A College Readiness Challenge for Our Schools

By Chris Thomsen

Education Secretary Arne Duncan recently challenged Californians by asking whether we will lead the race to the top, or the retreat. A significant element of that challenge will be how well we prepare our high school students for college.

Even while we continue to support these vital programs, we must address a substantial challenge in our district, evident in the statistics that show we are not preparing enough of our students for college. The data from California's Post Secondary Education Commission, showing that only half of our graduating seniors are prepared for higher education, should be of great concern to all. The percent of Latino graduates that our schools are preparing for the state universities, in the 22% - 36% range, provides reason for an even louder call to action.

According to a recent study by McKinsey & Co., the failure of our schools to prepare high school students for college "impose(s) on the United States the economic equivalent of a permanent national recession. " The authors of the study project the economic impact of inadequately educating our youth results in losses of hundreds of billions of dollars in the U.S. Gross Domestic Product. Obviously the cost to individual students is worrisome too. McKinsey concludes, "the price of the status quo in educational outcomes is remarkably high."

While the challenge is substantial, this is not an impossible problem to overcome. Each day we are learning more about successful models for helping students to succeed. Here is where I believe we must begin.

First, we need a board level commitment to increase graduation rate and four-year college readiness of students across the district. The larger urban districts in San Francisco and San Jose already have stepped up their expectations that all students should be prepared to meet the "A-G" requirements of the state universities. San Francisco Unified seeks "to make college a more viable option for every student." Similarly, San Jose Unified seeks to make high school "a college gateway rather than a gatekeeper for students from all backgrounds." We should do the same. Establishing high, realistic expectations is the first step to success.

Second, we must regularly examine the money the district spends directly on teachers and the classroom. To be successful we need to channel every available dollar to provide the support our students need to be successful. Surprisingly, if we look at the most significant line item in the budget, the district lags the state average in the percent of the budget dedicated to the certificated staff.

Third, we must continuously be looking for proven models of success and adopting best practices. Drawing lessons from nearby schools that have been successful, the basic elements seem to include expanding learning support, strengthening professional development, and realigning resources to help all students.

In a district filled with so many amazing teachers, a team of exceptional principals, an experienced superintendent, and a community so supportive of education, I have confidence that we can be a shining example of the best that schools have to offer.

Ten years ago, working in the president's office at Stanford University, I met with scores of international delegations who came to Stanford to ask one question + how does the university succeed as an agent of economic change? The simple answer to that question is that the school's greatest impact is in the quality of the students it sends out into the workplace and community. But this is not just a university-level question. It is vital that we ask that same question of our local high schools. The answer is the same too. We must prepare our students to succeed in today's global economy and a rapidly changing world.

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Footnotes:

1. "The Economic Impact of the Achievement Gap in America's Schools" McKinsey & Company, Social Sector Office (2009)

2. This measure comes from the most recent Ed-Data (2007-2008), comparing the state-wide average v. SUHSD general fund expenditures for certificated employees, classified employees, benefits, books and supplies and services.