College-entry level biology aligned to high school and middle school curriculum

Document Type

Article

Publication Date

1-2008

Abstract

Many students believe they are equipped for college only to discover that they need additional preparation in understanding how to apply content and/or improvement of study skills. How can public schools work together with colleges to better prepare students? Great scrutiny of the curriculum in conjunction with determination of college-entrance readiness can determine needs. This paper describes an examination of 7-12 science curriculum in an Eastern Kentucky public school system and entry-level readiness in sections of a biology class at a regional Kentucky university. Results indicated that students at greatest readiness tended to score a B in entry-level courses. In response to the readiness and performance findings, teachers in grades 7-12 called for more vertical alignment of curriculum, traditional classes instead of block scheduling, a change in diploma options, and more science unit requirements for a high school diploma.

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