by CSBA

 

In recent years, college remediation has received significant attention as part of the education reform movement. Approximately one-third of freshman at the University of California and about half of freshman at the California State University arrive unprepared for college-level reading, writing, or mathematics. Statistics such as these have led to a focus on the need for greater alignment and articulation between K-12 and higher education. Among the challenges intrinsic to any discussion of student preparation are the differences that exist between K-12 and higher education in determining student readiness, defining unprepared students, the use of varying assessments and the lack of data and communication between two systems.

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