Text and accompanying data tables in this study compare Anchorage Community College (ACC) with selected California community colleges as studied. Cohen and Brawer (1981) identified three major shifts which were identified by a California study by Hunter and Sheldon (1979-1980). A total of 351 student records were randomly elected from the three study years, 1960, 1970 and 1980. Variables included, sex, age, GPA, years in college, credit hours earned in communications, humanities, math/science, social science, applied science/elective, remedial. ACC was found to have a pattern similar to the California community colleges and the three major shifts were identified to exist at ACC: (1) an inversion of collegiate (transfer) and career (vocational) education; (2) enrollment patterns have become more laterial than linear; and (3) there has been an acceleration in trends towards less-than-college-level instruction. / Source: Dissertation Abstracts International, Volume: 46-01, Section: A, page: 0056. / Thesis (Ph.D.)--The Florida State University, 1984.

The procedures used to identify, assess, and place LEP students at Florida community/junior colleges were examined. A review of the current literature indicated that procedural guidelines had been established for international (F-1) students, but that no such guidelines existed for immigrants, refugees, entrants, or U.S. citizens whose dominant language is other than English. Data were obtained from the 28 public community colleges in Florida by the LEP Procedural Survey. The analysis indicated that there is no standard procedure among the state colleges to identify, assess, and place LEP students. Board of Trustees and Admissions Officers were primarily responsible for determining the identification procedures for LEP students. Different criteria and methods were used for the admission of international and IREC (immigrants, refugees, entrants, and U.S. citizens whose dominant language is other than English) students. English language proficiency scores are required more often for international students than IREC students. The majority of the colleges accepted a Test of English as a Foreign Language (TOEFL) score of 500. Transcripts of transferring students were reviewed to determine whether English language proficiency scores were required for admission. Guidance counselors and ESL personnel often determined the criteria for placement of LEP students. The same skill areas were assessed for international and IREC students; the most frequently mentioned skill areas assessed included reading, writing, and structure. / Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0880. / Thesis (Ph.D.)--The Florida State University, 1985.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3075. / Thesis (Educat.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4085. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-07, Section: A, page: 4086. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2506. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 36-02, Section: A, page: 0676. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 38-04, Section: A, page: 1840. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 38-12, Section: A, page: 7099. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1280. / Thesis (Ph.D.)--The Florida State University, 1978.