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LATEST NEWS
Gretchen Bataille Discusses Students’ Success The highlight of the first day of the Southwestern Regional Forum was undeniably the keynote address offered by Gretchen M. Bataille, president of the University of North Texas. Speaking at the first general session Jan. 30, she provided much food for thought with regard to the current state of affairs in education and set the stage for the many productive workshops and sessions that would follow in the coming days. Bataille spoke of how important the work of the College Board is in contributing to building a better educational future for all students. Addressing the group of teachers, counselors, researchers, administrators and admissions and financial aid staff from high schools and colleges, she reminded them that they are all on the front lines working to find ways to help students learn, stay in school and pursue higher education in order to build their futures as active citizens improving their communities. This is no small feat in view of dwindling funds and a growing gap between the economic classes in this country, which ultimately dictate who has the right to a strong future. She discussed the gloomy statistics about education, particularly in Texas, and the real world challenges they represent. Texas is 51st out of 51 (50 states plus Puerto Rico) in terms of the number of people who have a bachelor's degree. Only 13 percent of Texas ninth-graders will have a degree or certificate nine years later — many of them will not even have graduated from high school and many won’t reach their senior year. And 3.6 percent of Texas high school students drop out — this is more than 40,000 students who probably will not become contributing members of society. And the numbers in Arkansas, Oklahoma and New Mexico aren't much better. The dropout rate for ninth- through 12th-graders in Arkansas is 4.3 percent; in New Mexico, it's 4.2 percent; and it's 3.5 percent in Oklahoma. However, it should be noted that those numbers also mean at least 95 percent or more of students are staying in school. The truth is that most students in affluent districts, private and charter schools or small schools funded by the Gates or the Communities Foundation can expect thick envelopes from colleges and universities this spring. Those students will be familiar with SAT® scores, AP® courses and the importance of GPAs, and they and their families know how to fill out the FAFSA. But many students who will graduate from high school are simply waiting for summer — and they don’t know what they might be doing come September. These students are predominantly minority and poor. The students in the first group will probably do all right, because it is more likely that a majority student in the lowest quartile academically but in the highest quartile economically will attend college than the poorest student with high academic achievement. But even setting socioeconomics aside, successful students represent a minority of the students in our schools. Regrettably, as many as half of the students who are admitted to higher education will find themselves in remedial or developmental courses in September. It is the social obligation of universities, especially public universities, to keep the dream of a higher education and a better life alive and attainable for everyone. Nationally, more than 540,000 students left school last year But Bataille reminded attendees of the opportunities these statistics provide as well — pushing us to find relevant ways to develop a path to educational success for each individual captured in those numbers. Educators, as a society, must focus on those students who left school and on another group — those who are in school but who have no expectations of attending college. At a time when corporate leaders tell us that 90 percent of the fastest-growing jobs in our knowledge-driven economy will require some postsecondary education, there is no meaningful future for either of these student groups. Those students who have dropped out of school or do not aspire to college have done so for many reasons, but mostly because education has failed them. Bataille acknowledged that educators in high schools are doing yeoman’s work. When defining “college readiness,” it should be understood that this term means more than being academically prepared. This also involves what might be termed “mental readiness” — instilling students with ambitious expectations and a strong work ethic. Those students who are ready usually have been prepared by teachers and counselors who have high expectations in K-12. The three “new R’s” in education are rigor, relevance and relationship. Today’s students must be prepared not just to pass tests but to think critically, to understand technology and to make connections between knowledge and practice. The connection between college planning and the high school experience has become more critical. Many high schools are not preparing students for the expectations of higher education. The good news is that there are broader participation rates for all groups in higher education. But there is work to be done, and Bataille suggests some good starting points: Base education courses on new and creative approaches to education — College Board’s SpringBoard® curriculum, how to teach AP courses, how to use ACCUPLACER® and how to work in a Gates-type small school or Early College High School;
We need to get reenergized about education and dedicate ourselves to making a difference. Our environment has changed, and we cannot be complacent. There are practical and economic reasons to support improving the quality of education and expanding access. The American Council on Education’s 
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