Underprepared Students:Underprepared Students:Why So Many and What to Why So Many and What to

DoDoCora M Dzubak, Ph.D.Cora M Dzubak, Ph.D.

Penn State - YorkPenn State - York

Introduction: How Many?Introduction: How Many?

In 2001, colleges required nearly one-third In 2001, colleges required nearly one-third of first-year students to take remedial / of first-year students to take remedial / developmental courses in reading, writing, developmental courses in reading, writing, or mathematics.or mathematics.

Bettinger and Long, May 2005Bettinger and Long, May 2005

High School Graduation RatesHigh School Graduation RatesOnly 70% of all students in public high schools Only 70% of all students in public high schools graduate. Here are the rates of graduation, by graduate. Here are the rates of graduation, by ethnicity:ethnicity:

– Asian students, 79% Asian students, 79% – Caucasian students, 72%Caucasian students, 72%– American Indian students, 54% American Indian students, 54% – Hispanic students, 52%Hispanic students, 52%– African American students, 51%African American students, 51%

U.S. Dept of Education, September 2003U.S. Dept of Education, September 2003

Lack of College ReadinessLack of College Readiness

There is a gap between what high schools There is a gap between what high schools require for graduation and what four-year require for graduation and what four-year colleges require for entrance.colleges require for entrance.

Therefore, many students graduate from high Therefore, many students graduate from high school unprepared to apply to college, lacking school unprepared to apply to college, lacking the necessary prerequisites.the necessary prerequisites.

Greene and Forster, September 2003Greene and Forster, September 2003

Why Developmental Education?Why Developmental Education?

So students who are academically So students who are academically underprepared can acquire the knowledge underprepared can acquire the knowledge and skills required to succeed in standard and skills required to succeed in standard college-level courses.college-level courses.

Perkhounkova, Noble, and Sawyer, August 2005Perkhounkova, Noble, and Sawyer, August 2005

Why Developmental Education? (con’t.)Why Developmental Education? (con’t.)

Earlier research indicates that first-generation Earlier research indicates that first-generation students are at a disadvantage in terms of their students are at a disadvantage in terms of their access to, persistence through, and completion access to, persistence through, and completion of postsecondary education.of postsecondary education.

First-generation students were less likely than First-generation students were less likely than their peers whose parents were college their peers whose parents were college graduates to major in academic fields such as graduates to major in academic fields such as mathematics and science, humanities and arts, mathematics and science, humanities and arts, and social sciences.and social sciences.

Department of Ed., July 2005Department of Ed., July 2005

Cost of Developmental Education?Cost of Developmental Education?

Estimated at $1 billion per year spent on Estimated at $1 billion per year spent on classesclasses

Perkhounkova, Noble and Sawyer, August 2005Perkhounkova, Noble and Sawyer, August 2005

Who’s In Developmental and Who’s In Developmental and Remedial Education?Remedial Education?

1)1) Under-prepared recent high school Under-prepared recent high school graduatesgraduates

2)2) Adult studentsAdult students3)3) Immigrants and minoritiesImmigrants and minorities4)4) Lower-ability, less prepared studentsLower-ability, less prepared students

Bettinger and Long, May 2005Bettinger and Long, May 2005

Definition of “Underprepared”Definition of “Underprepared”

• A student whose academic skills fall below A student whose academic skills fall below those determined to be necessary for those determined to be necessary for college success and/or any student whose college success and/or any student whose “college readiness skills” do not “college readiness skills” do not adequately prepare them for the rigors of adequately prepare them for the rigors of college study and learning.college study and learning.

What Contributes to Student What Contributes to Student Underpreparedness?Underpreparedness?

There seem to be five general There seem to be five general sources that contribute:sources that contribute:

1. The Credibility Gap1. The Credibility Gap2. Societal and Cultural Changes2. Societal and Cultural Changes3. Fast Pace and Instant Gratification3. Fast Pace and Instant Gratification4. Standards and Expectations4. Standards and Expectations5. Issues Involving Motivation and Self- 5. Issues Involving Motivation and Self-

EsteemEsteem

What Gap Between High School What Gap Between High School and College?and College?

• The one that exists between the academic The one that exists between the academic skills required for high school graduation and skills required for high school graduation and those needed for college success.those needed for college success.

ANDAND• The one that leads high school graduates to The one that leads high school graduates to

believe they are prepared for college only to believe they are prepared for college only to find themselves placed in remedial courses find themselves placed in remedial courses and/or without the study skills needed to be and/or without the study skills needed to be successful.successful.

The Credibility Gap: High School, The Credibility Gap: High School, College, and the Work ForceCollege, and the Work Force

• 63% of high school teachers believe grades 63% of high school teachers believe grades reflect a student’s ability, reflect a student’s ability, but but

• Only 23% of college professors agree.Only 23% of college professors agree.

ANDAND• In 2001, 78% of surveyed teachers reported that In 2001, 78% of surveyed teachers reported that

diplomas reflected a student’s readiness for the diplomas reflected a student’s readiness for the work force, work force, butbut

• Only 41% of employers agree with the above.Only 41% of employers agree with the above.

(USA Today, June 20, (USA Today, June 20, 2003)2003)

Have There Really Been Have There Really Been Societal and Cultural Changes?Societal and Cultural Changes?

• Mid-1990’s, approximately 33% of children in Mid-1990’s, approximately 33% of children in this country were born to single mothers.this country were born to single mothers.

• Low income is associated with single parent Low income is associated with single parent households.households.

• Low income is a primary cause of educational Low income is a primary cause of educational underachievement.underachievement.

• A significant achievement gap exists between A significant achievement gap exists between disadvantaged students and their more affluent disadvantaged students and their more affluent peers, despite billions in Federal spending since peers, despite billions in Federal spending since 1965.1965.

Societal and Cultural Changes, Societal and Cultural Changes, con’t.con’t.

• Educational standards in high schools Educational standards in high schools have been lowered, especially in the have been lowered, especially in the areas of reading, writing, and critical areas of reading, writing, and critical thinking.thinking.

• Grade inflation (Is “average” now a “B”?)Grade inflation (Is “average” now a “B”?)• Influence of mass media (for the past 20 Influence of mass media (for the past 20

years, MTV has been the fastest years, MTV has been the fastest growing channel).growing channel).

Fast Pace and Instant GratificationFast Pace and Instant Gratification

• Current students tend to be visual, tactile, Current students tend to be visual, tactile, and kinesthetic learners (not auditory).and kinesthetic learners (not auditory).

• Visual sophistication supports multimedia, Visual sophistication supports multimedia, not printed materials.not printed materials.

• Students are best prepared to process Students are best prepared to process data, facts, and chunks of information, but data, facts, and chunks of information, but need to learn how to apply this information.need to learn how to apply this information.

• Average attention span is between 10-15 Average attention span is between 10-15 minutes.minutes.

Fast Pace, con’t.Fast Pace, con’t.

• Most students tend to have high self Most students tend to have high self esteem but not high self efficacy esteem but not high self efficacy (expectations for success based on their (expectations for success based on their own performance).own performance).

• Too much experience with rote learning.Too much experience with rote learning.• Too little experience with problem solving Too little experience with problem solving

and critical thinking.and critical thinking.• A lot of experience with multi-tasking (IM, A lot of experience with multi-tasking (IM,

cell phones, music, studying!).cell phones, music, studying!).

Summary of Current StudentsSummary of Current Students

• Student preferences and expectationsStudent preferences and expectations in in

the classroom include:the classroom include:• Visual/tactile/kinesthetic learnersVisual/tactile/kinesthetic learners• Active and interactive strategies preferredActive and interactive strategies preferred• Non-reflective student tendenciesNon-reflective student tendencies• Fast-pace is the standardFast-pace is the standard

The Credibility Gap is created by our The Credibility Gap is created by our culture, our schools, our parents, and our culture, our schools, our parents, and our students.students.

20 Reasons Why Students Fail20 Reasons Why Students Fail

1.1. Low self-esteem and/or diminished sense Low self-esteem and/or diminished sense of self-worth.of self-worth.

2.2. A history of passive learning.A history of passive learning.3. 3. No clear educational or career goals.No clear educational or career goals.4.4. Overwhelmed by complexities and choices.Overwhelmed by complexities and choices.5.5. Lack of information about and/or Lack of information about and/or

understanding of “the system”.understanding of “the system”.6.6. Little practice in decision-making and goal-Little practice in decision-making and goal-

setting.setting.

Why Students Fail, con’t.Why Students Fail, con’t.

7.7. Lack of experience in time/task Lack of experience in time/task management and organizing for success.management and organizing for success.

8.8. Few have experienced a sustaining Few have experienced a sustaining commitment to academic excellence.commitment to academic excellence.

9.9. Have not developed a support network for Have not developed a support network for self or participated in a support group with self or participated in a support group with others.others.

10. Peer pressure against putting in the time 10. Peer pressure against putting in the time and effort required for learning.and effort required for learning.

Why Students Fail, con’t.Why Students Fail, con’t.

11.11. Lack of motivation.Lack of motivation.

12.12. Lack of perseverance – giving up too Lack of perseverance – giving up too easily.easily.

13.13. Inability to apply concepts to different Inability to apply concepts to different situations.situations.

14.14. Inability to complete tasks requiring Inability to complete tasks requiring sustained effort.sustained effort.

15.15. Fear of failure.Fear of failure.

Why Students Fail, con’t.Why Students Fail, con’t.

16.16. Procrastination.Procrastination.

17.17. Excessive dependency.Excessive dependency.

18.18. Too little or too much self-confidence.Too little or too much self-confidence.

19.19. Inability to delay gratification.Inability to delay gratification.

20.20. Lack of balance between critical, Lack of balance between critical, analytical analytical and creative thinking.and creative thinking.

Standards and ExpectationsStandards and Expectations

Nationally, concern has been expressed Nationally, concern has been expressed that public schools have lowered their that public schools have lowered their standards. In order to improve student standards. In order to improve student learning and performance, educators must learning and performance, educators must maintain or increase both high standards maintain or increase both high standards and high expectations.and high expectations.

Motivation and Self-Esteem are high for:Motivation and Self-Esteem are high for:

Students who value school, who view Students who value school, who view learning as an end in itself, and believe learning as an end in itself, and believe that the purpose of learning is:that the purpose of learning is:– To master ideasTo master ideas– To seek personal challengeTo seek personal challenge

Pajares, September 2001Pajares, September 2001

How to Get MotivatedHow to Get Motivated

Think Positive: Look at the bright side and Think Positive: Look at the bright side and approach and think of classwork as being approach and think of classwork as being interesting, meaningful, and doable.interesting, meaningful, and doable.Set Goals: Make sure your goals are realistic Set Goals: Make sure your goals are realistic and attainable. Reward yourself when you and attainable. Reward yourself when you reach one!reach one!Engage in Active Learning: Passive reading is Engage in Active Learning: Passive reading is usually not sufficient to study effectively. Take usually not sufficient to study effectively. Take notes. Use bib cards. Talk out loud. Draw a notes. Use bib cards. Talk out loud. Draw a diagram. diagram.

How to Get Motivated, con’t.How to Get Motivated, con’t.

Persist: Study your hardest or most boring Persist: Study your hardest or most boring subjects first. Break a long assignment into subjects first. Break a long assignment into smaller ones and stick with it until it is smaller ones and stick with it until it is completed.completed.Make it Fun! Be creative. Draw concept maps. Make it Fun! Be creative. Draw concept maps. Pretend you are teaching the material to Pretend you are teaching the material to someone else. Write a practice quiz.someone else. Write a practice quiz.Get a study partner: Study with someone who Get a study partner: Study with someone who has a positive attitude and who wants to do well.has a positive attitude and who wants to do well.Use humor! Find something to laugh about. It’s Use humor! Find something to laugh about. It’s good for your brain!good for your brain!

SuccessSuccess

A significant part of college success is due A significant part of college success is due to personal motivation and time to personal motivation and time management.management.

Other people cannot motivate you. You Other people cannot motivate you. You have to motivate yourself.have to motivate yourself.

Meaning of Self-EsteemMeaning of Self-Esteem

Self-esteem can be defined as one’s Self-esteem can be defined as one’s overall sense of self-competence and self-overall sense of self-competence and self-worth. worth.

Self-competence is a generalized sense of Self-competence is a generalized sense of one’s own efficacy or power. one’s own efficacy or power.

Self-Esteem and Academic Self-Esteem and Academic AchievementAchievement

Numerous studies show a positive Numerous studies show a positive correlation between self-esteem and correlation between self-esteem and academic achievement. However, academic achievement. However, correlation does not imply causation. correlation does not imply causation. There is considerable disagreement There is considerable disagreement among experts as to which comes first – among experts as to which comes first – high self-esteem or academic high self-esteem or academic achievement. achievement.

Chicken or the Egg?Chicken or the Egg?

• Academic Achievement —>Self-EsteemAcademic Achievement —>Self-Esteem

oror

• Self-Esteem —> Academic AchievementSelf-Esteem —> Academic Achievement

FIGURE 1: Empowering Cycle of High Self-Esteem

www.tqm.com.my/article5.htm

Recommendations for Recommendations for Increasing Self-EsteemIncreasing Self-Esteem

• Provide positive Provide positive experiencesexperiences

• Reinforce Reinforce successful successful experiencesexperiences

• Increase a desire Increase a desire to learnto learn

• Set attainable Set attainable goalsgoals

• Maintain high Maintain high expectationsexpectations

• Focus on personal Focus on personal strengthsstrengths

• Provide frequent Provide frequent opportunities for opportunities for successsuccess

• Practice effective Practice effective communicationcommunication

Consequences of Low Self-EsteemConsequences of Low Self-Esteem

It can create anxiety, stress, loneliness It can create anxiety, stress, loneliness and increased likelihood of depression.and increased likelihood of depression.It can cause problems with friendships and It can cause problems with friendships and relationships.relationships.It can seriously impair academic and job It can seriously impair academic and job performance.performance.It can lead to underachievement and It can lead to underachievement and increased vulnerability to drug and alcohol increased vulnerability to drug and alcohol use. use.

Evaluate Effectiveness of Evaluate Effectiveness of Developmental Education By Asking:Developmental Education By Asking:

1)1) Do students successfully complete Do students successfully complete developmental courses?developmental courses?

2)2) Do students move from developmental Do students move from developmental instruction to college-level work?instruction to college-level work?

3)3) Do students who take developmental courses Do students who take developmental courses successfully complete college-level courses?successfully complete college-level courses?

4)4) Are developmental students persisting and Are developmental students persisting and reaching their academic goals?reaching their academic goals?

Perkhounkova, Noble and Sawyer, Perkhounkova, Noble and Sawyer,

August 2005August 2005

What Distinguishes A Successful What Distinguishes A Successful Developmental Program?Developmental Program?

High expectations for participating students. High expectations for participating students.

Campus wide efforts and cooperation strengthen Campus wide efforts and cooperation strengthen the program.the program.

Participants receive enough financial aid to Participants receive enough financial aid to avoid economic burdens that might distract them avoid economic burdens that might distract them from studies.from studies.

Faculty mentors and successful minority Faculty mentors and successful minority professionals play prominent roles in professionals play prominent roles in strengthening motivation and ensuring strengthening motivation and ensuring appropriate help when needed.appropriate help when needed.

Bok, D. October Bok, D. October 20032003

ConclusionsConclusions

Under-prepared students without developmental Under-prepared students without developmental courses are more likely to drop out of college courses are more likely to drop out of college and less likely to complete their degrees.and less likely to complete their degrees.

Bettinger and Long, May 2005Bettinger and Long, May 2005

More credits and higher grades in the first year More credits and higher grades in the first year and fewer withdrawn or repeated courses were and fewer withdrawn or repeated courses were strongly related to the chances of students strongly related to the chances of students persisting in postsecondary education.persisting in postsecondary education.

Department of Ed., July 2005Department of Ed., July 2005

ConclusionsConclusions

““Remediation has a positive effect overall Remediation has a positive effect overall on student outcomes.”on student outcomes.”

Bettinger and Long, May 2005Bettinger and Long, May 2005

ReferencesReferencesBettinger, E., Long, B. T., Bettinger, E., Long, B. T., Addressing The Addressing The Needs of Under-Prepared Students In Higher Needs of Under-Prepared Students In Higher Education: Does College Remediation Work?Education: Does College Remediation Work? NBER Working Paper Series. May 2005.NBER Working Paper Series. May 2005.Bok, Derek. Bok, Derek. Closing the Gap in Minority Closing the Gap in Minority Achievement.Achievement. The Chronicle of Higher The Chronicle of Higher Education. October 24, 2003.Education. October 24, 2003.Cloud, J. Cloud, J. Who’s Ready For College? Who’s Ready For College? Time. Time. October 14, 2002.October 14, 2002.First Generation Students in Postsecondary First Generation Students in Postsecondary Education, A Look At Their College Transcripts. Education, A Look At Their College Transcripts. NCES, Department of Ed., July 2005.NCES, Department of Ed., July 2005.

ReferencesReferencesGreene, J.P., Forster, G., Greene, J.P., Forster, G., Public High School Public High School Graduation and College Readiness Rates in the Graduation and College Readiness Rates in the United StatesUnited States. Education Working Paper. No. 3, . Education Working Paper. No. 3, September 2003.September 2003.Hansen, E. Hansen, E. Essential Demographics of Today’s Essential Demographics of Today’s College Students.College Students. AAHE Bulletin. November 1998. AAHE Bulletin. November 1998.Malhi, R. S. Self-Esteem and Academic Malhi, R. S. Self-Esteem and Academic Achievement. Achievement. www.tqm.com.my/article5.htmwww.tqm.com.my/article5.htm. . Printed October 25, 2005.Printed October 25, 2005.McCabe, R. (2000). No one to waste: A report to McCabe, R. (2000). No one to waste: A report to public decision-makers and community leaders. public decision-makers and community leaders. Washington, DC: Community College Press. (ERIC Washington, DC: Community College Press. (ERIC Document Reproduction Service No. ED448813) Document Reproduction Service No. ED448813)

ReferencesReferences

Pajares, Frank, Pajares, Frank, Toward a Positive Psychology of Toward a Positive Psychology of Academic MotivationAcademic Motivation. The Journal of Educational . The Journal of Educational Research. September/October 2001.Research. September/October 2001.

Perkhounkova, Y., Noble, J., Sawyer, R., Perkhounkova, Y., Noble, J., Sawyer, R., Modeling Modeling the Effectiveness of Developmental Instruction.the Effectiveness of Developmental Instruction. ACT Research Report Series. August 2005.ACT Research Report Series. August 2005.

States Make Diplomas Count by Sticking with States Make Diplomas Count by Sticking with Senior Tests. Senior Tests. USA TodayUSA Today, June 20, 2003, p.14A., June 20, 2003, p.14A.

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