Colleges spend more, students fail

College leaders waste money on ineffective college-completion strategies, such as reducing class sizes, while ignoring cost-effective alternatives, argue two University of Wisconsin researchers.

Also on Community College Spotlight: A non-credit, enrichment class called What is Islam? is off the schedule at a Eugene community college. The community member who proposed to teach the class is anti-Muslim, complained the Council on American-Islamic Relations. Barry Sommer runs the local chapter of a group that warns Islamic jihadists are trying to take over America.

About Joanne

Comments

  1. tim-10-ber says:

    wonder what would happen if colleges raised the minimum entrance requirements — or say to the ACT recommended 24? What is colleges stopped providing remedial classes? What if colleges stopped accepting credit recovery hours and any other short cut to earning credits? This is coming….even the NCAA is no longer accepting credit recovery hours unless the student has spent 60 hours or more on the course…that is a start…if the rest were to happen then the graduation rates will go up. Smaller classes don’t make a difference…students need to come to college with being able to perform as an independent student…most don’t have a chance to learn this in high school…yep, reform K-12 and colleges will thrive…

    see this blurb for a little more info…there is a huge disconnect on high school teachers (and counselors?) understanding what skills kids need to be college ready –http://collegepuzzle.stanford.edu/?p=1372

  2. Even at early ES levels, both kids and parents need REAL information about where the kids are academically and how that relates to HS grad skills and college readiness (no, they are not and should not be the same). Telling kids who are really not even on grade level (state test scores to the contrary) that they are college material is a lie. They and their parents should be told what is needed to get up to grade level and beyond that to real college-prep work. I’m in favor of ITBS type testing annually at ES levels, with specific correlations made to HS grad and to college readiness. Seventh and eighth graders could be given the SSAT (or SAT for kids at the top, since the SSAT doesn’t discriminate at the very top) and HS and sophomores the SAT or ACT and the score relationship to college success, so they and their parents have a better idea of where they really are. Of course, test results at all levels need to be combined with specific help in areas of weakness and specific things the student needs to do to improve. Realistically, that means homogeneous grouping by subject; after all, shouldn’t all children be helped and challenged appropriately?