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
Private Two-Year 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
Public Two-Year Institutions
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)
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(711a)i--1
i--1 0C
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r-1 0 00
0C
1:1?-44-10
40
COZ
OE
HO
40
P:1
(1)a)
H>
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r-1 00
E..
0U
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0f--1 0 0
4,0Ouc..) C
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4-)Rl000 0
4-1.r.1
4-1m o
0C
C1
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(1)M
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0O
UU
UC
-)4
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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
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W0
CY
WI
W.4
i-I 04-1ri 0
0"0 0
cooiote,-10
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r-1fr.4
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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
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r-1 2-1
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4-)
4--1
C.)
4-1
X 0 CD C.)
4-)
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u) 0 o
c.)
co
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4-)
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,c)
<413)C
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4-)
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0bOW
WW (ti W II
4-I
E-t
44 0 0 )-4
la)O 0 0 H ri 0
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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
Private Two-Year Institutions
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
Private Two-Year Institutions
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
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.
Upstate New York Institutions and Respective Curricula
Private Two-Year Institutions
Minimum Academic Subject Units Required
Institution and
Respective Curricula
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 - Executive
Secretarial - Legal
Secretarial - Medical
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
Public Two-Year Institutions
Minimum Academic Subject Units Required
Cr!
Institution and
Respective Curricula
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
Secretarial - Executive
Secretarial - Medical
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.
Upstate New York Institutions and Respective Curricula
Two-Year Institutions
Minimum Academic Subject Units Required
Institution and
Respective Curricula
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
Agricultural Business
43
2a
ld
Agricultural Science
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
Business Administration
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
Agricultural Business
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
Upstate New York Institutions and Respective Curricula
Public Two-Year Institutions
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,
m
Total
Agricultural & Technical
College at Cobleskill, con't.
Accounting
43
11
9
Business Administration
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
Agricultural & Technical
College at Delhi, Delhi
Agricultural Business
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
Business Administration
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!
Upstate New York Institutions and Respective Curricula
Public Two-Year Institutions
Minimum Academic Subject Units Required
rri
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
Agricultural & Technical
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
Business Administration
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
Construction Technology
43
11
11
112
Dental Hygiene
43
11
11
11
Electrical Technology
43
11
11
112
Dental Hygiene
43
11
11
11
Electrical Technology
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.
Upstate New York Institutions and Respective Curricula
Public Two-Year Institutions
Minimum Academic Subject Units Required
tzl
CO
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
Agricultural & Technical
Colle:e at Morrisville,
Morrisville
.
Agricultural Business
43
11
110
Agricultural Science
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
Business Administration
43
21
10
Secretarial
43
21
10
Data Processing
43
21
11
12
Electrical Technology
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,
Upstate New York Institutions and Respective Curricula
PlIblic Two-Year Institutions
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.
si
Total
Adirondack Community College,
Hudson Falls, can't.
Secretarial, General
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
9Business Administration
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
9Electrical Technology
43
11
11
112
Mechanical Technology
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
and Respective Curricula
Public Two-Year Institutions
Minimum Academic Subject Units
Required
F-1
_
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
Corning Community College,
Corning
Business Administration
43
11
9
Secretarial, Executive
43
11
9
Secretarial, Industrial
43
1la
la
2b
12
14
Mechanical Technology
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
Business Administration
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,
Electrical Technology
43
11
9
Mechanical Design
43
11
9
Nursery Education
43
11
9
Nursing
43
11
9
Erie County Technical Institute
Buffalo
Business Administration
43
11
9
Secretarial, Executive
43
11
9
Chemical Technology
43
11a
la
11
112
Construction Technology
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.
Upstate New York Institutions and Respective Curricula
Publ&c.
Two-Year Institutions
Minimum Academic Subject Units Required
Institution and
Respective Curricula
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
Electrical Technology
43
11
1i.
112
Food Service Administration
43
11
9Industrial Technology
43
11
11
1.
12
Mechanical Technology
43
11
11
119
Medical Laboratory Techno.
43
11
11
112
Medical Office Assistant
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
9Business Administration
43
11
9Secretarial
43
11
9Electrical Technology
43
11
9
Hudson Valley Community
College, Troy
Air Conditioning Techno.
43
11
1la
la
11
Automotive Technology
43
11
1la
la
11
Accounting
43
11
9Banking, Insurance and
Real Estate
43
11
9Business Administration
43
11
9Secretarial, Industrial
43
11
9Retail Business Management
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
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.
Hudson Valley Community
College, Troy
Civil Technology
43
11
1la
la
Construction Technology
43
11
1la
kla
Dental Hygiene
43
11
11
Electrical Technology
43
11
1la
la
Mechanical Design,
Mechanical Technology
43
11
1la
la
Production, Mechanical
.
Technology
43
11
1la
la
Medical Laboratory Techno.
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
Mechanical Technology
43
11
2
Medical Laboratory Techno.
43
11
2
Nursing
43
11
2
Jefferson Community College,
Watertown
Accounting
43
11
Business Administration
43
11
Secretarial, Executive
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.
Upstate New York Institutions and Respective Curricula
Public Two-Year Institutions
Minimum Academic Subiect 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.
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
9Retail Business Management
43
1.
19
Secretarial
43
11
9Civil Technology
43
1la
la
1la
la
11
Electrical Technology
43
1la
la
1la
la
11
Mechanical Technology
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
Electrical Technology
43
11
11
11
Mechanical Technology
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
Retail Business Management
43
21b
1lb
11
Nurs'ing
43
21
111
Medical Technology
43
3a
11
13
aEither
bAny college-prep math
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 faorable admissions
consideration..
Upstate New York Institutiohs and Respective Curricula
Public Two-Year Institutions
Minimum Academic Subject Units Required
tx1
_
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
Riagara County Community
College, Niagara Falls
Accounting
43
11
9
Business Administration
43
11
9
Secretarial
43
11
9
Electrical Technology
43
11
9
Industrial Laboratory
Technology
43
11
9
Onondaga Community College,
Syracuse
Chemical Technology
43
11
11
112
Dental Hygiene
43
11
11
1.
12
Electrical Technology
43
11
11
la
la
13b
Mechanical Technology
43
11
11
la
la
13b
Orange County Community College
Middletown
Accounting
43
11
9
Business Administration
43
11
9
Retail Business Management
43
11
9
Secretarial, General
43
11
9
Secretarial, Medical
4:
31
19
Chemical Technology
43
11
lc
lc
10
Correction Administration
43
11
9
Electrical Technology
43.
11
lc
lc
10
Mechanical Technology
43
11
lc
lc
10
Medical Laboratory Techno.
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
Minimum Academic Subject Units Required
Institution and
,-*
Respective Curricula
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
9Business Administration
43
11
9Secretarial
43
11
9Nursing
43
11
9Industrial Laboratory
.
Technology
43
11
9
Suffolk County Community
Coll--.1.teatel.-
Accounting
43
11
9Banking, Insurance and
Real Estate
43
11
9Business Administration
43
11
9Retail Business Management
43
11
9Secretarial
43
11
9Data Processing
43
,1
19
Electrical Technologyik
43
11
110
Marine Technology
43
I1
110
Mechanical Technology
,,
43
11
110
Nursing
43
11
9Police Science
43
1.
19
Sullivan County Community
.
College, South Fallsburg
Accounting
43
11
9Business Administration
43
11
9Secretarial
43
11
9Hotel Technology
43
11
9.
Commercial Art
43
11
9Industrial Lab. Technology
43
11
11
11
NOTE: This information reflects only
one area of admissions consideration--high school academic-unit preparationas reported forw
Fall 1965.
It may not be assumed that meeting the above distributions
alone will result in favorable admissions
.1consideration.
Upstate New York Institutions and gespective
Ptiblic Two-Year Institutions
Minimum Academic Subject Units Required
Institution and
Respective Curricula
Ulster County Community
College, Kingston
Accounting
Business Administration
Retail Business Management
Secretarial
Mechanical Technology
Medical Laboratory Techno.
Westchester Community College,
Valhalla
Accounting
Marketing
Secretarial
Chemical Technology
Construction Technology,
Electrical Technology
rFood Service Administration
Mechanical Technology
Inhalation Therapy
Medical Office Assistant
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.
NOTE: This information reflects only one area of admissions
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
Respective Curricula
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
Secretarial, Executive
43
11
Secretarial, Medical
43
11
Electrical Technology
43
1lb
lb
11
Mechanical Technology
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
NOTE: This information reflects only
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
Upstate New York Institutions and Respective Curricula
Four-Year Institutions with Associate Degree Program
Minimum Academic Subject Units Aequired
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. 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
and Respective Curricula
(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
Private Two-Year Institutions
Minimum Academic Subject Units Required
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, Executive
Secretarial, Legal
Secretarial, Medical
Voorhees Technical Institute,
New York
Air tonditioning
Technology
Automotive 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)
Lang. Add. Aca. Total
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
Private Two-Year Institutions
Minimum Academic Subject Units Required
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
Business Administration
41
1
Retail Business Adminis.
41
1
Secretarial, Executive
41
1
Secretarial, Legal
41
1
Secretarial, Medical
41
1
Chemical Teehnology
41
1
Plastics Technology
41
1
Electrical Technology
41
1
Mechanical Technology
41
1
Medical Laboratory Techno.
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
academic-unit preparation as reported for
Fall 1965.
It may not be assumed that meeting the above distributions alone wilr result in
favorable admissions consideratior
Institttion and
Respective Curricula
Downstate New York Institutions and Respective Curricula
Private Two-Year Institutions
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
Business Administration
Marketing
Retail Business Management
Secretarial, Executive
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
Respective Curricula
Downstate New York Institutions and
Respective Curricula
Pzi
Private Two-Year Institutions
Minimum Academic Subject Units
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
Retail Business Management
Secretarial, Legal
Secretarial, Medical
Chemical Technology
Construction Technology
Dental Hygiene
Dental Laboratory Techno.
Electrical Technology
Hotel Administration
.
Hotel Culinary Arts
Mechanical Technology
Nursing
Medical Laboratory Techno.
Queensborough Community
College, Bayside
Accounting
Marke_ting
Secretarial
Electrical Technology
Mechanical Technology
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)
Lang. Add. Aca. Total
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
Respective Curricula
Downstate New York Institutions and Respective Curricula
tri
1
Private Two-Year Institutions
Ln
Minimum Academic Subject Units Required
Eng
S. S.
Hist.
(Any)
Seic-ce
Staten Island Community
College, Staten Island
Accounting
Business Administration
Electrical Technology
Industrial Laboratory
Technology
Mechanical Technology
Nursing
.;
Gen.
Bio.
Chem.
Phy.
(Any)
Math.
Ele.
Alg.
Pl.
Geo.
Int.
Trig.
Anal.
Geo.
Adv.
Alg.
(Any)
Lang. Add. Aca. Total
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
Downstate New York Institutions and Respective Curricula
Four-Year Colleges
Minimum Academic Subject Units
Institution and
Respective Curricula
En g.
S. S.
Hist.
(Any)
Science
Gen.
,
Sci.
Finch College, New York
Business Administration
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
Electrical Technology
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
academic-unit preparation as reported for
.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
Downstate New York Institutions and Respective Curricula
Four-Year Colleges
Minimum Academic Subject Units Requi ed
Institution and
Respective Curricula
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
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 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
-51-
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.
-52-
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
-53-
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
-54-G-5
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
.-5c-
G-6
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.