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EDUCATION CHANGES LIVES.
PEARSON IS COMMITTED TO IMPROVING LIVES AROUNDTHE GLOBE THROUGH EDUCATION. WE ARE PARTNERSWITH EDUCATORS, GOVERNMENT AND POLICY LEADERS,AND THE PUBLIC IN ADDRESSING EDUCATIONALCHALLENGES AND DEVELOPING EFFECTIVE SOLUTIONS.
In our conversations with key shareholders across the U.S., we have recognized fourrecurring topics that we are now examining in issues papers to take a deeper look atthe underlying research around these areas and to help define solutions that are mak-ing a difference. These themes—College Readiness, Teaching Quality, Assessment forLearning, and Technology and Educational Achievement—have significant implicationsfor the future prosperity of the United States.These issues papers are not intended to be an exhaustive overview of the current stateof American education. Rather, they will outline the issues and associated challenges,and point to potential solutions that have exhibited demonstrable results.The papers will offer the reader—whether a legislator, administrator, school boardmember, teacher, or parent—a scan of the existing literature and a perspective onapproaches that have demonstrated progress. For example, the discussion aboutteaching quality, perhaps the single most significant variable that influences studentachievement, will consider the return on an investment in effective teaching and pro-fessional development. The “Assessment for Learning” paper will define the role of classroom assessment and how the various types of assessments, when leveraged bya teacher, inform instruction and personalize learning for a student. The technologypaper will broaden the dialogue on the potential efficacy and efficiency that can beharnessed with the latest advances in learning science and enterprise resources.This particular paper examines college readiness, one of America’s fundamentaleducational challenges. College readiness involves multiple factors that contribute to
COLLEGEREADINESS
 
“MOST STUDENTS ARE LEAVINGHIGH SCHOOL
 without the rigorousacademic preparationnecessary for suc-cess in college.Thegood news is thatthe general lack of college readiness isreversible: researchprovides evidenceof interventions andapproaches thatcan properly preparestudents for collegesuccess.”
 
the intellectual, emotional, informational, and financial wherewithal required to attendand succeed in higher education. For the purposes of this paper, our focus will be onone piece of this complex subject: math. However, there are many factors associatedwith a person’s readiness for higher education, from literacy to 21st-century skills thatspan the entire curriculum of high school preparation and higher education.We are not explicitly addressing workplace readiness in this paper. Much of theresearch on college and workplace readiness points to a very similar skill set andknowledge base required for success at either work or in college. Our focus here willbe specifically on college readiness but the evidence is that the issues are related andthat remediation approaches are similar.
COLLEGEREADINESS:
The Basic Building Blocks of College Access and Success
Introduction
The ability to achieve a college education, with its associated upward financial mobility,is a uniquely American ideal that has been at the heart of our nation’s economicsuccess. This is particularly true of the last half of the 20th century, when UnitedState’s commitment to higher education increased with the GI Bill and the growth andexpansion of community colleges and public universities.The expectation that everyone could participate in higher education, however, has beenfrustrated in recent times, as evidenced by increasing high school drop-out rates andthe lack of preparedness for higher education among those who do graduate from highschool. The economic consequences are staggering—more than $1.4 billion a year isspent on remedial courses at community colleges alone. The current generation is thefirst that will be less educated, in terms of the average number of years of education,than the previous generation. We are failing to reach goals that are both part of ourheritage and vital to a well-informed and productive citizenry.
COLLEGEREADINESS:
What We Know
Problem Defined
The term
college readiness
would seem to be self-explanatory, but experts differ onwhat exactly it should mean and how it should be measured. There is little disagree-ment among experts, however, on the larger points. American high schools are failingto carry out one of their primary responsibilities: to prepare young people—especially,
IN TODAY’SECONOMY,
a college degree isincreasingly becoming a basic requirement.“An estimated 85percent of current jobs and almost 90percent of the fastest-growing and best-pay-ing jobs now requiresome postsecondary education,”according to the Business-Higher EducationForum and U.S.Department of Labor.
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but not exclusively, low-income and minority students—to enroll
and 
succeed incollege. Specifically, most students are leaving high school without the rigorous aca-demic preparation necessary for success in college. The good news is that the gener-al lack of college readiness is reversible: research provides evidence of interventionsand approaches that can properly prepare students for college success.Many young people in the United States lack the basic qualifications necessary to getinto college. Right out of the gate, roughly a third of the high school-age population isnot ready for college because they fail to graduate on time. They are, for the most part,condemned to “wander through life like lost travelers, without guidance or goals.”
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Forthe rest—namely, those who graduate and those who complete a college-preparatorycurriculum—college readiness and success are not guaranteed.In particular, fewer than half of those who graduate “leave high school with the bareminimum qualifications necessary to apply” to a four-year college, according to arecent Manhattan Institute for Policy Research study funded by the Bill and MelindaGates Foundation.
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Adopting a more stringent definition of “college-ready,” ACT, Inc.,which develops the ACT college admissions test, found that only about one in four test-takers who were graduating
and 
had completed a core curriculum were ready for entry-level college courses.
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Recently, the Strong American Schools campaign—a project of the RockefellerPhilanthropy Advisors, the Bill and Melinda Gates Foundation, and the Eli and EdytheBroad Foundation—weighed in with its own take on college readiness:The best measure of student readiness for college is not the percentage of highschool graduates who obtain admission. … The far better measure
is how well high school graduates actually perform 
in college. Do students pass university-level mathand English classes? Do they
receive a college diploma? 
[Emphasis added]
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Based on college graduation rates, the nation’s schools indeed are doing a poor job.For example, less than a third of all eighth graders achieve college readiness, given acollege graduation rate of 29 percent, the campaign’s recently published
Diploma to Nowhere 
reported.
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Among students who make it to college, completion is far fromassured. Only a third of students who attend two-year colleges graduate within threeyears, and just 56 percent of students who attend four-year institutions graduate with-in six years.
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Finally, the vast number of college students who take remedial courses is a clear andunambiguous sign that college readiness is a problem. Consider the remediationrates for
beginning 
college students: according to a 2008 U.S. Department of Education report, 21 percent of all entering freshmen reported taking at least oneremedial course.
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