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Topic: Social Promotion
Replies: 12   Last Post: Oct 18, 2010 1:23 PM

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Bishop, Wayne

Posts: 1,763
Registered: 12/6/04
Social Promotion
Posted: Oct 7, 2010 9:21 PM
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Here is some really startling evidence from Ed
Week, "ensuring kids are prepared for college by
the time they leave high school is the single
most important thing we can do to improve college completion rates."

I'm going to go way out on a limb and speculate
that a good study would demonstrate that ensuring
kids are prepared for high school by the time
they leave middle school is the single most
important thing we can do to improve high school
completion rates." Unadulterated social promotion
in conjunction with opposition to testable
academic standards has been SOP for long time but maybe there's a better way?

Wayne

http://blogs.edweek.org/edweek/curriculum/2010/10/act_forum_on_improving_high.html


The High School Work of College Readiness

By
<http://blogs.edweek.org/edweek/high-school-connections/>Catherine
Gewertz on October 6, 2010 4:45 PM |
<http://blogs.edweek.org/edweek/curriculum/2010/10/act_forum_on_improving_high.html#comments>No
comments |
<http://blogs.edweek.org/edweek/curriculum/2010/10/act_forum_on_improving_high.html#recommends>No
recommendations

Only a day after the White House Summit on
Community Colleges
<http://blogs.edweek.org/edweek/curriculum/2010/10/high_school_reform_100_million.html>made
me wonder if a focus on high school might be
getting lost in the commendable shuffle toward
higher education, the ACT convened a discussion
of its new report about­yes!­what is needed to
get high school students ready to succeed in college.

The study, called
<http://www.act.org/research/policymakers/pdf/MindTheGaps.pdf>"Mind
the Gaps," reminds us that far more high school
students say they plan to attend college than the
number of students who actually enroll. Cynthia
Schmeiser, the president of the ACT's education
division, told a gathering here in Washington,
D.C., today that the students who fall off the
college pathway typically do so because they
"have simply not had the same level of
preparation for postsecondary [education] as other students."

But "when kids are prepared for college,"
Schmeiser said, "college achievement gaps narrow in remarkable ways."

The ACT's research already had found that key
high school factors correlate with a better
chance of college success, such as producing
certain scores on its ACT college entrance exam,
taking a strong core curriculum, and taking
additional coursework in math and science. Doing
those things makes it more likely that a student
will enroll in college, hang around for a second
year of college, get good grades and be able to skip remedial classes.

So ACT's researchers decided to see how those
ideas could be applied to closing the racial,
ethnic, and socioeconomic gaps in college-going
and college-success rates. And they found that
those gaps could be narrowed substantially by
building a broader base of college readiness
among high school students. (See the section of
the report beginning on page 37 for this discussion.)

Among all students in the class of 2007 who took
the ACT, researchers found a 14-point gap between
white students and racial minority students in
the rate at which they enrolled in college within
a year of graduation. But among ACT-takers who
met college readiness benchmarks in all four
subjects, the gap was only 6 points. Similar
gap-closing dynamics were found when researchers
examined the rates at which students re-enrolled
for a second year of college, got good grades,
and avoided remedial classes. This was true for
racial/ethnic gaps as well as for those based on family income level.

The study shows, Schmeiser said, "that ensuring
kids are prepared for college by the time they
leave high school is the single most important
thing we can do to improve college completion rates."



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