After a hiatus of a few weeks, we are resuming this series that looks at the systemic dishonesty in the public school system concerning students’ readiness for college level work.
While most high-school graduates do, in fact, head for some sort of college, the colleges do not view millions of these matriculants as qualified for credit-bearing courses in core subjects such as English, math, and science. These students are admitted because the majority of U.S. two- and four-year colleges are open-admission institutions that, whether because it’s their statutory mandate, their sense of mission, or their financial imperative, accept pretty much all who apply. And thanks to widespread availability of financial aid — federal grants and especially loans being by far the largest source — and costs that are still relatively manageable on most campuses due to state subsidies, local taxpayers, and generous donors, few students are deterred by net-price considerations. (Price certainly affects which colleges they choose, however, and whether they enroll full or part time.)
Enrolling in an affordable college is not, however, the same as registering for college-level courses, the kind that actually accumulate credits toward those remunerative degrees. Instead, vast numbers of arriving students are routed into remedial classes — more often now called “developmental” — to gain the skills and knowledge (and perhaps the study habits) that they didn’t bring from high school. – Chester Finn, Jr.
Most high school graduates end up in some kind of college. Of the 1,762 graduates in the 2015 class (the year the graduation rate inexplicably skyrocketed) , 35% went to a public college in GA, 11% went to college out of state, 9% went to a technical college in GA, and 3% went to a private college in GA, the year after graduation. Interestingly enough, this college enrollment rate of 58% for Douglas County is lower than the state rate of 64%, in spite of a much higher graduation rate.
Since getting into college of some kind is relatively easy, the more important question is how do they do when they get there? A significant portion of the college enrollees from this class needed to take a remedial math course (24%) or a remedial reading course (10%). This means the students, or taxpayers, had to pay for courses that did not result in actual college credits, i.e. credits that counted toward an actual degree.
How can this be when students passed, and probably made As or Bs in, literature and math courses in high school that cover the same content and skills as these remedial courses? I think the answer is obvious: the grades they received in high school had little to do with the knowledge and skills they actually attained. Their high school teachers did not require students to demonstrate mastery in order to pass the course, or even get good grades, and thus get credit. Such an outcome is all too frequent in our high schools, even though the GA DoE’s position is that students who earn credit can a course should be proficient in the curriculum.
Why isn’t this problem recognized and named to be the fraud that it is? Perhaps if local school districts were forced to pay for these remedial college courses, they would do a much better job ensuring that students had to acquire real knowledge and skills to earn credits for graduation.
This is part 5 of a running commentary on Chester Finn’s “The Fog of “College Readiness”” (National Affairs, Issue Number 30, Winter 2017).
*Post graduation data from “High School Graduate Outcomes Report”, https://hsgrad.gosa.ga.gov/