Do I really need to force myself to use (;-)) for something so obviously facetious?
At 11:55 PM 10/7/2010, Jonathan Groves wrote: >Wayne, > >What is so startling about that statement? If students aren't prepared >for college by the time they leave high school, then their chances of >doing well in college are not good. What frustrates me is that many >high schools aren't doing their job anymore of preparing those students >for college who want to go to college. That explains the high numbers >of students I have had, especially at the University of Kentucky where >I was a TA and where the student population was in general mostly young >students who started there right out of high school and where older >students were rare, who expected my classes to be like high school >classes where they get A's for turning in their homework and showing >up for class and for trying to do well on the exams. The fact that they >believed their grades should reflect their effort rather than their >understanding is a definite sign that their high schools did a poor >job of preparing them for college. > >As for preparing middle school students for high school, I agree with >that assertion. Preparing high school students for college is a much >easier task if we begin with middle school. But we cannot ignore >such work at the high school level either. If we prepare middle >school students for high school but then those students are then allowed >to slide through high school without learning much, then whatever work >we did will be completely undone. > > > > >Jonathan Groves > > >On 10/7/2010 at 9:21 pm, Wayne Bishop wrote: > > > 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-connection> s/>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/hig> > h_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 aboutÂyes!Âwhat is needed to > > get high school students ready to succeed in college. > > > > The study, called > > <http://www.act.org/research/policymakers/pdf/MindTheG> aps.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."