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Interesting, but with all due respect, this is not a well-conceived article. For instance, the implication‹and it is implied and not warranted‹ of the sentence, ³[S]tudents whose families were in the top 20 precedent of income nationally actually took more remedial courses than students in the bottom 20 percent at the same colleges.² says nothing about the preparation of those two groups of students relative to one another, only their enrollment in remedial courses. Many of those courses are probably not required, so they are not a good measure of relative preparation. Understood in the context of affluent students often using resources at greater rates than non-affluent students, this data point can be interpreted quite differently than intended. The implication is that affluent students were LESS well prepared because they took MORE courses. But there are lots of other reasons besides preparation that students do and do not take remedial courses and many of them correlate with SES. I would use this suggestive data and opinion piece to explain that ³remediation² is not the same in all contexts (it was invented at Harvard, Princeton soon followed) and that, in fact, not all instances of students being under-prepared for a college curriculum suggest student ³remediation². Such a position would assume that all college curricula articulate with high school curricula. This is not the case,as I think we all knw. College is not grade 13 and the most selective schools are least like high school. By the way, why would we think that adherence to Common Core would address this issue? This is the unstated and unsupported premise of this piece, but I need an argument, preferably with evidence, that this is likely to be the case. I don¹t think that conclusion follows from the argument offered‹but I have not seen the original study. Best, Nic ________________________________________ Dominic (Nic) J. Voge || Associate Director Undergraduate Learning Program McGraw Center for Teaching & Learning || Princeton University 328 Frist Center (609)258-6921 || http://www.princeton.edu/mcgraw/us/ On 5/11/16, 1:31 PM, "Open Forum for Learning Assistance Professionals on behalf of Whiteaker, Janet" <[log in to unmask] on behalf of [log in to unmask]> wrote: > >FYI attachment >_________________________________________________________________________ > >Janet F. Whiteaker, Coordinator >Learning Support Program >Angelo and Jennette Volpe Library >1100 N Peachtree Ave >Tennessee Technological University >Box 5171 >Cookeville, TN 38505-0001 > >Office: Volpe Library, Room 360 >Phone: 931-372-3456 >Fax: 931-372-6275 >Email: [log in to unmask]<mailto:[log in to unmask]> >https://www.tntech.edu/library/learningsupport > > >[Tennessee Tech Logo]<https://www.tntech.edu/> > > >"Helping Under-prepared Students Prepare, Prepared Students Advance, and >Advanced Students Excel" - The NADE Motto > >Confidentiality Notice: This email and any files transmitted with it are >confidential and are intended solely >for the use of the individual or entity to whom they are addressed. If >you are not the intended recipient, >please be advised that you have received this message in error and that >any use, dissemination, printing or >copying of this message is strictly prohibited. If you have received this >message in error, please permanently >delete it from your computer system and contact the sender at the above >address and/or telephone number. >Thank you. >________________________________________________________________ > >~~~~~~~~~~~~~~~ >To access the LRNASST-L archives or User Guide, or to change your >subscription options (including subscribe/unsubscribe), point your web >browser to >http://www.lists.ufl.edu/archives/lrnasst-l.html > >To contact the LRNASST-L owner, email [log in to unmask] ~~~~~~~~~~~~~~~ To access the LRNASST-L archives or User Guide, or to change your subscription options (including subscribe/unsubscribe), point your web browser to http://www.lists.ufl.edu/archives/lrnasst-l.html To contact the LRNASST-L owner, email [log in to unmask]