Tuesday, February 24, 2015
The high schools will have the incentive to recommend their students bypass CCs.
You seem to be under the misconception that state universities are standing in line to recruit students with lower SAT scores than you even knew existed, or no test scores at all.
No surprise there. They haven't skipped any HS English classes like they do math, but they do have trouble with the kinds of grammar questions on the placement test. I'd guess that is because of what they have read and how their writing was evaluated. (Our schools teach to the graduation exam, particularly its writing prompt. Anything else is not relevant.) IMO, it is also important that they all think they can write, so they don't take the developmental class seriously. Coaching can focus on the skills they lack while they read and write more than they have in the past.
Math, on the other hand, is something they have been taught that they cannot do. Many seem to be getting by in HS algebra despite not being able to do grade school fractions. Your point about that is spot on, but they need to teach it in grade school first.
My point was that the incentives are really perverse.
Anything wrong with this picture? Because unless he's proposing that schools get the authority to actually control what level/program a student is in, this sounds tailor-made to finish destroying the school system.
I teach in a state that requires, basically, everyone to pass Algebra II to graduate high school (there are some nuances, but they're not important to this post). Even with that (which should take no more than 3 years), I'll see students placed into the next course in the sequence because "they can't re-take it in credit recovery until they fail it", which has resulted in me having seniors sitting in an Algebra II class despite having yet to pass any other math class while they also "work on the rest of math in credit recovery" because we wouldn't want them to not graduate on time, would we? That would make our stats look bad! We can't give up on their chance to graduate with their class. As you can imagine, this does not make for the most productive Algebra II classes. It would be even worse if they weren't allowed to repeat a course even ONCE before ending up on "fail everything so you can take it in credit recovery while failing the next class" track. Now at least the ones who are just too immature to do their homework as freshmen can stay on track to graduate without "credit recovery". (Every place I've worked, credit recovery has been some 3rd party online thing with a pile of computer-scored tests that are focused on the parts of math that are easy to grade rather than things about, say, being able to explain your work well or solve a problem with lots of steps and alternate paths to a solution. Also, unless the program they're in is usually well-managed, the kids generally just hammer on the tests repeatedly hoping to get right answers one of these days.)
Imagine how your CC grad rates would go down (or the rigor of your math classes would, your choice) if every student needed to pass math every term in order to get their college degree. After all "they're in college for two years anyway, might as well teach them math".
"I need you to give me an assignment he can do (in a day) so he can earn his credit."
If that's all it takes to earn a credit, why are we wasting time and money actually teaching over a hundred hours of classroom instruction and evaluation?
At the very least it would then the High Schools starting to scream about their math performance than the Colleges, and you've got to agree that the Schools should be in a better position to actually do something about it. If you want things to get better at the schools then it does strike me as a sensible idea to give the schools an incentive to get better.
The technicality objections can be overcome (e.g. if you don't have dedicated remedial courses but integrated remedial coursework - just calculate how much that would cost and put that on the invoice).