Recent discussions at the University of California have spotlighted the issue of student preparedness, particularly as a new report from UC San Diego revealed that approximately 1 in 8 first-year students require remediation in mathematics. This report has ignited a media response, with faculty expressing concerns over the academic readiness of students entering university.
As a faculty researcher with over two decades of experience studying student success, I find both the renewed focus on this issue and the tendency to assign blame concerning. It is clear that addressing this problem requires moving beyond finger-pointing and fostering collaboration between K-12 and higher education systems.
Understanding the Impact of the Pandemic
One of the critical factors contributing to the current state of student preparedness is the lasting impact of the COVID-19 pandemic. According to the UCSD report, many students experienced significant disruptions during essential learning years, often relying on online instruction without adequate support. Varying levels of internet connectivity and parental engagement during this time compounded these challenges, particularly for students from disadvantaged backgrounds.
These circumstances have led to widespread learning loss, especially among those already at a disadvantage. While the report acknowledges this reality, it introduces a concerning suggestion: classifying students from schools identified as “LCFF+” under California’s Local Control Funding Formula as less prepared. This formula provides additional funding for schools serving high-need students, which can include those from low-income families and English learners.
This approach is problematic. It risks overlooking the fact that many students from affluent schools also fail to meet the necessary preparedness metrics. Relying on LCFF+ status as a criterion could become a discriminatory practice, potentially limiting access for students who could benefit significantly from a university education.
Building Collaborative Solutions
The fundamental issue lies in the lack of coherent collaboration between K-12 and higher education systems. Students bear the brunt of this disconnect, facing obstacles such as inconsistent messages, expensive remedial courses, and convoluted pathways to success. These inefficiencies are not inevitable; they stem from outdated practices and systems that do not communicate effectively.
California has made strides toward bridging this gap by implementing a high school assessment system aligned with statewide academic standards. Research indicates that using these assessments as indicators of college readiness could streamline placement processes and provide clearer expectations for students, families, and educators.
Additional initiatives, such as high school courses in expository reading and writing, as well as mathematics, developed by the UC and Cal State systems, show promise. Enhanced partnerships between universities and K-12 institutions should aim to engage high schools in reviewing assessment data, clarifying college major expectations, and fostering relationships with educators who serve underrepresented students.
If UC San Diego and the broader UC system are committed to ensuring equitable access to education, collaboration must be the guiding principle. The current moment presents an opportunity to shift the narrative from one of deficiency to one of support and empowerment.
By working alongside K-12 educators, UC can help ensure that all students in California, regardless of their background, receive the support they need to succeed and achieve their future goals.
Michal Kurlaender, a professor of education at UC Davis and faculty director of Policy Analysis for California Education, argues that this collaborative approach is essential for addressing the systemic barriers currently faced by students.
