College-entry level biology aligned to high school and middle school curriculum
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.
ERIC, ED504318, January 2008.