If remedial classes don’t help college students succeed — and there’s lots of evidence for that — what’s the alternative? California State University needs to develop better supports for poorly prepared students and help high schools improve academic rigor, writes Michael Kurlaender, professor of education policy at University of California Davis, in Education Next.
Academic Preparedness on 2015 NAEP Mathematics and Reading, Grade 12
“Only 30 percent of California 11th graders are deemed ready for college-level work in both mathematics and English Language Arts (ELA),” based on the state’s Common Core-aligned exam, he writes. “Another 30 percent meet standards in ELA but not in math, while 2 percent meet standards in math but not in ELA.” That leaves almost 40 percent of 11th graders who don’t meet either standard.
Test scores and high school grades correlate with college grades and persistence, he writes. However, students from low-poverty high schools are likely to be college-ready, even with a 2.5 GPA, while “even high-performing students are unlikely to be college ready” if they attend a high-poverty school.
Figure 1a: College Readiness in English and High School GPA in California Public Schools by School Composition of Socioeconomic Disadvantage