THE DYNAMICS OF SUMMER SCHOOL UTILIZATION: AN ANALYSIS OF THE DETERMINANTS AND CONSEQUENCES OF ATTENDANCE AT THE CITY UNIVERSITY OF NEW YORK.
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Title
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THE DYNAMICS OF SUMMER SCHOOL UTILIZATION: AN ANALYSIS OF THE DETERMINANTS AND CONSEQUENCES OF ATTENDANCE AT THE CITY UNIVERSITY OF NEW YORK.
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Identifier
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AAI8614702
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identifier
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8614702
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Creator
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SILBERSTEIN, RICHARD ALLEN.
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Contributor
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David Caplovitz
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Date
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1986
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Language
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English
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Publisher
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City University of New York.
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Subject
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Education, Sociology of
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Abstract
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The aims of this study are to analyze the utilization and the effects of attending summer school upon students enrolled in the 1970 class of open admissions at the City University of New York (CUNY). Several educational issues are addressed in relation to the substantive research.;American higher education is generally regarded as meritocratic, where access to and the quality of educational services are proportional to students' academic achievement, and where low achievers are excluded. Educational reformers argue, however, that underachieving students need more education, not less, in order to compete with more able peers. Higher education is seen as contributing to the maintenance of inequality, and a demand for "equality of outcome" is made to replace the inequitable meritocratic policies of the last several decades.;In 1970, CUNY implemented a new policy aimed primarily at minority students, which guaranteed admission to all high school graduates. It differred from other open admissions models which were characterized as "revolving doors"--CUNY was committed to helping students succeed.;Summer school afforded open admissions students an opportunity to increase the amount of education they could receive. This research investigated the effects of attending upon those who participated. We found that summer school, like ameliorative programs in general, was utilized by students of high ability who thereby were able to increase their "accumulated advantage." The analyses examined what benefits of summer programs accrued to students in a three dimensional typology: high achievers, low achievers and open admissions students.;Attending summer school was a significant factor in the academic success of many students. For those open admissions students who opted to participate, the rewards of summer school included an increased probability of success. As for the evaluation of summer school's affect upon the open admissions policy itself, however, since open admissions students were much less likely to attend, the relative disadvantage between them and regular students was actually increased.
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Type
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dissertation
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Source
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PQT Legacy CUNY.xlsx
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degree
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Ph.D.
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Program
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Sociology
