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Thursday, December 13, 2001

College freshmen lack basic skills


One-third in Ohio need remedial help

By Leo Shane III
Gannett Columbus Bureau

        COLUMBUS — More than one-third of Ohio college freshmen needed remedial courses last year, a sign that the state's high school education standards are below par, according to higher-education officials.

        The Ohio Board of Regents reported that 28 percent of students at four-year colleges and 55 percent of students at community colleges enrolled in math or English refresher courses to bring their skills up to acceptable standards.

        In all, 36 percent of the freshmen in 2000 enrolled in remedial math or English classes.

        “It's clear that we as a state need to better educate Ohioans,” said Chancellor Roderick Chu. “Parents need to demand a college-prep curriculum for their children.”

        The remedial-course data was released as part of the Board of Regents' annual higher-education report.

        Associate Vice Chancellor Robert Sheehan said the state numbers appear to be in line with national standards, though little hard data is available for comparison. He said there appeared to be little change from the previous year.

        Still, Board of Regents officials said the remedial course load points toward deficient secondary education: Last year 36 percent of incoming freshmen reported their high school curriculum was not up to college-preparation standards, which includes four years of English and three years of math and social studies.

        “More often than not, students graduate from high school in Ohio without a full curriculum under their belt,” Mr. Sheehan said.

        The University of Cincinnati had 27 percent of its freshmen in remedial math and 21 percent in remedial English. Forty-four percent needed help in math and 16 percent in English at UC's Clermont College. At Raymond Walters College, 45 percent were in remedial math classes and 26 percent in English.

        At Miami University's main campus, hardly any students needed remedial math (2 percent) and English (zero percent), while 58 percent took remedial math at the Hamilton and Middletown campuses. At the Hamilton campus, 28 percent of the freshmen took remedial English; 17 percent did so at Middletown.

        Administrators and instructors say local colleges, particularly two-year schools, are designed to help unprepared students.

        “The whole point of college is to teach them how to learn,” said Eric Paulson, coordinator of the reading and critical-thinking program at UC's University College.

        “Good students can be underprepared in one area and not others,” he said. “We are not dealing with bad students.”

        Barbara Williams, associate dean of student development at Clermont College, says the college has several programs to address underpreparedness.

        She says the college has a learning center, preparatory classes, an advising center and a career program.

        Mr. Chu said poor preparation is indicative of a general sense of apathy toward higher education in Ohio. Only 21 percent of state residents hold a bachelor's degree or higher, ranking Ohio 41st in the nation.

       Robert Anglen contributed to this report.
       

       



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