A recent report from the University of California, San Diego (UCSD) highlights a persistent issue within the state’s education system: approximately 1 in 8 first-year students arrive needing remediation in mathematics. This finding has reignited discussions about the preparedness of students transitioning from K-12 education to higher education.
While some faculty members express concern about the academic readiness of incoming students, the focus on blame may be misdirected. Michal Kurlaender, a professor of education at UC Davis and director of Policy Analysis for California Education, advocates for a collaborative approach to address the underlying challenges students face. “This problem will only be solved if we move from finger-pointing to cross-segment collaboration,” she states.
Understanding the Impact of the Pandemic
The COVID-19 pandemic has had a profound impact on education, particularly for students during formative years. The students referenced in the UCSD report experienced significant learning disruptions due to online learning, which varied widely in effectiveness. Many students faced challenges such as inadequate internet access and parental economic pressures, leading to substantial learning loss.
Research indicates that students from low-income backgrounds were disproportionately affected, exacerbating existing opportunity gaps. Although the UCSD report acknowledges these issues, it falls short by suggesting that students from schools funded under the Local Control Funding Formula (LCFF) are inherently less prepared for college. This funding model supports schools serving high-need populations, including low-income students and English learners.
Labeling students based on their school’s funding status not only oversimplifies the issue but also risks perpetuating discrimination against those who stand to benefit most from a college education.
Creating a Unified Strategy for Improvement
The lack of cohesive collaboration between K-12 schools and higher education institutions contributes to the barriers students encounter. Current practices often result in redundant and high-stakes assessments, costly remedial courses, and complex pathways to college success.
California has initiated programs aimed at aligning high school assessments with statewide academic standards. Research suggests that using these assessments as indicators for college readiness could streamline the transition for students. “The best preparation for college is mastering the curriculum taught in California’s K-12 schools,” Kurlaender notes.
Innovative initiatives, such as high school courses developed by the University of California and California State University in expository reading and writing, as well as mathematics, aim to enhance K-12 instruction. However, more extensive partnerships are necessary. These partnerships should focus on analyzing assessment data, clarifying expectations for college majors, and fostering connections with educators addressing the needs of underrepresented students.
With the opportunity to reshape the narrative surrounding student preparedness, UCSD has the potential to lead by example. By working alongside K-12 educators, the university can help ensure that all students, regardless of their circumstances, receive the support needed to achieve their educational goals.
As higher education institutions evaluate their role in student success, collaboration emerges as a vital path forward. The focus should not solely be on identifying deficiencies, but rather on building a supportive framework that empowers students to thrive.
