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Question 1
A
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
95%
(hard)
Question Stats:
29% (03:32) correct
71%
(03:08) wrong
based on 175
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
15%
(low)
Question Stats:
76% (00:36) correct 24%
(00:46) wrong
based on 170
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
D
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
15%
(low)
Question Stats:
78% (00:48) correct 22%
(00:59) wrong
based on 178
sessions
History
Date
Time
Result
Not Attempted Yet
Question 4
B
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
15%
(low)
Question Stats:
79% (00:38) correct 21%
(01:02) wrong
based on 160
sessions
History
Date
Time
Result
Not Attempted Yet
In the past, American colleges and universities were created to serve a dual purpose—to advance learning and to offer a chance to become familiar with bodies of knowledge already discovered to those who wished it. To create and to impart, these were the hallmarks of American higher education prior to the most recent, tumultuous decades of the twentieth century. The successful institution of higher learning had never been one whose mission could be defined in terms of providing vocational skills or as a strategy for resolving societal problems. In a subtle way Americans believed postsecondary education to be useful, but not necessarily of immediate use. What the student obtained in college became beneficial in later life—residually, without direct application in the period after graduation.
Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning—public or private—commonly face the challenge of defining their programs in such a way as to contribute to the service of the community. One need only be reminded of the change in language describing the two-year college to appreciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative “junior” college label and is generally called a “community” college, a clearly value-laden expression representing the latest commitment in higher education.
This novel development is often overlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a “service” or vocational orientation. Knowing this, otherwise perceptive commentaries on American postsecondary education underplay the impact of the attempt of colleges and universities to relate to, if not resolve, the problems of society. Whether the subject under review is student unrest, faculty tenure, the nature of the curriculum, the onset of collective bargaining, or the growth of collegiate bureaucracies, in each instance the thrust of these discussions obscures the larger meaning of the emergence of the service-university in American higher education. Even the highly regarded critique of Clark Kerr, formerly head of the Carnegie Foundation, which set the parameters of academic debate around the evolution of the so-called “multiversity,” failed to take account of this phenomenon.
Taken together the attrition rate (from known and unknown causes) was 48 percent, but the figure for regular students was 36 percent while for Open Admissions categories it was 56 percent. The most important statistics, however, relate to the findings regarding Open Admissions students, and these indicated as a projection that perhaps as many as 70 percent would not graduate from a unit of the City University.
Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning—public or private—commonly face the challenge of defining their programs in such a way as to contribute to the service of the community. One need only be reminded of the change in language describing the two-year college to appreciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative “junior” college label and is generally called a “community” college, a clearly value-laden expression representing the latest commitment in higher education.
This novel development is often overlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a “service” or vocational orientation. Knowing this, otherwise perceptive commentaries on American postsecondary education underplay the impact of the attempt of colleges and universities to relate to, if not resolve, the problems of society. Whether the subject under review is student unrest, faculty tenure, the nature of the curriculum, the onset of collective bargaining, or the growth of collegiate bureaucracies, in each instance the thrust of these discussions obscures the larger meaning of the emergence of the service-university in American higher education. Even the highly regarded critique of Clark Kerr, formerly head of the Carnegie Foundation, which set the parameters of academic debate around the evolution of the so-called “multiversity,” failed to take account of this phenomenon.
Taken together the attrition rate (from known and unknown causes) was 48 percent, but the figure for regular students was 36 percent while for Open Admissions categories it was 56 percent. The most important statistics, however, relate to the findings regarding Open Admissions students, and these indicated as a projection that perhaps as many as 70 percent would not graduate from a unit of the City University.
1. The dropout rate among regular students in Open Admissions was approximately
(A) 35%
(B) 45%
(C) 55%
(D) 65%
(E) 75%
(A) 35%
(B) 45%
(C) 55%
(D) 65%
(E) 75%
2. According to the passage, in the past it was not the purpose of American higher education to
(A) advance learning
(B) solve societal problems
(C) impart knowledge
(D) train workers
(E) prepare future managers
(A) advance learning
(B) solve societal problems
(C) impart knowledge
(D) train workers
(E) prepare future managers
3. One of the recent, important changes in higher education relates to
(A) student representation on college boards
(B) faculty tenure requirements
(C) curriculum updates
(D) service-education concepts
(E) cost constraints
(A) student representation on college boards
(B) faculty tenure requirements
(C) curriculum updates
(D) service-education concepts
(E) cost constraints
4. The attrition rate for Open Admissions students was greater than the rate for regular students by what percent?
(A) 10%
(B) 20%
(C) 36%
(D) 40%
(E) 46%
(A) 10%
(B) 20%
(C) 36%
(D) 40%
(E) 46%
RC Butler 2022 - Practice Two RC Passages Everyday.
Passage # 106 Date: 14-Mar-2022
This question is a part of RC Butler 2022. Click here for Details
Passage # 106 Date: 14-Mar-2022
This question is a part of RC Butler 2022. Click here for Details
02 Apr 2022, 05:40
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Puritaw
Official Explanation
1. The dropout rate among regular students in Open Admissions was approximately
Difficulty Level: 750
Explanation
The dropout rate on average for all Open Admissions students was 48%; for regular students, 36%; and for Open Admissions categories, 56%.
Answer: A
Difficulty Level: 750
Explanation
The dropout rate on average for all Open Admissions students was 48%; for regular students, 36%; and for Open Admissions categories, 56%.
Answer: A
