K-12 Public Education in California

While perusing the news online, I came upon a local editorial concerning public education. Here’s an astounding bit. “ In the fall 2016 term, 23 percent of CSU [California State University] freshmen had to take remedial English and 28 percent had to take remedial math, with some students needing both such classes, which don’t provide credit toward college graduation.” Also astonishing was information the average high school 3.2 GPA for these students.

So, if understanding correctly, roughly one-fourth of the students admitted as freshmen to the CSU system did not meet basic math and English proficiency.  And this is for the admitted students, perhaps implying an even higher rate for those not provided entry in the competitive admissions process.  This, after years of increased education budget demands by the teacher unions, which claim to be doing a much better job educating California K-12 students, as reflected in higher graduation rates and higher GPAs. Yeah, right!

Reading what came next produced a shaking head. “CSU officials see the remedial classes as frustrating students, prompting some to drop out and slowing the progress to graduation for many.”  Of course students requiring remediation in English and math are going to be frustrated. After being socially promoted and given "good" grades by the members of the California Teachers Association, the harsh reality of undergraduate university education causes tremendous angst.  For years these students were coddled, only to find themselves ill prepared for college studies. So it is no surprise many drop out. And I would guess the majority of the impacted students are minority and low income.

Yet their plight has nothing to do with their race, ethnicity, or economic levels. These has been proved by the demanding coursework and approach by the Preuss School UCSD.  Admitting solely low income, first generation (neither parent attended college) students, then teaching only a demanding college prep curriculum, Preuss provides an education leading to highly qualified students ready for college.  Far too many California general public schools do not.

Per the editorial, the CSU’s answer, “No longer willing to wait for K-12 schools to improve, CSU Chancellor Timothy P. White last week announced that beginning in fall 2018, CSU will drop the English and math placement tests and end noncredit remedial classes.  CSU officials see the remedial classes as frustrating students, prompting some to drop out and slowing the progress to graduation for many.  They believe new ways can be adopted to help students improve English and math skills while taking regular college coursework.” 

What an abysmal and short sighted approach, particularly in the face of the all too common results from typical public schools.  Ignoring the lack of academic preparedness will not solve the problem.  How does one boost a college freshman’s inadequate math and English proficiency to levels required for university studies without remediation?  How can a college freshman begin successful studies without the minimum English and math proficiency, when the K-12 system does not educate to it??

If the CSU feels students are currently frustrated with remediation, what do they believe will happen as more and more students fail classes due to lack of English and math proficiency?  Perhaps they will reduce the number of students admitted from California public schools, in order to reduce the number of struggling freshmen.  Or maybe they will simply adopt the K-12 public school strategy of social promotion and grade/graduation inflation, providing employers a grossly under-educated employee pool.

Simply disgusting.

Putting all of this in perspective, let it be kept in mind that the admissions criteria for the CSU system is not as rigorous as the majority of the top universities and colleges in the nation.  Thus graduates of the conventional Californian public K-12 systems are unable to compete for spots in the most prestigious schools in the country.

Why do the people not see that lowering the standards, as the CSU appears to be doing, is not the answer?  For too many years the all too politically powerful California teacher unions have wasted taxpayer provided resources.  K-12 education is the foundation, one that needs immediate attention.  Attention, not dollars.  Effective policies, not apologies.  Teacher accountability, not raises for union officials.  Upheld standards, not social promotion.  Rigorous academics, not expensive sports programs.  Longer school days and school years, not fewer.

Until the people of California fully appreciate the seriousness of the failing public K-12 system, their sons and daughters will be less and less prepared for higher education.