A handful of states have taken action toward improving college readiness -- notably Arkansas, California, Indiana, Georgia, Kentucky and Texas, all of which have at least established specific state policy agendas for dealing with the problem
There is simply not the critical convergence of thinking around various elements of the readiness challenge that is necessary for all interests to establish or commit to a bold action agenda.
n other words, frequently the most difficult task is defining the problem clearly and in such ways that all of the key parties embrace the definition. The solutions are more apparent when the definition is clarified.
Improving college readiness depends on strengthening high school graduation requirements and diplomas, but states and higher education systems cannot delay dealing with the readiness problem until these graduation requirements rise to meet college-readiness standards
We must specify what readiness means in those essential skills that every person needs to learn further in school and at work -- reading, writing and math.
Sixth, postsecondary education and the public schools need to recognize that meeting the college-readiness challenge will center on setting specific, measurable performance standards in key learning skills and having more students achieve them.
uniformly communicating them to all high schools in a state.
College readiness will be improved only when high school classroom teachers receive clear and concise signals about standards, backed by all of postsecondary education in their state
So why are so many students faltering on the way to a college degree? A number of studies have found that taking challenging courses in high school and performing well in them are important predictors of college readiness and completion. Other research finds that students also need “college knowledge” to know how to function in a higher education institution—for instance, how to enroll, how to apply for financial aid, and how to get extra help if they need it.