New York Times, Editorial, 5/10/2016
Affluent communities often assume that their well-appointed schools are excellent and that educational malpractice affects only the children of the poor. Former Education Secretary Arne Duncan, who stepped down in December, was widely criticized when he debunked this myth three years ago and went on to suggest that well-to-do parents who rebelled against the rigorous Common Core learning standards were part of the problem.
The idea that schools in privileged communities are failing to prepare significant numbers of students is borne out in a striking new study showing that nearly half of the students who begin their college careers taking remedial courses come from middle- and upper-income families.
Not only do remedial courses add more than $1 billion each year to students’ bills for tuition, but students who start out in these classes take longer to graduate and are far more likely to drop out. The study, by Education Reform Now, a nonprofit think tank, analyzes cost and course data collected by the Education Department for students who entered college in 2011.
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