Thinking and Linking by Joanne Jacobs
High schools should pay if graduates need remedial classes in college, says Maine Gov. Paul LePage.
Developmental education isn’t a cash cow — or a money pit — for community colleges, writes a dean.
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If the grades of the students don’t match the results at the university level, then I’d say the high schools SHOULD pay for it (50%) along with the student (50%), since the high school awarded high grades when the student didn’t actually LEARN the material.
Better yet, just deny admission to the student and tell them:
Come back when you’re ready to take English 101, college level math, political science/history 101, and psych 101/socio 101/philo 101/econ 101 (you get the idea). Then show them the door…
Hard lesson, but it’s needed….
Pushing remediation back to the adult-ed system seems appropriate.
Yes, yes and yes! High schools should not graduate students with a meaningless degree…
If K-12 is forced to pay for remediation for giving a regular diploma that is false then maybe the loss of money will force a major change in the way government education is done…I can only hope…
In 95% of high schools in the US today, a high school diploma means little more than a certificate of attendance. Employers consider it worthless (and a GED WORSE than worthless). Things have gotten so bad now that a Bachelor’s degree is considered a baseline for employers hoping that their job candidates have at least an IQ of 100 now…
In that case, the high schools should force payment from Elementary schools for forcing them to take students who are fundamentally unprepared. The Elementary schools, thereafter, should charge the parents for the extra time required to deal with kids who were sent not knowing what a letter or number is, think their name is “pookie”, and think that their success or failure is entirely someone else’s responsibility.
Or, better yet, take the money out of the salaries of district-level administrators who force schools to give passing grades to failing students and give them no authority to append any consequences for behavior whatsoever.
I agree that parents should send their kids to school with appropriate preparation, both in socially appropriate behaviors, work ethic and in academic readiness. In other words, they need to accept their responsibility and act like parents.
However, the elementary schools are greatly at fault, because they too often use weak/flawed curricula (Everyday Math, balanced literacy, Readers’Writers’ Workshop etc) and ineffective/inefficient instructional methods (discovery, groupwork etc). They also ignore grammar, composition and much of the disciplines (history, civics, geography, sciences). Kids who do not learn the fundamentals in ES are unlikely to catch up; they’re likely to keep falling further and further behind. Expectations need to be explicity taught, from kindergarten entry, and consequences for non-compliance need to be real and immediate – regardless of racial/ethnic group. It’s now official government policy that well-behaved kids who want to learn will be sacrificed so the disruptive/dangerous inmates can run the asylum.
As the great Ponderosa said in a previous thread, “There’s a simple solution: attach negative consequences to failure. In Europe and Asia, failure means summer school, retention, relegation to a lower-track, no college,. Kids in these places know that failure has tangible consequences. Most of our lazy kids would start working if real, scary and palpable consequences loomed on their horizons, but this would be “anti-kid” so we don’t do it.” I agree 100%, and it’s related to this issue, too.
Have an orientation for high school where the newly minted 9th graders are told – no, warned! – that there are NO remedial classes in University. If you can’t get in, then you don’t get in. Period. And there will be remedial classes at community college – but that THEY will have to pay for it themselves if they have to take it. So, they’d better get this education now while it’s still ‘free’! (to them, anyway) If they’re too stupid to understand this, then they’re beyond help anyway…
Serious vo tech programs also have serious academic standards for entry – real math and reading skills. Kids need to know this early in ES – see my post above about ES curriculum and instruction – while there is still time to fix weaknesses.
The simple answer is no because not every child can be educated to the level required for college work.
The political answer is that the feds pay for remediation at the university level but not at the high school level.
The practical answer is for public schools to offer remediation to all at no cost with the universities admitting only students who are prepared as measured by objective tests.
Now the painful fact is that most students in remediation are not truly being remediated to the levels required for college work and there is no practical way to remediate these students. In some cases the problem is low intelligence and in other cases students are unwilling to spend years doing the carefully structured practice required to build the skills necessary for college. Some jump through procedural hoops and get worthless credentials but the hard truth remains.
We should remediate anyone willing and able to do what it takes. We can pay for this by getting rid of high school students who refuse to learn and disrupt the education of others.
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