Sixty percent of freshman entering the California State University system must take remedial courses in math and English, according to a study from The Center for the Future of Teaching and Learning.

In the study, “California’s Teaching Force 2008,” the organization found that out of the 40,000 students admitted to the CSU system, 24,000 had to take non-credit remedial classes because they failed either the English Placement Test (EPT), the Entry Level Mathematics test (ELM) or both.

In 2007, Sacramento State estimated that out of 1,963 entering freshmen, 821 students, 41.8 percent needed remedial math. Students who needed remedial English numbered 890, or 45.3 percent.

The numbers improved since 2006 when out of 2,323 freshmen, 45 percent needed remedial math and 52.4 percent needed remedial English.

The study also found that only 46 percent of California students are proficient in English at their expected level and only 43 percent are proficient in mathematics at their expected level.

Oak Ridge High School English Department Chair Dylan Weston believes these numbers are reflective of how society has lowered the educational bar for students. They are suffering from what Weston called “box checking syndrome.”

“The majority of students aren’t thinking,” Weston said. “Sixty percent of students say ‘give me the process and we’re done.'”

She said grade inflation has contributed to the problem by giving students grades that don’t reflect their work. Weston said that a student’s real ability show when they enter college.

Freshman kinesiology major Ashley Redd received a 3.8 grade point average in high school. She said she failed both the ELM and the EPT when she entered Sac State. Last semester, she failed both remedial math and English and is retaking those courses.

Redd is worried that she will be kicked out of college if she doesn’t pass the courses.

“I was really scared,” Redd said. “But now I’m just discouraged.”

For fall 2007, the average high school GPA of freshman students taking remedial math was 3.17; the average high school GPA for students taking remedial English was 3.22.

Freshman Oleg Manzyuk’s SAT scores allowed him to opt out of the ELM and EPT, but said high schools are to blame for students’ inability to pass these entrance exams.

Manzyuk took honors and AP courses during high school and saw that students taking regular classes weren’t pushed to achieve high marks like he was.

“High school students shouldn’t just take a class to go through high school,” Manzyuk said. “It’s not surprising if you teach them easy and they fail a hard test. No wonder why these kids are failing.”

Director of the Early Assessment Program Joy Salvetti said a majority of freshman do not identify themselves as college students. She said these individual perceptions usually affect student performance.

“They lag in their student identity formation,” Salvetti said. “They’re here, but they don’t feel like they’re in college.”

With these percentages of students taking remedial classes, the Chancellor’s Office has instituted a number of programs to assist high school students with the jump to college.

The programs offer practice ELM and EPT tests students can take during their junior year of high school. The courses are designed to prepare students for college and professional workshops and to help teachers better prepare their students for college.

The Chancellor’s Office said these courses emphasize an “in-depth study of expository, analytical and argumentative reading and writing.” Salvetti and Weston said these qualities are crucial for college.

English professor Lori Neuffer believes these remedial courses can close the gaps.

Neuffer teaches English 1, the remedial English course.

“Sometimes I meet my English 1 students later in English 20 and they are completely up to speed,” Neuffer said. “I don’t think they would have passed their first semester without these remedial courses.”

Others think that the CSU system shouldn’t have remedial courses at all. Weston is included in that group, and said that remedial work should be done at community colleges where students can learn to be more mature.

“Collegiate education should be taken seriously,” Weston said. “Do you think everyone is prepared for college? They’re not.”

Neuffer disagreed and said that sometimes students need help with only one area, like English, while excelling at a collegiate level in other areas like math and science. She said multilingual students usually fall into this category.

“I’ve had students who had great math and science skills,” Neuffer said. “But struggled with English because it was their second language. To send them to community college when they are already ready would be a shame.”

She added that remedial classes at community colleges are usually at a lower level then at four year university, and the dropout rate is higher among community colleges. A rate that could possible deter a student’s motivation.

Michael Mette can be reached at [email protected].