Cal State Hopes to Stem Dropouts

In response to the article (Nov. 10), “Cal State Hopes to Stem Dropout Tide,” I must urge caution to the California Secondary Education Commission, the Academic Affairs Office, the Cal State Board of Trustees, and any others involved with the decision concerning the raising of admission standards to Cal State universities. I wholeheartedly agree with their proposal requiring 15 college-prep courses to be completed in high school by hopeful college freshmen. This step alone could change the statistics of college dropouts significantly. However, the proposal to raise admission standards could possibly rob some students of the unforgettable collegiate experience that California so proudly claims is available to almost anybody.

Maybe one explanation for the low graduating percentage is the difficult decision a new student must make--which major or career goal to pursue. Interests vary with each student, as does ability and desire. Consequently, choosing a major becomes a difficult decision for some, ultimately extending the length of time it takes to graduate.

Students who enter a Cal State campus directly after high school graduation often are doing the decision-making while they go to school and as a result, change their minds and eventually change majors or change schools. Not tracing the whereabouts of students who have left enrollment at their first Cal State campus is where the study by the Cal State system is incomplete.

Changing majors and changing schools does nothing but add time, usually measured in years, to a student’s college career. As a result, the student who graduates from college four, or even five years after high school is definitely in the minority. Six-year college careers are very common, as I well know. Seven- and eight-year bachelor degrees are not all that uncommon either.

California’s state college system is attractive not only to first-time freshmen, but also to parents and working people looking to “go back to school.” If entrance standards were raised not all of these parents and working people would qualify to go back. Higher standards also might exclude minority students from furthering their education because of difficulties in high school, which, with further classes and help, could be overcome.

Not everybody is ready for high school when it happens in their life, but maturity and experience can prepare them for the college challenge and academic excellence. Even if the college student whether 18, 45, or 60 years old does not “succeed” and graduate, the experience and education are still invaluable and most definitely not a waste of time. The academic process and social interaction of a college campus can benefit anyone whether or not a bachelor of science or master of arts degree is attained. Succeeding in college does not necessarily mean graduating.

Access is the key to California’s education system. Given the chance everybody will benefit in their own way, degree or no degree. Raising admission standards could limit important opportunities to important people.

ROBERT GOSS

Covina

Goss is a student at Cal Poly Pomona.