ERIC ED349922: Readiness for College: College-to-School Reporting in the SREB States.

16 Pages·1992·0.36 MB·English

by  ERIC

DOCUMENT IESUME
HE 025 852
ED 349 922
AUTHOR Creech, Joseph D.
Readiness for College: College-to-School Reporting in
TITLE
the SREB States.
Southern Regional Education Board, Atlanta, Ga.
INSTITUTION
PUB DATE
92
NOTE
16p.
Southern Regional Education Board, 592 Tenth Street,
AVAILABLE FROM
N.W., Atlanta, GA 30318-5790 ($5).
Descriptive (141)
PUB TYPE
Reports
MF01/PC01 Plus Postage.
EDRS PRICE
*College Freshmen; *College Preparation; Colleges;
DESCRIPTORS
*College School Cooperation; Higher Education; High
Schools; Information Dissemination; *Readiness;
Regional Programs; User Needs (Information)
*College to School Reporting; Louisiana; North
IDENTIFIERS
Carolina; Southern Regional Education Board; State
Role; Tennessee
ABSTRACT
This publication reports on the extent and usefulness
of information provided to high schools by colleges on the college
readiness of freshmen attending college in states covered by the
Southern Regional Education Board (SREB). The opening section notes
the usefulness of college to school reporting, the importance of
students arriving at college ready to do the work expected of them,
and the difficulty of developing good information exchange efforts.
The following section describes the current state of college to
school reporting noting that the frequency and quality of the
reporting varies greatly from institution to institution. It also
notes that SREB states differ in the ways they gather and report
information. The next section offers three examples that illustrate
the differences in both the kinds of information provided in
college-to-school reports and in the way states and institutions
repc:* information. The examples are Tennessee, North Carolina. and
Louisiana which currently provide information about the college
final summary section
success of recent high school graduates. A
reporting
suggests eight qualities of a successful college readiness
program.
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Readiness for College
COLLEGE-TO-SCHOOL REPORTING
IN THE SREB STATES
'PERMISSION TO REPRODUCE THIS
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BEST COPY AVAILAULE
Readiness for College
COLLEGE-TO-SCHOOL REPORTING
IN THE SREB STATES
Joseph D. Creech
S5.00
1992
Atlanta, Georgia 30318.5790
592 Tenth Stl'eet, N.W.
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7
1
Southern Regional Education Board
3
BY THE YEAR 3000 --
4 of every 5 students entering college will be ready to begin
college level work.
.it is impossible to separate the question of the quality
".
.
in a state's elementary and secondary schools and in its
colleges."
Goals for Education
CHALLENGE 2000
make changes that can increase the number
Art Jones teaches mathematics at rural
of graduates ready for college. Such actions
Sample Valley High School. A good number
by colleges and schools could eventually
of his students earn admission to in-state
eliminate the need for colleges to offer re-
colleges and universities each year. From
medial programs.
time to time Art reads disturbing press re-
ports about the large numbers of freshmen
Reports on how well students do in in-
who arrive on college campuses in need of
troductory college courses:
remedial work in mathematics. Depending
on the state where Art Jones teaches, he may
have no idea, some idea, or a very good idea
Can help teachers and principals as
they assess the high school's college
of how well his own students meet college
expectationsand whether his students are
preparatory curricula.
part of the remedial problem.
Can be used jointly by college faculty
and their high school colleagues to
In some SREB states, teachers like Art
align high school and college courses
Jones could take advantage of reports sent to
in the same disciplines.
every high school to learn details about the
success of recent graduates on college place-
ment tests and freshman coursework. In
Can encourage high schools and col-
leges to work together to design
several states, Art Jones would learn little or
nothing of his students' progress. And in
courses and other activities that help
reduce the number of college freshmen
other places, he might receive some reports,
who need remedial work.
but they would be spotty and lacking in de-
tail. Without good information, Art would
ffild it difficult to analyze the overall perfor-
Can enable policymakers, chief state
mance of his students and refine the content
school officers, local superintendents,
and higher education officials to mon-
of his courses or his teaching strategy.
itor the results of changes in admis-
sions and placement policies and in
Every college and university should tell
high schools and teachers like Art Jones just
high school coursework.
how well their graduates are prepared to
College readiness reporting systems are
handle college-level work and how they per-
an important part of meeting the goal to in-
formed during the freshman year. Good in-
crease the number of high school graduates
formation makes it possible for schools to
For example, states have:
who are ready to begin college - level -work.
To reach this goal, states must:
Increased the number of units required
to graduate from high school;
Define what students need to know
and be able to do before taking
Adopted admission policies that specify
college-level courses:
a minimum number of high school
courses which must be completed to be
Agree on what a college preparatory
considered for admission;
curriculum should be;
Encourage high school and college
Called for cooperative efforts among
schools and colleges to increase the
instructors in the same academic dis-
number of students taking college pre-
ciplines to work jointly to develop
paratory courses;
teaching and learning strategies that
help students get ready for college
Promoted "academic alliances" among
work.
local colleges and high schools that
bring together faculty in the same aca-
In the 1980s, state policymakers became
demic disciplines to exchange ideas on
concerned about the high rate of students
curriculum and teaching strategies;
entering college who needed remedial help
in writing, reading, and mathematics. More
recently, a national survey found that about
Re-examined freshman and sophomore
year coursework to more clearly define
one of every three freshmen who entered
what is meant by "college-level" study;
college in 1989 needed some remedial work.
These developments raise several questions:
Adopted common measures that all
let
institutions use to assess student
What is college-level study?
readiness for college.
How well are our high school gradu-
These kinds of state initiatives are well-
ates prepared for it?
intentioned, and some may be producing
positive results. But it is often difficult to as-
How can students be better prepared
sess how well the initiatives are working
for college work?
because many colleges and schools do not
exchange information on how high school
What percent of high school graduates
graduates perform once they reach college.
complete their freshman year success-
The lack of information also makes it diffi-
fully? How many return for the second
cult or impossible to measure progress to-
year of college?
ward the SREB goal that by the year 2000,
four of every five students entering college
In response to these kinds of questions,
will be ready to begin college-level work.
de-
many states have implemented policies
signed to improve preparation for college.
5
THE STATUS OF COLLEGE-TO-SCHOOL
REPORTING SYSTEMS IN SREB STATES
in the reports, and how the information is
Reporting to high schools on students'
used.
success in college is relatively straightfor-
ward, and many individual institutions have
In 1988, eight SREB states (Louisiana,
done it for years. The frequency and quality
Georgia, Maryland, North Carolina, Florida,
of the reporting varies greatly from institu-
South Carolina, Tennessee, and Texas) had
tion to institution.
developedor were developingsystems for
reporting to high schools on students' readi-
Many colleges and universities publish a
ness for college.
profile of each entering class. The profiles
typically include the number of applicants,
Since 1988, both Arkansas and Kentucky
how many were admitted, and how many ac-
have implemented reporting systems. The
tually enrolled. Within these categories, stu-
Oklahoma State Regents for Higher Educa-
dents are grouped by high school grades, by
tion has begun collecting information and
class rank, and by scores on college admis-
reporting it to the State DepLrtment of
sions tests. This information can be useful to
Education's Office of Accountability. West
high school counselors in guiding students to
Virginia and Virginia are in the process of
colleges where they would have the best
developing reporting programs. Among the
chances for admission. But the profiles fall
15 SREB states, only Alabama and Mississippi
short of giving students, individual schools,
have not yet instigated statewide reporting
school districts, and states the kind of infor-
procedures (see Table 1).
mation that can be used to help get students
ready for college.
SREB states differ in the way they gather
and report information, the kind of informa-
At the end of the freshman year, many
tion they report, and the amount of detail in
colleges provide high schools with indivi-
the reports. Some states coordinate the pro-
dual transcripts of their former students. The
cess through agencies at the state level;
problem with this approach is that someone
other states rely on individual colleges and
in the high school has to assemble the dif-
universities to report directly to high schools
ferent transcripts, analyze each one to deter-
or school districts.
mine grades in different subjects, and then
compile a report. Unless the reports for each
In Arkansas, Georgia, Kentucky, North
school are combined to produce district- and
Carolina, Maryland, Louisiana, Tennessee,
state-level reports, there is no way of know-
ing if students from one high school are
and Texas, information from institutions is
collected at the state level and summary re-
performing as well as students from another.
ports are produced for the state, the school
districts, and individual schools. Higher edu-
More recent state- or district-level re-
cation institutions in South Carolina and the
ports from colleges to schools improve on
state universities and community colleges in
older methods. The new systems consolidate
Florida send individual student transcripts to
information about how each school and
high schools. Florida is developing a com-
school district's graduates performed at dif-
mon format for summary reports from two-
ferent colleges and universities. The degree
year and four-year institutions to schools.
better
to which such reports contribute to
South Carolina is considering development
prepared students depends upon the kind of
of a more comprehensive reporting system.
information and amount of detail contained
6
Todd* 1
COLLEGE- READINESS
REPORTING PROGRAMS
SRO STATES, 1992
Type of Reporting
Institutions Involved
SREB States
Alabama
Placement
All Public Colleges/Universities
Arkansas
Placement and Performance
All Public Colleges/Universities
Florida
Placement and Performance
All Public Colleges/Universities
Georgia
Placement and Performance
All Public Colleges/Universities
Kentucky
Placement and Performance
All Public Colleges/Universities
Louisiana
Performance
State Universities and Colleges
Maryland
Mississippi
North Carolina
Placement and Performance
All Public Four-Year Colleges/Universities
University of North Carolina
Placement and Performance
All Public Two-Year Colleges
Department of Community Colleges*
Oklahoma*
Performance
All Colleges/Universities
South Carolina
Tennessee
Placement
University/Community College System
Board of Regents
Placement and Performance
University of Tennessee
University of Tennessee
Placement and Performance
All Public Colleges/Universities
Texas
All Public Colleges/Universities
Virginia*
Placement and Performance
All Public Colleges/Universities
West Virginia*
SOURCE: 1992 SREB Benchmarks survey of state departments of education.
Programs are under development.
Did not report.
7
While states vary in the kinds of infor-
The effectiveness of schools and districts
mation they report, their reports do have
in preparing students for college (eight
some elements in common, including: col-
states);
lege course placement and performance data
(for example, the number and percentage of
Success of high school graduates in the
students from a high school or school district
freshman year of college (seven states);
placed into remedial English and math ver-
sus college-level English and math); the
The percentage of high school gradu-
ates who need to take remedial
mean grade point average for freshmen; and
coursework in college (seven states);
the percentages of students passing remedial
or college-level courses.
The percentage of students who meet
admissions requirements to public
In a recent survey, state departments of
colleges and universities (four states);
education told SREB that state-level reports
about the academic progress of recent high
College attendance rates (four states).
school graduates are being used to monitor:
EXAMPLES OF REPORTING SYSTEMS
national concensus about what a student
Three examples will illustrate the differ-
entering college should know and be able to
information pro-
ences both in the kinds of
do. Tennessee's Comprehensive Educational
vided in college-to-school reports and in the
Reform Act of 1984 directs that these skills
informa-
way states and institutions report
be taught in high school.
tion. Programs in Tennessee, North Carolina,
and Louisiana all provide information about
To be admitted to a Regents institution,
the college success of recent high school
Tennessee students must have completed 13
graduates. The Tennessee program is admin-
high school units in specific subjects named
istered by the Tennessee Board of Regents,
in Project EQuality.1 To determine whether
and the North Carolina program operates
students are competent in English, reading
through the UNC System. In Louisiana, the
comprehension, and mathematics, the Board
State Superintendent of Education assembles
of Regents uses the Academic Assessment
the state-level reports.
and Placement Program or "AAPP" test.
The test is administered to entering students
Tennessee
who score below a required level on the
American College Test, more commonly
The Tennessee Board of Regents report
known as the ACT.
includes information about freshmen under
21 who enter one of six comprehensive uni-
To help high schools improve student
versities or 14 community colleges governed
preparation for college, two reports were
by the Board of Regents.
developed to provide information about
graduates who are first-time freshmen in
Higher education and secondary schools
in Tennessee consider a student "academi-
I High school units required for regular admission to
Regent' university degree programs are: English, 4 units; Al.
cally prepared" for college when the student
gebra I and II, 2 units; Geometry or other advanced math
course with geometry as major component, 1 unit; Natural/
has achieved competency in the basic aca-
Physical Sciences including at least one unit with lab, 2 units;
demic skills named in The College Board's
Social Studies, 1 unit, United States History, I unit; one For.
eign Language, 2 units. One unit in Visual or Performing Arts
Project EQualitya report reflecting broad
will be required with the class entering in fall 1993.
stitutions with graduates from other high_
Regents institutions The Admissions Re-
_
schools, other school districts, and from the
quirements Report and The AAPP Feedback
state as a whole.
Report.
The individual student information lets
The Admissions Requirements Report
each high school take a deeper look at each
indicates the number of first-time freshmen
student's performance on the placement test,
under 21 years of age who lack one or more
and to see where the student was placed in
of the high school courses generally required
the college or university. This information
for admission and lists the courses they are
can he compared with the student's high
missing (see Sample. 1).
school coursework and grades.
The Feedback Report includes detailed
The school can use the summary data
information about first-time freshmen under
and the individual student data to help plan
21 years of age who enroll in remedial or
changes in courses and teaching strategies
developmental courses. Students are listed
and to track results over time. They can also
by their high school and by the college or
be used to advise current high school stu-
university they attend. Each high school re-
dents about what they need to do to better
ceives a report that shows the number and
prepare for college.
the percent of its graduates who were placed
in remedial courses at each Regents institu-
A successful school-college collabo-
tion. In addition, the high school receives a
rative between Walters State Community
comprehensive profile for students at all
College and the Greene County school sys-
Regents institutions. Each institution also re-
tem demonstrates the usefulness of the Re-
ceives a report showing the students placed
in remedial courses at the institution, by
gents college-to-school reports. Mathematics
and English teachers in Greene County and
high school.
at Walters State use the reports to review
and assess the effects of their joint efforts to
Summary reports present the number
upgrade courses in their disciplines.
and the percent of freshmen in various re-
medial courses, as well as the scores by test
When the reports are received, faculty
area for students who take the placement
and teachers meet to talk about what hap-
test (see Sample 2). Finally, each high school
pened to Greene County high school gradu-
receives a listing, by social security number,
ates who applied for admission to Regents
of its graduates who take the placement test
institutions and took the placement test. The
and the scores earned by test area.
reports reveal information about the specific
weaknesses of these students. For example,
The reports generated by the Regents
system are useful because they include
teachers can tell if students who were placed
in remedial mathematics needed more pre-
enough detail to help schools and colleges
paration in arithmetic skills, operations with
make judgments about the quality of college
real numbers. operations with algebrzlc ex-
preparation. The summary reportswhich
pressions, and the solutions of equations and
provide the numbers and percentages of stu-
inequalities.
lents meeting admissions requirements,
scoring at different intervals on the place-
By working together, the college and
ment test, and being placed in remedial
high school teachers design instructional
coursescan be used by the state and by in-
strategies and modify the content of math-
dividual school districts to monitor the ef-
ematics courses to help students overcome
fectiveness of high school programs. The
these weaknesses while in high school.
information also allows each high school to
compare its graduates who attend these in-
9
Sample 1
TENNESSEE BOARD OF REGENTS: ANALYSIS OF FIRST11MS FRESHMEN
UNDER 21 WHO ARE DEFICIENT IN ADMISSION REQUIREMENTS
Each high school receives reports similar to this statewide summary. One report shows how many of the school's graduates had course
deficiencies, by each Regents instit'ition attended; a summary report shows the information for the school's graduates across the system.
12,124
Number of First-Time Freshmen
Deficiency: By Unit
9,359
Number with 0 Deficiencies
77.2%
Percent with 0 Deficiencies
1,600
Number with 1 Deficiency
13.2%
Fercent with 1 Deficiency
497
Number with 2 Deficiencies
4.1%
Percent with 2 Deficiencies
668
Number with 3 or More Deficiencies
5.5%
Percent with 3 or More Deficiencies
Deficiency: By Subject Area
65
Number Deficient in English
0.5%
Percent Deficient in English
198
Number Deficient in Algebra I
1.6%
Percent Deficient in Algebra I
1,129
Number Deficient in Algebra II
9.3%
Percent Deficient in Algebra II
809
Number Deficient in Geometry/Advanced Mathematics
6.7%
Percent Deficient in Geometry/Advanced Mathematics
119
Number Deficient in One Unit ct Natural/Physical Sciences
1%
Percent Deficient in One Unit of Natural/Physical Sciences
4
Number Deficient in Two Units of Natural/Physical Sciences
Percent Deficient in Two Units of Natural/Physical Sciences
220
Number Deficient in Social Studies
1.8%
Percent Deficient in Social Studies
19
Number Deficient in United States History
0.2%
Percent Deficient in United States History
413
Number Deficient in Foreign Language I
3.4%
Percent Deficient in Foreign Language I
1,418
Number Deficient in Visual and/or Performing Arts
11.7%
Percent Deficient in Visual and/or Performing Arts