1967 - 1968 Annual Report of the SEEK Program
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SEEK PROGRAM
The City University of New York
154 West 71st Street, New York, N. Y. 10023
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Office of the Director 212/787-8600
October 15, 1968
Dr. Albert H. Bowker
Chancellor
The City University of New York
535 East 80th Street
New York, New York 10021
Dear Dr. Bowker:
Looking back at the last three years is an exciting experience.
In the SEEK Program we were permitted to engage in creating open
experimentation in education with a large and socially significant
population that heretofore had never been admitted to college. It is
indeed a rare phenomenon in the field of education to have as much
support, financial and otherwise, as we have had, and to be in a
situation where intellectual exploration is facilitated to the extent
that it was for us. It has been rewarding to see the results, not only
in terms of the number of students the SEEK Programs have been able to
retain through the last two or three years, but also in terms of the
fine spirit, devotion and high motivation of the faculty who have
participated in this experience.
The SEEK students have already made a definite impact on the
colleges, and as the program continues to grow and evolve, the contributions
they have to make will be further realized.
From the Fall of 1966 to the Spring of 1968, the program grew from a
total enrollment of 450, with an additional 750 non-matriculated evening
session students, to an overall enrollment of 1807, including 262 of the
original evening session students. The staff increased from a few dozen
teachers, counselors and administrative personnel to approximately 300. By
the 1967-68 year, the initial budget of $1-million had increased to
$34-mil lion.
In many ways, the story of SEEK can be considered a success story.
One should, however, also recognize that the phenomenal rate of growth has
created problems in staff development and program coordination in relation
to the colleges and the faculties. It cannot be ignored that while some
faculty members and administrators in the colleges are enthusiastic
supporters of SEEK, when a program changes from a token program to a program
which encompasses a sizable proportion of a campus's population, there
may be an increased anxiety about and reaction against the program on
the part of the faculty of the college.
The most important element in the program is the degree to which
the student is provided with a highly individualized educational
experience. For this purpose an unusually sensitive and well-trained
faculty is required. One cannot overlook the question of what effect
the rate of growth will have on the staff of the program, nor can one
avoid asking at what point a highly individualized program turns into
a bureaucratic one, and what factors are responsible for making it that.
To provide the educational environment necessary for the continued
success of the program, it is essential to have an administrative structure
which is uncomplicated.
Your direct support of the program during the past two years has
given all of us invaluable encouragement.
Respectfully,
Leslie Berger
Associate University Dean
SEEK Program
TABLE OF CONTENTS
Introduction
Office of the University Director of the SEEK Program
Admissions
Community Relations Program
Chancellor's Advisory Council on SEEK
Faculty Orientation and Training
Student Participation
Residence Hall
Employment Development Program
The SEEK Budget
Brooklyn College Program
City College Program
Hunter College-Bronx Program
Queens College Program
University Center Program
York College Program
Non-Matriculate Evening Session Program
Assessment
Comparative Tables
Page
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TABLE OF CONTENTS
Introduction
Office of the University Director of the SEEK Program
Admissions
Community Relations Program
Chancellor's Advisory Council on SEEK
Faculty Orientation and Training
Student Participation
Residence Hall
Employment Development Program
The SEEK Budget
Brooklyn College Program
City College Program
Hunter College-Bronx Program
Queens College Program
University Center Program
York College Program
Non-Matriculate Evening Session Program
Assessment
Comparative Tables
Page
on a +>
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45
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LIST OF TABLES
. Budget, 1967-68
. Per Student Cost, 1967-68
Stipends, 1967-68
Brooklyn College Program: Credit Work Completed by Students Still
in Attendance Spring 1968 ;
Brooklyn College: Number of Students in Each Entering Class, by
Number of Credits Completed With "C" or Better Since Entering
Program
. Brooklyn College: Number of Students in Each Entering Class With
"C" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Brooklyn College: Comparison of Grades for the Spring 1968
Semester for All Entering Classes
. City College Program: Credit Work Completed by Students Still in
Attendance Spring 1968
. City College: Number of Students in Each Entering Class, by Number
of Credits Completed With "C" or Better Since Entering Program
City College: Number of Students in Each Entering Class With "C"
or Better Cumulative Average, by Number of Credits Completed Since
Entering Program
. City College: Comparison of Grades for the Spring 1968 Semester for
All Entering Classes
Hunter College - Bronx Program: Credit Work Completed by Students
Still in Attendance Spring 1968
Hunter College - Bronx: Number of Students in Each Entering Class,
by Number of Credits Completed With "C" or Better Since Entering
Program
Hunter College - Bronx: Number of Students in Each Entering Class
With "C" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Queens College Full-Time Program: Credit Work Completed by Students
Still in Attendance Spring 1968
28
29
30
34
35
36
37
41
42
43
44
48
49
50
55
16. Queens College Full-Time Program: Number of Students in Each
21
Entering Class, by Number of Credits Completed With "C" or
Better Since Entering Program
Queens College Full-Time Program: Number of Students in Each
Entering Class With "C" or Better Cumulative Average, by
Number of Credits Completed Since Entering Program
Queens College Full-Time Program: Comparison of Grades for the
Spring 1968 Semester for All Entering Classes
. Queens College Part-Time Program: Credit Work Completed by
wae
23.
24,
25 .«
26.
Di.
28.
29.
30.
Students Still in Attendance Spring 1968
Queens College Part-Time Program: Number of Students in Each
Entering Class, by Number of Credits Completed With "C" or Better
Since Entering Program
Queens College Part-Time Program: Number of Students in Each
Entering Class With "C" or Better Cumulative Average, by Number
of Credits Completed Since Entering Program
Queens College Part-Time Program: Comparison of Grades for the
Spring 1968 Semester for all Entering Classes
University Center Pre-Baccalaureate Program: Credit Work Completed
by Students Still in Attendance Spring 1968
University Center Pre-Baccalaureate Program: Number of Students in
Each Entering Class, by Number of Credits Completed With "C" or
Better Since Entering Program
University Center Pre-Baccalaureate Program: Number of Students in
Each Entering Class With "C" or Better Cumulative Average, by
Number of Credits Completed Since Entering Program
York College Program: Credit Work Completed by Students Still in
Attendance Spring 1968
York College Program: Number of Students in Each Entering Class, by
Number of Credits Completed With "C" or Better Since Entering Program
York College Program: Number of Students in Each Entering Class With
"Cc" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Non-Matriculated Evening Session Program
Distribution of SEEK Entering Classes According to Type of High
School Diploma and High School Average
Page
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62
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70
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72
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77
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Distribution of High School Diplomas for the SEEK Entering Class
of Fall 1966, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Spring 1967, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Fall 1967, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Spring 1968, by College
Total Enrollment and Re-enrollment in SEEK Program
Retention Rate for Each College for One, Two, Three, Four and
Five Terms
Re-enrollment Rates by Semester for the Entering Class of 9/66 at
Brooklyn, City and Queens Colleges
Re-enrollment Rates after One, Two and Three Semesters at Brooklyn,
City and Queens Colleges
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 9/66 .
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 2/67
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 9/67
Comparison of Grades for Spring 1968 Term for Students Entering SEEK
Program 2/68
Average Number of Credits Taken during the Spring 1968 Semester for
All Entering Classes at Brooklyn, City and Queens Colleges
Withdrawal Rates during the Spring 1968 Semester for All Entering
Classes at Brooklyn, City and Queens Colleges
78
79
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SEEK Program
of the City University of New York
_ University Director
Berger, Leslie, Associate University Dean, Professor
Ph.D., University of Michigan
Director of Community Relations
Wilkinson, Rachel, Associate Professor in Student Personnel
Ph.D., New York University
SEEK College Program Directors
Brooklyn College
Murray, Walter, Associate Professor in Education
Ph.D., University of Chicago
City College
Ballard, Allen, Associate Dean, Associate Professor in Political Science
Ph.D., Harvard
Hunter College
Denmark, Florence, Assistant Professor in Psychology
Ph.D., University of Pennsylvania
Herbert H. Lehman College (formerly Hunter College-Bronx)
Lapkin, Benjamin, Assistant Professor in Education
Ph.D., New York University
Queens College
Mulholland, Joseph, Lecturer in Education
M.S.W., Fordham University
University Center
Branman, Irving, Associate Professor in Speech
Ed.D., Columbia University
York College
Willis, Edmund, Assistant Professor in History
Ph.D., University of California, Berkeley
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INTRODUCTION
In New York City, while 32.8 percent of the public elementary
school students are Negro and 24.2 percent are Puerto Rican, a recent
study indicated that Negro students earned only 3.7 percent of the
21,000 academic high school diplomas awarded in 1963 and Puerto Rican
students earned only 1.6 percent of dene We have too long remained
aloof from the appeals -- indeed, demands -- of the educationally
disadvantaged urban youth of this generation. If the capable among
them do not go on to college, they will too often find themselves
consigned to the streets of our Harlems, a tragic waste of our human
resources where there might have been a burst of constructive leadership
and a flowering of human potential.
Educational institutions have a responsibility to engage in an
active campaign to recruit ghetto youth even when these youths may not
seek out a college on their own initiative. SEEK (Search for Education,
Elevation and Knowledge) is an educational opportunity program offered
by The City University of New York to provide a chance for high school
graduates from poverty neighborhood backgrounds to be educationally
prepared, motivated and financially helped to get into the mainstream of
college education at one of the senior colleges of The City University.
The special concern of this program is high school graduates who would
not have been admitted into college on the basis of their marks in
1
Frank M. Cordasco, "Puerto Rican Pupils and American Education," School
and Society, February 18, 1967, pp. 116-119.
=2u
high school, but who nevertheless have potential for college in terms of
basic ability. This group,.a very large and growing one, has never had
this kind of chance.
Ninety percent of the student body of SEEK is Negro or Puerto Rican.
Most of the students do not have academic high school diplomas, but rather,
general, vocational, commercial or even high school equivalency diplomas.
At present it seems that there are no reliable predictors of college success
that will differentiate between educable and non-educable youths with low
grades from urban poverty area high schools. Therefore SEEK has focused
its attention on defining the population that must be serviced and
concentrated its efforts on developing a program that uses the actual
experience in the SEEK Program as a basis for assessment of a student's
optimal educational level.
Since the students enrolled in SEEK have widely varied high school
backgrounds, maximum individualization of the student's actual experience
in the program is essential. To ensure the proper assignment in first-
semester courses, placement examinations in English, reading skills,
mathematics and foreign language are given to all incoming SEEK students.
On the basis of the test results, the students may attend the same class
as regular college students or may be assigned to remedial courses or to
sections of regular credit courses which are specially designed to
integrate remedial work with college work.
In order to accomplish the dual remedial and academic aim, SEEK
classes are small (10 to 15 students) and they alse meet for more clock
hours per week than do regular classes covering the same material. In
addition, individual and group tutoring is available to help the slow
student catch up or enable the more capable student to move ahead faster.
To help the student identify with the academic life, an intensive
psychological counseling service (one counselor for every 50 students)
was set up as an integral part of the program. Additional supportive
elements provided for the student in the program include free tuition,
books and educational supplies, pilot residence hall housing and a
weekly stipend based on financial need.
When a baccalaureate degree turns out to be an unrealistic goal for
a given student, it becomes the counselor's responsibility to explore
with him the question of what would be a meaningful alternate occupational
goal -- such as community college training for a specific technology or
job skill. He may opt for a job which does not require further vocational
training, and if so, he should be helped in finding a suitable job. The
SEEK Program is designed to provide a constructive growing experience for
each student regardless of whether or not he receives a baaentaupents
degree from the University.
i
OFFICE OF THE UNIVERSITY DIRECTOR OF THE SEEK PROGRAM
The SEEK Program in the City University is unique not only in terms
of its student population and educational approaches, but also in its
organizational structure and division of responsibility between the
University and its colleges. The program was initiated by the State
Legislature in the City University Supplemental Aid and Construction Act
of 1966. In this act, $l-million was given to the Chancellor of the
University to be used at his discretion “to provide for the screening,
testing, registration, tutoring and enrollment in the City University of
New York" of persons "who shall be residents of areas defined as ‘poverty
areas’ by the Anti-Poverty Operations Board of the City of New York or its
successor agency." In subsequent years, funds specially earmarked for the
SEEK Program were again directly allocated to the Chancellor.
Another distinguishing feature of the SEEK Program is its close
working relationship with community groups and community agencies. Along
these lines, an Advisory Committee to the Chancellor, drawn from the community
which the program serves, has assisted in the development of the program.
In the interest of effective community relations and in view of the
program's expansion, SEEK requires a close coordination of its college
programs with the University. For this purpose, the Office of Director of
the University SEEK Program was established by the Chancellor in May 1967.
The Director is responsible for the coordination of the SEEK Programs at
the various campuses, for the preparation of the University SEEK budget,
and for the central administration of policies regarding SEEK.
ab
ADMISSIONS
For the Fall 1967 term, 3,232 applications were processed by the
SEEK Office. The students were selected by the participating colleges,
which sent personnel to the SEEK Office to look through the files of the
2,576 eligible applicants. The majority of the 656 ineligible applicants
were so because they did not reside in an officially designated poverty
area. Others could not be considered for the program because they failed
to meet one of the other eligibility requirements in effect at that time:
high school graduation no more than ten years prior to date of applica-
tion, no previous college attendance, and possession of United States
citizenship or a Declaration of Intention.
- This admission procedure was followed by all of the participating
colleges except Queens College, which recruited and selected many of its
students independently of the Central Office. Upon completion of the
screening by the colleges, 589 applicants were sent letters asking them
to appear for interviews with counselors at the SEEK Office. Those who
responded filled the 173 vacancies at City College, 63 at Brooklyn and
118 at Queens College. An additional 185 were recruited by Queens College
itself as noted above.
This procedure was changed for the Spring 1968 term, when the
processing, screening and selecting of students was handled entirely by
the Central Office of SEEK. Out of the 2,101 applicants who applied for
that semester, 565 were ineligible for consideration for one of the
reasons outlined earlier in this section. A new phase was incorporated
25.
into the selection procedure for this term: students with averages of
75% and above who did not meet the standards for matriculation for any
unit of the City University were automatically accepted; students with
high school averages under 75% in academic subjects were invited to
take the School and College Ability Test (SCAT). Out of the 1,178 appli-
cants who were invited to take SCAT, 805 responded. Subsequently, for
this term 756 were referred to the participating colleges, which now
included the University Center Pre-Baccalaureate Program, Hunter College-Bronx
Campus and York College. Of this number, 610 students were registered.
For the Fall 1968 term, the School and College Ability Test was not
utilized as part of the selection procedure. Instead, any eligible student
applying no later than May 15, 1968, with at least a 70% average in academic
subjects, was automatically accepted into the SEEK Program. At this time
the admissions unit of the College Discovery Program was combined with that
of SEEK, and a single application form was introduced for these Special
College Programs. The eligibility requirements were slightly altered to
reflect this change and are now as follows:
1. Applicants must be High School graduates or possess an
Equivalency Diploma. However, it is not necessary to have an academic
high school diploma or regents' credits in order to be accepted.
2. Applicants must be under thirty years of age.
“3. Applicants must not have previously attended college or be
eligible for matriculated status in The City University of New York.
4. Applicants must be citizens of the United States or must
present a Declaration of Intention.
5. Applicants must have resided in New York City for at least
one year.
6. Applicants must live in an officially designated poverty
area or meet the necessary financial deprivation criteria.*
Between January 1 and May 15, 1968, a total of 6,404 persons
applied for the Fall 1968 semester of the Special College Programs.
Of this number, 718 applicants were found to be ineligible, primarily
because of previous college attendance. An additional 1,059 were not
considered because they failed to get their complete records on file.
A total of 2,626 applicants were referred to the participating colleges
for admission. They were to fill 1,924 vacancies (1,225 SEEK and 699
College Discovery). The total number of respondents were 1,220 SEEK
and 707 College Discovery students, making a total of 1,927 entering
students. This figure also includes 125 "One Hundred Scholar Program"
students (111 under SEEK and 14 under College Discovery).
The One Hundred Scholar Program is a new project designed to
ensure by September 1969 college admission to the one hundred top
students graduating from each of the sixty academic high schools in
New York City. A group of 600 such students were invited to attend a
senior college within the University system for the first time in
September 1968. The 125 students mentioned above are those who
accepted and were placed in the Special College Programs.
*Those accepted into SEEK must reside in an officially designated
poverty area, while those accepted into the College Discovery Program
need only meet the financial deprivation criteria.
COMMUNITY RELATIONS PROGRAM
It was assumed from the beginning that the most effective way to
reach the students that the SEEK Program is trying to reach was through
agencies in the community. In the past year at least 1,250 community
agencies participated in the program and proved to be invaluable allies
in the task of recruiting prospective SEEK students. Dr. Rachel D.
Wilkinson, a tenured Associate Professor, serves as the Director of
Community Relations, reporting to the Director of SEEK.
One of the functions of the Community Relations Program has been
to hold orientation meetings for staff members of community agencies to
further acquaint them with the workings of SEEK. During the year ending
June 30, 1968, an average of nine meetings per month served 444 individuals
representing 325 agencies. In addition, 48 field visits to different
agencies were made.
One-third of the 539 new SEEK students who registered for the
Fall 1967 semester were referred by community agencies. A total of 92
agencies were involved. Approximately two-thirds of the 63 new students
enrolled at Brooklyn College and one-half of the 173 students enrolled at
City College indicated that they had been referred by an agency. However,
only one-fifth of the 303 students enrolled at Queens College (137 of whom
were part-time students) were agency-referred, since the SEEK Program at
Queens had been conducting its own recruitment program.
Of the 610 students newly enrolled in SEEK for the Spring 1968
semester, 59% were referred by a total of 235 community agencies. At
least 50% of those who registered at each of the six colleges which
operated a SEEK Program were agency-referred.
=O:
The community agencies which referred the largest number of
students who were accepted during the Spring 1968 semester were:
Bedford-Stuyvesant Youth in Action, Brooklyn Youth Opportunity Center,
Harlem Teams for Self-Help, Haryou, Job Counseling Center, New York
City Housing Authority, New York City Youth Board, New York City
Department of Personnel and New York State Employment Service.
Bedford-Stuyvesant Youth in Action had the largest number of recommendations
accepted by SEEK.
In accordance with the policy of maintaining an ongoing relationship,
the agencies were notified as to the ineligibility, acceptance
or rejection of their applicants. They were also sent the names of
accepted applicants who failed to register. When a student who had been
referred by an agency ultimately achieved matriculated status at the
University, the agency was also informed. Throughout the year attention
was given to improving communications with agencies which had referred
large numbers to the SEEK Program.
Additional efforts were made to develop the participation of special
groups which had not been working actively with SEEK: certain Spanish-
speaking groups, organizations in Queens, sororities, fraternities and
professional groups. Since there is a high turnover of personnel in many
agencies, constant and good communication between the SEEK Program and
the agencies is extremely important but at times a difficult task.
Sie
CHANCELLOR'S ADVISORY COUNCIL ON SEEK
Simultaneous with the launching of the SEEK Program, it was decided
to organize a city-wide policy advisory group on the SEEK Program, to
report directly to the Chancellor, and to consist of citizens concerned
with (a) educational programs for the disadvantaged, and (b) neighbor-
hood and community agencies involved in youth work. This SEEK Advisory
Group became formalized as the Chancellor's Advisory Council on SEEK
which has met regularly for the past two years, on a monthly basis; it
has served as the principal source for policy guidance for the SEEK
Program. Among the subjects on which recommendations were made to the
Chancellor and to the SEEK Program were: eligibility requirements, budget
and appropriations, the residence hall, community relation, et cetera.
From time to time, the membership of the Council has been broadened
to provide greater scope, coverage, and "grass-roots" as well as city-wide
representation.
Chancellor Bowker designated Professor Julius C.C. Edelstein, who is
Coordinator of Urban Studies, as Convenor of the Advisory Council, and
instructed the Office of Urban Studies, in cooperation with the Central
Office of SEEK, to provide staff services.
The members of the Advisory Council, as of September 1, 1968, are as
follows:
Mr. Joseph Aguayo
Puerto Rican Forum, Inc.
156 Fifth Avenue
New York, N. Y. 10010
-11-
Hon. Herman Badillo
Borough President of the Bronx
851 Grand Concourse
Bronx, N. Y. 10451
Mr. Eugene Calderon
Office of Community Education Centers
110 Livingston Street, Room 233
Brooklyn, N. Y. 11201
Dr. Eugene S. Callender
Deputy Administrator
Housing & Development Administration
110 Church Street, Room 425
New York, N. Y. 10007
Mr. Arthur Chase
New York City Community College
300 Jay Street
Brooklyn, N. Y.
Dr. Kenneth B. Clark
Metropolitan Applied Research Center (MARC)
60 East 86 Street
New York, N. ¥. 10028
Hon.Edward R. Dudley
Justice of the Supreme Court
100 Center Street
New York, N. Y.
Rev. Malcolm R. Evans
Office of Addiction Programs
325 Broadway, Room 425
New York, N. Y¥. 10007
Miss Helen Harris
United Neighborhood Houses
114 East 32 Street
New York, N. Y.
Mr. David D. Jones
Harlem Teams for Self-Help, Inc.
179 West 137 Street
New York, N. Y. 10030
Dr. Arthur C. Logan
Upper Manhattan Medical Group
1865 Amsterdam Avenue
New York, N. Y. 10031
a1.
Mr. Frank Negron
Mayor's Office of Education Liaison
Human Resources Administration
51 Chambers Street, Room 620
New York, N. Y. 10007
Mr. Franklin A. Thomas
Executive Director
Bedford Stuyvesant Restoration Corporation
268 Ashland Place
Brooklyn, N.Y.
Mr. Hector I. Vazquez
Executive Director
Puerto Rican Forum
156 Fifth Avenue
New York, N. Y. 10010
EX-OFFICIO MEMBERS
Chancellor Albert H. Bowker
City University of New York
535 East 80th Street
New York, N. Y. 10021
Professor Julius C.C. Edelstein
Coordinator of Urban Studies
City University of New York
33 West 42 Street
New York, N. ¥. 10036
Dean Leslie Berger
Director, SEEK Program
Alamac Hotel
154 West 71 Street
New York, N. Y.
Dean T. Edward Hollander
City University of New York
535 East 80th Street
New York, N.Y. 10021
Dr. Rachel Wilkinson
Director, Community Relations
SEEK Program
Alamac Hotel
154 West 71 Street
New York, N. Y.
Mrs. Almira K. Coursey
Office of Urban Studies
City University of New York
33 West 42nd Street
New York, N. Y¥. 10036
Mrs. D'daris Watson
Office of Urban Studies
City University of New York
33 West 42nd Street
New York, N. Y. 10036
-14-
FACULTY ORIENTATION AND TRAINING
For an experimental program, SEEK has been developing at an
unprecedented rate of growth. When the Pre-Baccalaureate Program
started in 1965, fewer than a dozen staff faculty persons were involved
in the operation of the program; by 1967-68, however, well over 200
faculty were involved in teaching SEEK classes. Since these faculty
members are working with a population that is new to the college
environment, it is essential to review current educational approaches
and develop new approaches and new methods for reaching black and
Puerto Rican youth.
On the premise that a program will be as good as the morale,
knowledge and training of its faculty, the central administration of
SEEK has assumed responsibility, first of all, for providing the staff
with a basic orientation. Then, in addition to encouraging creative
experiments in teaching, the administration has been searching for
improved methods of communication, to the end that as the programs at
the different colleges expand, they may be of further benefit to each
other and not become islands unto themselves. As the dissemination of
new knowledge is facilitated, possible duplication of effort can be
avoided and newly developed methods and approaches can be shared.
In this spirit, one of the first events in the Fall of 1967 was
a SEEK Staff Workshop, held November 11 - 12 at Tarrytown House,
Tarrytown, New York. Over 150 of the administrative staff, counselors
and faculty attached to the programs at City College, Queens College and
Brooklyn College participated, along with the administrative staff of
>iiS=
the SEEK Central Office. There were 10 students representing the SEEK
student body. In addition to serving as an intensive orientation meeting
for new staff members, the workshop proved to be a stimulating forum for
the exchange of ideas in the field of higher education for black and
Puerto Rican urban youth. For SEEK, it was a first step toward a
comprehensive program of self-evaluation.
Workshop sessions were scheduled simultaneously in the specific
areas of English, Foreign Language, Reading, Speech, Mathematics and
Social Science. These enabled faculty from the different colleges to
exchange information about their programs and to discuss the approaches
they had found successful and the problems they had encountered in
working with SEEK students. In addition, broad interest area workshops
which cut across departmental lines were held. Thus, some teachers of
English, Speech and Reading met together to discuss the "second dialect"
approach to teaching English, while others met with Foreign Language
teachers to explore mutual problems, or joined Social Science faculty
to consider coordinated approaches to teaching Frestinas SEEK courses.
Math and Science faculty met jointly to discuss such questions as
whether or not scientific concepts should be introduced in the mathematics
classroom. Separate workshops were held for the counseling and
administrative staffs, to clarify policies and procedures in effect for
all colleges participating in the SEEK Program.
All staff members attended general workshops for the discussion
of such matters as the respective roles of counselors and teachers and
the nature of the student-counselor and student-teacher relationship.
Student representatives took part in the general sessions as panelists
and individual participants.
216-
As a follow-up to the November workshop, meetings for Reading,
Speech and English teachers, as well as the counseling staff, were
held during the year at the Central Office. Representatives from
each of the colleges participated.
In May 1968 a committee, with both faculty and student members,
was set up to develop a University-wide orientation and training
program for SEEK faculty. Dr. Benjamin Lapkin, Director of the program
at Hunter College-Bronx (now Herbert H. Lehman College), and Dr. Irving
Branman, Director of the University Center Pre-Baccalaureate Program,
were appointed co-chairmen of the committee, which was to arrange its
first orientation meeting in September.
172
STUDENT PARTICIPATION
Each campus has a SEEK student government elected by the SEEK
student body. In the Spring of 1968 a University SEEK Student Advisory
Council was set up to permit greater participation by students in the
formulation of policies that affect the students and to help the
University SEEK Director in communicating these policies to the students.
The Advisory Council has two representatives from each of the SEEK
student governments located at the different campuses.
It is intended that the Council will select student representatives
to serve on the various faculty committees appointed by the Director of
SEEK to assist him in policy making. This procedure has already been
followed for the Faculty Orientation and Training Committee and another
committee reviewing current policies on stipends.
At their request, students will also participate in the coming
year in the meetings of the SEEK Advisory Committee to the Chancellor.
-18-
THE RESIDENCE HALL
Residence hall facilities were established in September 1967 in
order to begin to meet the great and increasing need for adequate living
and study conditions for students in the SEEK Program. Many of the
students come from environments that are physically overcrowded, educationally
unsupportive and psychologically corrosive. For the most part, they start
their college career with a very weak academic background. While positive
educational measures are being undertaken in SEEK classrooms to remedy
these deficiencies, a good study environment is crucial to the success
of these students in a college program. The establishment of the SEEK
Residence Hall is an effort to provide a maximally supportive and
intellectually compatible setting. It is the first dormitory in the
history of the City University, except for the residence for nurses
attending Bronx Community College.
Early in the 1967-68 academic year, a survey was conducted at City
College to ascertain the need for a residence hall. The counselors, who
interviewed approximately 300 SEEK students, found that 15% of the
students had very undesirable living conditions and would have moved
into a dormitory immediately, if one were available. It was further
found that another 25% of the students interviewed were definitely
willing to move into a dormitory and would clearly stand to benefit from
such a move. About 20% of the students expressed interest in a residence
hall but were undecided as to whether or not they would choose to live
there; some of them felt that their parents would be opposed to the idea.
a19
Only 40% of the students indicated that they were not at all interested
in moving into a residence hall.
The SEEK Residence Hall was set up to fulfill three major objectives
of adequate student housing:
1. To provide physical accommodations for students who lack a
suitable place to live and study in.
2. To provide the best possible facilities for the pursuit of
learning. The Residence Hall affords an informal, non-competitive,
non-threatening group living situation which can help to overcome the
compartmentalization of coursework and otherwise enlarge the student's
horizons.
3. To aid the student in his personal development. The student
receives educational benefits in the Residence Hall which are not
available to him in the classroom. The experience of group living can
"teach" an individual social competence, emotional stability and
citizenship - all of which will aid his growth and development into a
mature person. The Hall is seen as a laboratory for social interchange,
so rich in possibilities that its potential for education must not be
left to chance but must be exploited in a variety of ways. Trained
personnel can use the residence hall situation to encourage students in
the development of adult habits, attitudes and abilities in such a way
that the student will reach the maximum attainments consistent with his
personal resources.
It was decided that a hotel building would offer the most desirable
location for the Residence Hall, in that such a place would provide an
adequate physical setting and it would be made immediately available.
The site selected was the Alamac Hotel at the intersection of Broadway
and West 71st Street. It was quite convenient to public transportation
-20-
lines and was therefore readily accessible to the various units of the
City University - an important consideration. Furthermore, the rooms
at the Alamac were large enough to accommodate two students per room,
and the hotel was able to clear entire floors for occupancy, $0 that
hotel tenants would not be living on the same floors as SEEK students.
During the 1967-68 year the Residence Hall housed 100 SEEK
Students. Fifty boys roomed on one floor, while fifty girls occupied
another floor. Two resident counselors were assigned to each floor.
(During the second semester they were assisted by volunteer student
counselors.) The students elected representatives toa Residence Hall
government consisting of a General Council and a Judicial Council,
which dealt with most infractions of the rules, after setting up
automatic penalties. Quiet hours and curfew hours were maintained.
Two study lounges were provided on each floor to be used solely for
study purposes and to be kept quiet at all times. Each floor also had
three recreation lounges equipped with a kitchenette and a television set.
Throughout the year various cultural, social and educational
activities were conducted. Functions were sponsored by such groups as
the Program Committee, Cultural Committee, Arts and Drama Club and
Speakers Forum. Interested students formed a Spanish Club and several
study workshops for specific courses. As for athletics, the counselors
organized SEEK sports teams and utilized community recreation resources.
For the Fall 1968 semester, it is planned that the Residence Hall
at the Alamac will accommodate 200 students. When the Residence Hall
was established, the demand for housing was not sufficient to call for
the setting up of dormitories in separate boroughs. As the individual
SEEK Programs grow, however, there will be an increased demand for
Sit
residence facilities in boroughs other than Manhattan. At some future
date, residence halls might be set up in Brooklyn and Queens to service
students attending Queens College, York College and Brooklyn Coilege,
while a residence hall in Manhattan would service students enrolled at
City College, Hunter College, Herbert H. Lehman College and the University
Center SEEK Program.
When one considers the cost of maintaining a Residence Hall, it
must be taken into account that most of the students accommodated there
would be living on their own if not in the dormitory. The SEEK Program
provides weekly stipends to all its students on the basis of need. When
a student lives alone, he is given a sufficient stipend to pay for his
rent and food. Rents in the ghetto communities, even for grossly
unsuitable accommodations, are quite high - approximately $20 a week for
a room. Moreover, the atmosphere provided by such quarters is not likely
to contribute in a positive way to a student's growth and ability to
benefit from the program. The Residence Hall is a means of providing
the student with superior housing in lieu of financing his rent in
inadequate living conditions.
=22-
EMPLOYMENT DEVELOPMENT PROGRAM
Since December 1967 an Employment Development Counselor, based
in the Central Office of SEEK, has conducted an Employment Development
Program planned for all SEEK students. The Counselor, Mrs. Julia Hotton,
is responsible to the Director of SEEK and works in cooperation with
placement counselors attached to the SEEK Programs at the individual
colleges.
During the academic year the Counselor met with personnel in many
different areas of the business community in order to locate part-time,
summer and permanent employment opportunities for the students. Her aim
was not simply to find jobs, but to find jobs in areas of the business
community which people from the kinds of backgrounds from which SEEK
students come, may never have had the opportunity to consider for
employment or careers. It was hoped that through a number of their
temporary jobs the students would not only earn some much needed money,
but would also become better acquainted with the business world and the
opportunities that may exist there for them.
Among the many firms contacted were the large utility companies
such as Consolidated Edison and the New York Telephone Company as well
as major broadcasting companies, insurance companies, the airlines,
publishing companies and representatives of the banking industry and
the advertising industry. Contact was also made with many of the
community-oriented agencies to ascertain information about summer jobs
and permanent job prospects for those students who might be seriously
considering careers in the areas of sociology and community work.
=g30
The task of finding gainful as well as meaningful summer employment
for the students was made more difficult because of the newly created
National Alliance of Businessmen, a group set up on recommendation of
the President to find employment for the “hard core" unemployed. Nonethe-
Jess, SEEK personnel managed to place approximately 600 students for the
summer of 1968.
The business concerns which made a special effort to hire SEEK
students included: The New York Telephone Company, which hired some 70
students; Pan American Airways, which hired 40; and American Express,
Time Inc., Mobi? 011 Corporation, First National City Bank, Con Edison,
United Airlines and C.B.S., each of which hired from 6 to 20 students.
Some of the department stores - E. J. Korvette, Alexander's and Gimbels -
were more than willing to hire SEEK students, but the students showed
little interest in the sales work and salaries offered.
One noteworthy development was that C.B.S. instituted a training
program for SEEK students in its news department. Under this program,
five advanced SEEK students worked full-time at the network during the
summer of 1968, and it was planned that they would continue to work one
day per week throughout the school year, if their academic schedules
permitted. Upon graduation, it was understood that the students would
be offered responsible positions on the air in the news department.
Certain of the city and state agencies were especially helpful.
The Business and Employment Division of the City Commission on Human
Rights was most cooperative in bringing employment prospects to the
attention of SEEK. The Manpower and Career Development Agency sent
announcements of summer and permanent job openings. The New York State
-24-
Employment Service invited SEEK to refer students to their offices for
information, consultation and referral. Some of the jobs available
unfortunately did not begin until two or three weeks after students had
completed their school year. The Urban Corps, set up by the Mayor to
provide employment for college students in all areas of the City
Government through the work study program, provided jobs for some of
the SEEK students.
During the academic year, part-time jobs were found for most of
the students who were in need of such employment and were given per-
mission to work by their counselors. There were often more offers of
positions than students to fill them.
By year's end, the employment picture for future graduates of the
SEEK Program appeared quite promising. Many companies had expressed a
desire to hire SEEK graduates. The Employment Development Counselor
was considering plans for a workshop for representatives of the business
community who had taken an active interest in providing employment
opportunities for the students.
-25-
THE SEEK BUDGET
Procedures
One part of the SEEK budget consists of tax-levy funds. These are
deposited with the City Comptroller's Office, and in the use of these
funds, procedures similar to those followed by the University must be
followed. The second part of the budget consists of New York State funds
made directly available to the University. During 1967-68 these State
funds were deposited by the University in a bank account and were dis-
bursed through the Office of the Vice-Chancellor for Business Affairs.
As of July 1968, all SEEK funds are deposited with the City Comptroller's
Office. However, budget modification can be effected through the
University Director of the SEEK Program.
At the beginning of the fiscal year, each college was allotted a
budget, part from the tax-levy funds and part from the State funds,
based on projected enrollment. The college SEEK Directors, through their
local business and payroll offices, directly appointed personnel against
the tax-levy budget. As a result, the University SEEK Director had
insufficient information available, and insufficient control over the
use of the tax-levy funds. The State funds were disbursed through the
Office of the Vice-Chancellor for Business Affairs, as noted above, and
all vouchers required the signature of the University SEEK Director
before payment was made.
=96-
1967-68 Budget
During 1967-68 the SEEK Program had a budget of $34-million:
$14s-million from tax-levy funds and $2-million from State funds. Table 1
shows the utilization of these funds. As can be seen from this table,
$1,990,512.23 of the State funds was used. From the tax-levy funds,
$1,373,805.16 was used. The greater amount of unexpended funds from
the tax-levy budget was in part a result of the problem described earlier,
in regard to the information available to the University SEEK Director, and
was also partly due to the time required for budget modification in the
Spring.
Table 2 shows the cost per student for the 1967-68 year for each of
the SEEK Programs, based on the average enrollment for the Fall 1967 and
Spring 1968 terms. For the colleges, the cost ranged from $1982 at Brooklyn
to $2536 at Queens. The per student cost for the non-matriculated. part-
time students was $935. However, the cost of the University Center
Pre-Baccalaureate Program was quite high - $3152 per student - owing to the
fact that it was established as a new program outside the context of a
college setting; thus a new administrative structure had to be established,
all materials had to be purchased at the outset, etc. For 1968-69, all
Programs are receiving the same allocation of $2500 per full-time student
per year.
Stipends
During the 1967-68 year, a total of $1,004,953.31 was expended for
student stipends. The procedure for determining the amount of individual
stipends for full-time students was as follows: Each student worked out
——————s ll—i—s
a budget with his counselor, taking into account his needs and any funds
available from work or family; a stipend request was then submitted to
the college Director of the SEEK Program for his approval. Part-time
non-matriculated students received a weekly stipend of $10.00. The
stipend checks were prepared weekly by the Office of the Vice-Chancellor
for Business Affairs and distributed to the students through the business
offices of the individual colleges.
Educational Opportunity Grants
In addition to the funds accounted for in Table 1, Educational
Opportunity Grants were provided to the colleges by the Office of
Economic Opportunity. During the year the following sums were made
available for individual students and were then transmitted to the SEEK
Program by the colleges: City College, $54,000; Queens College, $75,0D0;
Hunter College-Bronx (now Herbert H. Lehman College) $5,095; and
York College, $3,425.
For 1968-69, the college financial aid officers have made a
commitment to provide approximately the following sums from Educational
Opportunity Grants: City College, $125,000; Queens College, $100,000;
Herbert H. Lehman College, $30,000; York College, $2,000; Brooklyn
College, $48,370; and the University Center Pre-Baccalaureate Program,
$161,000.
During the year the University Director of SEEK applied to the
Office of Economic Opportunity for a direct grant for the SEEK Program.
The request was denied because grants could only be given either
to specific colleges or to the University itself (with no colleges
applying), which could then disburse the funds to specific colleges.
TABLE 1
Budget
1967-68
DIRECTOR'S UNIVERSITY
CITY BROOKLYN QUEENS YORK HUNTER* OFFICE ** CENTER NON-MATRIC TOTAL
Salaries $399,519.76 $134,238.96 $ 565,853.66 $21,380.07 $ 63,566.72 $170,158.33 $142,687.08 $ 72,260.71 $1,569,665.29
Supplies 1,937.62 374.35 2,116.12 1,035.31 2,141.16 8,834.57 7,928.29 24,367.42
Equipment 13,476.05 646.93 5,365.02 2,619.30 3,911.00 4,811.72 36 476.64 67,306.66
Tuition, Fees,
and Books 219,201.56 51,105.29 83,486.86 3,484.95 22,027.73 12,835.83 47 342.40 439 ,484 .62
Stipends 329,775.54 98,963.93 326,778.74 15,082.00 42,640.70 81,191.00 110,521.40 1,004,953.31
Other *** 500.99 2,556.49 6,998.33 119.27 12,645.01 17,812.48 4,291.23 3,510.00 48,433.80
Rent 107 ,643.65 107,643.65
Health Benefits 12,313.11 2,643.06 2,740.19 89.72 3,586.48 17,281.55 38,654.11
Social Security 14,747.86 4,883.78 23,714.57 865.92 2,702.98 7,536.67 6,278.23 3,078.52 63 ,808.5:
TOTAL State $489,958.78 $157,218.06 $ 703,596.98 $23,296.47 $ 87,498.89 $167,197.80 $200 688.30 $161,056.95 $1,990,512.2:
Tax Levy 501,513.71 138,194.73 313,456.51 21,380.07 65,722.89 166,881.17 91,000.00 75,656.08 1,373,805.16
GRAND TOTAL $991,472.49 $295,412.79 $1,017,053.49 $44,676.54 $153,221.78 $334,078.97 $291,688.30 $236,713.03 $3,364,317.3$
id These figures indicate expenditures for both Hunter-Bronx
and part-time non-matriculated students at Hunter-Park.
** These figures indicate expenditures for both the Director's
Office and the Residence Hall, which cost approximately $95,000.00.
*** This category includes such expenses as postage, telephone, travel,
publications, etc.
-29-
TABLE 2
PER STUDENT COST
1967 - 1968
No. of
Program Students
Brooklyn College 149
City College 470
Hunter College - Bx 1 96
Queens College 401
University Center Aye 185
York College i 40
Non-Matriculated
Evening Session Program 296
1. Hunter College - Bronx, University Center
costs are projected from figures obtained from
operation.
Cost per student
per_year
$ 1982
2109
2354
2536
3152
2234
935
and York College
one semester of
2. The cost of this program included starting - costs, classroom
and office equipment and furniture.
-30-
TABLE 3
STIPENDS
1967 - 1968
No. of Average cost
Program Students per student per year
Brooklyn College 149 $ 664
City College 470 704
Hunter College - Bx . 96 708
Queens College 401 815
University Center ] 185 8 878
York College ! 40 754
Non-Matriculated
Evening Session Program 296 402
le Hunter College - Bronx, University Center, and York College
costs are projected from figures obtained from one semester of
operation.
i=
BROOKLYN COLLEGE PROGRAM
Brooklyn College began operating a SEEK Program in September 1966.
For the first two years, the program was housed in the School of General
Studies. As of September 1968, the program will be housed in the Day
Session of the College with its Director reporting to the Dean of
Faculty.
Staff
The counselors and remedial teachers are hired by the Director. All
subject matter teachers are hired by their respective departments.
The 1967-68 staff included four full-time and two part-time counsel~
ors. One of the full-time counselors held a PH.D. degree, while the
other counselors held M.A.s. There were 33 SEEK teachers, all of them
part-time. Two had PH.D. degrees, 30 had M.A.s, and one had a B.A.
In addition, 15 members of the regular college faculty taught SEEK
courses.
Student Body
For the Fall 1967 term, 63 students were accepted into the program,
bringing the total enrollment to 120. For the Spring 1968 term, 59 new
students were admitted and the total enrollment came to 168 students.
The total enrollment for the Spring 1968 term included 23 of the 35
students admitted in September 1966, 30 of the 46 admitted in February
1967, and 56 of those admitted in September 1967.
=32-
Of the students enrolled as of February 1968, 75.7% were black,
17.7% were Puerto Rican, and 6.6% were "other". A majority of the
students (57.9%) were females.
Curriculum
The 1967-68 program at Brooklyn had certain limitations imposed on
it owing to the fact that it was located in the School of General
Studies. Typically the SEEK students had part-time jobs and were en-
rolled for 12 classroom hours per week.
An effort was made to enroll students in at least one regular college
course each semester - Speech, Psychology or Sociology. Pre-Baccalaureate
courses, meeting for three hours per week, were offered in the areas of
English and Mathematics. For the Fall 1967 term, many of the incoming
students also took non-credit courses in Reading Enrichment, Speech, and
Study Habits. For the Spring 1968 semester the SEEK Speech course was
offered for credit, the Study Habits course was eliminated and a non-credit
Social Science course was introduced and was taken by most of the students
who continued in the Reading course.
Referral for tutoring was the responsibility of the student's
counselor. Generally tutoring was utilized for regular college courses
and was available on a once-a-week basis. The tutors, who were advanced
college students, were required to give a progress report to the counselors
at the end of each month.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
_733-
grade of "C" or better; work completed with a cumulative average of
"C" or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp.77-91).
Entering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 4
BROOKLYN COLLEGE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
-~e-
=G52
BROOKLYN COLLEGE PROGRAM - TABLE 5
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
With "C" or Better 9/65 9/66 2/67 9/67 |2/68
n=35 n=46 n=63 n=59
Over 84
es See ee
era Raewe
-36-
TABLE 6
BROOKLYN COLLEGE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed Date of Entering Class
9/65 9/66 | 2/67 | 9/67 )2/68_
n=35 n=46 n=63 | n=59
TABLE 7
Brooklyn College Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of 9/66 2/67 9/67 2/68
Number Enrolled 35 46 63 59
Number Re-enrolled in 2/68 23 30 56
Percentage of Students Completing
Credit Courses with an Average of A 1.8% 1.7%
B 13.2% 17.9% 32.2%
Cc 17.6% 20.0% 37.5% 45.7%
Worse than C 51.6% 53.3% 32.1% 5.12% .
w
Percentage of Students Completing No Credit Courses 4.4% 6.7% 1.8% 8.5% 7
Percentage of Students Withdrawing During Semester 13.2% 20.0% 8.9% 6.8%
Range of Credits Taken per Student 0-13 0-12 0-14 0-11
Average Number of Credits Taken per Student Bid 4.0 6.7 3.4
Total Enrollment in Remedial Courses 9 20 46 50
Percentage of Remedial Courses Passed 55.6% 60.0% 71.7% 52.0%
Percentage of Remedial Courses Failed 44.4% 40.0% 28.3% 48.0%
Average Number of Remedial Courses Taken per 4 ff 8 8
Student
-38-
THE CITY COLLEGE PROGRAM
The Pre-Baccalaureate Program, which a year later was to evolve
into the SEEK Program, was started at The City College of New York in
September 1965. The Director works closely with a Faculty Advisory
Committee consisting of City College faculty members appointed by the
Faculty Council. The hiring of SEEK personnel, the curriculum, and the
retention of students or their withdrawal from the program are all matters
reviewed by this committee.
Staff
Counselors and remedial reading teachers are hired by the Director
of the program and are directly responsible to him. All subject matter
teachers are hired by their departments, whether they teach only SEEK
courses or both SEEK and regular college courses.
The 1967-68 SEEK staff included 10 full-time counselors (six with
a Ph.D. degree, three with an M.S.W. and one with a B.A.) and one part-time
counselor with an M.A. degree. There were 46 SEEK teachers, 20 full-time
and 26 part-time. One of the full-time faculty members held a Ph.D.,
while 15 held an M.A. and four held a B.A.
In addition, 18 regular college faculty taught in the program on
a part-time basis.
Student Body
For the Fall 1967 term, 173 students were accepted into the program,
-39-
bringing the total enrollment to 460. For the Spring 1968 term, 58 new
students were admitted and the total enrollment came to 481 students.
The total enrollment for the Spring 1968 term included 58 of the
113 students admitted in September 1965, 144 of the 190 admitted in
September 1966, 68 of the 81 admitted in February 1967, and 153 of those
admitted in September 1967.
Of the students enrolled as of February 1968, 65% were black,
23.3% were Puerto Rican and 11.7% were "other". A majority of the
students (55.9%) were females.
Curriculum
In its three years of operation, the program has undergone
continuous revision, but it has consistently aimed to place students in
regular college classes as soon as possible, giving them tutorial
assistance if this is called for. Students who are not prepared to
enter regular college classes in sequential subjects such as English,
Speech, foreign language and mathematics, may be assigned either to
remedial courses or to special SEEK sections which follow the syllabus
of regular college courses but are smaller in size and meet for more
classroom hours per week.
In 1967-68 almost all the first-year students were enrolled in a
Social Science Survey course specially designed for them. Guest speakers
from the Social Science Department were invited to participate in a
lecture series, and the students also met in recitation sections for
discussion, reading assignments and written work.
In September 1967, incoming students had an increased number of
-40-
alternatives for their English coursework. Some 35 students were placed
in the regular City College English 1 course. Then, in addition to the
customary Pre-Baccalaureate English courses, an extended course, meeting
for 10 hours per week, was offered for students requiring intensive work
in English composition.
All incoming students were interviewed by the Speech Committee and
placed in one of three Speech courses. A majority of the students also
took Reading and Study Skills for at least one term.
Recent innovations to the program included Speech and Theatre
workshops, a discussion workshop, required workshops in the sciences
(Biology, Chemistry, Geology, Psychology) and voluntary workshops in
History, Political Science and Sociology.
Tutoring was available on an individual basis for students who
needed it. It was the counselors' responsibility to refer students for
tutoring. The tutors were chosen from among the matriculated students
at the College and were generally "A" students and majors in the subjects
involved.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; work completed with a cumulative average of "C"
or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp. 77-91).
fntering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
Origina
Number
TABLE 8
CITY COLLEGE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Number Number of Students Who Accumulatedthe Credits Listed Below
Still Ove
Enrolled 84 | 72-84 {59-71 | 46-58 136-45 [26-35 17-251 10-16 | 3-9 h-2|
~42-
TABLE 9
CITY COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
With "C" or Better 9/65 9/66 2/67 9/67 {2/68
n=113 { n=190 n=8] n=173 [n=58
~43-
TABLE 10
CITY COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
9/65 9/66 | 2/67 | 9/67 |2/68
? n=113 n=190 | n=8] n=173 | n=58
Over 84
=a ts fe
= ca a A
= ees
“ <a a al
= pipet tt
= Sam CECeoe
TABLE 11
City College Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of
Number Enrolled
Number Re-enrolled in 2/68
Percentage of Students Completing
Credit Courses with an Average of A
c
Worse than C
Percentage of Students Completing No Credit Courses
Percentage of Students Withdrawing During Semester
Range of Credits Taken per Student
Average Number of Credits Taken per Student
Total Enroliment in Remedial Courses
Percentage of Remedial Courses Passed
Percentage of Remedial Courses Failed
Average Number of Remedial Courses Taken per
Student
9/65
113
58
1.7%
12.1%
43.2%
34.4%
85.7%
14.3%
9/66
190
144
9.0%
28.5%
47.2%
15.3%
0-17-25
7.8
29
41.4%
58.6%
2/67
81
68
1.5%
20.6%
35.2%
30.9%
11.8%
0-15
22
68.2%
31.8%
9/67
173
153
2.0%
22.2%
35.1%
32.8%
2.0%
5.9%
0-15.5
6.4
128
82.0%
18.0%
2/68
81.1%
18.9%
2v2
-t-
-45-
HUNTER COLLEGE-BRONX PROGRAM
Hunter College in the Bronx initiated its SEEK Program with the
Spring Term of 1968. (In July 1968 the College formally separated from
its parent college in Manhattan to become an independent college-
Herbert H. Lehman College.) The program administratively is located
in the School of General Studies, with the Director reporting to the
Dean of that School.
Staff
The counselors and the teachers of remedial subjects are hired by
the Director. The college-level courses are taught by faculty hired
by and housed in their respective academic departments. Many of the
faculty are regular members of Day Session Departments; others come from
the School of General Studies or were recruited to work specially for
SEEK. A few high school teachers were brought in specifically to teach
non-credit courses.
The SEEK staff for the first term of operation consisted of two full-
time counselors with Ph.D. degrees and 18 teachers, only two of whom were
full-time. Six of the part-time teachers had B.A. degrees, and all the
others had M.A.s.
In addition three of the regular college faculty taught SEEK courses.
Student Body
The Spring 1968 entering class numbered 96 students, 15 of whom were
part-time students who had daytime jobs. As for ethnic background, 76%
of the students were black, 13.5% were Puerto Rican, and 10.5% were
“other". A majority of the students (57.3%) were females.
-46-
Curriculum
With a number of modifications, the program at City College was used
as a model for the Hunter-Bronx Program. The overall goal was to place
students as quickly as possible into regular college classes, while paying
careful attention to removing past deficiencies. The great majority of
the full-time students carried from 9% to 12% credits and were in attendance
for 20 class hours per week. The first semester's experience showed that
most of the students were capable of carrying such a heavy schedule and,
according to the Director, the number of hours spent in college actually
heightened the students' desire to be fully committed to a collega
education.
As a rule, full-time SEEK students were expected to take the regular
freshman courses in History and Physical Education and they were placed in
the same classes as matriculated students in these subjects.
The full-time students took freshman English and Speech in special
SEEK classes which were smaller than the regular college classes and met
for more hours per week. For those students who had sufficient background
in mathematics in high school, the required college-level math course was
offered on the same basis.
All students were required to take a non-credit course entitled
Reading and Study Skills. Those who scored below the tenth percentile on
a reading test were placed in a non-credit history course designed to
prepare them for the regular course the following semester. Similarly,
those students who did not qualify for college-level mathematics were
given preparatory high school level courses.
=d7=
Part-time students were given the freshman English course and
Reading and Study Skills.
Students who needed tutorial assistance were identified by their
instructors and referred to their counselor. Arrangements were then made
through the Tutorial Service of the Student Government Association, which
was responsible for recruiting tutors, having them approved by the
appropriate academic department, matching tutor and tutee, and making
payments to tutors. Tutors had received honors in their major subjects
and participated in a weekend training conference.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 87 and 89 respectively).
TABLE 12
HUNTER COLLEGE-BRONX PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Crigina] Number Number of Students Who Accumulatedthe Credits Listed Below
Entering Class | Number} Sti7) Ove ra er
Enrolled 84 | 72-84 159-71 | 46-58 136-45 [26-35 |37-25
Spring, 1966
Fall, 1967
“897
-49-
TABLE 13
HUNTER COLLEGE-BRONX PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Conpleted Date of Entering Class |
With "C" or Better
Uver 34
72-84
59-71
46-58
36-45
26-35
17-25
10-16
9/65 9/66 {| 2/67 | 9/67 12/68
-50-
TABLE 14
HUNTER COLLEGE-BRONX PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 2/67 9/67 2/68
-51-
QUEENS COLLEGE PROGRAM
The SEEK Program at Queens College, like the one at Brooklyn,
was started in September 1966. For the first two years the program
was administratively housed in the School of General Studies, with the
Director reporting to an Assistant Dean in that School. As of September
1968, however, this relationship will be changed and the Director
will report to the Dean of Faculty at the College.
Staff
The counselors and faculty teaching separate SEEK sections, regard-
less of subject matter, are hired and appointed to the SEEK Program at
Queens by its Director.
The 1967-68 staff included 9 full-time counselors with one B.A.,
seven M. A.s and one Ph.D. and one part-time counselor with an M.A, There
were 55 SEEK teachers, 26 full-time and 29 part-time. All of the faculty
members held M.A. degrees, except for two full-time teachers who had B.A.s.
In addition, seven of the regular college faculty taught part-time
in SEEK.
Student Body
For the Fall 1967 term, 166 students were accepted into the full-time
program, bringing the total enrollment to 250 students. In addition, 137
part-time students were admitted, making for a total enrollment of 197 in
the part-time program.
-52-
For the Spring 1968 term, 96 full-time students and 76 part-time
students were newly enrolled. At this time the combined enrollment for
both programs came to 575 students, 329 full-time and 246 part-time.
The total number of full-time students enrolled for the Spring 1968
term included 41 of the 117 students admitted in September 1966, 37 of
the 68 admitted in February 1967, and 155 of those admitted in September
1967.
The total number of part-time students enrolled for the Spring
1968 term included 6 of the 27 students admitted in September 1966, 33 of
the 168 admitted in February 1967, and 131 of those admitted in September
1967.
Of the students enrolled as of February 1968, 74% were black, 16.5%
were Puerto Rican, and 9.5% were "other". A majority of the students
(51.5%) were females.
Curriculum
Initially, SEEK students at Queens enrolled in primarily non-
credit remedial courses, but the absence of credit proved to be a serious
hindrance to the students' motivation and for the 1967-68 year the program
was redesigned to give incoming students an opportunity to obtain up to
nine credits.
Students typically had 16 classroom hours per week. In his first
semester, a student took only SEEK courses. Then his counselor, after
consulting with his teachers, determined what his second semester program
would be. Most of the students continued to take SEEK courses exclusively,
although some were placed in a regular Queens College course for that term.
The special SEEK courses followed the syllabus of regular college
courses, but met for more hours per week to allow for remedial work and
=5a-
the introduction of materials which were of particular relevance to the
students' interests. The English and Social Science (Contemporary
Civilization) courses, each meeting for six hours per week, were co-
ordinated, and both courses included work in skill development. As a
rule, the student also took either Art or Communications in his first
term. In his second term, he generally took either a remedial math
course or, if he had passed English, a foreign language course.
A library orientation program was conducted in cooperation with the
SEEK English teachers.
Tutoring was considered an integral part of the SEEK Program at
Queens, and all incoming students were assigned to a minimum of three
hours of tutoring per week. The tutorial program was run by the Director
of Student Services. Most of the tutors employed were undergraduates at
the College, and some were advanced SEEK students; a limited number were
graduate students. All were hired with the approval of a SEEK Tutoring
Advisory Board consisting of three SEEK students.
Progress of Students
The tables on the pages following give data on student progress for
both the full-time and the part-time programs at Queens, by entering class.
These tables show: amount of credit work completed by June 1968; work
completed with a grade of "C" or better; work completed with a cumulative
average of "C" or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp. 77-91).
Still another measure of student achievement was an English proficiency
examination taken by 126 SEEK students and 2173 regular Queens College
freshmen in January 1968. The SEEK students passed the exam at a higher
rate than the regular college students - 82% as compared to 63%. In June,
when the English Department administered the exam to students who had
-54-
enrolled in February, the SEEK students again excelled, although by a
narrower margin. These results seem to indicate that the SEEK students
are receiving effective instruction in English skills and that they are
capable of benefitting from good instruction. At the same time, however,
this index of success makes the Queen's program's relative lack of
success in terms of retention rate, credits earned and grade averages
achieved even more puzzling.
Entering Class
Fali, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 15
QUEENS COLLEGE FULL-TIME PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
ber of Students Who Accumulatedt
45 6-35 |17-25
-56-
TABLE 16
QUEENS COLLEGE FULL-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed Date of Entering Class
Bib “por Fetter 9/65 | 9/66 | 2767 | 9767 |2/68
n=117 n=68 n=166 n=96
oe aR PES
57
TABLE 17
QUEENS COLLEGE FULL-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
Numbee of Credits Completed | Date of Entering Class . |
Over 84
72-84
59-71
46-58
36-45
26-35
17-25
10-16
9/65 9/66 2/67 9/67 | 2/68
n=117 n=68 | n=166 {n=96
TABLE 18
Queens College Full-Time Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of
Number Enrolled
Number Re-enrolled in 2/68
Percentage of Students Completing
Credit Courses with an Average of A
c
Worse than C
Percentage of Students Completing No Credit Courses
Percentage of Students Withdrawing During Semester
Range of Credits Taken per Student
Average Number of Credits Taken per Student
Total Enrollment in Remedial Courses
Percentage of Remedial Courses Passed
Percentage of Remedial Courses Failed
Average Number of Remedial Courses Taken per
Student
9/66
117
41
2.4%
12.2%
31.7%
19.6%
34.1%
0-10
3.6
62.5%
37.5%
2/67
68
37
2.7%
21.6%
24.3%
16.2%
35.2%
0-13
4.2
60.0%
40.0%
* Figures do not add up to 100% because 7 transcripts were missing.
9/67
166
155
1.9%
34.2%
20.0%
5.8%
2.6%
35.5%
0-13
3.8
51
88.2%
11.8%
2/68
96
12.5%*
24.02%*
21. 9%*
24.0%*
10.42%*
-8S-
0-6
rg
166
68.1%
31.9%
Aly §
TABLE 19
QUEENS COLLEGE PART-TIME PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Origina ber Number of Students Who Accumulatedthe Credits Listed Below
Entering Class flusber NeeiTl Ove
Enrolled 84 | 72-84 |59-71| 46-58 {36-45 126-35 |17-25
Heras
?
-60-
TABLE 20
QUEENS COLLEGE PART-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
|
Number of Credits Completed
With "C" or Better
Over 84
72-84
59-71
46-58
36-45
26-35
17-25
10-16
| Date of Entering Class
9/65 9/66 2/67 9/67 |2/68
n=27 n=168 n=137 | n=76
~61-
TABLE 21
QUEENS COLLEGE PART-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 2/67 9/67 }2/68 |
n=27 n=168} n=137 [n=76 |
= moon
= eee
= heeded
= Peet a:
= Dame
= ER Ea Oe ee
= tape tae
Total 58 3
TABLE 22
Queens College Part-Time Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of 9/66 2/67 9/67 2/68
Number Enrolled 27 168 137 76
Number Re-enrolled in 2/68 6 33 131
Percentage of Students Completing
Credit Courses with an Average of A 3.0% 8% 2.6%
B 33.3% 21.2% 15.3%
G 16.7% 33.3% 27.5% 1.3%
Worse than C 50.0% 15.2% 7.6% P
a
Percentage of Students Completing No Credit Courses 6.1% 28.2% 59.3% .
Percentage of Students Withdrawing During Semester 21.2% 20.6% 36.8%
Range of Credits Taken per Student 0-15 0-13 0-11 0-3
Average Number of Credits Taken per Student 6o7 4.6 aay | ols
Total Enrollment in Remedial Courses 1 8 86 91
Percentage of Remedial Courses Passed 100.% 62.5% 64.0% 82.4%
Percentage of Remedial Courses Failed 37.5% 36.0% 17.6%
Average Number of Remedial Courses Taken per “2 2 at 1.2
Student
-63-
UNIVERSITY CENTER PROGRAM
The University Center Pre-Baccalaureate Program was established in
January of 1968 to serve as the major experimental unit of the SEEK
Program and to make it possible for the City University to carry out the
minimum admission goals of the Master Plan despite the tremendous
shortage of space on the college campuses. This program is located at
the Alamac Hotel in Manhattan, where the Central Office of SEEK is
also located. The Director of the program is under the immediate
supervision of the University Director of the SEEK Program.
Staff
The staff of the University Center Program is hired by the Director,
with approval from the University SEEK Director. For the Spring 1968
term, the program employed five full-time counselors {four with a Ph.D.
degree and one with an M.A.), 16 full-time teachers (one Ph.D., 12 M.A.s
and three 8.A.s) and three part-time teachers with M.A. degrees.
Student Body
For the Spring 1968 term, 185 students were enrolled: 71.6% were
black, 14.2% were Puerto Rican and 14.2% "other". Sixty percent of the
students were males.
Curriculum:
A typical full program for the Spring 1968 semester consisted of
four or five courses, an average of 18 classroom hours. As with other
SEEK Programs, students were placed according to their level of competence
and interests. All students took English, Speech and Reading and Study
Skills as a core of their program, whether on college or remedial levels.
-64-
Typically, a student who was enrolled in Freshman Composition included
Sociology in his program, while a student enrolled in Remedial English
included in his program the Introduction to Music course. Additional
courses offered were Intermediate Algebra, Elementary French and
Elementary Spanish.
An Intensive Remedial English course, meeting for 15 hours per week,
was offered for 12 students. Most of those who were placed in this course
spoke a dialect which would make it difficult for them to write and speak
competitively on a college level or in the business community.
Students in need of tutorial assistance were identified by their
teachers and counselors and referred for tutoring. Other college students,
graduate students and advanced SEEK students served as tutors.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 81 and 89 respectively).
Entering Class
Origina
Number
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 23
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Number
Still
Enrolled
-66-
TABLE 24
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
Number of Credits Completed Date of Entering Class
th Votan jebeer ayes | 9/66 | 2767 | 9/67 |2768,
n=185;
138
ee
-67-
TABLE 25
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 | 2/67 | 9/67 42/68
=185 ;
-68-
YORK COLLEGE PROGRAM
York College started its SEEK Program with the Spring Term af
1968. During the initial term, the Director reported to the Dean of
Students. As of September 1968, the Director will report to the
President of the College.
Staff
The SEEK counselors and subject matter faculty members are hired
by the Director of the program. They are all appointed in the Office
of the Dean of Students. For the Spring 1968 term, the staff consisted
of two counselors, one full-time and one part-time, three full-time
teachers and two part-time teachers. All staff members had M.A. degrees.
In addition, two members of the regular college faculty taught
part-time in the SEEK Program.
Student Body
Forty SEEK students were enrolled for the Spring 1968 term. As for
ethnic background, 87.5% of the students were black, 5% were Puerto Rican,
and 7.5% were “other". A majority of the students (57.5%) were males.
Curriculum
All SEEK students took four courses, a total of 16 classroom hours.
Three of these were non-credit courses: Development of Reading, Mathe-
matics, and English Composition. In addition, a credit course was taken
-69-
by all the SEEK students and an equal number of non-SEEK students
attending the College. This course (Humanities 101: American
Traditions of Social Change) was an interdisciplinary course taught by
a member of the literature faculty.
A few of the students were enrolled in additional credit courses in
lieu of one or more of the remedial courses.
Tutorial assistance was available to students who demonstrated a
need for it. It was the counselors' responsibility to refer students
for tutoring.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 81 and 89 respectively).
Entering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 26
YORK COLLEGE PROGRAM
CREDIT WORK COMPLETED 8Y STUDENTS STILL IN ATTENDANCE SPRING 1968
“027
“71
TABLE 27
YORK COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
Number of Credits Completed | Date of Entering Class
With "C" or Better 9/65 9/66 2/67 9/67 12/68 |
n=40
Total
~72=
TABLE 28
YORK COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
9/65 9/66 | 2/67 | 9/67 |2/68
=40
a
Total
=73=
NON-MATRICULATED EVENING SESSION PROGRAM
In September 1966, to facilitate the launching of the SEEK Program,
750 SEEK students were enrolled on a part-time basis in evening sessions
at community colleges and senior colleges of the University. Six
community colleges - Borough of Manhattan, Bronx, Kingsborough, New York
City, Queensborough and Staten Island - admitted 443 of the students.
The Schools of General Studies in six senior colleges - Bernard Baruch,
Brooklyn, City, Hunter-Bronx, Hunter-Park Avenue and Queens - admitted
a total of 306 students.
Since a combined schedule of full-time work and part-time evening
study such as these students were carrying is difficult to sustain over
the eight to ten year period required to complete four years of college,
it was decided that SEEK should concentrate on developing its full-time
program. Therefore, the Non-Matriculated Evening Session Program was not
expanded, and it has decreased in size with each successive term. For the
Spring 1967 term, 515 students re-enrolled, and for the Fall 1967 term,
338. By the Spring of 1968, only 262 students were participating in the
program. The academic progress of the students is recorded in Table 29.
-74-
TABLE 29
NON-MATRICULATED EVENING SESSION PROGRAM
Students Entered 9/66
Students Re-enrolling 2/67
Students Re-enrolling 9/67
Students Re-enrolling 2/68
Percentage of Students with an
Accumulated 2 year Average in
credit courses of
B
c
worse than C
Percentage of Students Completing
No Credit Courses
Percentage of Students Not
Completing 2 years
Range of Credits Taken Per
Student in 2 years
Average Number of Credits Taken
in 2 years by Students in Attendance 2/68
Percentage of Students Completing Courses
during Spring 1968 Term with an
Average of A
B
c
worse than C
Percentage Completing No Credit Courses
Range of Credits Taken Per Student
during Spring 1968 Term
Average Number of Credits Taken Per
Student during Spring 1968 Term
Two-Year
Colleges
443
325
213
170
-5%
4.7%
9.7%
22.8%
«7%
61.6%
0 - 68
19.7
ee 3
21.2%
28.1%
37.7%
11.8%
0-18%
5.0
Four-Year
Colleges
307
190
125
92 *
3.6%
7.5%
18.0%
70.9%
0 - 5]
17s8
1.1%
12.4%
39.4%
40.4%
6.7%
0-154
4.5
* Includes 3 students enrolled at John Jay (Police Academy), who
are not included in the academic progress data.
753
ASSESSMENT
Without question, a program of the magnitude and nature of SEEK
requires continuous evaluation. A program that is in a dynamic,
evolutionary phase,however, should employ research and assessment
only insofar as they do not rigidify the program's growth and development.
From the very beginning, certain things were known: that new methods of
teaching must be found if SEEK is to be successful with students who have
heretofore failed in any academic setting, and new methods of counseling
have to be found if SEEK is to reach students whose past experience with
guidance counselors have been marked by distrust and failure. It is
recognized in this program that there must be an atmosphere of openness
in which classroom teachers and counselors alike can be encouraged to
systematically explore and develop new approaches.
The SEEK Program just completed two years of operation. While it
is too early to look upon the experiences thus far as hard data, certain
trends are beginning to emerge that must be considered. An examination
of Tables 31 through 34 (pp. 74-77), indicates that the past high school
achievement of the students who enrol] at any one college varies to a
greater extent within any one institution from term to term than between
institutions. Yet when we examine Tables 35 through 43 (pp.78-86), the
trends in retention rates, number of credits earned and grade average
earned seem to show a relative trend for each of the colleges irrespective
of the differences in past academic achievements. It may be assumed
that the differences between the colleges in the retention rate, credits
-76-
earned and grade average achieved must be caused by factors other than
the past academic performance of the students admitted to these programs.
While it is difficult at this point to identify special causal relation-
ships, these trends would seem to suggest that the counseling program
at City College perhaps is succeeding in individualizing the college
experience for each student in such a way that the student is less likely
to experience frustration and failure, which may result in withdrawal
from the program. It must be noted here that in an effective counseling
situation, the counselor can not only assign the student to courses that
are appropriate to him, but can also control the number of credits the
student is taking. During the term, if the counselor is in close contact
with the student, he has two avenues open to him in the event that the
student gets into academic difficulties: he can either assign a tutor
to help the student or he can advise the student to drop one course so
that he may more effectively deal with the remaining courses. The
assumption that counseling may be an important variable is especially
supported by the differences between the programs in withdrawal rates
during the term (see Table 44, p. 91). This withdrawal rate again seems
to be specific to the college rather than the term in which the student
entered, i.e., when the incoming students happened to have particularly
weak academic backgrounds.
It is reasonable to assume that the programs that were more
successful in retaining their students and having them achieve in college
can be used as indicators of a future success rate for the SEEK students.
It is also assumed that the program with a lower rate of success will improve
its approach from the experience of the others.
TABLE 30
DISTRIBUTION OF SEEK ENTERING CLASSES ACCORDING TO TYPE OF HIGH SCHOOL DIPLOMA AND HIGH SCHOOL AVERAGE
TYPE OF DIPLOMA
Academic Diploma
General Diploma
Voc.- Comm. Diploma
High School Equivalency
State Accredited H.S.
Foreign High School
75% or more
70% to 74.9%
65% to 69.9%
64.9% or less
Totals
* Figures for "High School Average" include only those students holding an Academic, General, Vocational
or Commercial Diploma; thus the totals for the entering classes differ.
-1L-
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS
Academic
Diploma
75% +
7D%-74 9%
65%-69.9%
64.9% or less
Total
General
Diploma
75H +
70%-74. 9%
65%-69.9%
64.9% or less
Total
Vocational or
Commercial
Diploma
75% +
70%-74.9%
65%-69.9%
64.9% or less
Total
HighSchool Equivalency
State Accredited H.S.
Foreign High School
Brooklyn College
35 students
16.1
16.1
6.5
38.7%
_
1'wnwo
mon
25.8%
—_
rwOnn
no
25.8 %
6.5 %
3.2%
TABLE 31
City College
190 students
32.3
10.2
1.8
44.3%
— at
1wom
Doe
29.5%
tr OAM
PAO
20.0%
1.4%
1.8%
FOR THE SEEK ENTERING CLASS OF FALL 1966, BY COLLEGE
Queens College
144 students
8.5
7.7
6.8
5.1
28.1%
3
14.5
27.4
0
52.2%
yoo
aw—
12.0%
5.1%
2.6%
-3/-
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS
Academic
Diploma
75% +
70%-74.9%
65%-69.9%
64.9% or less
Total
General
Diploma
75% +
70%-74 .9%
65%-69.9%
64.9% or less
Total
Vocational or
Commercial
Diploma
75% +
70%-74 9%
65%-69.9%
64% or less
Total
High School Equivalency
State Accredited H.S.
Foreign High School
Brooklyn College
46 students
8.5
6.5
8.5
23.5%
=—W
nm Noro
onan
~
ry
Dean
ome
22.3%
8.5
220
TABLE 32
FOR THE SEEK ENTERING CLASS OF SPRING 1967, BY COLLEGE
City College
81 students
14.6
12.3
az
28.1%
|
onun
WA w
39.0%
i)
SP eps
worn FF NYHKHwW—
~~
Queens College
236 students
8
12.0
1.0
20.8%
ol
Swoon
o4t4o
45.2%
“6Z-
—woo
ooo
20.0%
13.0
7.0
TABLE 33
OISTRIBUTION OF HIGH SCHOOL DIPLOMAS FOR THE SEEK ENTERING CLASS OF FALL 1967, BY COLLEGE
Academic Brooklyn College City College Queens Full-Time Queens Part-Time
Diploma 63 students 173 students 166 students 137 students
75% + 33.3 14.9 23.1 8.9
70%-74 .9% 20.6 11.0 19.9 7.6
65%-69.9% 3.2 eu 9.6 2.8
64.9% or less - - Tes -
Total 57.1% 28.5% 53.9% 19.3%
General
Diploma
75% + 4.8 15.6 8.3 7.6
70%-74.9% 6.3 13.0 75) 17.9
65%-69.9% <p 2.6 (| 17.9
64.9% or less 1.6 1.3 oc2 2.8
Total 15.9% 32.5% 25.7% 46.2%
Vocational or
Commercial
Diploma
75 f 17.4 20.8 5.1 6.2
70%-74.9% 3.2 5.8 4.4 6.2
65%-69.9% - 6 1.3 1.4
64.9% or less = - - -
Total 20.6% 27.2% 10.8% 13.8%
High School Equivalenc 3.2% 2.6% 8.3% 17.9%
State Accredited H.S. 3.2% 9.2% 1.3% 2.8%
Foreign High School - - 3 -
-08-
TABLE 34
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS FOR THE SEEK ENTERING CLASS OF SPRING 1968, BY COLLEGE
8rooklyn City Hunter-Bx Queens F/T Queens P/T UniversityCenter York
Academic 59 58 96 96 76 185 40
Diploma Students Students Students Students Students Students Students
75% + 3.3 3,8 5.2 Be - 3.3 -
70%-74.9% 3.3 as 453 cel 1.3 3.8 5.0
65%-69.9% 1.7 1.9 4.2 Weel - 4.9 ~
64.9% or less - 1.9 - - - - -
Total 8.3% 18.9% 16.7% 8.5% 1.3% 12.0% 5.0%
General :
Diploma
75% + 3.4 1.9 4.2 Zal 6.6 4.9 25
70%-74.9% 13.9 9.4 14.6 18.1 14.5 13.0 2.5
65%-69. 9% 15.6 15.1 15.6 18.1 15.8 11.4 7.5
64.9% or less aig 9.4 | 6.4 - 8.2 7.5
Total 34.6% 35.8% 37.5% 44.7% 36.9% 37.5% 20.0%
Vocational or
Commercial
Diploma
75% + 20.7 We38 10.4 Zl 11.8 4.3 10.0
70%-74. 9% 13.9 5=7 10.4 9.6 7.9 12.0 12.5
6.4%-69.9% - 57 52 6.4 533 5.4 73
64.9% or less - - - 2.1 - 1.6 2.5
Total 34.6% 22.7% 26.0% 20.2% 25.0% 23.3% 32.5%
High School Equiv. 6.9% 13.2% - 13.8% 13.2% 12.0% 35.0%
State AccreditedHSt5.6% 9.4% 10.4% 11.7% 23.6% 13.0% 7.5%
Foreign High School - - 9.4% 1.1%
-18-
TABLE 35
TOTAL ENROLLMENT AND RE-ENROLLMENT IN SEEK PROGRAM
City - Queens Full-Time Queens Part-Time
9/65 2/66 9/66 2/67 9/67 2/68 | 9/66 2/67 9/67 2/68] 9/66 2/67 9/67 2/68
7 58
Entered 9/65 ioe 103.81 68
9/66 190 173 159 144
3 2/67 3] 7] 68
a 9/67 173°, 159
2/68 58
Total 113* 103* 271 322 460 481 117. 136 «=6250)S 329 27 176 197 246
University Center York Total SEEK Enrollment
2/68 2/68 9/65 2/66 9/66 2/67 9/6 2/68
Entered 9/65
e 9/66
“ 2/67
‘ 9/67
be 2/68 96 185 40
Total 96 185 40 113* 103* 450a 712b 1027¢ 15454
* These figures actually refer to the City College Pre-Baccalaureate Program, which preceded the SEEK Program.
3 a. 750
To these totals should be added the Non-Matriculated Evening Session enrollment:b. rie
c. 338
d. 262
aoc
=-28-
TABLE 36
RETENTION RATE FOR EACH COLLEGE FOR ONE, TWO, THREE, FOUR AND FIVE TERMS
College Date Number Retained Retained Retained Retained Retained
Entered Entered One Term Two Terms Three Terms Four Terms Five Terms
N N h N % N % N %
Brooklyn 9/66 35 32 (91.4 25 «71.4 23 65.7
2/67 46 32 69.6 30 65.2
9/67 63 56 «88.9
Weighted Average 83.3 67.9 65.7
9/65 113 103° (91.2 Bh Ziad, 68 60.1 57 50.4 58 be
City 9/66 190 173, 91.1 «159 83.7144 75.8
2/67 81 71 (87.7 68 84.0
9/67 173 153 88.4
Weighted Average 89.8 80.2 70.0 50.4 TIRE}
9/66 tule 68 58.1 42 35.9 4) 35.0 ¢o
Queens Full-Time 2/67 68 42 61.8 37. 54.4 vi
9/67 166 155 93.4
Weighted Average 75.5 42.7 35.0
9/66 27 8 29.6 5 ~ F8y5. 6 22.2
Queens Part-Time 2/67 168 55 32.7 33 «19.6
9/67 137 131) 96.6
Weighted Average 58.4 19.5 22.2
The weighted average represents the overall retention rate for one, two and and three terms respectively.
Key ;
-84-
TABLE 37
100%
80%
G0%
40%
Brook |yn 2 S35 64ers A
City oi 2 es Bes etd
Gteens=' Fal ltlimge. = a ee
Queens: Facl-Time 2 -. -
Totol rogram
-85-
TABLE 38
(ay Tw
Go%
40%
20%
Keym @Grooklon:. © 2222822 —3-22 ak
4 Cty a. 8 oe eee
Queers- fulltime —.——. ——. ——.
Quéens- Parlin — 2-5 ee ee
Total Program
TABLE 39
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 9/66
Brooklyn City Queens Full-Time Queens Part-Time
Number of Students Entered 9/66 35 190 117 27
Number Re-enrolled 2/68 23 144 41 6
Number of Students with an Accumulated
2 year Average of A
B 2( 5.7%) 13( 6.8%) 5( 4.3%) 2( 7.4%)
G 3( 8.6%) 36(18.9%) 13(11.1%) 2( 7.4%)
Worse than C 15(42.8%) 73(38.5%) 9( 7.7%) 2( 7.4%)
Number Not Completing 2 years 15(42.9%) 68(35.8%) 90(76.9%) 21(77.8%)
Range of Credits Taken per Student j
in 2 years 0-47 .5-56 1-29 3-59 @
1
Average Number of Credits Taken per
Student in 2 years 19.7 28.5 10.2 24.8
Range of Credits Taken per Student during
Spring 1968 Term 0-13 Q-17.5 0-10 0-15
Average Number of Credits Taken per
Student during Spring 1968 Term ay | 7.8 3.6 6.7
Total Enrollment in Remedial Courses 9 29 8 1
Percentage of Remedial Courses Passed 55.6% 41.4% 62.5% 100.0%
Percentage of Remedial Courses Failed 44.4% 58.6% 37.5%
Average Number of Remedia Courses Taken ‘
per Student during Spring 1968 Term 4 2 2 2
TABLE 40
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 2/67
Brooklyn City Queens Full-Time — Queens Part-Time
Number of Students Entered 2/67 46 81 68 168
Number Re-enrolled 2/68 30 68 37 33
Number of Students with an Accumulated 1's
year Average of A 1{ .6%)
B 1( 2.2%) 14(17.4%) 12(17.6%) 4( 2.4%)
Cc 5(10.9%) 21(25.9%) 5( 7.4%) 14( 8.3%)
Worse than C€ 18(39.1%) 25(30.8%) 7(10.3%) 7( 4.2%)
Number Not Completing ls years 22(47.8%) 21(25.9%) 44(64.7%) 142(84.5%)
Range of Credits Taken per Student
in 1s years 1-29 0-36 0-44 0-22
Average Number of Credits Taken per
Student in ls years 10.0 16.9 8.5 8.8
Range of Credits Taken per Student during
Spring 1968 Term 0-12 0-15 0-13 0-13
Average Number of Credits Taken per
Student during Spring 1968 Term 4.0 6.3 4.2 4.6
Total Enrollment in Remedial Courses 20 22 5 8
Percentage of Remedial Courses Passed 60.0% 68.2% 60.0% 62.5%
Percentage of Remedial Courses Failed 40.0% 31.8% 40.0% 37.5%
Average Number of Remedial Courses Taken
per Student during Spring 1968 Term 7 23 i we
-{3-
TABLE 41
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 9/67
Brooklyn City ueens Full-Time Queens Part-Time
Number of Students Entered 9/67 63 173 166 137
Number Re-enrolled 2/68 56 153 155 131
Number of Students with an Accumulated
1 year Average of A 1( .6%) 3( 1.8%) it ..7%)
B 11(17.5%) 33(19.1%) 38(22.9%) 19(13.9%)
G 21(33.3%) 57(32.8%) 44(26.5%) 36 (26.2%)
Worse than C 18(28.6%) 51(29.5%) 15( 9.0%) 11( 8.1%)
Number Completing No Credit Courses 1( 1.6%) 2( 1.2%) 37(27.0%)
Number Not Completing 1 year 12(19.0%) 29(16.8%) 66(39.8%) 33(24.1%)
Range of Credits Taken per 0-18 0-25.5 2-22 0-12
Student in 1 year
Average Number of Credits Taken per 8.5 9.8 6.3 2.8
Student in 1 year
Range of Credits Taken per Student during 0-14 0-15.5 0-13 0-11
Spring 1968 Term
Average Number of Credits Taken per 6.7 6.4 3.8 Ons
Student during Spring 1968 Term
Total Enrollment in Remedial Courses 46 128 5 86
Percentage of Remedial Courses Passed 71.7% 82.0% 88.2% 64.0%
Percentage of Remedial Courses Failed 28.3% 18.0% 11.8% 36.0%
Average Number of Remedial Courses Taken 8 8 PE ‘¥
per Student during Spring 1968 Term
TABLE 42
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 2/68
Brooklyn
Number of Students Entered 2/68 59
Percentage of Students with a
First term Average in Credit
Courses of A 1.7%
B 32.2%
Cc 45.7%
Worse than C G61
Percentage completing No
Credit Courses 8.5%
Percentage withdrawing during
Term 6.8%
Range of Credits taken Per
Student - Spring 1968 Term » 0-11
Average Number of Credits
Taken Per Student -
Spring 1968 Term 3.4
Total Enroliment in Remedial
Courses 50
Percentage of
Remedial Courses Passed 52.0%
Remedial Courses Failed 48.0%
Average Number of Remedial
Courses Taken Per Student
during Spring 1968 Term 8
City
58
36.2%
29.3%
22.4%
ial
127
81.1%
18.9%
2.2
Hunter-Bx Queens F/T QueensP/T Univ. Center
96
1.0%
24.0%
38.5%
20.8%
11.5%
0-12%
6.0
143
94.4%
5.6%
1.5
96
12.5%*
24 .0%*
21.9%*
24. 0%*
10. 4%*
166
68.1%
31.9%
LZ
* Figures do not add up to 100% because 7 transcripts were missing.
76
-6%
mit
'1—' ~
36.8% |
93
82.4%
17.6%
dsee
185
5.4%
31.9%
34.1%
7.0%
12.4%
0-12
4.8
362
76.4%
23.6%
122
York
40
2.5%
5.0%
42.5%
25.0%
15.0%
10.0%
0-12
av
99
59.6%
40.4%
eb
~68-
TABLE 43
-90-
KOR
: RRR
Time
\
31
Fi
u
c
rT)
v
x
eae es, Se
wenloeaetatcocecdaeanrersraniststatatetceeaeeaneen
VILL ILL LL ahhh hfe llr
STUNT LL LL I°
&
4
u
WLLL
* Only City College. had a Yes entering Class.
re-
Numbers above each bar represeat number of Students
enrolled Sor the %he semester
;
ring Semester
Ente:
Key:
TABLE 44
es
Trerin
tec
ducin
te
es
40%
-91-
SEALERS RAO IO
BOSooo SSSI OOS OSI
IADNNVAQOABODAMONEDIVOUININGTANITG
Program
N
MMM
Queens
Part- Time
ERRNO K ONL
WML LLA A LLAMA A Mb b bh hhh bles
VOVOTTAAATAMATRU AA AGARAA RADU ARDEA OTNOAG OR EOUUUOAOMAGUUAIOO LS
Time
N:
Full
UMMM
N
RS SSS OSS SSO
OSs SS S285
BSS oS OSS SO SOS ISIS C
WLLL NS
Ts
iva)
30%
20%
1o%
Barreapgnyy pusssag
ser 48 Queens Full-Time frogram,
5
wimg
32
gM
yw
wee
833
yes
53%
“+5
Wg
3 t%
rt
FEY
UZs
axf
9OOn
* * *
* ¥
*
Class of:
rks
a/e7
247
qoe
Key: Entering
ah5
rh
_ >THE CITY UNIVERSITY
¥ hart
ae fr
aN we by
d I.
Se i
SEEK PROGRAM
The City University of New York
154 West 71st Street, New York, N. Y. 10023
[oJ ao
“Noep S*
Office of the Director 212/787-8600
October 15, 1968
Dr. Albert H. Bowker
Chancellor
The City University of New York
535 East 80th Street
New York, New York 10021
Dear Dr. Bowker:
Looking back at the last three years is an exciting experience.
In the SEEK Program we were permitted to engage in creating open
experimentation in education with a large and socially significant
population that heretofore had never been admitted to college. It is
indeed a rare phenomenon in the field of education to have as much
support, financial and otherwise, as we have had, and to be in a
situation where intellectual exploration is facilitated to the extent
that it was for us. It has been rewarding to see the results, not only
in terms of the number of students the SEEK Programs have been able to
retain through the last two or three years, but also in terms of the
fine spirit, devotion and high motivation of the faculty who have
participated in this experience.
The SEEK students have already made a definite impact on the
colleges, and as the program continues to grow and evolve, the contributions
they have to make will be further realized.
From the Fall of 1966 to the Spring of 1968, the program grew from a
total enrollment of 450, with an additional 750 non-matriculated evening
session students, to an overall enrollment of 1807, including 262 of the
original evening session students. The staff increased from a few dozen
teachers, counselors and administrative personnel to approximately 300. By
the 1967-68 year, the initial budget of $1-million had increased to
$34-mil lion.
In many ways, the story of SEEK can be considered a success story.
One should, however, also recognize that the phenomenal rate of growth has
created problems in staff development and program coordination in relation
to the colleges and the faculties. It cannot be ignored that while some
faculty members and administrators in the colleges are enthusiastic
supporters of SEEK, when a program changes from a token program to a program
which encompasses a sizable proportion of a campus's population, there
may be an increased anxiety about and reaction against the program on
the part of the faculty of the college.
The most important element in the program is the degree to which
the student is provided with a highly individualized educational
experience. For this purpose an unusually sensitive and well-trained
faculty is required. One cannot overlook the question of what effect
the rate of growth will have on the staff of the program, nor can one
avoid asking at what point a highly individualized program turns into
a bureaucratic one, and what factors are responsible for making it that.
To provide the educational environment necessary for the continued
success of the program, it is essential to have an administrative structure
which is uncomplicated.
Your direct support of the program during the past two years has
given all of us invaluable encouragement.
Respectfully,
Leslie Berger
Associate University Dean
SEEK Program
TABLE OF CONTENTS
Introduction
Office of the University Director of the SEEK Program
Admissions
Community Relations Program
Chancellor's Advisory Council on SEEK
Faculty Orientation and Training
Student Participation
Residence Hall
Employment Development Program
The SEEK Budget
Brooklyn College Program
City College Program
Hunter College-Bronx Program
Queens College Program
University Center Program
York College Program
Non-Matriculate Evening Session Program
Assessment
Comparative Tables
Page
o an +
TABLE OF CONTENTS
Introduction
Office of the University Director of the SEEK Program
Admissions
Community Relations Program
Chancellor's Advisory Council on SEEK
Faculty Orientation and Training
Student Participation
Residence Hall
Employment Development Program
The SEEK Budget
Brooklyn College Program
City College Program
Hunter College-Bronx Program
Queens College Program
University Center Program
York College Program
Non-Matriculate Evening Session Program
Assessment
Comparative Tables
Page
on a +>
14
17
18
22
25
31
38
45
51
63
68
75
AL
10.
12.
13.
14,
15.
LIST OF TABLES
. Budget, 1967-68
. Per Student Cost, 1967-68
Stipends, 1967-68
Brooklyn College Program: Credit Work Completed by Students Still
in Attendance Spring 1968 ;
Brooklyn College: Number of Students in Each Entering Class, by
Number of Credits Completed With "C" or Better Since Entering
Program
. Brooklyn College: Number of Students in Each Entering Class With
"C" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Brooklyn College: Comparison of Grades for the Spring 1968
Semester for All Entering Classes
. City College Program: Credit Work Completed by Students Still in
Attendance Spring 1968
. City College: Number of Students in Each Entering Class, by Number
of Credits Completed With "C" or Better Since Entering Program
City College: Number of Students in Each Entering Class With "C"
or Better Cumulative Average, by Number of Credits Completed Since
Entering Program
. City College: Comparison of Grades for the Spring 1968 Semester for
All Entering Classes
Hunter College - Bronx Program: Credit Work Completed by Students
Still in Attendance Spring 1968
Hunter College - Bronx: Number of Students in Each Entering Class,
by Number of Credits Completed With "C" or Better Since Entering
Program
Hunter College - Bronx: Number of Students in Each Entering Class
With "C" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Queens College Full-Time Program: Credit Work Completed by Students
Still in Attendance Spring 1968
28
29
30
34
35
36
37
41
42
43
44
48
49
50
55
16. Queens College Full-Time Program: Number of Students in Each
21
Entering Class, by Number of Credits Completed With "C" or
Better Since Entering Program
Queens College Full-Time Program: Number of Students in Each
Entering Class With "C" or Better Cumulative Average, by
Number of Credits Completed Since Entering Program
Queens College Full-Time Program: Comparison of Grades for the
Spring 1968 Semester for All Entering Classes
. Queens College Part-Time Program: Credit Work Completed by
wae
23.
24,
25 .«
26.
Di.
28.
29.
30.
Students Still in Attendance Spring 1968
Queens College Part-Time Program: Number of Students in Each
Entering Class, by Number of Credits Completed With "C" or Better
Since Entering Program
Queens College Part-Time Program: Number of Students in Each
Entering Class With "C" or Better Cumulative Average, by Number
of Credits Completed Since Entering Program
Queens College Part-Time Program: Comparison of Grades for the
Spring 1968 Semester for all Entering Classes
University Center Pre-Baccalaureate Program: Credit Work Completed
by Students Still in Attendance Spring 1968
University Center Pre-Baccalaureate Program: Number of Students in
Each Entering Class, by Number of Credits Completed With "C" or
Better Since Entering Program
University Center Pre-Baccalaureate Program: Number of Students in
Each Entering Class With "C" or Better Cumulative Average, by
Number of Credits Completed Since Entering Program
York College Program: Credit Work Completed by Students Still in
Attendance Spring 1968
York College Program: Number of Students in Each Entering Class, by
Number of Credits Completed With "C" or Better Since Entering Program
York College Program: Number of Students in Each Entering Class With
"Cc" or Better Cumulative Average, by Number of Credits Completed
Since Entering Program
Non-Matriculated Evening Session Program
Distribution of SEEK Entering Classes According to Type of High
School Diploma and High School Average
Page
56
57
58
59
60
61
62
65
66
67
70
71
72
74
77
als
32.
33;
34.
35.
36.
Sie
38.
393
40.
41.
42.
43.
44,
Distribution of High School Diplomas for the SEEK Entering Class
of Fall 1966, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Spring 1967, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Fall 1967, by College
Distribution of High School Diplomas for the SEEK Entering Class
of Spring 1968, by College
Total Enrollment and Re-enrollment in SEEK Program
Retention Rate for Each College for One, Two, Three, Four and
Five Terms
Re-enrollment Rates by Semester for the Entering Class of 9/66 at
Brooklyn, City and Queens Colleges
Re-enrollment Rates after One, Two and Three Semesters at Brooklyn,
City and Queens Colleges
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 9/66 .
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 2/67
Comparison of Cumulative Grades through Spring 1968 Term for Students
Entering SEEK Program 9/67
Comparison of Grades for Spring 1968 Term for Students Entering SEEK
Program 2/68
Average Number of Credits Taken during the Spring 1968 Semester for
All Entering Classes at Brooklyn, City and Queens Colleges
Withdrawal Rates during the Spring 1968 Semester for All Entering
Classes at Brooklyn, City and Queens Colleges
78
79
80
81
82
83
84
85
86
87
88
89
90
91
SEEK Program
of the City University of New York
_ University Director
Berger, Leslie, Associate University Dean, Professor
Ph.D., University of Michigan
Director of Community Relations
Wilkinson, Rachel, Associate Professor in Student Personnel
Ph.D., New York University
SEEK College Program Directors
Brooklyn College
Murray, Walter, Associate Professor in Education
Ph.D., University of Chicago
City College
Ballard, Allen, Associate Dean, Associate Professor in Political Science
Ph.D., Harvard
Hunter College
Denmark, Florence, Assistant Professor in Psychology
Ph.D., University of Pennsylvania
Herbert H. Lehman College (formerly Hunter College-Bronx)
Lapkin, Benjamin, Assistant Professor in Education
Ph.D., New York University
Queens College
Mulholland, Joseph, Lecturer in Education
M.S.W., Fordham University
University Center
Branman, Irving, Associate Professor in Speech
Ed.D., Columbia University
York College
Willis, Edmund, Assistant Professor in History
Ph.D., University of California, Berkeley
ye
INTRODUCTION
In New York City, while 32.8 percent of the public elementary
school students are Negro and 24.2 percent are Puerto Rican, a recent
study indicated that Negro students earned only 3.7 percent of the
21,000 academic high school diplomas awarded in 1963 and Puerto Rican
students earned only 1.6 percent of dene We have too long remained
aloof from the appeals -- indeed, demands -- of the educationally
disadvantaged urban youth of this generation. If the capable among
them do not go on to college, they will too often find themselves
consigned to the streets of our Harlems, a tragic waste of our human
resources where there might have been a burst of constructive leadership
and a flowering of human potential.
Educational institutions have a responsibility to engage in an
active campaign to recruit ghetto youth even when these youths may not
seek out a college on their own initiative. SEEK (Search for Education,
Elevation and Knowledge) is an educational opportunity program offered
by The City University of New York to provide a chance for high school
graduates from poverty neighborhood backgrounds to be educationally
prepared, motivated and financially helped to get into the mainstream of
college education at one of the senior colleges of The City University.
The special concern of this program is high school graduates who would
not have been admitted into college on the basis of their marks in
1
Frank M. Cordasco, "Puerto Rican Pupils and American Education," School
and Society, February 18, 1967, pp. 116-119.
=2u
high school, but who nevertheless have potential for college in terms of
basic ability. This group,.a very large and growing one, has never had
this kind of chance.
Ninety percent of the student body of SEEK is Negro or Puerto Rican.
Most of the students do not have academic high school diplomas, but rather,
general, vocational, commercial or even high school equivalency diplomas.
At present it seems that there are no reliable predictors of college success
that will differentiate between educable and non-educable youths with low
grades from urban poverty area high schools. Therefore SEEK has focused
its attention on defining the population that must be serviced and
concentrated its efforts on developing a program that uses the actual
experience in the SEEK Program as a basis for assessment of a student's
optimal educational level.
Since the students enrolled in SEEK have widely varied high school
backgrounds, maximum individualization of the student's actual experience
in the program is essential. To ensure the proper assignment in first-
semester courses, placement examinations in English, reading skills,
mathematics and foreign language are given to all incoming SEEK students.
On the basis of the test results, the students may attend the same class
as regular college students or may be assigned to remedial courses or to
sections of regular credit courses which are specially designed to
integrate remedial work with college work.
In order to accomplish the dual remedial and academic aim, SEEK
classes are small (10 to 15 students) and they alse meet for more clock
hours per week than do regular classes covering the same material. In
addition, individual and group tutoring is available to help the slow
student catch up or enable the more capable student to move ahead faster.
To help the student identify with the academic life, an intensive
psychological counseling service (one counselor for every 50 students)
was set up as an integral part of the program. Additional supportive
elements provided for the student in the program include free tuition,
books and educational supplies, pilot residence hall housing and a
weekly stipend based on financial need.
When a baccalaureate degree turns out to be an unrealistic goal for
a given student, it becomes the counselor's responsibility to explore
with him the question of what would be a meaningful alternate occupational
goal -- such as community college training for a specific technology or
job skill. He may opt for a job which does not require further vocational
training, and if so, he should be helped in finding a suitable job. The
SEEK Program is designed to provide a constructive growing experience for
each student regardless of whether or not he receives a baaentaupents
degree from the University.
i
OFFICE OF THE UNIVERSITY DIRECTOR OF THE SEEK PROGRAM
The SEEK Program in the City University is unique not only in terms
of its student population and educational approaches, but also in its
organizational structure and division of responsibility between the
University and its colleges. The program was initiated by the State
Legislature in the City University Supplemental Aid and Construction Act
of 1966. In this act, $l-million was given to the Chancellor of the
University to be used at his discretion “to provide for the screening,
testing, registration, tutoring and enrollment in the City University of
New York" of persons "who shall be residents of areas defined as ‘poverty
areas’ by the Anti-Poverty Operations Board of the City of New York or its
successor agency." In subsequent years, funds specially earmarked for the
SEEK Program were again directly allocated to the Chancellor.
Another distinguishing feature of the SEEK Program is its close
working relationship with community groups and community agencies. Along
these lines, an Advisory Committee to the Chancellor, drawn from the community
which the program serves, has assisted in the development of the program.
In the interest of effective community relations and in view of the
program's expansion, SEEK requires a close coordination of its college
programs with the University. For this purpose, the Office of Director of
the University SEEK Program was established by the Chancellor in May 1967.
The Director is responsible for the coordination of the SEEK Programs at
the various campuses, for the preparation of the University SEEK budget,
and for the central administration of policies regarding SEEK.
ab
ADMISSIONS
For the Fall 1967 term, 3,232 applications were processed by the
SEEK Office. The students were selected by the participating colleges,
which sent personnel to the SEEK Office to look through the files of the
2,576 eligible applicants. The majority of the 656 ineligible applicants
were so because they did not reside in an officially designated poverty
area. Others could not be considered for the program because they failed
to meet one of the other eligibility requirements in effect at that time:
high school graduation no more than ten years prior to date of applica-
tion, no previous college attendance, and possession of United States
citizenship or a Declaration of Intention.
- This admission procedure was followed by all of the participating
colleges except Queens College, which recruited and selected many of its
students independently of the Central Office. Upon completion of the
screening by the colleges, 589 applicants were sent letters asking them
to appear for interviews with counselors at the SEEK Office. Those who
responded filled the 173 vacancies at City College, 63 at Brooklyn and
118 at Queens College. An additional 185 were recruited by Queens College
itself as noted above.
This procedure was changed for the Spring 1968 term, when the
processing, screening and selecting of students was handled entirely by
the Central Office of SEEK. Out of the 2,101 applicants who applied for
that semester, 565 were ineligible for consideration for one of the
reasons outlined earlier in this section. A new phase was incorporated
25.
into the selection procedure for this term: students with averages of
75% and above who did not meet the standards for matriculation for any
unit of the City University were automatically accepted; students with
high school averages under 75% in academic subjects were invited to
take the School and College Ability Test (SCAT). Out of the 1,178 appli-
cants who were invited to take SCAT, 805 responded. Subsequently, for
this term 756 were referred to the participating colleges, which now
included the University Center Pre-Baccalaureate Program, Hunter College-Bronx
Campus and York College. Of this number, 610 students were registered.
For the Fall 1968 term, the School and College Ability Test was not
utilized as part of the selection procedure. Instead, any eligible student
applying no later than May 15, 1968, with at least a 70% average in academic
subjects, was automatically accepted into the SEEK Program. At this time
the admissions unit of the College Discovery Program was combined with that
of SEEK, and a single application form was introduced for these Special
College Programs. The eligibility requirements were slightly altered to
reflect this change and are now as follows:
1. Applicants must be High School graduates or possess an
Equivalency Diploma. However, it is not necessary to have an academic
high school diploma or regents' credits in order to be accepted.
2. Applicants must be under thirty years of age.
“3. Applicants must not have previously attended college or be
eligible for matriculated status in The City University of New York.
4. Applicants must be citizens of the United States or must
present a Declaration of Intention.
5. Applicants must have resided in New York City for at least
one year.
6. Applicants must live in an officially designated poverty
area or meet the necessary financial deprivation criteria.*
Between January 1 and May 15, 1968, a total of 6,404 persons
applied for the Fall 1968 semester of the Special College Programs.
Of this number, 718 applicants were found to be ineligible, primarily
because of previous college attendance. An additional 1,059 were not
considered because they failed to get their complete records on file.
A total of 2,626 applicants were referred to the participating colleges
for admission. They were to fill 1,924 vacancies (1,225 SEEK and 699
College Discovery). The total number of respondents were 1,220 SEEK
and 707 College Discovery students, making a total of 1,927 entering
students. This figure also includes 125 "One Hundred Scholar Program"
students (111 under SEEK and 14 under College Discovery).
The One Hundred Scholar Program is a new project designed to
ensure by September 1969 college admission to the one hundred top
students graduating from each of the sixty academic high schools in
New York City. A group of 600 such students were invited to attend a
senior college within the University system for the first time in
September 1968. The 125 students mentioned above are those who
accepted and were placed in the Special College Programs.
*Those accepted into SEEK must reside in an officially designated
poverty area, while those accepted into the College Discovery Program
need only meet the financial deprivation criteria.
COMMUNITY RELATIONS PROGRAM
It was assumed from the beginning that the most effective way to
reach the students that the SEEK Program is trying to reach was through
agencies in the community. In the past year at least 1,250 community
agencies participated in the program and proved to be invaluable allies
in the task of recruiting prospective SEEK students. Dr. Rachel D.
Wilkinson, a tenured Associate Professor, serves as the Director of
Community Relations, reporting to the Director of SEEK.
One of the functions of the Community Relations Program has been
to hold orientation meetings for staff members of community agencies to
further acquaint them with the workings of SEEK. During the year ending
June 30, 1968, an average of nine meetings per month served 444 individuals
representing 325 agencies. In addition, 48 field visits to different
agencies were made.
One-third of the 539 new SEEK students who registered for the
Fall 1967 semester were referred by community agencies. A total of 92
agencies were involved. Approximately two-thirds of the 63 new students
enrolled at Brooklyn College and one-half of the 173 students enrolled at
City College indicated that they had been referred by an agency. However,
only one-fifth of the 303 students enrolled at Queens College (137 of whom
were part-time students) were agency-referred, since the SEEK Program at
Queens had been conducting its own recruitment program.
Of the 610 students newly enrolled in SEEK for the Spring 1968
semester, 59% were referred by a total of 235 community agencies. At
least 50% of those who registered at each of the six colleges which
operated a SEEK Program were agency-referred.
=O:
The community agencies which referred the largest number of
students who were accepted during the Spring 1968 semester were:
Bedford-Stuyvesant Youth in Action, Brooklyn Youth Opportunity Center,
Harlem Teams for Self-Help, Haryou, Job Counseling Center, New York
City Housing Authority, New York City Youth Board, New York City
Department of Personnel and New York State Employment Service.
Bedford-Stuyvesant Youth in Action had the largest number of recommendations
accepted by SEEK.
In accordance with the policy of maintaining an ongoing relationship,
the agencies were notified as to the ineligibility, acceptance
or rejection of their applicants. They were also sent the names of
accepted applicants who failed to register. When a student who had been
referred by an agency ultimately achieved matriculated status at the
University, the agency was also informed. Throughout the year attention
was given to improving communications with agencies which had referred
large numbers to the SEEK Program.
Additional efforts were made to develop the participation of special
groups which had not been working actively with SEEK: certain Spanish-
speaking groups, organizations in Queens, sororities, fraternities and
professional groups. Since there is a high turnover of personnel in many
agencies, constant and good communication between the SEEK Program and
the agencies is extremely important but at times a difficult task.
Sie
CHANCELLOR'S ADVISORY COUNCIL ON SEEK
Simultaneous with the launching of the SEEK Program, it was decided
to organize a city-wide policy advisory group on the SEEK Program, to
report directly to the Chancellor, and to consist of citizens concerned
with (a) educational programs for the disadvantaged, and (b) neighbor-
hood and community agencies involved in youth work. This SEEK Advisory
Group became formalized as the Chancellor's Advisory Council on SEEK
which has met regularly for the past two years, on a monthly basis; it
has served as the principal source for policy guidance for the SEEK
Program. Among the subjects on which recommendations were made to the
Chancellor and to the SEEK Program were: eligibility requirements, budget
and appropriations, the residence hall, community relation, et cetera.
From time to time, the membership of the Council has been broadened
to provide greater scope, coverage, and "grass-roots" as well as city-wide
representation.
Chancellor Bowker designated Professor Julius C.C. Edelstein, who is
Coordinator of Urban Studies, as Convenor of the Advisory Council, and
instructed the Office of Urban Studies, in cooperation with the Central
Office of SEEK, to provide staff services.
The members of the Advisory Council, as of September 1, 1968, are as
follows:
Mr. Joseph Aguayo
Puerto Rican Forum, Inc.
156 Fifth Avenue
New York, N. Y. 10010
-11-
Hon. Herman Badillo
Borough President of the Bronx
851 Grand Concourse
Bronx, N. Y. 10451
Mr. Eugene Calderon
Office of Community Education Centers
110 Livingston Street, Room 233
Brooklyn, N. Y. 11201
Dr. Eugene S. Callender
Deputy Administrator
Housing & Development Administration
110 Church Street, Room 425
New York, N. Y. 10007
Mr. Arthur Chase
New York City Community College
300 Jay Street
Brooklyn, N. Y.
Dr. Kenneth B. Clark
Metropolitan Applied Research Center (MARC)
60 East 86 Street
New York, N. ¥. 10028
Hon.Edward R. Dudley
Justice of the Supreme Court
100 Center Street
New York, N. Y.
Rev. Malcolm R. Evans
Office of Addiction Programs
325 Broadway, Room 425
New York, N. Y¥. 10007
Miss Helen Harris
United Neighborhood Houses
114 East 32 Street
New York, N. Y.
Mr. David D. Jones
Harlem Teams for Self-Help, Inc.
179 West 137 Street
New York, N. Y. 10030
Dr. Arthur C. Logan
Upper Manhattan Medical Group
1865 Amsterdam Avenue
New York, N. Y. 10031
a1.
Mr. Frank Negron
Mayor's Office of Education Liaison
Human Resources Administration
51 Chambers Street, Room 620
New York, N. Y. 10007
Mr. Franklin A. Thomas
Executive Director
Bedford Stuyvesant Restoration Corporation
268 Ashland Place
Brooklyn, N.Y.
Mr. Hector I. Vazquez
Executive Director
Puerto Rican Forum
156 Fifth Avenue
New York, N. Y. 10010
EX-OFFICIO MEMBERS
Chancellor Albert H. Bowker
City University of New York
535 East 80th Street
New York, N. Y. 10021
Professor Julius C.C. Edelstein
Coordinator of Urban Studies
City University of New York
33 West 42 Street
New York, N. ¥. 10036
Dean Leslie Berger
Director, SEEK Program
Alamac Hotel
154 West 71 Street
New York, N. Y.
Dean T. Edward Hollander
City University of New York
535 East 80th Street
New York, N.Y. 10021
Dr. Rachel Wilkinson
Director, Community Relations
SEEK Program
Alamac Hotel
154 West 71 Street
New York, N. Y.
Mrs. Almira K. Coursey
Office of Urban Studies
City University of New York
33 West 42nd Street
New York, N. Y¥. 10036
Mrs. D'daris Watson
Office of Urban Studies
City University of New York
33 West 42nd Street
New York, N. Y. 10036
-14-
FACULTY ORIENTATION AND TRAINING
For an experimental program, SEEK has been developing at an
unprecedented rate of growth. When the Pre-Baccalaureate Program
started in 1965, fewer than a dozen staff faculty persons were involved
in the operation of the program; by 1967-68, however, well over 200
faculty were involved in teaching SEEK classes. Since these faculty
members are working with a population that is new to the college
environment, it is essential to review current educational approaches
and develop new approaches and new methods for reaching black and
Puerto Rican youth.
On the premise that a program will be as good as the morale,
knowledge and training of its faculty, the central administration of
SEEK has assumed responsibility, first of all, for providing the staff
with a basic orientation. Then, in addition to encouraging creative
experiments in teaching, the administration has been searching for
improved methods of communication, to the end that as the programs at
the different colleges expand, they may be of further benefit to each
other and not become islands unto themselves. As the dissemination of
new knowledge is facilitated, possible duplication of effort can be
avoided and newly developed methods and approaches can be shared.
In this spirit, one of the first events in the Fall of 1967 was
a SEEK Staff Workshop, held November 11 - 12 at Tarrytown House,
Tarrytown, New York. Over 150 of the administrative staff, counselors
and faculty attached to the programs at City College, Queens College and
Brooklyn College participated, along with the administrative staff of
>iiS=
the SEEK Central Office. There were 10 students representing the SEEK
student body. In addition to serving as an intensive orientation meeting
for new staff members, the workshop proved to be a stimulating forum for
the exchange of ideas in the field of higher education for black and
Puerto Rican urban youth. For SEEK, it was a first step toward a
comprehensive program of self-evaluation.
Workshop sessions were scheduled simultaneously in the specific
areas of English, Foreign Language, Reading, Speech, Mathematics and
Social Science. These enabled faculty from the different colleges to
exchange information about their programs and to discuss the approaches
they had found successful and the problems they had encountered in
working with SEEK students. In addition, broad interest area workshops
which cut across departmental lines were held. Thus, some teachers of
English, Speech and Reading met together to discuss the "second dialect"
approach to teaching English, while others met with Foreign Language
teachers to explore mutual problems, or joined Social Science faculty
to consider coordinated approaches to teaching Frestinas SEEK courses.
Math and Science faculty met jointly to discuss such questions as
whether or not scientific concepts should be introduced in the mathematics
classroom. Separate workshops were held for the counseling and
administrative staffs, to clarify policies and procedures in effect for
all colleges participating in the SEEK Program.
All staff members attended general workshops for the discussion
of such matters as the respective roles of counselors and teachers and
the nature of the student-counselor and student-teacher relationship.
Student representatives took part in the general sessions as panelists
and individual participants.
216-
As a follow-up to the November workshop, meetings for Reading,
Speech and English teachers, as well as the counseling staff, were
held during the year at the Central Office. Representatives from
each of the colleges participated.
In May 1968 a committee, with both faculty and student members,
was set up to develop a University-wide orientation and training
program for SEEK faculty. Dr. Benjamin Lapkin, Director of the program
at Hunter College-Bronx (now Herbert H. Lehman College), and Dr. Irving
Branman, Director of the University Center Pre-Baccalaureate Program,
were appointed co-chairmen of the committee, which was to arrange its
first orientation meeting in September.
172
STUDENT PARTICIPATION
Each campus has a SEEK student government elected by the SEEK
student body. In the Spring of 1968 a University SEEK Student Advisory
Council was set up to permit greater participation by students in the
formulation of policies that affect the students and to help the
University SEEK Director in communicating these policies to the students.
The Advisory Council has two representatives from each of the SEEK
student governments located at the different campuses.
It is intended that the Council will select student representatives
to serve on the various faculty committees appointed by the Director of
SEEK to assist him in policy making. This procedure has already been
followed for the Faculty Orientation and Training Committee and another
committee reviewing current policies on stipends.
At their request, students will also participate in the coming
year in the meetings of the SEEK Advisory Committee to the Chancellor.
-18-
THE RESIDENCE HALL
Residence hall facilities were established in September 1967 in
order to begin to meet the great and increasing need for adequate living
and study conditions for students in the SEEK Program. Many of the
students come from environments that are physically overcrowded, educationally
unsupportive and psychologically corrosive. For the most part, they start
their college career with a very weak academic background. While positive
educational measures are being undertaken in SEEK classrooms to remedy
these deficiencies, a good study environment is crucial to the success
of these students in a college program. The establishment of the SEEK
Residence Hall is an effort to provide a maximally supportive and
intellectually compatible setting. It is the first dormitory in the
history of the City University, except for the residence for nurses
attending Bronx Community College.
Early in the 1967-68 academic year, a survey was conducted at City
College to ascertain the need for a residence hall. The counselors, who
interviewed approximately 300 SEEK students, found that 15% of the
students had very undesirable living conditions and would have moved
into a dormitory immediately, if one were available. It was further
found that another 25% of the students interviewed were definitely
willing to move into a dormitory and would clearly stand to benefit from
such a move. About 20% of the students expressed interest in a residence
hall but were undecided as to whether or not they would choose to live
there; some of them felt that their parents would be opposed to the idea.
a19
Only 40% of the students indicated that they were not at all interested
in moving into a residence hall.
The SEEK Residence Hall was set up to fulfill three major objectives
of adequate student housing:
1. To provide physical accommodations for students who lack a
suitable place to live and study in.
2. To provide the best possible facilities for the pursuit of
learning. The Residence Hall affords an informal, non-competitive,
non-threatening group living situation which can help to overcome the
compartmentalization of coursework and otherwise enlarge the student's
horizons.
3. To aid the student in his personal development. The student
receives educational benefits in the Residence Hall which are not
available to him in the classroom. The experience of group living can
"teach" an individual social competence, emotional stability and
citizenship - all of which will aid his growth and development into a
mature person. The Hall is seen as a laboratory for social interchange,
so rich in possibilities that its potential for education must not be
left to chance but must be exploited in a variety of ways. Trained
personnel can use the residence hall situation to encourage students in
the development of adult habits, attitudes and abilities in such a way
that the student will reach the maximum attainments consistent with his
personal resources.
It was decided that a hotel building would offer the most desirable
location for the Residence Hall, in that such a place would provide an
adequate physical setting and it would be made immediately available.
The site selected was the Alamac Hotel at the intersection of Broadway
and West 71st Street. It was quite convenient to public transportation
-20-
lines and was therefore readily accessible to the various units of the
City University - an important consideration. Furthermore, the rooms
at the Alamac were large enough to accommodate two students per room,
and the hotel was able to clear entire floors for occupancy, $0 that
hotel tenants would not be living on the same floors as SEEK students.
During the 1967-68 year the Residence Hall housed 100 SEEK
Students. Fifty boys roomed on one floor, while fifty girls occupied
another floor. Two resident counselors were assigned to each floor.
(During the second semester they were assisted by volunteer student
counselors.) The students elected representatives toa Residence Hall
government consisting of a General Council and a Judicial Council,
which dealt with most infractions of the rules, after setting up
automatic penalties. Quiet hours and curfew hours were maintained.
Two study lounges were provided on each floor to be used solely for
study purposes and to be kept quiet at all times. Each floor also had
three recreation lounges equipped with a kitchenette and a television set.
Throughout the year various cultural, social and educational
activities were conducted. Functions were sponsored by such groups as
the Program Committee, Cultural Committee, Arts and Drama Club and
Speakers Forum. Interested students formed a Spanish Club and several
study workshops for specific courses. As for athletics, the counselors
organized SEEK sports teams and utilized community recreation resources.
For the Fall 1968 semester, it is planned that the Residence Hall
at the Alamac will accommodate 200 students. When the Residence Hall
was established, the demand for housing was not sufficient to call for
the setting up of dormitories in separate boroughs. As the individual
SEEK Programs grow, however, there will be an increased demand for
Sit
residence facilities in boroughs other than Manhattan. At some future
date, residence halls might be set up in Brooklyn and Queens to service
students attending Queens College, York College and Brooklyn Coilege,
while a residence hall in Manhattan would service students enrolled at
City College, Hunter College, Herbert H. Lehman College and the University
Center SEEK Program.
When one considers the cost of maintaining a Residence Hall, it
must be taken into account that most of the students accommodated there
would be living on their own if not in the dormitory. The SEEK Program
provides weekly stipends to all its students on the basis of need. When
a student lives alone, he is given a sufficient stipend to pay for his
rent and food. Rents in the ghetto communities, even for grossly
unsuitable accommodations, are quite high - approximately $20 a week for
a room. Moreover, the atmosphere provided by such quarters is not likely
to contribute in a positive way to a student's growth and ability to
benefit from the program. The Residence Hall is a means of providing
the student with superior housing in lieu of financing his rent in
inadequate living conditions.
=22-
EMPLOYMENT DEVELOPMENT PROGRAM
Since December 1967 an Employment Development Counselor, based
in the Central Office of SEEK, has conducted an Employment Development
Program planned for all SEEK students. The Counselor, Mrs. Julia Hotton,
is responsible to the Director of SEEK and works in cooperation with
placement counselors attached to the SEEK Programs at the individual
colleges.
During the academic year the Counselor met with personnel in many
different areas of the business community in order to locate part-time,
summer and permanent employment opportunities for the students. Her aim
was not simply to find jobs, but to find jobs in areas of the business
community which people from the kinds of backgrounds from which SEEK
students come, may never have had the opportunity to consider for
employment or careers. It was hoped that through a number of their
temporary jobs the students would not only earn some much needed money,
but would also become better acquainted with the business world and the
opportunities that may exist there for them.
Among the many firms contacted were the large utility companies
such as Consolidated Edison and the New York Telephone Company as well
as major broadcasting companies, insurance companies, the airlines,
publishing companies and representatives of the banking industry and
the advertising industry. Contact was also made with many of the
community-oriented agencies to ascertain information about summer jobs
and permanent job prospects for those students who might be seriously
considering careers in the areas of sociology and community work.
=g30
The task of finding gainful as well as meaningful summer employment
for the students was made more difficult because of the newly created
National Alliance of Businessmen, a group set up on recommendation of
the President to find employment for the “hard core" unemployed. Nonethe-
Jess, SEEK personnel managed to place approximately 600 students for the
summer of 1968.
The business concerns which made a special effort to hire SEEK
students included: The New York Telephone Company, which hired some 70
students; Pan American Airways, which hired 40; and American Express,
Time Inc., Mobi? 011 Corporation, First National City Bank, Con Edison,
United Airlines and C.B.S., each of which hired from 6 to 20 students.
Some of the department stores - E. J. Korvette, Alexander's and Gimbels -
were more than willing to hire SEEK students, but the students showed
little interest in the sales work and salaries offered.
One noteworthy development was that C.B.S. instituted a training
program for SEEK students in its news department. Under this program,
five advanced SEEK students worked full-time at the network during the
summer of 1968, and it was planned that they would continue to work one
day per week throughout the school year, if their academic schedules
permitted. Upon graduation, it was understood that the students would
be offered responsible positions on the air in the news department.
Certain of the city and state agencies were especially helpful.
The Business and Employment Division of the City Commission on Human
Rights was most cooperative in bringing employment prospects to the
attention of SEEK. The Manpower and Career Development Agency sent
announcements of summer and permanent job openings. The New York State
-24-
Employment Service invited SEEK to refer students to their offices for
information, consultation and referral. Some of the jobs available
unfortunately did not begin until two or three weeks after students had
completed their school year. The Urban Corps, set up by the Mayor to
provide employment for college students in all areas of the City
Government through the work study program, provided jobs for some of
the SEEK students.
During the academic year, part-time jobs were found for most of
the students who were in need of such employment and were given per-
mission to work by their counselors. There were often more offers of
positions than students to fill them.
By year's end, the employment picture for future graduates of the
SEEK Program appeared quite promising. Many companies had expressed a
desire to hire SEEK graduates. The Employment Development Counselor
was considering plans for a workshop for representatives of the business
community who had taken an active interest in providing employment
opportunities for the students.
-25-
THE SEEK BUDGET
Procedures
One part of the SEEK budget consists of tax-levy funds. These are
deposited with the City Comptroller's Office, and in the use of these
funds, procedures similar to those followed by the University must be
followed. The second part of the budget consists of New York State funds
made directly available to the University. During 1967-68 these State
funds were deposited by the University in a bank account and were dis-
bursed through the Office of the Vice-Chancellor for Business Affairs.
As of July 1968, all SEEK funds are deposited with the City Comptroller's
Office. However, budget modification can be effected through the
University Director of the SEEK Program.
At the beginning of the fiscal year, each college was allotted a
budget, part from the tax-levy funds and part from the State funds,
based on projected enrollment. The college SEEK Directors, through their
local business and payroll offices, directly appointed personnel against
the tax-levy budget. As a result, the University SEEK Director had
insufficient information available, and insufficient control over the
use of the tax-levy funds. The State funds were disbursed through the
Office of the Vice-Chancellor for Business Affairs, as noted above, and
all vouchers required the signature of the University SEEK Director
before payment was made.
=96-
1967-68 Budget
During 1967-68 the SEEK Program had a budget of $34-million:
$14s-million from tax-levy funds and $2-million from State funds. Table 1
shows the utilization of these funds. As can be seen from this table,
$1,990,512.23 of the State funds was used. From the tax-levy funds,
$1,373,805.16 was used. The greater amount of unexpended funds from
the tax-levy budget was in part a result of the problem described earlier,
in regard to the information available to the University SEEK Director, and
was also partly due to the time required for budget modification in the
Spring.
Table 2 shows the cost per student for the 1967-68 year for each of
the SEEK Programs, based on the average enrollment for the Fall 1967 and
Spring 1968 terms. For the colleges, the cost ranged from $1982 at Brooklyn
to $2536 at Queens. The per student cost for the non-matriculated. part-
time students was $935. However, the cost of the University Center
Pre-Baccalaureate Program was quite high - $3152 per student - owing to the
fact that it was established as a new program outside the context of a
college setting; thus a new administrative structure had to be established,
all materials had to be purchased at the outset, etc. For 1968-69, all
Programs are receiving the same allocation of $2500 per full-time student
per year.
Stipends
During the 1967-68 year, a total of $1,004,953.31 was expended for
student stipends. The procedure for determining the amount of individual
stipends for full-time students was as follows: Each student worked out
——————s ll—i—s
a budget with his counselor, taking into account his needs and any funds
available from work or family; a stipend request was then submitted to
the college Director of the SEEK Program for his approval. Part-time
non-matriculated students received a weekly stipend of $10.00. The
stipend checks were prepared weekly by the Office of the Vice-Chancellor
for Business Affairs and distributed to the students through the business
offices of the individual colleges.
Educational Opportunity Grants
In addition to the funds accounted for in Table 1, Educational
Opportunity Grants were provided to the colleges by the Office of
Economic Opportunity. During the year the following sums were made
available for individual students and were then transmitted to the SEEK
Program by the colleges: City College, $54,000; Queens College, $75,0D0;
Hunter College-Bronx (now Herbert H. Lehman College) $5,095; and
York College, $3,425.
For 1968-69, the college financial aid officers have made a
commitment to provide approximately the following sums from Educational
Opportunity Grants: City College, $125,000; Queens College, $100,000;
Herbert H. Lehman College, $30,000; York College, $2,000; Brooklyn
College, $48,370; and the University Center Pre-Baccalaureate Program,
$161,000.
During the year the University Director of SEEK applied to the
Office of Economic Opportunity for a direct grant for the SEEK Program.
The request was denied because grants could only be given either
to specific colleges or to the University itself (with no colleges
applying), which could then disburse the funds to specific colleges.
TABLE 1
Budget
1967-68
DIRECTOR'S UNIVERSITY
CITY BROOKLYN QUEENS YORK HUNTER* OFFICE ** CENTER NON-MATRIC TOTAL
Salaries $399,519.76 $134,238.96 $ 565,853.66 $21,380.07 $ 63,566.72 $170,158.33 $142,687.08 $ 72,260.71 $1,569,665.29
Supplies 1,937.62 374.35 2,116.12 1,035.31 2,141.16 8,834.57 7,928.29 24,367.42
Equipment 13,476.05 646.93 5,365.02 2,619.30 3,911.00 4,811.72 36 476.64 67,306.66
Tuition, Fees,
and Books 219,201.56 51,105.29 83,486.86 3,484.95 22,027.73 12,835.83 47 342.40 439 ,484 .62
Stipends 329,775.54 98,963.93 326,778.74 15,082.00 42,640.70 81,191.00 110,521.40 1,004,953.31
Other *** 500.99 2,556.49 6,998.33 119.27 12,645.01 17,812.48 4,291.23 3,510.00 48,433.80
Rent 107 ,643.65 107,643.65
Health Benefits 12,313.11 2,643.06 2,740.19 89.72 3,586.48 17,281.55 38,654.11
Social Security 14,747.86 4,883.78 23,714.57 865.92 2,702.98 7,536.67 6,278.23 3,078.52 63 ,808.5:
TOTAL State $489,958.78 $157,218.06 $ 703,596.98 $23,296.47 $ 87,498.89 $167,197.80 $200 688.30 $161,056.95 $1,990,512.2:
Tax Levy 501,513.71 138,194.73 313,456.51 21,380.07 65,722.89 166,881.17 91,000.00 75,656.08 1,373,805.16
GRAND TOTAL $991,472.49 $295,412.79 $1,017,053.49 $44,676.54 $153,221.78 $334,078.97 $291,688.30 $236,713.03 $3,364,317.3$
id These figures indicate expenditures for both Hunter-Bronx
and part-time non-matriculated students at Hunter-Park.
** These figures indicate expenditures for both the Director's
Office and the Residence Hall, which cost approximately $95,000.00.
*** This category includes such expenses as postage, telephone, travel,
publications, etc.
-29-
TABLE 2
PER STUDENT COST
1967 - 1968
No. of
Program Students
Brooklyn College 149
City College 470
Hunter College - Bx 1 96
Queens College 401
University Center Aye 185
York College i 40
Non-Matriculated
Evening Session Program 296
1. Hunter College - Bronx, University Center
costs are projected from figures obtained from
operation.
Cost per student
per_year
$ 1982
2109
2354
2536
3152
2234
935
and York College
one semester of
2. The cost of this program included starting - costs, classroom
and office equipment and furniture.
-30-
TABLE 3
STIPENDS
1967 - 1968
No. of Average cost
Program Students per student per year
Brooklyn College 149 $ 664
City College 470 704
Hunter College - Bx . 96 708
Queens College 401 815
University Center ] 185 8 878
York College ! 40 754
Non-Matriculated
Evening Session Program 296 402
le Hunter College - Bronx, University Center, and York College
costs are projected from figures obtained from one semester of
operation.
i=
BROOKLYN COLLEGE PROGRAM
Brooklyn College began operating a SEEK Program in September 1966.
For the first two years, the program was housed in the School of General
Studies. As of September 1968, the program will be housed in the Day
Session of the College with its Director reporting to the Dean of
Faculty.
Staff
The counselors and remedial teachers are hired by the Director. All
subject matter teachers are hired by their respective departments.
The 1967-68 staff included four full-time and two part-time counsel~
ors. One of the full-time counselors held a PH.D. degree, while the
other counselors held M.A.s. There were 33 SEEK teachers, all of them
part-time. Two had PH.D. degrees, 30 had M.A.s, and one had a B.A.
In addition, 15 members of the regular college faculty taught SEEK
courses.
Student Body
For the Fall 1967 term, 63 students were accepted into the program,
bringing the total enrollment to 120. For the Spring 1968 term, 59 new
students were admitted and the total enrollment came to 168 students.
The total enrollment for the Spring 1968 term included 23 of the 35
students admitted in September 1966, 30 of the 46 admitted in February
1967, and 56 of those admitted in September 1967.
=32-
Of the students enrolled as of February 1968, 75.7% were black,
17.7% were Puerto Rican, and 6.6% were "other". A majority of the
students (57.9%) were females.
Curriculum
The 1967-68 program at Brooklyn had certain limitations imposed on
it owing to the fact that it was located in the School of General
Studies. Typically the SEEK students had part-time jobs and were en-
rolled for 12 classroom hours per week.
An effort was made to enroll students in at least one regular college
course each semester - Speech, Psychology or Sociology. Pre-Baccalaureate
courses, meeting for three hours per week, were offered in the areas of
English and Mathematics. For the Fall 1967 term, many of the incoming
students also took non-credit courses in Reading Enrichment, Speech, and
Study Habits. For the Spring 1968 semester the SEEK Speech course was
offered for credit, the Study Habits course was eliminated and a non-credit
Social Science course was introduced and was taken by most of the students
who continued in the Reading course.
Referral for tutoring was the responsibility of the student's
counselor. Generally tutoring was utilized for regular college courses
and was available on a once-a-week basis. The tutors, who were advanced
college students, were required to give a progress report to the counselors
at the end of each month.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
_733-
grade of "C" or better; work completed with a cumulative average of
"C" or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp.77-91).
Entering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 4
BROOKLYN COLLEGE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
-~e-
=G52
BROOKLYN COLLEGE PROGRAM - TABLE 5
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
With "C" or Better 9/65 9/66 2/67 9/67 |2/68
n=35 n=46 n=63 n=59
Over 84
es See ee
era Raewe
-36-
TABLE 6
BROOKLYN COLLEGE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed Date of Entering Class
9/65 9/66 | 2/67 | 9/67 )2/68_
n=35 n=46 n=63 | n=59
TABLE 7
Brooklyn College Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of 9/66 2/67 9/67 2/68
Number Enrolled 35 46 63 59
Number Re-enrolled in 2/68 23 30 56
Percentage of Students Completing
Credit Courses with an Average of A 1.8% 1.7%
B 13.2% 17.9% 32.2%
Cc 17.6% 20.0% 37.5% 45.7%
Worse than C 51.6% 53.3% 32.1% 5.12% .
w
Percentage of Students Completing No Credit Courses 4.4% 6.7% 1.8% 8.5% 7
Percentage of Students Withdrawing During Semester 13.2% 20.0% 8.9% 6.8%
Range of Credits Taken per Student 0-13 0-12 0-14 0-11
Average Number of Credits Taken per Student Bid 4.0 6.7 3.4
Total Enrollment in Remedial Courses 9 20 46 50
Percentage of Remedial Courses Passed 55.6% 60.0% 71.7% 52.0%
Percentage of Remedial Courses Failed 44.4% 40.0% 28.3% 48.0%
Average Number of Remedial Courses Taken per 4 ff 8 8
Student
-38-
THE CITY COLLEGE PROGRAM
The Pre-Baccalaureate Program, which a year later was to evolve
into the SEEK Program, was started at The City College of New York in
September 1965. The Director works closely with a Faculty Advisory
Committee consisting of City College faculty members appointed by the
Faculty Council. The hiring of SEEK personnel, the curriculum, and the
retention of students or their withdrawal from the program are all matters
reviewed by this committee.
Staff
Counselors and remedial reading teachers are hired by the Director
of the program and are directly responsible to him. All subject matter
teachers are hired by their departments, whether they teach only SEEK
courses or both SEEK and regular college courses.
The 1967-68 SEEK staff included 10 full-time counselors (six with
a Ph.D. degree, three with an M.S.W. and one with a B.A.) and one part-time
counselor with an M.A. degree. There were 46 SEEK teachers, 20 full-time
and 26 part-time. One of the full-time faculty members held a Ph.D.,
while 15 held an M.A. and four held a B.A.
In addition, 18 regular college faculty taught in the program on
a part-time basis.
Student Body
For the Fall 1967 term, 173 students were accepted into the program,
-39-
bringing the total enrollment to 460. For the Spring 1968 term, 58 new
students were admitted and the total enrollment came to 481 students.
The total enrollment for the Spring 1968 term included 58 of the
113 students admitted in September 1965, 144 of the 190 admitted in
September 1966, 68 of the 81 admitted in February 1967, and 153 of those
admitted in September 1967.
Of the students enrolled as of February 1968, 65% were black,
23.3% were Puerto Rican and 11.7% were "other". A majority of the
students (55.9%) were females.
Curriculum
In its three years of operation, the program has undergone
continuous revision, but it has consistently aimed to place students in
regular college classes as soon as possible, giving them tutorial
assistance if this is called for. Students who are not prepared to
enter regular college classes in sequential subjects such as English,
Speech, foreign language and mathematics, may be assigned either to
remedial courses or to special SEEK sections which follow the syllabus
of regular college courses but are smaller in size and meet for more
classroom hours per week.
In 1967-68 almost all the first-year students were enrolled in a
Social Science Survey course specially designed for them. Guest speakers
from the Social Science Department were invited to participate in a
lecture series, and the students also met in recitation sections for
discussion, reading assignments and written work.
In September 1967, incoming students had an increased number of
-40-
alternatives for their English coursework. Some 35 students were placed
in the regular City College English 1 course. Then, in addition to the
customary Pre-Baccalaureate English courses, an extended course, meeting
for 10 hours per week, was offered for students requiring intensive work
in English composition.
All incoming students were interviewed by the Speech Committee and
placed in one of three Speech courses. A majority of the students also
took Reading and Study Skills for at least one term.
Recent innovations to the program included Speech and Theatre
workshops, a discussion workshop, required workshops in the sciences
(Biology, Chemistry, Geology, Psychology) and voluntary workshops in
History, Political Science and Sociology.
Tutoring was available on an individual basis for students who
needed it. It was the counselors' responsibility to refer students for
tutoring. The tutors were chosen from among the matriculated students
at the College and were generally "A" students and majors in the subjects
involved.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; work completed with a cumulative average of "C"
or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp. 77-91).
fntering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
Origina
Number
TABLE 8
CITY COLLEGE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Number Number of Students Who Accumulatedthe Credits Listed Below
Still Ove
Enrolled 84 | 72-84 {59-71 | 46-58 136-45 [26-35 17-251 10-16 | 3-9 h-2|
~42-
TABLE 9
CITY COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
With "C" or Better 9/65 9/66 2/67 9/67 {2/68
n=113 { n=190 n=8] n=173 [n=58
~43-
TABLE 10
CITY COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
9/65 9/66 | 2/67 | 9/67 |2/68
? n=113 n=190 | n=8] n=173 | n=58
Over 84
=a ts fe
= ca a A
= ees
“ <a a al
= pipet tt
= Sam CECeoe
TABLE 11
City College Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of
Number Enrolled
Number Re-enrolled in 2/68
Percentage of Students Completing
Credit Courses with an Average of A
c
Worse than C
Percentage of Students Completing No Credit Courses
Percentage of Students Withdrawing During Semester
Range of Credits Taken per Student
Average Number of Credits Taken per Student
Total Enroliment in Remedial Courses
Percentage of Remedial Courses Passed
Percentage of Remedial Courses Failed
Average Number of Remedial Courses Taken per
Student
9/65
113
58
1.7%
12.1%
43.2%
34.4%
85.7%
14.3%
9/66
190
144
9.0%
28.5%
47.2%
15.3%
0-17-25
7.8
29
41.4%
58.6%
2/67
81
68
1.5%
20.6%
35.2%
30.9%
11.8%
0-15
22
68.2%
31.8%
9/67
173
153
2.0%
22.2%
35.1%
32.8%
2.0%
5.9%
0-15.5
6.4
128
82.0%
18.0%
2/68
81.1%
18.9%
2v2
-t-
-45-
HUNTER COLLEGE-BRONX PROGRAM
Hunter College in the Bronx initiated its SEEK Program with the
Spring Term of 1968. (In July 1968 the College formally separated from
its parent college in Manhattan to become an independent college-
Herbert H. Lehman College.) The program administratively is located
in the School of General Studies, with the Director reporting to the
Dean of that School.
Staff
The counselors and the teachers of remedial subjects are hired by
the Director. The college-level courses are taught by faculty hired
by and housed in their respective academic departments. Many of the
faculty are regular members of Day Session Departments; others come from
the School of General Studies or were recruited to work specially for
SEEK. A few high school teachers were brought in specifically to teach
non-credit courses.
The SEEK staff for the first term of operation consisted of two full-
time counselors with Ph.D. degrees and 18 teachers, only two of whom were
full-time. Six of the part-time teachers had B.A. degrees, and all the
others had M.A.s.
In addition three of the regular college faculty taught SEEK courses.
Student Body
The Spring 1968 entering class numbered 96 students, 15 of whom were
part-time students who had daytime jobs. As for ethnic background, 76%
of the students were black, 13.5% were Puerto Rican, and 10.5% were
“other". A majority of the students (57.3%) were females.
-46-
Curriculum
With a number of modifications, the program at City College was used
as a model for the Hunter-Bronx Program. The overall goal was to place
students as quickly as possible into regular college classes, while paying
careful attention to removing past deficiencies. The great majority of
the full-time students carried from 9% to 12% credits and were in attendance
for 20 class hours per week. The first semester's experience showed that
most of the students were capable of carrying such a heavy schedule and,
according to the Director, the number of hours spent in college actually
heightened the students' desire to be fully committed to a collega
education.
As a rule, full-time SEEK students were expected to take the regular
freshman courses in History and Physical Education and they were placed in
the same classes as matriculated students in these subjects.
The full-time students took freshman English and Speech in special
SEEK classes which were smaller than the regular college classes and met
for more hours per week. For those students who had sufficient background
in mathematics in high school, the required college-level math course was
offered on the same basis.
All students were required to take a non-credit course entitled
Reading and Study Skills. Those who scored below the tenth percentile on
a reading test were placed in a non-credit history course designed to
prepare them for the regular course the following semester. Similarly,
those students who did not qualify for college-level mathematics were
given preparatory high school level courses.
=d7=
Part-time students were given the freshman English course and
Reading and Study Skills.
Students who needed tutorial assistance were identified by their
instructors and referred to their counselor. Arrangements were then made
through the Tutorial Service of the Student Government Association, which
was responsible for recruiting tutors, having them approved by the
appropriate academic department, matching tutor and tutee, and making
payments to tutors. Tutors had received honors in their major subjects
and participated in a weekend training conference.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 87 and 89 respectively).
TABLE 12
HUNTER COLLEGE-BRONX PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Crigina] Number Number of Students Who Accumulatedthe Credits Listed Below
Entering Class | Number} Sti7) Ove ra er
Enrolled 84 | 72-84 159-71 | 46-58 136-45 [26-35 |37-25
Spring, 1966
Fall, 1967
“897
-49-
TABLE 13
HUNTER COLLEGE-BRONX PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Conpleted Date of Entering Class |
With "C" or Better
Uver 34
72-84
59-71
46-58
36-45
26-35
17-25
10-16
9/65 9/66 {| 2/67 | 9/67 12/68
-50-
TABLE 14
HUNTER COLLEGE-BRONX PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 2/67 9/67 2/68
-51-
QUEENS COLLEGE PROGRAM
The SEEK Program at Queens College, like the one at Brooklyn,
was started in September 1966. For the first two years the program
was administratively housed in the School of General Studies, with the
Director reporting to an Assistant Dean in that School. As of September
1968, however, this relationship will be changed and the Director
will report to the Dean of Faculty at the College.
Staff
The counselors and faculty teaching separate SEEK sections, regard-
less of subject matter, are hired and appointed to the SEEK Program at
Queens by its Director.
The 1967-68 staff included 9 full-time counselors with one B.A.,
seven M. A.s and one Ph.D. and one part-time counselor with an M.A, There
were 55 SEEK teachers, 26 full-time and 29 part-time. All of the faculty
members held M.A. degrees, except for two full-time teachers who had B.A.s.
In addition, seven of the regular college faculty taught part-time
in SEEK.
Student Body
For the Fall 1967 term, 166 students were accepted into the full-time
program, bringing the total enrollment to 250 students. In addition, 137
part-time students were admitted, making for a total enrollment of 197 in
the part-time program.
-52-
For the Spring 1968 term, 96 full-time students and 76 part-time
students were newly enrolled. At this time the combined enrollment for
both programs came to 575 students, 329 full-time and 246 part-time.
The total number of full-time students enrolled for the Spring 1968
term included 41 of the 117 students admitted in September 1966, 37 of
the 68 admitted in February 1967, and 155 of those admitted in September
1967.
The total number of part-time students enrolled for the Spring
1968 term included 6 of the 27 students admitted in September 1966, 33 of
the 168 admitted in February 1967, and 131 of those admitted in September
1967.
Of the students enrolled as of February 1968, 74% were black, 16.5%
were Puerto Rican, and 9.5% were "other". A majority of the students
(51.5%) were females.
Curriculum
Initially, SEEK students at Queens enrolled in primarily non-
credit remedial courses, but the absence of credit proved to be a serious
hindrance to the students' motivation and for the 1967-68 year the program
was redesigned to give incoming students an opportunity to obtain up to
nine credits.
Students typically had 16 classroom hours per week. In his first
semester, a student took only SEEK courses. Then his counselor, after
consulting with his teachers, determined what his second semester program
would be. Most of the students continued to take SEEK courses exclusively,
although some were placed in a regular Queens College course for that term.
The special SEEK courses followed the syllabus of regular college
courses, but met for more hours per week to allow for remedial work and
=5a-
the introduction of materials which were of particular relevance to the
students' interests. The English and Social Science (Contemporary
Civilization) courses, each meeting for six hours per week, were co-
ordinated, and both courses included work in skill development. As a
rule, the student also took either Art or Communications in his first
term. In his second term, he generally took either a remedial math
course or, if he had passed English, a foreign language course.
A library orientation program was conducted in cooperation with the
SEEK English teachers.
Tutoring was considered an integral part of the SEEK Program at
Queens, and all incoming students were assigned to a minimum of three
hours of tutoring per week. The tutorial program was run by the Director
of Student Services. Most of the tutors employed were undergraduates at
the College, and some were advanced SEEK students; a limited number were
graduate students. All were hired with the approval of a SEEK Tutoring
Advisory Board consisting of three SEEK students.
Progress of Students
The tables on the pages following give data on student progress for
both the full-time and the part-time programs at Queens, by entering class.
These tables show: amount of credit work completed by June 1968; work
completed with a grade of "C" or better; work completed with a cumulative
average of "C" or better; and grades for the Spring 1968 semester.
For further data, see Tables 30 through 44 (pp. 77-91).
Still another measure of student achievement was an English proficiency
examination taken by 126 SEEK students and 2173 regular Queens College
freshmen in January 1968. The SEEK students passed the exam at a higher
rate than the regular college students - 82% as compared to 63%. In June,
when the English Department administered the exam to students who had
-54-
enrolled in February, the SEEK students again excelled, although by a
narrower margin. These results seem to indicate that the SEEK students
are receiving effective instruction in English skills and that they are
capable of benefitting from good instruction. At the same time, however,
this index of success makes the Queen's program's relative lack of
success in terms of retention rate, credits earned and grade averages
achieved even more puzzling.
Entering Class
Fali, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 15
QUEENS COLLEGE FULL-TIME PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
ber of Students Who Accumulatedt
45 6-35 |17-25
-56-
TABLE 16
QUEENS COLLEGE FULL-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
| Number of Credits Completed Date of Entering Class
Bib “por Fetter 9/65 | 9/66 | 2767 | 9767 |2/68
n=117 n=68 n=166 n=96
oe aR PES
57
TABLE 17
QUEENS COLLEGE FULL-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
Numbee of Credits Completed | Date of Entering Class . |
Over 84
72-84
59-71
46-58
36-45
26-35
17-25
10-16
9/65 9/66 2/67 9/67 | 2/68
n=117 n=68 | n=166 {n=96
TABLE 18
Queens College Full-Time Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of
Number Enrolled
Number Re-enrolled in 2/68
Percentage of Students Completing
Credit Courses with an Average of A
c
Worse than C
Percentage of Students Completing No Credit Courses
Percentage of Students Withdrawing During Semester
Range of Credits Taken per Student
Average Number of Credits Taken per Student
Total Enrollment in Remedial Courses
Percentage of Remedial Courses Passed
Percentage of Remedial Courses Failed
Average Number of Remedial Courses Taken per
Student
9/66
117
41
2.4%
12.2%
31.7%
19.6%
34.1%
0-10
3.6
62.5%
37.5%
2/67
68
37
2.7%
21.6%
24.3%
16.2%
35.2%
0-13
4.2
60.0%
40.0%
* Figures do not add up to 100% because 7 transcripts were missing.
9/67
166
155
1.9%
34.2%
20.0%
5.8%
2.6%
35.5%
0-13
3.8
51
88.2%
11.8%
2/68
96
12.5%*
24.02%*
21. 9%*
24.0%*
10.42%*
-8S-
0-6
rg
166
68.1%
31.9%
Aly §
TABLE 19
QUEENS COLLEGE PART-TIME PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Origina ber Number of Students Who Accumulatedthe Credits Listed Below
Entering Class flusber NeeiTl Ove
Enrolled 84 | 72-84 |59-71| 46-58 {36-45 126-35 |17-25
Heras
?
-60-
TABLE 20
QUEENS COLLEGE PART-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
|
Number of Credits Completed
With "C" or Better
Over 84
72-84
59-71
46-58
36-45
26-35
17-25
10-16
| Date of Entering Class
9/65 9/66 2/67 9/67 |2/68
n=27 n=168 n=137 | n=76
~61-
TABLE 21
QUEENS COLLEGE PART-TIME PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 2/67 9/67 }2/68 |
n=27 n=168} n=137 [n=76 |
= moon
= eee
= heeded
= Peet a:
= Dame
= ER Ea Oe ee
= tape tae
Total 58 3
TABLE 22
Queens College Part-Time Program
COMPARISON OF GRADES FOR THE SPRING 1968 SEMESTER FOR ALL ENTERING CLASSES
Entering Class of 9/66 2/67 9/67 2/68
Number Enrolled 27 168 137 76
Number Re-enrolled in 2/68 6 33 131
Percentage of Students Completing
Credit Courses with an Average of A 3.0% 8% 2.6%
B 33.3% 21.2% 15.3%
G 16.7% 33.3% 27.5% 1.3%
Worse than C 50.0% 15.2% 7.6% P
a
Percentage of Students Completing No Credit Courses 6.1% 28.2% 59.3% .
Percentage of Students Withdrawing During Semester 21.2% 20.6% 36.8%
Range of Credits Taken per Student 0-15 0-13 0-11 0-3
Average Number of Credits Taken per Student 6o7 4.6 aay | ols
Total Enrollment in Remedial Courses 1 8 86 91
Percentage of Remedial Courses Passed 100.% 62.5% 64.0% 82.4%
Percentage of Remedial Courses Failed 37.5% 36.0% 17.6%
Average Number of Remedial Courses Taken per “2 2 at 1.2
Student
-63-
UNIVERSITY CENTER PROGRAM
The University Center Pre-Baccalaureate Program was established in
January of 1968 to serve as the major experimental unit of the SEEK
Program and to make it possible for the City University to carry out the
minimum admission goals of the Master Plan despite the tremendous
shortage of space on the college campuses. This program is located at
the Alamac Hotel in Manhattan, where the Central Office of SEEK is
also located. The Director of the program is under the immediate
supervision of the University Director of the SEEK Program.
Staff
The staff of the University Center Program is hired by the Director,
with approval from the University SEEK Director. For the Spring 1968
term, the program employed five full-time counselors {four with a Ph.D.
degree and one with an M.A.), 16 full-time teachers (one Ph.D., 12 M.A.s
and three 8.A.s) and three part-time teachers with M.A. degrees.
Student Body
For the Spring 1968 term, 185 students were enrolled: 71.6% were
black, 14.2% were Puerto Rican and 14.2% "other". Sixty percent of the
students were males.
Curriculum:
A typical full program for the Spring 1968 semester consisted of
four or five courses, an average of 18 classroom hours. As with other
SEEK Programs, students were placed according to their level of competence
and interests. All students took English, Speech and Reading and Study
Skills as a core of their program, whether on college or remedial levels.
-64-
Typically, a student who was enrolled in Freshman Composition included
Sociology in his program, while a student enrolled in Remedial English
included in his program the Introduction to Music course. Additional
courses offered were Intermediate Algebra, Elementary French and
Elementary Spanish.
An Intensive Remedial English course, meeting for 15 hours per week,
was offered for 12 students. Most of those who were placed in this course
spoke a dialect which would make it difficult for them to write and speak
competitively on a college level or in the business community.
Students in need of tutorial assistance were identified by their
teachers and counselors and referred for tutoring. Other college students,
graduate students and advanced SEEK students served as tutors.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 81 and 89 respectively).
Entering Class
Origina
Number
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 23
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
CREDIT WORK COMPLETED BY STUDENTS STILL IN ATTENDANCE SPRING 1968
Number
Still
Enrolled
-66-
TABLE 24
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
Number of Credits Completed Date of Entering Class
th Votan jebeer ayes | 9/66 | 2767 | 9/67 |2768,
n=185;
138
ee
-67-
TABLE 25
UNIVERSITY CENTER PRE-BACCALAUREATE PROGRAM
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class
9/65 9/66 | 2/67 | 9/67 42/68
=185 ;
-68-
YORK COLLEGE PROGRAM
York College started its SEEK Program with the Spring Term af
1968. During the initial term, the Director reported to the Dean of
Students. As of September 1968, the Director will report to the
President of the College.
Staff
The SEEK counselors and subject matter faculty members are hired
by the Director of the program. They are all appointed in the Office
of the Dean of Students. For the Spring 1968 term, the staff consisted
of two counselors, one full-time and one part-time, three full-time
teachers and two part-time teachers. All staff members had M.A. degrees.
In addition, two members of the regular college faculty taught
part-time in the SEEK Program.
Student Body
Forty SEEK students were enrolled for the Spring 1968 term. As for
ethnic background, 87.5% of the students were black, 5% were Puerto Rican,
and 7.5% were “other". A majority of the students (57.5%) were males.
Curriculum
All SEEK students took four courses, a total of 16 classroom hours.
Three of these were non-credit courses: Development of Reading, Mathe-
matics, and English Composition. In addition, a credit course was taken
-69-
by all the SEEK students and an equal number of non-SEEK students
attending the College. This course (Humanities 101: American
Traditions of Social Change) was an interdisciplinary course taught by
a member of the literature faculty.
A few of the students were enrolled in additional credit courses in
lieu of one or more of the remedial courses.
Tutorial assistance was available to students who demonstrated a
need for it. It was the counselors' responsibility to refer students
for tutoring.
Progress of Students
The tables on the pages following give data for each entering class
on: amount of credit work completed by June 1968; work completed with a
grade of "C" or better; and work completed with a cumulative average of
"C" or better.
For further data, see Tables 34 and 42 (pp. 81 and 89 respectively).
Entering Class
Fall, 1965
Spring, 1966
Fall, 1966
Spring, 1967
Fall, 1967
Spring, 1968
TABLE 26
YORK COLLEGE PROGRAM
CREDIT WORK COMPLETED 8Y STUDENTS STILL IN ATTENDANCE SPRING 1968
“027
“71
TABLE 27
YORK COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS BY NUMBER OF CREDITS
COMPLETED WITH "C" OR BETTER SINCE ENTERING PROGRAM
Number of Credits Completed | Date of Entering Class
With "C" or Better 9/65 9/66 2/67 9/67 12/68 |
n=40
Total
~72=
TABLE 28
YORK COLLEGE
NUMBER OF STUDENTS IN EACH ENTERING CLASS WITH "C" OR BETTER CUMULATIVE
AVERAGE, BY NUMBER OF CREDITS COMPLETED SINCE ENTERING PROGRAM
| Number of Credits Completed | Date of Entering Class |
9/65 9/66 | 2/67 | 9/67 |2/68
=40
a
Total
=73=
NON-MATRICULATED EVENING SESSION PROGRAM
In September 1966, to facilitate the launching of the SEEK Program,
750 SEEK students were enrolled on a part-time basis in evening sessions
at community colleges and senior colleges of the University. Six
community colleges - Borough of Manhattan, Bronx, Kingsborough, New York
City, Queensborough and Staten Island - admitted 443 of the students.
The Schools of General Studies in six senior colleges - Bernard Baruch,
Brooklyn, City, Hunter-Bronx, Hunter-Park Avenue and Queens - admitted
a total of 306 students.
Since a combined schedule of full-time work and part-time evening
study such as these students were carrying is difficult to sustain over
the eight to ten year period required to complete four years of college,
it was decided that SEEK should concentrate on developing its full-time
program. Therefore, the Non-Matriculated Evening Session Program was not
expanded, and it has decreased in size with each successive term. For the
Spring 1967 term, 515 students re-enrolled, and for the Fall 1967 term,
338. By the Spring of 1968, only 262 students were participating in the
program. The academic progress of the students is recorded in Table 29.
-74-
TABLE 29
NON-MATRICULATED EVENING SESSION PROGRAM
Students Entered 9/66
Students Re-enrolling 2/67
Students Re-enrolling 9/67
Students Re-enrolling 2/68
Percentage of Students with an
Accumulated 2 year Average in
credit courses of
B
c
worse than C
Percentage of Students Completing
No Credit Courses
Percentage of Students Not
Completing 2 years
Range of Credits Taken Per
Student in 2 years
Average Number of Credits Taken
in 2 years by Students in Attendance 2/68
Percentage of Students Completing Courses
during Spring 1968 Term with an
Average of A
B
c
worse than C
Percentage Completing No Credit Courses
Range of Credits Taken Per Student
during Spring 1968 Term
Average Number of Credits Taken Per
Student during Spring 1968 Term
Two-Year
Colleges
443
325
213
170
-5%
4.7%
9.7%
22.8%
«7%
61.6%
0 - 68
19.7
ee 3
21.2%
28.1%
37.7%
11.8%
0-18%
5.0
Four-Year
Colleges
307
190
125
92 *
3.6%
7.5%
18.0%
70.9%
0 - 5]
17s8
1.1%
12.4%
39.4%
40.4%
6.7%
0-154
4.5
* Includes 3 students enrolled at John Jay (Police Academy), who
are not included in the academic progress data.
753
ASSESSMENT
Without question, a program of the magnitude and nature of SEEK
requires continuous evaluation. A program that is in a dynamic,
evolutionary phase,however, should employ research and assessment
only insofar as they do not rigidify the program's growth and development.
From the very beginning, certain things were known: that new methods of
teaching must be found if SEEK is to be successful with students who have
heretofore failed in any academic setting, and new methods of counseling
have to be found if SEEK is to reach students whose past experience with
guidance counselors have been marked by distrust and failure. It is
recognized in this program that there must be an atmosphere of openness
in which classroom teachers and counselors alike can be encouraged to
systematically explore and develop new approaches.
The SEEK Program just completed two years of operation. While it
is too early to look upon the experiences thus far as hard data, certain
trends are beginning to emerge that must be considered. An examination
of Tables 31 through 34 (pp. 74-77), indicates that the past high school
achievement of the students who enrol] at any one college varies to a
greater extent within any one institution from term to term than between
institutions. Yet when we examine Tables 35 through 43 (pp.78-86), the
trends in retention rates, number of credits earned and grade average
earned seem to show a relative trend for each of the colleges irrespective
of the differences in past academic achievements. It may be assumed
that the differences between the colleges in the retention rate, credits
-76-
earned and grade average achieved must be caused by factors other than
the past academic performance of the students admitted to these programs.
While it is difficult at this point to identify special causal relation-
ships, these trends would seem to suggest that the counseling program
at City College perhaps is succeeding in individualizing the college
experience for each student in such a way that the student is less likely
to experience frustration and failure, which may result in withdrawal
from the program. It must be noted here that in an effective counseling
situation, the counselor can not only assign the student to courses that
are appropriate to him, but can also control the number of credits the
student is taking. During the term, if the counselor is in close contact
with the student, he has two avenues open to him in the event that the
student gets into academic difficulties: he can either assign a tutor
to help the student or he can advise the student to drop one course so
that he may more effectively deal with the remaining courses. The
assumption that counseling may be an important variable is especially
supported by the differences between the programs in withdrawal rates
during the term (see Table 44, p. 91). This withdrawal rate again seems
to be specific to the college rather than the term in which the student
entered, i.e., when the incoming students happened to have particularly
weak academic backgrounds.
It is reasonable to assume that the programs that were more
successful in retaining their students and having them achieve in college
can be used as indicators of a future success rate for the SEEK students.
It is also assumed that the program with a lower rate of success will improve
its approach from the experience of the others.
TABLE 30
DISTRIBUTION OF SEEK ENTERING CLASSES ACCORDING TO TYPE OF HIGH SCHOOL DIPLOMA AND HIGH SCHOOL AVERAGE
TYPE OF DIPLOMA
Academic Diploma
General Diploma
Voc.- Comm. Diploma
High School Equivalency
State Accredited H.S.
Foreign High School
75% or more
70% to 74.9%
65% to 69.9%
64.9% or less
Totals
* Figures for "High School Average" include only those students holding an Academic, General, Vocational
or Commercial Diploma; thus the totals for the entering classes differ.
-1L-
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS
Academic
Diploma
75% +
7D%-74 9%
65%-69.9%
64.9% or less
Total
General
Diploma
75H +
70%-74. 9%
65%-69.9%
64.9% or less
Total
Vocational or
Commercial
Diploma
75% +
70%-74.9%
65%-69.9%
64.9% or less
Total
HighSchool Equivalency
State Accredited H.S.
Foreign High School
Brooklyn College
35 students
16.1
16.1
6.5
38.7%
_
1'wnwo
mon
25.8%
—_
rwOnn
no
25.8 %
6.5 %
3.2%
TABLE 31
City College
190 students
32.3
10.2
1.8
44.3%
— at
1wom
Doe
29.5%
tr OAM
PAO
20.0%
1.4%
1.8%
FOR THE SEEK ENTERING CLASS OF FALL 1966, BY COLLEGE
Queens College
144 students
8.5
7.7
6.8
5.1
28.1%
3
14.5
27.4
0
52.2%
yoo
aw—
12.0%
5.1%
2.6%
-3/-
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS
Academic
Diploma
75% +
70%-74.9%
65%-69.9%
64.9% or less
Total
General
Diploma
75% +
70%-74 .9%
65%-69.9%
64.9% or less
Total
Vocational or
Commercial
Diploma
75% +
70%-74 9%
65%-69.9%
64% or less
Total
High School Equivalency
State Accredited H.S.
Foreign High School
Brooklyn College
46 students
8.5
6.5
8.5
23.5%
=—W
nm Noro
onan
~
ry
Dean
ome
22.3%
8.5
220
TABLE 32
FOR THE SEEK ENTERING CLASS OF SPRING 1967, BY COLLEGE
City College
81 students
14.6
12.3
az
28.1%
|
onun
WA w
39.0%
i)
SP eps
worn FF NYHKHwW—
~~
Queens College
236 students
8
12.0
1.0
20.8%
ol
Swoon
o4t4o
45.2%
“6Z-
—woo
ooo
20.0%
13.0
7.0
TABLE 33
OISTRIBUTION OF HIGH SCHOOL DIPLOMAS FOR THE SEEK ENTERING CLASS OF FALL 1967, BY COLLEGE
Academic Brooklyn College City College Queens Full-Time Queens Part-Time
Diploma 63 students 173 students 166 students 137 students
75% + 33.3 14.9 23.1 8.9
70%-74 .9% 20.6 11.0 19.9 7.6
65%-69.9% 3.2 eu 9.6 2.8
64.9% or less - - Tes -
Total 57.1% 28.5% 53.9% 19.3%
General
Diploma
75% + 4.8 15.6 8.3 7.6
70%-74.9% 6.3 13.0 75) 17.9
65%-69.9% <p 2.6 (| 17.9
64.9% or less 1.6 1.3 oc2 2.8
Total 15.9% 32.5% 25.7% 46.2%
Vocational or
Commercial
Diploma
75 f 17.4 20.8 5.1 6.2
70%-74.9% 3.2 5.8 4.4 6.2
65%-69.9% - 6 1.3 1.4
64.9% or less = - - -
Total 20.6% 27.2% 10.8% 13.8%
High School Equivalenc 3.2% 2.6% 8.3% 17.9%
State Accredited H.S. 3.2% 9.2% 1.3% 2.8%
Foreign High School - - 3 -
-08-
TABLE 34
DISTRIBUTION OF HIGH SCHOOL DIPLOMAS FOR THE SEEK ENTERING CLASS OF SPRING 1968, BY COLLEGE
8rooklyn City Hunter-Bx Queens F/T Queens P/T UniversityCenter York
Academic 59 58 96 96 76 185 40
Diploma Students Students Students Students Students Students Students
75% + 3.3 3,8 5.2 Be - 3.3 -
70%-74.9% 3.3 as 453 cel 1.3 3.8 5.0
65%-69.9% 1.7 1.9 4.2 Weel - 4.9 ~
64.9% or less - 1.9 - - - - -
Total 8.3% 18.9% 16.7% 8.5% 1.3% 12.0% 5.0%
General :
Diploma
75% + 3.4 1.9 4.2 Zal 6.6 4.9 25
70%-74.9% 13.9 9.4 14.6 18.1 14.5 13.0 2.5
65%-69. 9% 15.6 15.1 15.6 18.1 15.8 11.4 7.5
64.9% or less aig 9.4 | 6.4 - 8.2 7.5
Total 34.6% 35.8% 37.5% 44.7% 36.9% 37.5% 20.0%
Vocational or
Commercial
Diploma
75% + 20.7 We38 10.4 Zl 11.8 4.3 10.0
70%-74. 9% 13.9 5=7 10.4 9.6 7.9 12.0 12.5
6.4%-69.9% - 57 52 6.4 533 5.4 73
64.9% or less - - - 2.1 - 1.6 2.5
Total 34.6% 22.7% 26.0% 20.2% 25.0% 23.3% 32.5%
High School Equiv. 6.9% 13.2% - 13.8% 13.2% 12.0% 35.0%
State AccreditedHSt5.6% 9.4% 10.4% 11.7% 23.6% 13.0% 7.5%
Foreign High School - - 9.4% 1.1%
-18-
TABLE 35
TOTAL ENROLLMENT AND RE-ENROLLMENT IN SEEK PROGRAM
City - Queens Full-Time Queens Part-Time
9/65 2/66 9/66 2/67 9/67 2/68 | 9/66 2/67 9/67 2/68] 9/66 2/67 9/67 2/68
7 58
Entered 9/65 ioe 103.81 68
9/66 190 173 159 144
3 2/67 3] 7] 68
a 9/67 173°, 159
2/68 58
Total 113* 103* 271 322 460 481 117. 136 «=6250)S 329 27 176 197 246
University Center York Total SEEK Enrollment
2/68 2/68 9/65 2/66 9/66 2/67 9/6 2/68
Entered 9/65
e 9/66
“ 2/67
‘ 9/67
be 2/68 96 185 40
Total 96 185 40 113* 103* 450a 712b 1027¢ 15454
* These figures actually refer to the City College Pre-Baccalaureate Program, which preceded the SEEK Program.
3 a. 750
To these totals should be added the Non-Matriculated Evening Session enrollment:b. rie
c. 338
d. 262
aoc
=-28-
TABLE 36
RETENTION RATE FOR EACH COLLEGE FOR ONE, TWO, THREE, FOUR AND FIVE TERMS
College Date Number Retained Retained Retained Retained Retained
Entered Entered One Term Two Terms Three Terms Four Terms Five Terms
N N h N % N % N %
Brooklyn 9/66 35 32 (91.4 25 «71.4 23 65.7
2/67 46 32 69.6 30 65.2
9/67 63 56 «88.9
Weighted Average 83.3 67.9 65.7
9/65 113 103° (91.2 Bh Ziad, 68 60.1 57 50.4 58 be
City 9/66 190 173, 91.1 «159 83.7144 75.8
2/67 81 71 (87.7 68 84.0
9/67 173 153 88.4
Weighted Average 89.8 80.2 70.0 50.4 TIRE}
9/66 tule 68 58.1 42 35.9 4) 35.0 ¢o
Queens Full-Time 2/67 68 42 61.8 37. 54.4 vi
9/67 166 155 93.4
Weighted Average 75.5 42.7 35.0
9/66 27 8 29.6 5 ~ F8y5. 6 22.2
Queens Part-Time 2/67 168 55 32.7 33 «19.6
9/67 137 131) 96.6
Weighted Average 58.4 19.5 22.2
The weighted average represents the overall retention rate for one, two and and three terms respectively.
Key ;
-84-
TABLE 37
100%
80%
G0%
40%
Brook |yn 2 S35 64ers A
City oi 2 es Bes etd
Gteens=' Fal ltlimge. = a ee
Queens: Facl-Time 2 -. -
Totol rogram
-85-
TABLE 38
(ay Tw
Go%
40%
20%
Keym @Grooklon:. © 2222822 —3-22 ak
4 Cty a. 8 oe eee
Queers- fulltime —.——. ——. ——.
Quéens- Parlin — 2-5 ee ee
Total Program
TABLE 39
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 9/66
Brooklyn City Queens Full-Time Queens Part-Time
Number of Students Entered 9/66 35 190 117 27
Number Re-enrolled 2/68 23 144 41 6
Number of Students with an Accumulated
2 year Average of A
B 2( 5.7%) 13( 6.8%) 5( 4.3%) 2( 7.4%)
G 3( 8.6%) 36(18.9%) 13(11.1%) 2( 7.4%)
Worse than C 15(42.8%) 73(38.5%) 9( 7.7%) 2( 7.4%)
Number Not Completing 2 years 15(42.9%) 68(35.8%) 90(76.9%) 21(77.8%)
Range of Credits Taken per Student j
in 2 years 0-47 .5-56 1-29 3-59 @
1
Average Number of Credits Taken per
Student in 2 years 19.7 28.5 10.2 24.8
Range of Credits Taken per Student during
Spring 1968 Term 0-13 Q-17.5 0-10 0-15
Average Number of Credits Taken per
Student during Spring 1968 Term ay | 7.8 3.6 6.7
Total Enrollment in Remedial Courses 9 29 8 1
Percentage of Remedial Courses Passed 55.6% 41.4% 62.5% 100.0%
Percentage of Remedial Courses Failed 44.4% 58.6% 37.5%
Average Number of Remedia Courses Taken ‘
per Student during Spring 1968 Term 4 2 2 2
TABLE 40
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 2/67
Brooklyn City Queens Full-Time — Queens Part-Time
Number of Students Entered 2/67 46 81 68 168
Number Re-enrolled 2/68 30 68 37 33
Number of Students with an Accumulated 1's
year Average of A 1{ .6%)
B 1( 2.2%) 14(17.4%) 12(17.6%) 4( 2.4%)
Cc 5(10.9%) 21(25.9%) 5( 7.4%) 14( 8.3%)
Worse than C€ 18(39.1%) 25(30.8%) 7(10.3%) 7( 4.2%)
Number Not Completing ls years 22(47.8%) 21(25.9%) 44(64.7%) 142(84.5%)
Range of Credits Taken per Student
in 1s years 1-29 0-36 0-44 0-22
Average Number of Credits Taken per
Student in ls years 10.0 16.9 8.5 8.8
Range of Credits Taken per Student during
Spring 1968 Term 0-12 0-15 0-13 0-13
Average Number of Credits Taken per
Student during Spring 1968 Term 4.0 6.3 4.2 4.6
Total Enrollment in Remedial Courses 20 22 5 8
Percentage of Remedial Courses Passed 60.0% 68.2% 60.0% 62.5%
Percentage of Remedial Courses Failed 40.0% 31.8% 40.0% 37.5%
Average Number of Remedial Courses Taken
per Student during Spring 1968 Term 7 23 i we
-{3-
TABLE 41
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 9/67
Brooklyn City ueens Full-Time Queens Part-Time
Number of Students Entered 9/67 63 173 166 137
Number Re-enrolled 2/68 56 153 155 131
Number of Students with an Accumulated
1 year Average of A 1( .6%) 3( 1.8%) it ..7%)
B 11(17.5%) 33(19.1%) 38(22.9%) 19(13.9%)
G 21(33.3%) 57(32.8%) 44(26.5%) 36 (26.2%)
Worse than C 18(28.6%) 51(29.5%) 15( 9.0%) 11( 8.1%)
Number Completing No Credit Courses 1( 1.6%) 2( 1.2%) 37(27.0%)
Number Not Completing 1 year 12(19.0%) 29(16.8%) 66(39.8%) 33(24.1%)
Range of Credits Taken per 0-18 0-25.5 2-22 0-12
Student in 1 year
Average Number of Credits Taken per 8.5 9.8 6.3 2.8
Student in 1 year
Range of Credits Taken per Student during 0-14 0-15.5 0-13 0-11
Spring 1968 Term
Average Number of Credits Taken per 6.7 6.4 3.8 Ons
Student during Spring 1968 Term
Total Enrollment in Remedial Courses 46 128 5 86
Percentage of Remedial Courses Passed 71.7% 82.0% 88.2% 64.0%
Percentage of Remedial Courses Failed 28.3% 18.0% 11.8% 36.0%
Average Number of Remedial Courses Taken 8 8 PE ‘¥
per Student during Spring 1968 Term
TABLE 42
Comparison of Cumulative Grades Through Spring 1968 Term for Students Entering SEEK Program 2/68
Brooklyn
Number of Students Entered 2/68 59
Percentage of Students with a
First term Average in Credit
Courses of A 1.7%
B 32.2%
Cc 45.7%
Worse than C G61
Percentage completing No
Credit Courses 8.5%
Percentage withdrawing during
Term 6.8%
Range of Credits taken Per
Student - Spring 1968 Term » 0-11
Average Number of Credits
Taken Per Student -
Spring 1968 Term 3.4
Total Enroliment in Remedial
Courses 50
Percentage of
Remedial Courses Passed 52.0%
Remedial Courses Failed 48.0%
Average Number of Remedial
Courses Taken Per Student
during Spring 1968 Term 8
City
58
36.2%
29.3%
22.4%
ial
127
81.1%
18.9%
2.2
Hunter-Bx Queens F/T QueensP/T Univ. Center
96
1.0%
24.0%
38.5%
20.8%
11.5%
0-12%
6.0
143
94.4%
5.6%
1.5
96
12.5%*
24 .0%*
21.9%*
24. 0%*
10. 4%*
166
68.1%
31.9%
LZ
* Figures do not add up to 100% because 7 transcripts were missing.
76
-6%
mit
'1—' ~
36.8% |
93
82.4%
17.6%
dsee
185
5.4%
31.9%
34.1%
7.0%
12.4%
0-12
4.8
362
76.4%
23.6%
122
York
40
2.5%
5.0%
42.5%
25.0%
15.0%
10.0%
0-12
av
99
59.6%
40.4%
eb
~68-
TABLE 43
-90-
KOR
: RRR
Time
\
31
Fi
u
c
rT)
v
x
eae es, Se
wenloeaetatcocecdaeanrersraniststatatetceeaeeaneen
VILL ILL LL ahhh hfe llr
STUNT LL LL I°
&
4
u
WLLL
* Only City College. had a Yes entering Class.
re-
Numbers above each bar represeat number of Students
enrolled Sor the %he semester
;
ring Semester
Ente:
Key:
TABLE 44
es
Trerin
tec
ducin
te
es
40%
-91-
SEALERS RAO IO
BOSooo SSSI OOS OSI
IADNNVAQOABODAMONEDIVOUININGTANITG
Program
N
MMM
Queens
Part- Time
ERRNO K ONL
WML LLA A LLAMA A Mb b bh hhh bles
VOVOTTAAATAMATRU AA AGARAA RADU ARDEA OTNOAG OR EOUUUOAOMAGUUAIOO LS
Time
N:
Full
UMMM
N
RS SSS OSS SSO
OSs SS S285
BSS oS OSS SO SOS ISIS C
WLLL NS
Ts
iva)
30%
20%
1o%
Barreapgnyy pusssag
ser 48 Queens Full-Time frogram,
5
wimg
32
gM
yw
wee
833
yes
53%
“+5
Wg
3 t%
rt
FEY
UZs
axf
9OOn
* * *
* ¥
*
Class of:
rks
a/e7
247
qoe
Key: Entering
ah5
Title
1967 - 1968 Annual Report of the SEEK Program
Description
This is a CUNY-wide report for the SEEK program during the 1967-68 academic year. Included in the document is a cover letter from SEEK director Leslie Berger to CUNY Chancellor Albert Bowker, a table of contents, a list of SEEK administrators, and then 91 pages with 20 sections, including reports about SEEK programs at Brooklyn, City, Hunter-Bronx (Lehman), Queens, and York Colleges and The University Center.
Short for "Search for Education, Elevation, and Knowledge," SEEK was established in 1965-1966 as a CUNY-wide program to assist disadvantaged students who might otherwise lack the opportunity to study at a four-year college.
Short for "Search for Education, Elevation, and Knowledge," SEEK was established in 1965-1966 as a CUNY-wide program to assist disadvantaged students who might otherwise lack the opportunity to study at a four-year college.
Contributor
Molloy, Sean
Creator
Berger, Leslie
Date
October 15, 1968
Language
English
Rights
Obtained from Contributor - Copyright Unknown
Source
Berger Family Archives
Original Format
Report / Paper / Proposal
Berger, Leslie. Letter. “1967 - 1968 Annual Report of the SEEK Program.”, CUNY DIGITAL HISTORY ARCHIVE, accessed March 10, 2026, https://stephenz.tailc22a4b.ts.net/s/cdha/item/1107