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Improving the Transition From High School to Community College

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Most ambitious generation ever Over 80% want college degree ... Students' college knowledge is vague and varies by student group; ... – PowerPoint PPT presentation

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Title: Improving the Transition From High School to Community College


1
Improving the TransitionFrom High School
toCommunity College
  • Michael W. Kirst
  • Stanford University

2
Context of K-16 Disjunctures
  • Most ambitious generation ever Over 80 want
    college degree
  • Percent of Bachelors degrees barely increases
  • Media pays attention to selective postsecondary,
    but problems in non-selective

3
Context of K-16 Disjunctures continued
  • 80 of students and 85 of institutions are open
    enrollment, or accept all qualified applicants
  • About 60 in non-selective in remediation
  • Completion rates over 80 in selective, but much
    lower in non-selective (60 dropouts for 2-year
    Bachelors aspirants)
  • Racial/ethnic minorities suffer the most

4
The Evolution of the Disjuncture between K-12 and
Postsecondary Education
  • Historic separation of policy and practice
    between higher education and K-12.
  • Student standards are established in separate
    orbits.
  • K-16 faculty rarely work together.
  • No institutionalized entity at the state or
    regional level to make policy or integrate K-16
    practice.

5
The Evolution of the Disjuncture between K-12 and
Postsecondary Education continued
  • No organized group lobbies for K-16 linkages.
  • No data or accountability system regarding K-16
    performance.
  • Nobody loses a job for poor K-16 linkage or
    performance.
  • Programmatic responses, such as Outreach
    programs, are often fragmented and rarely
    evaluated.

6
Bridge Research Sites
7
Findings
  • Current State Policies Perpetuate Disjunctures
    between K-12 and Postsecondary Education
  • Multiple and confusing assessments
  • Disconnected curricula
  • Lack of connected, longitudinal, data
  • Few K-16 accountability mechanisms
  • Insufficient K-16 governance mechanisms.

8
Findings
  • Student, Parent, and K-12 Educator Understandings
    about College Preparation
  • Students college knowledge is vague and varies
    by student group
  • Teachers college knowledge is incomplete and
    they play a major role
  • College resources and connections with colleges
    are inadequate
  • College preparatory opportunities are
    inequitable and,
  • There is a lack of college counseling for all
    students.

9
Selected Quotes
Probably just like everybody else I believe it
should be a seamless flow for the students. The
content, the knowledge they had in high school
should be a foundation for them to be successful
in college. That transition should be as smooth
as possible. They should be able to walk into
those college classes and feel confident.
college administrator
10
Selected Quotes continued
  • The one thing its the good thing about
    community college, I would say is that a
    student can come here with absolutely no
    forethought, you know?
  • college advisor
  • This is the thing. Ive always done well in
    grammar, and Ive always done well in English. I
    got As throughout high school, and I was placed
    in the lowest English in the community
    college.
  • community college student

11
Why Worry about Disjunctures between K-12 and
Postsecondary Education?
  • Creates incoherent policies, misdirected
    incentives, and inadequate student preparation.
  • Students (and educators) lack signals/information,
    and receive conflicting signals/information,
    regarding college preparation.
  • Low SES and first generation college-going suffer
    the most.
  • State assessments/accountability system breakdown
    in higher grades.

12
Why Worry about Disjunctures between K-12 and
Postsecondary Education? continued
  • High level of remediation at the postsecondary
    level.
  • Different tests to prospective college students
    do not measure same kinds of skills and
    knowledge.
  • Outdated, given that 88 of students intend to go
    to college after high school and over 70 do
    matriculate directly.

13
Major Action Areas for Reform
  • Provide all students, their parents, and
    educators with accurate, high quality,
    information about, and access to, courses that
    will help prepare students for college-level
    standards.
  • Shift media, policy, and research attention to
    include broad access colleges and universities
    (that approximately 80 of college students
    attend).
  • Expand the focus of local, state, and federal
    programs from access to college to include access
    to success in college.

14
Policy Implications for Community Colleges
  • Track signals to high school students regarding
    college expectations and requirements
  • Track more carefully the signals students receive
    concerning placement
  • Send clearer signals about realistic transfer
    possibilities

15
Policy Implications for Community Colleges
  • Create initiatives to overcome the lack of high
    school academic preparation
  • Review the K-12 standards and assessments
  • Consider CSU augmented CST test
  • Collect more data on specific populations as they
    move in and through colleges

16
Policy Implications for Community Colleges
  • Link junior/senior year of high school to initial
    year of college
  • Expand dual enrollment to include more
    prospective community college students
  • Create a continuous policy-making apparatus for
    K-16

17
Implications of Developing and Implementing K-16
reforms
  • Set goals and objectives across traditional
    policy lines.
  • Collect data to understand needs across system
    boundaries.
  • The traditional separation of educational
    governance needs to be reexamined.
  • Joint budgeting is needed in certain areas to
    allow projects that cut across system boundaries
    to function.

18
Implications of Developing and Implementing K-16
reforms continued
  • Education agency staff must work together toward
    common goals.
  • The natural suspicion that exists between high
    school teachers and postsecondary faculty must be
    broken down.
  • All incentive and sanction systems should be
    designed to encourage K-16 systems to interact
    where appropriate.
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