Continuance |
||
|
||
Continuance Fall / Winter 2003-2004Betraying the College Dream
Stanford University's Bridge Project, a six-year national study, sought to analyze high school exit-level policies and college entrance policies to learn if they had different standards--if they were asking students to know and do different concepts and skills between graduating from high school and entering college. Researchers also wanted to understand what students, parents, and K-12 educators know about college admission and course placement policies, and if they had the resources they need to make informed decisions. Bridge Project researcher's analyzed state and institutional policies in six states--California, Georgia, Illinois, Maryland, Oregon, and Texas. Students graduate from high school under one set of standards and three months later, are required to meet a whole new set of standards in college. More U.S. High school students plan to go to college than ever before, but many are being set up to fail. Current K-12 and postsecondary education systems are fractured and create unnecessary barriers between high school and college. In addition, these systems send students and their parents conflicting messages about what students need to know to succeed in postsecondary education. These barriers and mixed messages, particularly impact low-income students and students of color, but they also contribute to poor student preparation for college generally. Poor student preparation, in turn, contributes to high levels of remediation in college and low college completion rates. The research clearly shows that it's the students who are being left behind. And primarily it's the students at broad-access institutions who fare the worst. Broad access colleges and universities enroll about 80 percent of the nation's college students. These colleges have few admission requirements, but still require students to have solid academic skills to qualify for college-level classes--a fact that catches many first-year college students unaware. High school curricula are frequently disconnected from college coursework; students graduate from high school under one set of standards and three months later, are required to meet a whole new set of standards in college. This is particularly problematic for students who do not complete a rigorous college prep high school graduation plan, but expect to attend college. The Bridge Project researchers surveyed nearly 2,000 students and parents from 23 schools about students' post-high school aspirations and their knowledge of issues related to student preparation for college, including admission and placement policies and tuition costs. Researchers also talked with community college students about their college preparation activities, and academic experiences in college, including course placement. Based on extensive field research and a comprehensive review of the literature, the Bridge Project's larger policy report outlines major disconnects between K-12 and postsecondary education (in governance, assessment, curriculum development, data collection, data usage, and accountability), and provides information regarding what students, parents, and educators know about college preparation, admission, and placement policies and practices. Recommendations 1. Provide all students, their parents, and educators with accurate, high-quality information about and access to courses that will prepare students for college-level standards. A first step is to ensure that colleges and universities articulate and publicize their academic standards so that students, their parents, and K-12 educators have accurate information. K-12 and postsecondary institutions should then examine the relationship between the content of K-12 exit level standards and assessments, and postsecondary admission and placement standards and assessments to determine if more compatibility is possible. 2. Shift media, policy, and research attention to include the broad-access institutions that serve the majority of students. Much media and public policy attention has been focused on highly selective colleges and universities where persistence and completion rates are not as problematic as at broad-access institutions. Increasing the rates of students' success at these colleges is a sound public investment because it can have a tremendous impact on the economic and civic well being of each state. 3. Expand the focus of local, state, and federal programs from access to college to include success in college. Access to college is only half the picture. True college opportunity includes having a real chance to succeed in college--and it is time to focus policy attention on improving college success rates. High school course content, academic counseling, college outreach, and other programming need to reflect this expanded focus so that students are clear about what it takes to succeed in college, including community college. http://bridgeproject.stanford.edu 650-723-7724
Business and
Education: "Of 100 students, who enter high school, 67 will graduate, 38 will go to college, and just 18 will get an associates degree or bachelor's degree" Hilary Penington, President, Jobs for the Future "Twenty-nine percent of college freshman must take remedial courses in college" Dane Linn, Director, National Governor's Association Center's Education Division "A majority of students lack incentives to take tough courses or to study hard, and many find school boring and often alienating" Marc Tucker , President, National Center on Education and the Economy
|