By Katy Murphy
Thursday, June 7th, 2012 at 6:10 pm in Uncategorized.
We’ve all seen the reports on college-level remediation — the high numbers of kids who graduate from high school and are admitted to college with low reading comprehension and math skills. Here, you’ll find the CSU freshman proficiency rates for 2010.
One of my colleagues wants to explore some of the reasons behind this phenomenon. You’d think I would have a clear idea, after covering k-12 for so long, but I’m afraid to say that I don’t.
That’s where you come in — the people who teach kids how to read and/or solve mathematical problems, who supervise or coach those who do, or parents who watch the system closely. As you look at the system from pre-k through high school, where do you see the breakdowns happening, and what are the fixes?
As my colleague asked in his query to his fellow reporters:
Are young kids simply not learning to read? Or does a lack of parental involvement cripple that learning? Is there something later in their education – junior high or high school – that is causing problems? And why are these kids graduating in the first place?
Lastly, what questions would you ask about this issue?
photo from Kelly Schott’s photostream at Flickr.com/creativecommons