Dean Hubbard
Kansas City Star Editorial Advisory Panel Columnist

There is a dichotomy between the aspirations of high school students to attend college and their success once in college. Annually, over 90 percent of the nation’s 2.5 million high school graduates indicate a desire to go to college, and 72 percent of them actually enroll in some form of postsecondary education within two years after graduation. Despite such high levels of aspiration and motivation, once on campus over half of those who matriculate require remedial work. Worse yet, a staggering 41 percent never complete either a two- or four-year degree (Kirst and Venezia, From High School to College). But these data understate the problem because only 68 percent of high school freshmen complete high school on time. Thus, the other 32 percent are not in the pool from which the 90 percent number is calculated (Kuh and McCarthy “Are Students Ready for College? What Student Engagement Data Say.” Phi Delta Kappan Vol. 87 No 09). Moreover, other data show that 10 years after their freshmen year in high school, only 18 percent of students have completed a baccalaureate degree (Gorden “Accommodating Student Swirl”, Change Magazine Vol. 36 Issue 2). Together, these figures reveal a growing personal and national tragedy that challenges educators at all levels.

My personal experience and relevant literature suggest three dominant reasons or combination thereof for students dropping out of college: First, they lack basic knowledge in reading, math, writing and test taking. Second, such students lack the work habits and study skills necessary to succeed in college. Third, some students have difficulty adjusting to a new social environment.

Here are some specific examples of what I’m talking about: Nearly half of high school seniors say they spend three hours or less per week preparing for classes. At four-year institutions, half said they spend more than 10 hours per week preparing for classes. Eighty percent of high school students report that they spend three hours or less a week reading assigned material (17 percent of seniors report that they spend no time at all on assigned reading). At four-year institutions, 75 percent of students report reading five or more assigned books during a school year; 40 percent read more than 11 books. Seventy-eight percent of high school seniors reported that they wrote three or fewer papers or reports exceeding five pages in length. One-fourth had written no papers of that length. On the other hand, 36 percent of four-year college students report writing more than five papers 5-19 pages in length. Finally, even though 22 percent of college freshmen must take remedial math, high school seniors take fewer math courses than their lower grade cohorts.

In 2007 I shared these data with the superintendents from Northwest Missouri State University’s 14 principle feeder schools (Liberty, Park Hill South, Lee’s Summit North, Savannah, Blue Springs, Blue Springs South, Lee’s Summit Senior, Park Hill Senior, Maryville, Oak Park, St. Joseph Central, Worth County, Winnetonka, and Jefferson). The response was overwhelming: “Let’s collaborate to close these gaps!” I’m pleased to say that the group is still meeting on a regular basis. What these superintendents need is sustained support from their constituents and financial help from the business community as they make the tough choices necessary to build a truly 21st century education system.