Wasn college readiness taken into consideration by states as they developed standards?
According to research conducted by the Center for Educational Policy Research in 2001, involvement by higher education faculty and administration in state standards setting has been restricted to several narrowly-defined areas. Some faculty members have contributed their expertise in K-12 content knowledge. Some admissions officers have been asked to “sign off” on K-12 standards. Some higher education administrators have participated in policy discussions. But few standards-setting processes have engaged university faculty broadly or asked them what they specifically expect for university success. Standards-setting has tended to focus on “world-class standards:” preparation for the work world and for how to be well-prepared citizens. These laudable goals are not necessarily in conflict with university preparation, but do not automatically guarantee it, either.
