Rescue EdVentures

As educators, we stand at the crossroads of high school and college, witnessing the transition of eager, yet often underprepared, students. The age-old question of high school readiness for college is more pertinent than ever. In recent years, we’ve observed an increasing gap in foundational skills, from spelling and grammar to handwriting and math. While it’s easy to point fingers at high schools for not adequately equipping students, it’s crucial to understand the complex dynamics at play.

One of the most striking issues we’ve encountered is a noticeable decline in what I’d consider as “basic” or “elementary” skills. Students often struggle with spelling, grammar, and basic math, and their handwriting is the biggest challenge to decipher (I guess this is due to computers now). These are skills that are typically expected to be honed during the high school years, but what’s causing this gap?

Multiple students struggle greatly with taking vitals, because they can’t even multiply by 2 or 4 without using a calculator (to take a pulse, we teach them to count the pulse for 30 seconds than multiply by 2. So, if they get 37 in 30 seconds, then 37 x 2 = ?). With medications, they have to calculate drug dosages and properly draw up the correct amount of a medication. Narcan, for example, typically is supplied in a 2 mL prefilled syringe that holds 2 mg of the drug. The dose though is not 2 mg. It is 0.4-0.5mg. We have a major disconnect with the students when they don’t realize this is very easy because it’s a 1:1 ratio (2mg:2mL), so they either need to draw up 0.4mL or 0.5mL.

I believe one of the key contributors to this gap is the absence of homework in many high school curricula. Every semester students confess they’ve never been assigned homework throughout their high school years (one student this semester told me he didn’t even know what homework was). It’s a shocking revelation, considering that homework is not just a tool for reinforcing learning but also a means of fostering self-discipline and time management. So, when these students enter college, they’re ill-equipped for the regular college-level demands/expectations of assignments and self-study.

By no means am I blaming individual people, I think there is a larger concern we need to take into our own hands. Could the pressure to maintain high graduation rates lead to passing students who aren’t academically prepared? The emphasis may shift from building a strong foundation of knowledge to pushing students through the system. The consequence? An influx of college students who struggle with basic skills and academic independence.

Addressing the high school preparedness problem is not a one-size-fits-all solution. It’s a multifaceted issue involving curriculum design, teacher workload, student motivation, and parental involvement. It’s also important to note that high schools are often working with limited resources, which can further strain their ability to fully prepare students for the rigors of college.

The high school preparedness question is a complex puzzle. It’s not solely the fault of high schools, but rather a broader issue that calls for collaboration and innovative solutions. As educators in higher education, we have a crucial role to play in bridging this gap. I regularly wonder, why aren’t we meeting with high school leaders and discussing this huge issue? Why aren’t we finding ways to make students more college-ready? Do high school even know we feel this way and experience challenges? Once they enter college, it’s too hard to go back and learn the basics. Do we need to make changes at the college level? Am I not supposed to expect words spelled correctly just because they grew up with spellcheck?

The challenge of high school preparedness becomes even more pronounced when we consider that we are now teaching high school juniors and seniors in our DEA (Dual Enrollment Academy) program. These students are on the cusp of adulthood, yet they arrive with the same issues related to spelling, grammar, math, and study skills. Are our expectations too high? Should we temper our demands and provide a gentler transition from high school to college? My argument often falls back on my specific subject matter of EMS. These students are expected to complete 5 credits in 16 weeks (at 17 or 18 years old), then obtain their EMT license and save people’s lives, sometimes even before they graduate high school! These students need to be wildly prepared for entering this type of profession and I can’t “waste” time teaching them basic language and math.

For my DEA students, we have a educator from the science center and reading center come once a week to help the students with these types of skills. They teach them how to read a textbook, notetaking skills, study skills, how to read a test question, etc. These individuals are AMAZING and I swear I learn something new every semester. BUT, I have seen very little improvement from these interventions, except in the A+ students who probably didn’t really need the help in the first place. So now what? How to I get my C, D, and F students to take them seriously and do what they suggest?

I feel that soft skills, like listening skills, reading, time management, leadership, grit, empathy, and integrity are also affected by all of these changes to elementary and high school education. I took a poll in my class the other day. I asked the students to raise their hands if they read book for leisure. I had 2 out of 21 students raise their hands. I almost fell over! No wonder they struggle with reading (no thanks to billions on videos on cell phones). When a fire department calls me up to hire one of my students, these soft skills are what they want to know about. They want to know if they are a hard-worker, work well on a team, will show up on time, and have a solid work ethic. It’s getting harder and harder for me to talk about these skills as many students lack these necessary life skills. I could go on and on (especially about parental involvement too), but I think the main focus needs to first be with collaboration with the high schools directly.

Right now we need to try to be understanding of this issue and not blame the students themselves. This is a larger problem. We will continue to try to equip the next generation with the skills and knowledge they need to succeed, both in college and in life.