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Society for Quality Education

Reeling and Writhing and Fainting in Coils

December 13, 2009 by .(JavaScript must be enabled to view this email address) at 10:21 AM

Just in case our “Not Doing the Math” posting left our faithful readers with the impression that Ontario high school graduates are poorly prepared in math but okay in reading and writing, School for Thought would like to draw this Parent Central article to your attention. In corroboration of this article, there is a host of indications that the average literacy ability of incoming university students is just as worrisome, if not more so, as their math ability. One example is this excerpt from Ivory Tower Blues (pp. 22-23), by Professors James E. Côté and Anton L. Allahar of the University of Western Ontario.

“A useful voice to add to this analysis comes from a Western professor, Thomas Collins, who spent twenty-one years as an administrator, first as chair of the English Department, then as dean of Arts, and finally as provost and vice-president academic of Western (the second-highest position in the university). These posts took him out of the classroom entirely from the mid-1970s to the mid-1990s. Thus, we have a rare case study in which someone’s institutional memory is untainted by the experience of having to adjust his teaching year after year to increasingly unprepared and disengaged students, as appears to be the case for many professors, as we shall see in chapter 2. In a paper written for the Council of Ministers of Education, Collins admitted to some naivety when he returned to the classroom in the mid-1990s, and considerable shock at how standards had slipped in twenty years and how ill-prepared students were for the English courses he taught, especially his first-year courses. From his experiences in the trenches during his first year back, he concluded that he could not ‘assume even a moderate level of literacy from [these students] ... presumably because they think, or have been led to believe, that they are at least proficient in’ English.”

We thus can have confidence that university freshmen are weak in reeling and writhing, but we have no information regarding fainting in coils. Can anyone help?

Comments

Oh, but the Literacy and Numeracy Secretariat will save the students struggling with reading? Will they not?

Any before and after evidence of schools that have attracted the attention of the LNS which have shown vast improvements?

Posted by Kathy on 12/14 at 07:49 AM

Our scores have gone down since we became an OFIP school.
Originally we were only low in math. The LNS people worked with us to improve our literacy teaching It was above the board average, in terms of EQAO results. Now we are low in literacy, too.
Our Grade 6 results were always lower than our Grade 3 results, because we get a lot of new students at that grade level, but our own Grade 3’s always did pretty well. Now they do poorly also.

But smile! We have closed the gap.

Posted by urbanteach on 12/14 at 08:01 AM

Urbanteach, doesn’t our provincial government make a mess of things!  It’s unlikely that they’ll follow-up to see if LNS has improved test scores.  It also appears that, on one hand, our government is planning to dumb down the curricula—to boot, even less memory work; whereas on the other side they’re looking at the need to get kids better prepared for post-secondary education.
It’s so obvious that our government shouldn’t be running our schools—they’re hopeless…

Posted by Bev Koski on 12/14 at 02:24 PM
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