With mandated curricula guides,
core content and pressures to improve proficiency on examinations,
secondary school teachers have been under stress to cope with
these changes.
At the same time, the Council on Postsecondary Education mandated
in 1997 is demanding improved proficiency of all universities
and their graduates as measured in the percentage of completers,
dropout rates, perceived degree of satisfaction of alumni, etc.
Are secondary graduates prepared to complete university courses
as we teach and assess them?
Should university faculty change their teaching and assessment
strategies to better enhance the students graduating from Kentucky’s
secondary schools?
Should universities be required to teach General Education
courses with specified content and common assessments?
What is the role of the teacher in university retention rates?
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