Thirty-seven percent of Massachusetts high school graduates who go on to college enroll in a remedial class in their first semester, a state study concludes. Two-thirds of community college students required one or more remedial classes. At some urban high schools, the majority of graduates ended up in remedial classes, reports the Boston Globe. Students who take remedial classes are much more likely to drop out of college.
. . . Almost 90 percent of Bunker Hill (Community College) students end up taking remedial math, and 63 percent take remedial English. Some graduates are writing at such a poor level that they must take the most introductory remedial class, (Deborah Barrett) said. Only 20 percent of students complete their remedial work within two years, she said.
Students who’ve passed MCAS, the state exam, think they’re ready for college. Many who squeaked through with a “needs improvement” score turn out to need improvement.
It is madness to think that the deficiencies of a K-12 education can be remedied by a couple of 3-hour courses. But we dare not say that higher education is just not a sensible option for about half of our high school graduates – much less act upon that judgment.
The article totally missed the issue.
It’s the right test, the wrong cut score.
The Board of Ed here voted to raise the required rate for a diploma from 20 out of 80 scaled points (called “Needs improvement”) to 40 out of 80 scaled points (called “Proficient).
That’s for the Grade 10 test.
Despite the Board of Ed action, nobody has moved to implement the new, higher standard — to deny high school diplomas to those scoring in that 20 to 39 (out of 80 scaled points) “Needs improvement” level.
While I will be the first to say that schools are having troubles educating students… the primary problem causing the remedial classes at colleges is the insistance that every student go to college. I’m sure those remedial classes would have been needed if we pushed the same amounts of HS graduates into college during the 1970’s. As to whether there would have been the same amount of students needing those classes, I don’t know.
SuperSub – I agree completely! Not to mention, that they are cutting back the vocational tech programs! How many college grads do you know working in fields totally unrelated to their degree, how many working as retail store sales people, pizza store worker/managers/ telemarketers? You can do that without a degree. Try to find a plumber – you still can but it’s getting harder. What’s it going to look like in 15-25 years?
Joanne,
I found your page while researching a business idea for a school bus transportation system in the Houston Texas area exclusively for private schools. I noticed that the quote you used was referring to a community college. I would expect that a lot of students attend community colleges because they do not qualify for universities for one reason or another. While 90% seems very high, it may be indicative of the caliber of student that does not make it to a college or university today as much as it indicates the deficit in the primary and secondary school systems.
I agree with Super Sub that perhaps we put too much emphasis on going to college and not enough emphasis on vocation. (Regardless of credential requirements). I am 50 and have returned to the University of Houston to finish two master degrees. (MBA & MIE)I am repeatedly reminded of the difference between my educational journey and those of my classmates half my age. When I entered college, in 1975, I had a career path in mind. Few of them have any direction and think that a degree will define their path.
They enter programs; even gradate level programs, without any goals in mind, just to get a better degree so they can get a better job. There is little and focus on a professional path and the school system has convinced them that education alone is what is needed to succeed. This also may explain why so many are stuck in jobs that are not in their field of interest.
I come from a family of teachers, Mother (Ed.S), Brother (Ed.PhD), Sister (BS.Ed), and even a sister- in- law (MS.Ed) so I am a little bias, but I think the problem with school systems in general is the chronologic method of advancement that exists. I think a mastery strategy focused toward a student’s aptitude would better serve our youth. It is pretty obvious that the old education model is not working. Anyway, thanks for the blog space. Feel free to email anytime.
Phil Kurtz
Candidate for
Texas House of Representative
District 132
After working with high school students for 34 years, there are certain things I’ve learned about them. They are very good at figuring out what they have to do to get what they want, and then doing it. Frequently, they will wait until the last possible moment to get that done. They are also very good at figuring out what they really don’t need to do and not doing it. As long as colleges offer remedial classes for young people who have not learned what they should have learned in high school, there will be a lot of candidates for those classes.