Thinking and Linking by Joanne Jacobs
Teaching high school skills is a university’s core function? Both Interested Participant and Number 2 Pencil wonder why.
It’s sad to say, but remedial education at the college level will always be with us. That is, it will be with us until we are comfortable with our high schools being used not only by high schoolers but also by 45-year-old immigrants who want to learn English and math and science, too.
Too many high school graduates need remedial education, which is a problem that should be solved by raising standards. But the problem will always be there, because someone who graduates in a state with lower standards can do this remarkable thing in this country: move. So there will always be a need for this.
But it won’t be at its current level if the school districts could do a decent job. But that would take change, so don’t hold your breath.
I largely agree with Jon. You have to go back to about 1870 to find a time when American colleges did not have any form of remediation. Of course, they had essentially one required curriculum that was studied by white men who wanted to be lawyers, doctors, clergy or professors. Ever since universities included engineering and agricultural science, there has been remediation, though under many different names and disguises.
I’m betting the hoo-hah over the phase “core function” has something to do with funding. If any program is not part of the core, it probably doesn’t qualify for full funding.
I’m wondering what it will take for some students to wake up and realize that ‘I didn’t study hard enough in high school to succeed at a traditional college’ (hmmmph).
The reality is that most students would be better off doing a couple of years at a community college and earning an associate’s degree, to see if they want to pursue higher education.
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