This paper explores two interrelated dimensions of access--opportunities for progression and educational orientation, and offers various insights into what has been termed the "democratic imperative" in American higher education. It also addressed the responsiveness of institutions and faculty in access and other programs to the needs and experiences of an older, more diverse student body. Interview data showed that community colleges provided an entree to post-initial education for many adults and young people from minority and low-income groups. Many poorly educated adults from the inner city progressed from developmental studies to a university degree; some university colleges recruited poorly educated adult workers and used experiential methods to enable many to become effective students. However, many other inner-city students entered developmental programs but dropped out before entering the mainstream. Attrition rates were high in all programs regardless of philosophy or method. Evidence indicated retention rates improved when the curriculum was derived from student experience and related to problems of inner-city life. As for progression, the majority of community college students enrolled for short vocational courses on completion of developmental studies. The choice effectively barred them from the option of transfer to a university. The access cause in universities also seemed on the wane. (Appendixes include 146 references, a 68-item bibliography, and questionnaire.) (YLB)