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From Inside Higher Ed: MISALIGNED PRIORITIES:
Colleges rely on high schools to produce students who can do college-level work. But, according to a study released today, college professors and high-school educators don’t necessarily see eye-to-eye on what the curriculum for college-prepared students should be.
The ACT’s National Curriculum Survey for 2005-2006 … highlights a “misalignment” gap that has persisted for the 30 years it’s been given, said Cynthia B. Schmeiser, president and chief operating officer of the ACT’s education division. “We haven’t seen it really getting any bigger, nor have we seen it getting any smaller,” Schmeiser said, but she noted that conversation on the topic was increasing….
…In math, … college instructors preferred an understanding of the fundamentals to a focus on higher-level study, while high-school teachers placed greater emphasis on the latter, such as statistics and graphical representations — often, colleges fear, to the detriment of the basics. In the sciences, college educators believe an understanding of the scientific process and investigative methods is more important than knowledge of specific content areas — again, the opposite of teachers’ focus in high school.
In English, the survey suggests, high school instructors’ focus on the development of students’ ideas overlooks basic grammatical and syntactic skills ….