The College Puzzle Blog
Prior PostingsAbout
Dr. Michael W. Kirst

Michael W. Kirst is Professor Emeritus of Education and Business Administration at Stanford University since 1969.
Dr. Kirst received his Ph.D. in political economy and government from Harvard. Before joining the Stanford University faculty, Dr. Kirst held several positions with the federal government, including Staff Director of the U.S. Senate Subcommittee on Manpower, Employment and Poverty. He was a former president of the California State Board of Education. His book From High School to College with Andrea Venezia was published by Jossey Bass in 2004.

Most Recent Blog
::College Readiness Has Many Dimensions>
::How to Evaluate College Remedial programs>
::College Success Drives Economic Prosperity>
::College Success Should Determine Success on Wall S...>
::Promising Secondary School Strategies for College...>
::Doubling Numbers of Low Income Students Who Comple...>
::Doubling the Number of Low Income College Graduate...>
::Males Lag Females in College Enrollment and Comple...>
::Easy to Get Into College But Hard to Complete>
::OECD Repor Raises Ruckus Over USA Decline in Colle...>

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My blog discusses the important and complex subjects of college completion, college success, student risk factors (for failing), college readiness, and academic preparation. I will explore the pieces of the college puzzle that heavily influence, if not determine, college success rates.

Student Indicators of Inadequate College Readiness

There are many complex dimensions for assessing college readiness of secondary school students. This is a follow up to my last blog concerning David T Conley's paper for Gates Foundation. Many students consider their personal beliefs sufficient justification for their opinions, and view any challenge as a personal attack. Unprepared students resist solving problems with ambiguous or multiple solutions. They look for the right answer among two conflicting conculsions , rather than analyzing the clues in the text about the authors motivations or historical context. In short, their high school work displays no deep understanding of complex technical reading.
States have been trying to ameliorate these problems by merely requiring more years of English and social studies. But this will not solve the proble. Research has shown that what is in the courses matters more than the label. Recent studies of huge samples of high school seniors by ACT confirms this view.

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