Daddy, I'm scared: A prophetic parable

Phi Delta Kappan

Volumn 78, Issue 4, 1996, Pages 290-297

  Conley, David T ^a,b,c  

^a UNIVERSITY OF OREGON   (United States)

^b Oregon State System of Higher Education

^c Proficiency based Admission Standards System

Author keywords

[No Author keywords available]

Indexed keywords

EID: 24944583313     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (7)

1. One of the best examples of this phenomenon is the California State University system, which, by law, must admit students from the top one-third of the graduating class. Of students from the top one-third, about 45% need remedial work in mathematics or writing upon admission.
2. This is a result of the Carnegie Foundation's linking participation by a school in TIAA (now TIAA-CREF) in the 1920s to the institution's use of the Carnegie unit.
3. The Bay Area Writing Project is perhaps already a model of this phenomenon.
4. Information on the Wisconsin model can be obtained by writing Larry Rubin, I610 Van Hise Hall, UW System Academic Affairs, Madison, WI 53706.
5. Information on the Georgia P-16 councils can be obtained by writing Jan Kettlewell, University System of Georgia, 244 Washington St. S.W., Rm. 361, Atlanta. GA 30334-1450.
6. Information on the Standards-Based Professional Development Project can be obtained by contacting Ruth Mitchell, c/o The Education Trust, 1725 K St. N.W., Suite 200, Washington, DC 20006; ph. 202/293-6440.
7. For information on STEP, contact the PASS Project, Oregon State System of Higher Education, P.O. Box 3175, Eugene, OR 97403-0175, or visit the Web site (http://pass-osshe.uoregon.edu).