DOCUMENT RESUME
ED 115 330 JC 760 005
TITLE The Academic and Remedial Placement of StudentsEntering B. C. C. in September 1975 by CurriculumGroup. Research Report BCC-.9-75.
INSTITUTION Bronx Community Coll., N.Y.REPORT NO BCC-9-75PUB DATE Dec 75NOTE 22p.
EDRS PRICE MF-$0.76 HC-$1.58 Plus PostageDESCRIPTORS College Entrance Examinations; *College Freshmen;
College Majors; Grades (Scholastic); *JuniorColleges; *Low Achievers; Remedial Courses; *RemedialMathematics; *Remedial Reading; Student Enrollment;Student Placement
IDENTIFIERS Bronx Community College
ABSTRACTThis report describes the Bronx Community College
(B.C.C.) freshmen class entering in September 1975, in terms of highschool grade average and scores on reading-English and mathematicsplacement tests. As of the fall of 1974, B.C.C. enrolled a markedlyhigher proportion of students with high school averages below 70percent than any other college in the City University of New York. Onthe basis of placement tests, 78 percent of the 1975 class wererecommended for at least one remedial course in the reading-Englisharea, and 68 percent were recommended for remedial mathematics.However, only 54 percent of the matriculated students actuallyenrolled in reading-English remedial courses, and only 29 percentactually enrolled in remedial mathematics courses. The actualprograms of students who were placed into, but did not register in,remedial courses is examined. Eight' tables show the distribution ofremedial placements in English, reading, and mathematics bycurriculum; the actual programs of students placed into, but nottaking remedial courses; the distribution, by curriculum, of highschool averages for entering freshmen (general, English, mathematics,and foreign language); and the proportions of high school averagesbelow 70 percent for freshmen entering between September 1971 andSeptember 1975. (Author/NHM)
************************************************************************ Documents acquired by ERIC include many informal unpublished *
* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal *
* reproducibility are often encountered and this affects the quality *
* of the microfiche and hardcopy reproductions ERIC makes available* via the ERIC Document Reproduction Service (EDRS). EDRS is not *
* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.***********************************************************************
01111BRONX. COMMUNITY COLLEGE
of The City University of New York"University Heights"
181st. Street & University AvenueBronx, N.Y. 10453
Research Report: BCC 9-75
The Academic and Remedial Placement Profileof Students Entering B. C .0 . in September 1975
by Curriculum Group.
LJEPARTMENT CF HEALTHLOUCATiON 71ALLF ARENATC)NAL INS), TLTE OF
EDUCATIONVI. N FRC
f 1 x. c ROM
. N1ONS
December, 1975
OFFICE OF INSTITUTIONAL RESEARCH
Dr. Norman Eagle, Director
Dr. Thea Benenson, AssistantDirector for ProgramZvaluation
Dr. Malian Capoor, Assistant Directorfor DataCollection andStatistical Analysis
Mr. Ken Weisman, Senior Program,ar
2
SUM MARY
1. Three out of four students who took placement tests in the Reading-Englisharea, were recommended for at least one remedial course in this area. Thisis the highest proportion recorded since the Fall of 1971, when the proportionwas first computed.
2. Two out of three students who took placement tests in Mathematics wererecommended for a remedial Mathematics course. The previous highestproportion was (.57) in 1973.
3. In terms of actual enrollment in remedial courses, 54% of the matriculatedstudents are actually enrolled in one of the Reading-Rnglish remedialcourses as compared to 78% placed, while only 29% are actually enrolledin one of the remedial Mathematics courses as compared to 68% placed.
4. For the third successive year, the proportion of students enrolling in aremedial Mathematics course has declined, although the proportion placed hasnot declined over the same period.
5. Large numbers of students who were assigned to remedial courses continueto enroll in a wide variety of college level courses without prior or evenconcomitant enrollment in the remedial course(s).
6. The Engineering Science curriculum, for the third consecutive year, showsabove average proportions of students entering the college with high schoolEnglish averages less than 7 0%.
7. There is no significant relationship, -among curricula, between the proportionof students earning high school averages below 7 0% in Mathematics, andthe proportions enrolling in remedial Mathematics courses.
8. As of the Fall of 1974, B. C. C. enrolled a markedly higher proportionof students with high school averages below 70% than any other collegein C. U. N. Y.
9. Students in all but one technical curriculum continue to enter with aboveaverage proportions requiring remediation in Mathematics.
-i-
3
The Academic and Remedial Placement Profileof Students Entering B.C.C. in September, 197 5
by Curriculum Group.
This report describes the B.C.C. class entering in September, 197 5 in
terms of high school averages (general, English, mathematics, foreign language)
and placements into pre-college level English, reading, and mathematics courses.
It also examines the actual programs of enrolled students placed into, though
not registered in, these remedial courses.
REMEDIAL PLACEMENTS AND ENROLLMENTS
Table 1 shows the distribution of remedial placements into English,
reading, and mathematics, for 16 curriculum areas.* These students, while having
been assigned matriculation codes, may not, however, have registered at B.C.C.
Therefore, this table is of interest mainly in the comparison of the current group of
students assigned to B.C.C., with groups assigned in previous years. Since September
1971, the proportions of students recommended for placement into remedial courses, but
who may or may not have actually enrolled, are shown for the sixteen curriculum groups
as follows:
*Numbered tables begin on page 12.
4
Trend in the proportion of students recommended for 2remedial placements (not necessarily registered), 1971-1975 (Fall Semesters).
Reading English Mathematics1971 1972 197 3 1974 197 5 1971 1972 197 3 1974 1975Business Accounting .66 .81 .72 .72 .81 .57 .51 .61 .32 .74Business Retail .59 .60 .61 .63 .73 .47 .50 .79 .17 .82Business Secretarial .54 .74 .67 .77 .79 .51 .51 .57 .38 .71Data Processing .67 .79 .69 .76 .83 .45 .40 .52 .31 .71Chemical Technology .84 .75 .84 .33 .52 .75 .79Medical Lab Technology .76 .68 .41 .73 .77 .73 .62 .74 .76 .72Plastics Technology ..71 .60 .57 .55 .73 .21Mechanical Technology a /5 .76 .54 .63 .83 .70 .56 .79 .45 .74Electrical Technology .67 .74 .58 .72 .75 .70 .62 .68 .39 .76Nursing .68 .57 .42 .76 .78 - .01 ,04 .66 .05Liberal Arts .53 .69 .66 .78 .76 .65 .64 .58 .27 .74Engineering Science .71 ..70 .43 .76 .78 .56 .48 .58 .27 .64Business Administration .66 .73 .70 .68 .76 .66 .66 .71 .36 .78Pre-Pharmacy .56 .66 .52 .74 .78 .69 .43 .68 .23 .80Music & Perf. Arts .41 .56 .50 .67 .64 .29 .39 .25 .23 .81Education Associate .85 - - - - .84Other or Una sided .55 .76 .76 .44 .17 .68
All Curriculums .60 .72 .63 .74 .78 .56 .54 .57 .37 .68
The above table shows that, as was true last year, three out of four students applyingto B.C.C. for Fall, 1975 admissions, and who took placement tests in the Reeding-Englisharea, were recommended for at least one remedial course in this area. Table 1, in fact,shwas that 42% were recommended for placement into both a remedial reading and aremedial English (writing) course. The marked increase in the proportion of students placed
5
3
into remedial Reading-English courses, compared with all classes entering B.C.C.
between 1971 and 1973, a trend first noted last year, has' shown no tendency to regress
this year. In fact the proportion of students placed for remediation in the English-Reading
area is .78 this year as compared to .74 last year.
In addition, the trend, noted last year, which saw a diminution in the proportion
of students placed for remedial mathematics, has been drastically reversed. In fact,
the Fall 197 5 class of applicants shows the highest proportion of students (.68) requiring
remediation in mathematics since these data were first assembled in 1971.
Actual enrollments in remedial courses are shown in Table 2. It can be seen that
54% of the matriculated students are actually enrolled in one of the remedial English-
Reading courses (compared to the 78% placed), while only 29% are actually enrolled in
one of the remedial mathematics courses (compared to the 68% placed). The total
remedial English-Reading enrollment proportion for the Fall 197 5 entering class is
identical to the proportion for the Fall 197 4 entering class.. However, the total remedial
mathematics enrollment proportion is somewhat lower than that for last year, and has
declined for the second consecutive year.
If the mean proportion, plus and minus . 05, is taken as the "average" range of
proportions across all curriculum groups, the following groupings show which curricula
fall within this "average" range, and which show higher or lower proportions (excluding
plastics technology because of inadequate size):
4Distribution of curriculum areas according to proportions of
students enrolled in remedial Reading-English.
,49Mean p +
.05
.49 - .59 > . 5 9
Chemical Technology (.32) Business Retail (.51) Business Accounting (.64)Music & P.A. (.46) Medical Lab Technology(.57) Business Secretarial(.62)
Business Administration(.4 6) Mechanical Technology(.4 9) Data Processing(.66)
Electrical Technology(.56) Nursing (.60)
Pre-Pharmacy(.57) Engineering Science (.61)
Liberal Arts (.49)
Education Associate (.5 0).
Comparing the above table with that of last year, it is apparent that this year's meanis about nine percentage points higher. Music and Performing Arts students continue tofall into the "below average" group (lower proportions of students requiring remediation),
while Nursing and Data Processing students continue to fall into he "above average"
group (higher proportions of students requiring remediation).* Engineering Science studentsmoved from the group of lowest proportions last year into a group of highest proportions
this year.
Over the four entering classes since the Fall of 1972, the proportions of students
in the various curricula enrolled in one or more remedial Reading-English courses
are shown in the following table (excluding curriculums of inadequate size):
*Note: No student requiring remediation in any area is permitted to enroll in anyof the Nursing courses per se.
Proportions of students enrolled in remedial Reading-English since 197 2 .
Curriculum 1972 1973 1974 1975
Business Accounting .58 . 5 0 .43 .64
Business Retail .32 .50 .51 .51
Business Secretarial .57 .54 .46 .62
Data Processing .63 .64 .55 .66
Medical Lab Technology . 5 0 .36 .57 .57
Mechanical Technology .64 .44 .47 .4 9
Electrical Technology .52 .38 .48 .56
Nursing .45 .36 .7 0 .6 0
Liberal Arts .55 . 5 0 .43 .47
Engineering Science .5 0 .33 .3 9 .61
Business Administration .4 9 .56 .45 .46
Pre-Pharmacy .40 .44 .45 .57
Music & Perf. Arts .44 .33 . 3 9
Education Associate .50
5
Intercorrelating the four columns above yields a mean correlation co-efficient(z method) of .12, indicating a lack of consistency in the proportions of remedial
Reading-English enrollments among curricula, from 1972 to 1975.
In mathematics, Table 2 shows that 29% of all matriculated students are enrolled
in one of the three mathematics remedial courses. This compares with 3 2% of matriculated
students enrolled last year, and with 40% in the Fall of 1973. A slight decrease for the
third successive year is, therefore, apparent.
If the fourteen curriculum groups are sorted into three groups (average, below
average, above average) as was done for the Reading-English enrollments above,
the following groupings emerge for enrollments in remedial mathematics courses: 8
6
Distribution of curriculum areas according to proportionsof students enrolled in remedial Mathematics.
.24Mean p+ .05
.24 - .34 > .34
Business Secretarial(.18)
Nursing (.16)
Business Administration (. 21)
Music & P.A. (.05)
Business Accounting (.24)
Business Retail (.25)
Data Processing(. 25)
Chemical Tech (.32)
Liberal Arts (.28)
Education Associate (. 3 0)
Medical Lab Tech (.52)
Mechanical Tech (.49)
Electrical Tech (.50)
Engineering Science (. 54)
Pre-Pharmacy (.53)
It is again seen, as in 197 2,1973, and 1974, that all of the curriculums in the
"above average" group (curriculums having higher than "average" proportions of.
remedial enrollments) are technical in nature. This may continue to reflect more
stringent requirements in these areas. The Nursing curriculum is seen to have
returned to the below average group (lower than "average" proportions of remedial
enrollments), after enrolling 47% of its students last year with remedial mathematics
requirements .
Over the four entering classes since the Fall of 1972, the proportions of students
in the various curricula enrolled in one of the remedial mathematics courses are
shown in the following table (excluding currculums of inadequate size):
Proportions of students enrolled in remedial Mathematics since 1972,
Curriculum 1972 1973 1974 197 5
Business Accounting .52 .37 .30 .24
Business Retail .23 .46 .24 .25
Business Secretarial .35 .17 .24 .11
Data Processing .33 .40 .34 .25
Chemical Technology .32
Medical Lab Technology .57 .62 .60 .52
Mechanical Technology .56 .72 .48 .49
Electrical Technology . 6 0 .6 9 .53 .50
Nursing .03 .25 .47 .16
Liberal Arts .44 .3 9 .25 .28
Engineering Science .52 .55 .54 .54
Business Administration .48 .41 .33 .21
Pre-Pharmacy .43 .58 .53 .53
Education Associate .30
Intercorrelating the four columns above yields a mean correlation coefficient
(z method) of .78, indicating a marked degree of consistency in the proportions of
remedial mathematics enrollments among curricula, from 1972 to 1975.
7
PLACEMENT-ENROLLMENT DISCREPANCIES
While there are over 2, 000 entering matriculated students who are enrolled
in some kind of remedial course, about 1,150 other entering matriculated students
ere not (Table 2). Many of these 1,150 students, however, were placed into one or
more remedial courses but have managed, somehow, to avoid taking these prescribed
8
courses, in favor of other, college-level courses. The extent of this is shown in
Table 3. This table shows, for example, that of several hundred (probably
over 400) students who were placed into both remedial English and Reading
courses, 80 are enrolled in Business 11, 40 in Accounting 11, 49 in History 11
or 12, 93 in Psychology 11, etc. (These are not mutually exclusive students,
that is, a student with the kind of remediation need specified could be enrolled
in more than one college-level course.) It is particularly interesting that 26
students who should have been excluded from English 13 for failing to meet entry
requirements are, in fact, enrolled in the course. (Last year 81 such students actuallywere able to enroll in a college-level English course.) It may also be seen that27 students requiring a remedial mathematics course are actually enrolled in
a college-level mathematics course. Last year only ten such students wereidentified.
The large number of students requiring remediation who are nonethelessenrolled in college-level courses, a phenomenon first documented last year,has resulted in a study designed to follow up the success or failure of thesestud ents in their college-level courses. While some data for the Fall, 1974 have
been assembled, the study has not yet been completed.
HIGH SCHOOL AVERAGES
The proportions of students at five levels of three-year high school
averages, for general average, English, mathematics and foreign languages,
are shown in Tables 4-7. Only English and mathematics will be subjected tofurther analysis in this report.
ii
9
When the curricula are distributed among the three classification categories
as used above for enrollments in remedial Reading-English and in remedial
mathematics courses, the following groupings .from Table 5 occur for the proportions
of three year English averages below 70% (inadequate sized curricula are excluded:
Distribution of curriculum areas according to proportions ofstudents earning high school averages less than 70%
in English.(Registered Freshmen)
Z..33Mean p+
.33 - .43 '.33
Business Secretarial (.31)
Medical Lab Tech (.31)
Nursing (.14)
Data Processing (.40)
Chemical Tech (.38)
Electrical Technology(.41)
Liberal Arts (.37)
Business Administration( 43)
Pre-Pharmacy (. 3 9)
Education Associate (.4 0)
Business Accounting (.48)
Business Retail (.42)
Mechanical Technology (.57)
Engineering Science (.52)
Music (.62)
The trend, noted last year, whereby most of the transfer curricula showed
the highest proportions of "below 7 0%" students, is not fdtthd again this year
However, the Engineering Science curriculum shows a high proportion for
the third consecutive year, while the Busin ess Secretarial and Nursing curricula
groups continue to show relatively low proportions, also for the third consecutive year.
10As was true last year, there appears to be little relationship, amongcurriculum groups, between the proportions cf registered students earning highschool averages below 7 0% in English, and the proportions of students enrolledin remedial English or Reading courses. The actual correlation is -.23.
The mean (curriculum-area) proportion of students having English averages below70% is .38, as compared to .36 last year, and .32 in the Fall of 1973. This isconsistent with the finding, shown in Table 8, that the over-all proportion of studentsrecommended by the University Applications Processing Center to B.C.C., havinghigh school English averages below 70 %, was .30 in the Fall of 1973, .37 lastFall, and .37 this year.
With regard to high school mathematics, the following groupings of curricula,for proportions of averages below 70 %, are taken from Table 6 (inadequate sizedcurricula are excluded ):
Distribution of curriculum areas according to proportionsof students earning high school averages less than 70% in mathematics,
(Registered Freshmen)
G.. .48Mean p+ .05
.4 8 - .58 > .58
Business Retail (.41)
Chemican Tech. (.28)
Mechanical Tech (.40)
Nursing (.38)
Engineering Science (.38)
Business Accounting (.54)
Business Secretarial (.50)
Data Processing (.53)
Medical Lab Tech (.55)
Electrical Tech (.50)
Liberal Arts (.56)
Business Administration (.53)
Pre-Pharmacy (.5 0)
Music & P.A. (.73)
Education Associate (.62)
&"'
1 3
11Unlike the groupings based on enrollments in remedial mathematics
(p.6), the above groupings show no technology curriculum in the high proportion
category. This discrepancy was also noted last year. The correlation, among
curriculum groups, between the proportions of students earning high school averages
less than 70 %, and the proportions of students enrolled in remedial mathematics
courses, is actually -.34. This correlation is not significant, even at the .05
level of confidence. There is, therefore, little or no relationship between the
proportion of students within curriculum groups earning high school mathematics
averages below 7 0%, and the proportion of students enrolling in remedial mathematics
courses.
Over all curriculum areas it can be seen that whereas 53% of all enrolled entering
freshman students received high school mathematics grades below 7 0% (Table 6),
68% of all registered matriculated students were placed into remedial mathematics
courses (Table Awhile only 29% are actually enrolled in such classes (Table 2).
This raises the question as to why more students; identified and placed into
remedial courses in mathematics, are not enrolling in these courses as required.
Table 8 reveals that with respect to 3-year general high school average,
and 3-year English average, B.C.C. continues to receive University Applications
Processing Center assignments of students with averages below 70% at approximately
the same high rate as in the early open admission year of 1971. However, with respectto 3-year mathematics and foreign language averages, the proportions of students
assigned to B.C.C. by the U.A.P.C. have declined somewhat since 1971.*
* Data collected by the C.U.N.Y. Office of University Management Data have shown thatB. C. C. enrolls a higher proportion of students with high school averages below 7 0%than any other college in the University, in fact 13% higher than the next highest college(Borough of Manhattan Community College, Fall 1974).
1 4
Tab
le 1
Dis
trib
utio
n of
New
Rem
edia
l Pla
cem
ents
in E
nglis
h, R
eadi
ng, a
nd M
athe
mat
ics,
*by
Cur
ricu
lum
(m
atri
cula
ted
stud
ents
who
may
or
may
not
hav
e re
gist
ered
at B
.C. C
.)(N
umbe
rs a
re p
erce
nts)
urri
culu
Eng
01
Eng
02
only
Rdl
01
Rdl
02
Eng
01/
02 i
mth
05
Cm
son
lyon
lyon
ly&
R41
01/
2,
44
1516
42I
Bus
.Acc
tg
Mth
06
668
---
Mth
001
Oth
er(U
niqu
e)T
otal
720
4__
__.
_..
- -
,....
.,,-,
..v .,
-..,,
..
_....
,...,
w.-
-....
. dos
3....
...-
-- r
-..-
a--.
..C...
----
-,-
.. 4'
---
-...
...._
......
-.r
.....
-,...
60...
..c..-
aa ..
....-
...-
a-..a
....,,
.4...
.....-
-*-.
.....-
....
....
-....
1
Bus
.Ret
ail
90
1226
261
820
Bus
.Sec
'l1
416
1444
7O1
_
Dat
a Pr
oc.
41
02O
451
692
Che
m. T
ech.
0i
026
21|
3774
5-
T34
634
6
518
2
019
-Cw
wol
t7
Med
.L
ab.T
ec1-
10
|4
1618
|39
Plas
tics
Tec
hI
00
017
67i
83
Mec
h. T
ech.
-.
639
29
169
471
67
cr!
Ele
ctri
c . T
ech
U2
8
-
1213
4O64
Nur
s in
g1
Lib
eral
Art
sI
3
1211
48I
§13
144
066
7 12
208 6
43
7'2
13
1921
0
Eng
intg
. Sci
ence
44
2713
3OI
5014
7.
415
1 0
4 0
I74
4B
us. A
dm.
Pre-
Phar
mac
yI
3|
914
Mus
ic &
P .A
.3
3
14|
38
1
8|
50-
6911
564
643
1436
Edu
.Ass
oc.
I3
6I
79
GO
.1
7G-6
216
1ur
.--.
.....,
...s-
a-t.-
--..v
orz
.ta
aara
-.-.
..--w
eam
ewnw
cas,
Aco
--4,
anr.
, tar
...au
--,
==
,,3
en...
..nr-
-,-.
.na.
-.-+
-,-
,--e
re...
/..,-
... Z
icw
,-__
,..,..
,,,,..
......
...--
Und
ecid
ed/
All
Cur
ricu
lum
s N3
5
8715
641
342
314
1412
51 42
!I2 t
l843
187
02
62.
6__
__0
____
____
_ _
___
____
_*M
ath.
.Dep
t.. s
tatis
tics
are
inde
pend
ent o
f E
nglis
h an
d R
eadi
ng(s
tude
nts
may
ove
rlap
).*P
lace
men
t tes
t not
giv
en f
or M
th 0
8:
I
0529
997
Tab
le 2
_
Cur
ricu
lum
Bus
. Acc
tg
Bus
. Ret
ail
Bus
.Sec
'l
Dat
a Pr
oc.
1
Che
m. T
ech
I
Dis
trib
utio
n of
Rem
edia
l Enr
ollm
ents
in E
nglis
h, R
eadi
ng, a
nd M
athe
mat
ics*
by c
urru
culu
m, f
or e
nter
ing
mat
ricu
late
d st
uden
ts.
(Num
bers
are
per
cent
s)
Eng
01
Eng
02
Rdl
01
Rdl
02
only
only
only
only
.
ed.L
ab.T
ecti
M Plas
tics
Tec
hl
Mec
h.T
ech
I
Ele
ctr.
Tec
7I
Nur
sing
_
Lib
eral
Art
s
EnT
ng.S
cien
c
Bus
. Adm
.
Pre-
Phar
mad
Mus
ic&
P.A
.I
i-Jr
idaC
g.le
a/I
All
Cur
ricu
lum
s N
8 5 5
14
8
|
8 2 4
|
7|
8
510
250
9zr
awm
ar,-
-mr.
|2
85
610
138
_
117
1 0
- 3
1 0
5|
7|
9 0
316
217
1 0
7
Eng
01/
02~^
-'05
&R
d1_0
1/02
.18
12
1416
1812
1116
|
88
1812
013
r....
...,
17|
6I
1611
151
0
69
......
......
...0
me
219
121
1
1812
|
95
|
2i
7r.
00
1816
2316
18|
24
0.-
20..-
---
----
1244
2563
-- -
......
....._
15|
40.m
k.
1641
199
821
----
-.._
-...
.....-
-
1332
-
1 0
17
1244
1423
165
-Edu
. Ass
oc
.I
1513
13|
25o- 0
0
NIt
h 06
Mth
08
Oth
er
_--
Tot
al(U
niqu
e)N
40
I31
|22
6
|2
036
|44
11
3238
4
[1
028
197
12 -
048
25...
.--,
...,r
1..-
--te
r...u
new
mcs
-1,..
.....
.....*
,..1F
.
81
122
78
00
138
90
2853
90
2224
5
35|
234
61
4394
6
220
129
4 8
O14
425
0
122
78
043
41
3717
9
01
050
2
402
348
47O
742
17 0
3312
1114
235
1__
___
__
__ _
___
____
_ __
____
___
_ _
_ -
--
-
*Mat
h. D
ept.
stat
istic
sar
e in
depe
nden
t of
Eng
lish
and
Rea
ding
(st
uden
ts m
a,y
over
lap)
.#T
otal
is la
rger
than
tota
l in
Tab
le 1
be
ause
this
tabl
e in
clud
es s
tude
nts
v.h
o m
ay n
ot h
ave
take
n pl
acem
ent e
xam
inat
ions
.
1150
3288
#35
----
- -
----
-
Table 3.
Students placed into, but not taking remedial
courses; and some courses they are taking.
RDL
01
RDL
02
ENG
01
ENG
02
Any ENG
and RDL
TOTAL
MTH
05
MTH
06
MTH
08
TOTAL
ACC 11
14
14
45
40
77
65
40
69
BIO 11
410
21
12
29
25
20
27
18
00
00
11
40
04
BUS 11
19
18
18
80
126
174
10
0184
CMS 11
71
78
10
40
357
566
554
38
0592
CUM 11
31
00
59
50
05
ECO 11
16
02
615
26
20
28
ELC 11
02
01
69
22
04
ENG 13
45
89
18
17
160
193
30
0223
FRN 11
69
00
12
27
29
50
34
HIS 11
15
14
213
14
10
15
12
14
26
318
47
108
129
10
0139
....,7
MTH 11
45
01
17
27
54
09
16
14
00
611
72
09
17
14
01
814
40
04
30
15
01
512
32
05
MEC 11
22
01
14
19
75
012
PLS 11
11
00
02
00
00
POL 11
17
14
14
27
33
30
36
SOC 11
10
15
18
47
81
83
50
88
PSY 11
28
44
523
93
193
176
12
0188
SPN 11
27
23
417
111
182
137
50
142
OTHER
550
590
61
215
2748
4164
3690
287
03977
Tab
le 4
.D
istr
ibut
ion
of 3
Yea
r H
igh
Scho
olG
ener
al A
vera
ges
for
Sept
embe
r, 1
975
Reg
iste
red
Fres
hmen
(M
atri
cs a
nd N
on-M
atri
cs).
Cur
ricu
lum
Tot
al N
Bus
ines
s A
ccou
ntin
g23
9
Bel
ow 6
5
Np
37.1
7
6569
7074
Np
Np
72.3
266
.30
7579
80+
Unk
now
nN
p
30.1
4
Bus
ines
s R
etai
l"4
9
Bus
ines
s Se
cret
aria
l39
8
Dat
a Pr
oces
sing
201
Che
mic
al T
echn
olog
y25
Med
ical
Lab
Tec
h
Plas
tics
Tec
hnol
ogy
'-',M
echa
nica
l Tec
h
254
4.0
9
45.1
2
34.1
8
9
20.4
57
.16
8.1
810
3.2
799
.26
50.2
745
.24
74.2
0
40.2
2
4.1
7'5
.25
9.3
8
37 2
.17
51.2
469
..3
2
.25
3.3
81
.i3
3.1
3
35.1
5
2.2
5
17.0
8
55,,
.15
15'
.08
2.0
8
23.1
1
17 22 17 1
39 1
5612
.23
17.3
312
.23
5.1
06
,12
4E
lect
rica
l Tec
hnol
ogy
254
30.1
377
.32
67.2
8N
ursi
ng24
021
.09
31.1
442
.18
Lib
eral
Art
s &
Sci
.1
036
105
1423
4.2
831
137
40.1
725
.1 0
15
99.4
335
.15
12
02
inE
ngin
eeri
ng S
cien
ce13
010
.09
41.3
736
.32
14.1
311
111.
pesa
atre
maN
se.
,.....
.wom
p.
Pre-
Phar
mac
y81
27.3
713
.18
14.1
711
.15
Mus
ic &
Per
f.A
rts
467
.16
24.5
39
.20
2.0
43
.07
1
Edu
catio
n A
ssoc
iate
196
3 0
.18
55.3
442
.26
21.1
315
.09_
33U
ndec
ided
or
Oth
er38
63
.60
2.4
0
3865
440
.14
896
.29
884
.29
545
.18
292
.10
808
All
Cur
ricu
lum
s38
1
Tab
le 5
,D
istr
ibut
ion
of 3
yea
r H
igh
Scho
ol E
nglis
hA
vera
ges
for
Sept
embe
r 19
75R
egis
tere
d Fr
eshm
en (
mat
rics
and
-non
-mat
rics
).
Cur
ricu
lum
Tot
al N
Bel
owN
65 p65
- 69
Np
70 N
- 74
p75
N
-79 p
Abo
ve 8
0N
pU
nkno
wn
._
Bus
ines
s A
ccou
ntin
g23
927
.13
75.3
551
.24
35.1
626
.12
24
Bus
ines
s R
etai
l49
3.0
716
.35
11.2
57
.16
7.1
65
Bus
ines
s Se
cret
aria
l39
824
.07
88.2
485
.23
86.2
386
.23
29
Dat
a Pr
oces
sing
201
24.1
349
.27
47.2
635
.19
26.1
420
Che
mic
al T
ech
251
.05
7.3
37
.33
3.1
43
.14
4
Med
ical
Lab
Tec
h25
418
.09
43.2
251
.26
38.2
043
.22
61
Plas
tics
Tec
hnol
ogy
9-
1.1
72
.33
2.3
31
.17
3
Mec
hani
cal T
echn
olog
y56
,.2
0,19
_.37
9.1
8__9
.18
__4_
,...,,
c8..,
5_
Ele
ctri
cal T
echn
olog
y__
..25
4
_10 23
.10
71.3
159
.26
49.2
225
.11
_27,
,
Nur
s112
g___
__. _
____
__ ,
,_
Z...
4_0,
_,0
2,._
25__
.12
3,5.
.17
75.3
573
,34
Lib
eral
Art
s &
Sci
1036
68
,
.08
229
.29
240
.30
162
.20
104
.13
233
Eng
inee
ring
Sci
ence
130
8.0
847
.44
23.2
216
.15
12.1
124
Bus
ines
s A
dm.
265
13.0
681
.37
63.2
9,
34.1
529
.13
45
Pre-
Phar
mac
y81
6.0
822
.31
18.2
512
.17
13.1
8'10
Mus
ic &
P.A
.46
6.1
421
.48
9.2
0I
6.1
42
.05
2
Edu
catio
n A
ssoc
iate
..19
613
.08
...50
-32
47.
Q27
..17
20.1
3_3
9,
Und
ecid
ed o
r ot
her
386
1.3
32
.67
-,
--
383
All
Cur
ricu
lum
s38
6524
9.0
984
7.2
9,
757
.26
596
.20
474
.16
942
Tab
le 6
Dis
trib
utio
n of
3 y
ear
Hig
h Sc
hool
Mat
hem
atic
sA
vera
ges
for
Sept
embe
r, 1
975
Reg
iste
red
Fres
hmen
(m
etri
cs a
nd n
on-m
atri
cs)
Cur
ricu
lum
Tot
alB
elow
65
Np
i65
-N
69p
70 N-
74p
75 N-
79 pA
bove
80
Np
Unk
now
nB
usin
ess
Acc
ount
ing
239
38.3
128
.23
17.1
421
.17
20.1
611
5
Bus
ines
s R
etai
l49
6.2
73
.14
5.2
36
.27
2.0
927
Bus
ines
s Se
cret
aria
l39
862
.29
46.2
138
.18
32.1
538
.18
182
Dat
a Pr
oces
sing
201
33.3
123
.22
20.1
912
.11
17.1
696
Che
mic
al T
echn
olog
y25
1.1
41
.14
1.1
42
.29
2.2
918
'
Med
ical
Lab
Tec
h25
438
.30
32.2
525
.20
16.1
316
.13
127
Plas
tics
Tec
hnol
ogy
93
1.00
--
--
6
Mec
hani
cal T
ech
567
.28
3.1
26
.24
1.0
48
.32
31
Ele
ctri
cal T
ech
254
46.3
422
.16
22.1
627
.20
18.1
311
9
Nur
sing
240
27.1
7--
...ar
arro
Orm
wm
33.2
140
.26
22.1
434
.22
84
Lib
eral
Art
s &
Sci
.10
3613
8.3
111
1.2
595
.22
49.1
146
.10
597
Eng
inee
ring
Sci
ence
130
14.
.25
7.1
313
.24
11.2
010
..18
75
Bus
ines
s A
dm.
265
38.3
127
.22
21.1
721
.17
15.1
214
3
Pre-
Phar
mac
y81
10.3
16
.19
2.0
66
.19
8.2
549
Mus
ic &
Per
f.A
rts
9615
.50
7.2
33
.10
2.0
73
.10
16
Edu
catio
n A
ssoc
iate
.19
637
.47
12.1
513
.17
9.1
27
.09
118
Und
ecid
ed o
r-O
ther
386
11.
00-
--
-11
All
Cur
ricu
lum
s38
6551
4.3
136
1.2
232
1.1
923
7.1
424
4.1
521
88
Tab
le 7
.D
istr
ibut
ion
of 3
year
Hig
h Sc
hool
For
eign
Lan
guag
e A
vera
ges,
for
Sep
tem
ber
1975
Reg
iste
red
Fres
hmen
(m
atri
cs a
nd n
on-m
atri
cs)
Cur
ricu
lum
Tot
alB
elow
65
65-
697
0-
74N
p75
- 79
Np
Bus
ines
s A
ccou
ntin
g23
9
BuS
ines
s R
etai
l
Bus
ines
s Se
cret
aria
l
Dat
a Pr
oces
sing
'
Che
mic
al T
echn
olog
y
Med
ical
Lab
Tec
h
Plas
tics
Tec
hnol
ogy
49
398
201
23.2
0
5.2
2
56.2
3
26.2
7
26.2
223
.20
21.1
8
_
25-
-2
.29
2.2
93
.43
1.8
254
22.1
622
.16
28.2
123
.17
41.3
011
89
'1
.33
1.3
3-
1.3
3-
6
Abo
ve 8
0N
pU
nkno
wp
23.2
012
3
73
04
.17
4.1
.Z._
_._3
-6
34.1
4.3
5.1
5.2
8.1
285
.16
1159
_
13.1
415
.16
12.1
330
__...
.31
1 05
_ __
...
Mec
hani
cal T
echm
log
567
.28
3.1
24
.16
1.0
410
.4 0
31
Ele
ctri
cal T
echn
olog
y25
422
.20
18.1
724
.22
Nur
sing
240
1 03
6
18.1
1
13.1
232
.29
145_
78
162
6
27.1
733
.20
31.1
953
.33
91.2
291
.22
9523
Eng
inee
ring
Sci
ence
Bus
ines
s A
dmin
istr
aio
265
26.2
3
Pre-
Phar
mac
y
Mus
ic &
Per
f.A
rts
819
.26
11.1
910
.17
15.2
672
27.2
420
.18
22.2
016
.14
154
5.1
43
.09
4.1
114
.40
46
5.1
73
.10
2.0
75
.17
1746
14.4
8
Edu
catio
n A
ssoc
iate
.196
22.2
711
.14
15.1
913
.16
20.2
511
5U
ndec
ided
or
Oth
er38
6
3865
,353
.22
13 0
1.1
8A
ll C
urri
culu
ms
11.
00-
317
.19
240
.15
430
.26
385
2224
Tab
le 8
.C
ofnp
aris
ons
of p
ropo
rtio
ns o
f hi
ghsc
hool
ave
rage
s be
low
70%
for
stu
dent
s re
com
men
ded
to B
.C.C
.by
the
Uni
vers
ityA
pplic
atio
ns P
roce
ssin
g C
ente
r, S
epte
mbe
r 19
71to
Sept
embe
r 19
75.
1971
1972
1973
1974
1975
3 ye
ar G
ener
al A
vera
ge.4
7.3
8.3
9.4
5.4
3
3 ye
ar E
nglis
h A
vera
ge.3
2.2
7.3
0.3
7.3
7
3 ye
ar M
athe
mat
ics
Ave
rage
.61
.59
.56
.54
.51
3 ye
ar F
orei
gn L
angu
age
Ave
rage
.45
.43
.42
.41
.38
0 r-C z
x-a
32 Z O12
/75
8N
E:r
sr F M
mm
--n
COO
r cc)
c-D