Data Processing

43

11

11

11

Dental Hygiene

43

11

11

12


43

11

11

11


43

11

11

11

Nursing

43

11

11

lb

lb

12

Optical Technology

43

11

11

11

Police Science

43

11

9Recreation Supervision

43

11

9

Nassau Community College,

Garden City

Accounting -

Data

Processing

43

21

111


43

21b

1lb

11

Nurs'ing

43

21

111

Medical Technology

43

3a

11

13

aEither

bAny college-prep math


one area of admissions consideration--high school academic-unit

preparation as reported for

Fall 1965.


alone will result in faorable admissions

consideration..

Upstate New York Institutiohs and Respective Curricula



tx1

_

Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

-

Trig

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

_

Total

Riagara County Community

College, Niagara Falls

Accounting

43

11

9


43

11

9

Secretarial

43

11

9


43

11

9


Technology

43

11

9

Onondaga Community College,

Syracuse

Chemical Technology

43

11

11

112

Dental Hygiene

43

11

11

1.

12


43

11

11

la

la

13b


43

11

11

la

la

13b

Orange County Community College

Middletown

Accounting

43

11

9


43

11

9


43

11

9


43

11

9


4:

31

19

Chemical Technology

43

11

lc

lc

10

Correction Administration

43

11

9


43.

11

lc

lc

10


43

11

lc

lc

10


43

1-1

11

11

Nursing

43

11

11

11

aMay be Mathematics 11

If Mathematics 11 is substituted for Intermediate

Algebra and Trigonometry, total units are 12.

Either

c!,.1

WTE: This information reflects only one area of admissions consideration--high school academic-unit preparation as

reported for

Fall 1965.

It may not be assumed that meeting the above distributions alone will result in favorable admissions

consideration.

Upstate New York Institutions and Respective

CUrricula

Publie Two-Year Institutions


Institution and

,-*


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pi.

Geo.

Int.

Alg.

Tr ig.

Anal.

Geo.

Adv.

Alg.

Lang.

=(Any)

Add. Aca.

Elect.

=a

Total

Rockland Community Collee,

\Suffern

Accounting

43

11


43

11

9Secretarial

43

11

9Nursing

43

11

9Industrial Laboratory

.

Technology

43

11

9

Suffolk County Community

Coll--.1.teatel.-

Accounting

43

11


Real Estate

43

11


43

11


43

11

9Secretarial

43

11

9Data Processing

43

,1

19

Electrical Technologyik

43

11

110

Marine Technology

43

I1

110


,,

43

11

110

Nursing

43

11

9Police Science

43

1.

19

Sullivan County Community

.

College, South Fallsburg

Accounting

43

11


43

11

9Secretarial

43

11

9Hotel Technology

43

11

9.

Commercial Art

43

11

9Industrial Lab. Technology

43

11

11

11


one area of admissions consideration--high school academic-unit preparationas reported forw

Fall 1965.


alone will result in favorable admissions

.1consideration.

Upstate New York Institutions and gespective

Ptiblic Two-Year Institutions


Institution and


Ulster County Community

College, Kingston

Accounting



Secretarial



Westchester Community College,

Valhalla

Accounting

Marketing

Secretarial

Chemical Technology

Construction Technology,


rFood Service Administration


Inhalation Therapy


SUNY College of Forestry,

Ranger School, Wanakena

Practical Forestry'

Eng

S. S.

Hist.

43

43

43

43

43 3

43

43

43

43

43

43

43

43

43

43

Curricula

(Any)

Science

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1

Ele.

Alg.

1 1 1 1 1 1 1 1 1 1

Pl.

Geo.

1 1

Int.

Alg.

1 1 1 1

Trig

Anal.

Geo.

Adv.

Alg.

Lang.

=== (Any)

Add. Aca.

Elect.

Total 9 9 9 9

10 9

10

10 9

11

11

11 9

11

10 9

10

X

1Diploma program, associate degree not awarded.


considerat--high school academic-unit preparation as reported

for

Fall 1965.

It ma....mt. be assumed that meeting the above distributions alone

will result in favorable admissions

consideration.

Upstate New York,Institutions and Respective

Curricula

Four-Year Institutions withssociate

Degree Program

Minimum Academic Sub.ject Units Required

Institution and


Eng

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Elmira College, Elmira

Secretarial

43

2a

1

Houghton College, Houghton

Missionary Training

43

11

King's College, The

Briarcliff Manor

Secretarial

43

11

Rochester Institute of

Technology; Rochester

Secretarial, Rental

43

11


43

11


43

11


43

1lb

lb

11


43

1lb

lb

11

State University of NY at

Buffalo, Buffalo

Secretarial

43

11

State University of NY Colle

eof Agriculture at Cornell

University, Ithaca

Crop Productionc

43

11

Dairy Farmingc

43

11

General Agriculturec

43

11

Pomologyc

43

11

Poultry Husbandryc

43

11

Poultry Farmingc

43

11

Int.

Anal. Adv.

(Any)

Trig.

Lang. Add. Aca. Total

I

Alg.

Geo.

Aig.

Elect.

lb

1 1

aOne laboratory science

bEither

213 9 9 9 9 9

12

12 9 9 9 9 9 9 9

cDiploma programs, associate degree

not awarded


one arca of admissions consideration--high

school

Fall 1965.

It may not be assumed that

meeting the above distributions

alone wil

consideration.

academic-unit preparation

as reported for .P- cb

1 result in favorable admissions


Four-Year Institutions with Associate Degree Program

Minimum Academic Subject Units Aequired

Institution and


Eng.

S. S.

Hist.

(Any)

Science

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca. Total

Elect.

State University of New York

Upstate Medical Center,

Syracuse

Nursing

X-ray Technology

43 3

10 9

EOTE:

This information reflects only one area of admissions consideration

high sophool academic-unit preparation as reported for

Fall 1965.

It may not be.assumed that meeting the above distributions alonvd will result in favorable

admissions

consideration.

J

Appendix F

Downstate New York Institutions


(Metropolitan New York City) 4

Private Two-Year(Public Two-Year

Four-Year

1'

-42-

-

Institution and

Rospectivo Curricula

Downstate New York Institutions and Respectiv

Curricula

1



Eng

S. S.

Aist.

(Any)

Science

Ce.n.fhio.

Sci.

Academy of Aeronautics,

LaGuardia Airport

Aerospace Design Techno.

Aerospace Electronics

Technology

Aerospace Mechanical

Technology

Packer toile iate Institute,

Brooklyn

Family Relationships


Secretarial, Legal


Voorhees Technical Institute,

New York

Air tonditioning

Technology


Electronics Technology

Lithographic Technology

Materials Processing

Technology

4 4 4 4 4 4 4 4 4

2 2 2 2a2a

2a2a

2b

2b 2b

2b

Chem.

Phy.

(Any)

Math.

Ele.

Mg.

Pl.

Geo.

Alg.

Trig

Anal.

Geo'.

Adv.

Alg.

(Any)


Elect.

1 1 1 1 1 1,

3d3d

3d3d

9 9 9

13e

13e

13e

13e

7 7 7 7 7

aAmerican History required.

cEither

eDepending

on lang. option, total

IlLy be 14.

tLaboratory science; physics pref.

bOne laboratory science required.

dThree

years of a single language or

gCollege preparatory math

2 years each of two Ianguages.

NOTE:7his information reflects only one area of

admissions consideration--high school academic-unit preparation as

reported for

Fall 1965. It may not be assumed that meeting the

above distributions alone *ill result in favorable

admissions consideration

4.\

La.

)

Downstate New York Institutions and Respective Curricula



Institution and

RospecLivo CurcIcula.

En.g

S. S.

Hist.

(Any)

-eneo

Sci

Cen.

Sci.

Borou:h of Manhattan Communit,

College; New York

Advertsing

42

1

AccounLng

42

1

Marketing

42

1

Correction Administration

42

1

DataProcessing

42

1

Banking

42

1

Insurance

42

1

International Trade &

Travel

42

1

Office Management

42

1

Real Estate

42

1

Sales Management

42

1

Secretarial

42

1

Small Business Operations

42

1

Traffic and Shipping

42

.1

Bronx Community College,

New York

Accounting

41

1


41

1

Retail Business Adminis.

41

1


41

1

Secretarial, Legal

41

1


41

1

Chemical Teehnology

41

1

Plastics Technology

41

1


41

1


41

1


41

1Nursin2

41

1

Bio.

Chetn .

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo

.Int.

A1g.

Trig.

Anal.

Geo.

Adv.

AIg.

Lang.

(Any)

Add. Aca.

Elect.

Total

12

lO

12

lo2

lo1

2lo

-1

21,

0T2

lo-2-

12

lO

12

lO

12

lo1

2lo

12

lo-

12

1c7

12

lo-2-

12

lO

11

81

18

11

81

18

11

81

18

la

la

1la

la

9la

lala

la1 1

la

1

la 1

19

10

la

la

11

2-2-

10

la

la

11

110

28

aEither

NOTE:This information reflects only one area of admissions consideration--high school


Fall 1965.

It may not be assumed that meeting the above distributions alone wilr result in

favorable admissions consideratior

Institttion and




Minimum Academic Subject UAits Required

Eng.

S. S.

Hist.

(Any)

Sci:nce

Fashion Institute of

Technology, New York

Fashion Display &

Photography

Fashion Illustration &

Advertising Design

Fashion Buying and

Merchandising

Fashion Communications

Apparel Design

Interior Design

Pattern Drafting & Design

Textile Design

Management Engineering

Technology

Textile Administration &

Sales

Kingsborough Community

College, Brooklyn

Accounting


Marketing



Secretarial, Legal

Nursing

42

42

42

42

42

42

42

42

42

42

42a

42a

42a

42a

42a

42a

42a

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

P1

Geo

Int.

Alg.

Trig

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca. Total

Elect.

aOne'unit of American History plus one unit of social science.

1 1 1 1 1 1 1 1 1 1

11

lb

11

lb

10

lb

1lb

lb

111?

lb

1lb

lb

11

lb

8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9

10

bEither

fOTE: This information reflects only one area of admissions consideration--high

scho

ol1

cademie-unit preparation as reported fors

Fall 1965.

It

n.ot be assumed that meeting the above distributions alone wi

illresult in favorable admissions

ul

consideration.

Institution and


Downstate New York Institutions and


Pzi



Required

Eng.

S. S.

Hist.

(Any)

Sciknce

Gen.

Sci,

New York City Community

College, Brooklyn

Commercial Art

Graphic Arts & Advertising

Accounting

Marketing, Industtial

Marketing, International

Trade


Secretarial, Legal


Chemical Technology


Dental Hygiene

Dental Laboratory Techno.


Hotel Administration

.

Hotel Culinary Arts


Nursing


Queensborough Community

College, Bayside

Accounting

Marke_ting

Secretarial



4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

1 1 1 1 1 1 1 1 1 1 1 1

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Geo.

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

r(Any)


Elect.

1 1 1 1

1 1 1

1 1 1 1

5 5

6 6 6 6 6 6 6 6 8 8

10 6 8 6 6 8

10 6 5 5 5 5 5

a American History

OTE: This information reflects only

one arca of admissions consideration--high school

academic-unit preparation

as rep:II:Lea for

Fall 1965.

It may not be assumed that meeting the

above distributions alone will result

in favorable admissions

consideration.

Ps.

Institution and



tri

1


Ln


Eng

S. S.

Hist.

(Any)

Seic-ce

Staten Island Community

College, Staten Island

Accounting




Technology


Nursing

.;

Gen.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Int.

Trig.

Anal.

Geo.

Adv.

Alg.

(Any)


Elect.

1 1 1 1 1 1

2

9 9 9

12 9 9

aAmerican History

Either

OTE: This information reflects only one area of admissions considerationhigh school lcademic-unit preparation as reported for

i -p

Fall 1965.

It may not be assumed that meeting the above distributions alone will result in favorable admissions

4-

----

---

.,

consideration.

tr1


Four-Year Colleges


Institution and


En g.

S. S.

Hist.

(Any)

Science

Gen.

,

Sci.

Finch College, New York


42

1

Merchandising

42

1

Journalism

42

1

Commercial Art

42

1

Drawing

42

1

Fashion-Apparel Design

and Pattern Drafting

42

1

Painting

42

r',,,

New York Institute of

_

Technology, New York

Architectural Technology-

Design

,4

21

Biological Technology

42

1

Accounting

42

1

anagement

42

1

Computer Technology

42

1

Secretarial

42

1

Aerospace Maintenance

Technology

42

1


42

1

Industrial Engineering

Technology

42

1

Heating-Refrigeration-

Air Conditioning

42

1

Product & Machine Design

42

1

Commercial Art

42

1

Commercial Art-Radio &

Television Production

42

1

Applied Physics

42

1

io.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

2 2 2

1 1 1 1

1

^t

Int.

Alg.

Trig.

Anal.

Geo.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

24

24

24

24

24

24

24

Total

15

15

15

15

15 15

15 9 9

10

10

10

10 9 9 9 9 9 9 9 9

tOTE: This information reflects only one area of admissions consideration--high schoo


.N co

Fall 1965.

It mav not be assumed thatmeeting the above distributions alone will result in favorable admissions

_t

consideration.

t,76a

M7F

M57

4'11

;13:

0977

1,7


Four-Year Colleges

Minimum Academic Subject Units Requi ed

Institution and


Eng.

S. S.

Hist.

(Any)

Scicnce

Gen.

Sci.

Bio.

Chem.

Phy.

(Any)

Math.

Ele.

Alg.

Pl.

Geo.

Pace Colle e

New York

Accounting

SCretarial

Chemical Technology

Queens College, Flushing

Nursing

4

1a

1

1

Int.

Alg.

Trig.

AnGe

1

a American History


consideration--high school academic-unit preparation as reported

for

Fall 1965.


alone 61.11 result in favorable admissions

consideration.

al.

D.

Adv.

Alg.

Lang.

(Any)

Add. Aca.

Elect.

Total

511

511

511 8

,

4,

G-1

-50-

Appendix G

The primary question of this study is mswered in the preceding appendixes

(A, B, C, D, E Wand F). This appendix is directed to compiling the information

received in response to the remaining points which were covered during the inter-

views. These are points (b) through (i) as listed on pages 9.and 10.

(b) Number of 1965 freshmen admitted who presented occupational high

school programs.P

Most of the institutions were unable to give either a numbef or a percent

of their freshman class who entered this past fall with occupational high school

programs. This information is not noted bY most institutions, the coneern mainly

being whether or not applicants meet specific unit requirements.

(c) Priorities which take precedence in each college's admissions

consideration.

The most frequently cited priority was, in fact, the lack of any single

priority. Twenty-five institutions, representing 30 percent of the listed

institutions reported that consideration for admission was based on a combination

of factors and that no ope factor,coula be identified as primary.

Among the community colleges, residence within the sponsoring county or

counties was frequently cited as the most consequential priority. Fifty-four

percent of the community colleges (15 in number) responded as such. This group

of institutions represents 24 percent of all the institutions participating in

this project.

Twelve colleges, 19 percent of the group, reported grades as being of

first priority'in their admissions processes. However, several directors of

admissions inferred that increasing numbers of qualified applicants will shortly

decrease the "combination of ingredients"approach in favor of the more quanti-

tative measurement of grades.

G-2 7

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Three colleges responded to this point by placing the date of application

above all other priorities.

One college each reported the A.C.T. scores, S.A.T. scores and an insti-

tutional test score as the primary priority.

A single college reported an applicant's recommendations'as being of

primary importance.

No college reported the academic-unit preparation of applicants as the

prime priority for admissions corsideration. In view of the primary emphasis

of this study, it may seem strange to find such a report. The personnel1

involved in this project feel it is important to note this fact. It should

encourage the student with excellent grades and test scores, but lacking some

of the/normally-required academic units, to make application to college on an

individual basis. The purpose of this report is to indicate the direction of

mobility available leading to occupational programs on the collegiate level.

It should not be presumed that outstanding students, lacking some unit usually

required, are precluded from individual articulation with these college's.

(d) Consideration given to applicatits presentinvonlygthe State-

required minimum of academic units, if space is available and

the applicants meet or exceed all other standards of admissidn.

The responses given to this point reinforce our last notation. Thirteen

colleges, 20 percent of the group, replied that they did not consider students

presenting only the basic graduation units. Three of these institutions were

A

icommunity colleges under the program of SUNY. The other nine nstitutions were

all private colleges; five two-year colleges and four baccalaureate institutions.

(e) Methods by which applicants otherwise qualified can remedy a

required subject-matter unit deficiency.

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G-3

(1) high SChool summer school, must be comPleted before

matritulation,

(2) collegiate sutmer school,

-(3) regular-session remedial courses,

(4) evening remedial courses,

-11*

(5) "pre-tech" programs.

Following along into the consideration of-the ways in whith students can

"DT4teugl fora limited high school academic preparation, 23 schools (36 percent)

reported no courses by which deficiencies could be made up. This response was

recorded under (1) of the above. 6

Forty-one schools (62 percent) reported special courses in their day or

summer sessions.

Four colleges utilized their evening divisions for some students requiring

additional pre-coliege work.

Several institutions reported pre-technical programs ranging from a

summer session to a full year. Because of the variety of types within this

heading, these programs have been included in categories (2), (3) an-cf (4) above.

(f) Subject-matter areas in which remedial courses are ofiered

and whether or not these courses carry college credit.

English, including courses in reading'and writing, accounted for the most

frequest'area of pre-college course work. Thirty-seven such courses were identi-

fied. However, in several cases, courses in two or all three of these areas

were offered at the same institution.

Mathematics courses ranked second in frequency with 31 reported; science

was the third most frequent with 18 reported.

It is interesting to note five special courses in study skills. Although

this is an area of concern in many orientation programs and fundamental psychology

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G-4

courses,'the five reported courses are solely devoted to the building of adequate

6tudy skills for college work.

(g) Exceptions to normal-academic preparation requirements

which are made for applicants presenting other evidence

of good ability, such as test results, aboye-avrage

high school grades, etc.

Although similar to (c) and (d) above, the point here is whether or not

exceptions are Made to stated requirements for applicants presenting other

indexes of above-average ability.

Nineteen college& (30) percent responded negatively except in the cases

of older persons possessing a New York State Equivalency Diploma and Satis-

factory G.E.D. test icores.

The majority (70 percent) in this area of consideration evidenced the

philosophy, as one college dean expressed it, "Our interest is in how well the

student has accomplistled what he has attempted--not how much he has tried."

(h) Effect of the level or ability grouping of an individual

high school subject course has on an applicant's chance

for admission consideration.

Four colleges specifically required passing Regents examination scores

from New York State applicants and another four institutions stipulated thae

applicants must have been in a college preparatory course grouping (not specifying

Regents).

Fourteen colleges (22 percent) stated that they preferred to receive

"Regents track preparation" and examination scores from applicants. The remain-

der, 41 colleges (65 percent), stated that local course grades were equally

acceptable to "Regents track grades" for the vocational program applicants.

The general concensus was that the only effect a course "ability" grouping

would have on a student's consideration for-admission would be when the ability

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grouping was below-average:, which would place the student at a disadvantage in

college competition and, consequently, in admissions consideration.

(i) Changes or trends foreseen in the availability of admissions

consideration for the secondary graduates from business,

agricultural, home economics, industrial arts OT trade-

technical programs.

There was general agreement on the parts of most of the admissions and

administrative officers contacted about one definite trend which is now

established and the accompanying change to which it leads. As has been

mentioned previously, this past half-decade has seen tremendous increases in

the numbers of high school graduates seeking college admission. By 1970,

enrollments in the colleges and universities of the State are expected to total

nearly 800,000, as compared with 560,000 in 1965. Most of this increase will

be in the public institutions.8

The increase in applicant class sizes is being accompanied- frequently by

increases in total academic units in student's high school programs. The effect,

easily predictable, will be the imposition of "de facto" requirements--not

specifically mandated by the colleges, but created by ever increasing numbers of

more broadly educated high school students who will increase the admissions

competition by and of themselves.

Duritg this study it was not uncommon to have college admissions personnel

mite such increases in basic requirements'for 1965 over 1964. These professionals

involved in the immediate selection of college freshmen are merely predicting

an extension and intensification of a current process. Many of these people do

not personarry desire or favor such changes. They cannot,' however, deny the

trend which has become evident to them in their daily work.

8Bulletin to the Schools,'New York State Education Department, January 1966.

k

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Note: This study and handbook are designed to indicate the present directions

of educational mobility for occupational-prograM high school graduates.

Questions and requests for more specific information should be directed

to the individual directors of admissions at each respective institution.

They will be wihing and able to update the information included herein

and to interpret to interested parties the individual college's admis-7f

sions policy and philosophy.

the purpose of the study was to increase the of the ... · tle. and the changes ... accounting,...

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