Balancing Open Access with Academic Standards: Implications for Community College Faculty

Abstract

Community colleges act as the gateway for students to higher education. Many of these colleges realize this mission through open-door policies where students lacking in basic reading, writing, and mathematics skills can enroll. But, this open-access policy often creates challenges when meeting academic standards. Based on data collected from selected community colleges in the United States, this article examines the balancing of open access with academic standards. The article reviews open-door admission policies, describes methods used to maintain academic standards, and it balances this with open admission and implications for community college faculty.