College bound and . . . coming up short
Alliance pushing to improve preparation of students
More Utah students are getting lost in the gap between high school and college, unprepared for the rigor of university courses. Now higher education and public school leaders are forming a "K-16 Alliance" to usher students from public education to higher education.
At the core of the K-16 movement, a trend nationally as well as in Utah, lies the conviction that a high school diploma is no longer enough — and that high schools need to better prepare students for college.
"The (K-16) alliance has the right belief that we've got to stop thinking about a public education system and a higher education system," said Kim Burningham, State Board of Education chairman. "We've got to start thinking of a continuum. We've done too much of working in isolation."
The statistics alone are formidable: Fewer than half of Utah's high schoolers are prepared for college-level math and only about 30 percent are ready for science, according to the latest American College Test (ACT) scores. In English, Utah students fare better, with three out of four seniors passing ACT benchmarks for college readiness.
"The system is not operating very efficiently if a lot of students are coming unprepared. It affects the system's ability to deliver degrees," Doty said.
John Francis, senior associate vice president for academic affairs at the U., said many students are entering college with little grasp of English composition or basic math skills required for college-level courses.
Although the spectrum is widening with some students coming in with stellar ACT scores and 4.0 GPAs, Francis said many students stopped taking math after their sophomore year of high school and haven't worked an algebra equation since age 16.
Try majoring in business or engineering without a background in math. Any student who tries will end up taking a bunch of prep courses just to get ready for his major, Francis said.
At Salt Lake Community College, Carol Sieverts teaches a refresher English course to help students get ready for college-level work. She teaches basic grammar and composition — skills her students should have learned in the third grade. Their grammar is shaky, and they can't write in complete sentences.
"Fragments and run-ons are common," she said.
Sieverts' students don't even bother trying to spell words correctly — they're addicted to computer spell-checkers.
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