The "Preparation Initiative"
"Read on grade level, write legibly, know basic math, distinguish between a claim supported by evidence and an assertion, ask for help, stay organized, and break down a project into smaller parts" complete the list necessary for any level of education. This list is provided by Douglas Reeves in "The Getting Them Ready Myth" at Creative Leadership Solutions. The list as noted by Reeves is not exactly identical with what teachers often do to help prepare their students in the future. Plenty of time is of course devoted to acquiring knowledge in basic education, which is by the way important for reading comprehension. How we comprehend what we read relies heavily on our background knowledge. But what is unfortunately missing are the skills required to thrive in learning: learning to ask for help and making oneself organized.
|Above copied from|
Elise Gould. High-scoring, low-income students no more likely to complete college than low-scoring, rich students. Economic Policy Institute.
Gould maybe suggesting that college lacks a meritocratic system, which is probably a fair accusation given the recent college-admissions scandal. This point is likewise made by Noah Smith in his opinion article in Bloomberg. However, this cannot be the complete truth. Not everyone in higher education is a crook, and there are plenty of professors who are fair. Most of us are not really bought by money.
- socializing students for learning in college
- support for learning prerequisite course materials
- socialized for understanding the discipline from professionals
- support for translating their understanding of their discipline into personal essays
- support for motivation to persist
To highlight a few courses: “On average, PI students earned 0.76 points higher GPAs in Economics 101 than they would have had if they had not participated in PI”; in Calculus, “On average PI students earned grades that are 0.51 higher than the grades they would have received if they had not participated in the PI”; and in the freshman writing course, “On average PI students earned grades that are 0.22 points higher than the grades that they would have had if they had not participated in the PI” Participation in the program also had a substantial impact on graduation rates: PI students graduated in higher rates than similar U-M students who did not participate in the program. On average PI students graduated within four years at a rate that was 13 percentage points higher than if they had not participated in PI.