University of Ottawa

MCG

MCG 4328

Introduction
Our education system provides the energy that propels the engine of the US economy. Since the end of
World War II, Americans with a post-secondary education have contributed to the rise of productivity and
prosperity of the US economy. Today, however, with the rise of globalism and technology, public schools are not
equipped to prepare students to take on the rigors of attending college, or offer students a wide array of efficient
vocational and technical training to enter the workforce upon graduation. The Maryland Public School system is
one such education institution that is facing this dilemma. Maryland Public Schools (MPS) do not adequately
prepare students to transition from high school to life after high school, including attending post-secondary
institutions, securing a professional career, or being savvy in financial matters.
Definition and Analysis of the Problem
Too many students are graduating MPS unprepared for college level courses. High school graduates
who aspire a post-secondary education lack the foundation or skills to take college credit courses. Most of the
four years are spent either taking required classes to obtain a diploma, or preparing for a myriad of governmentmandated tests. Maryland educators often focus on getting students accepted into college, not necessarily
preparing them for the rigors of college. MPS push students to do well on SAT and ACT tests, neglecting math
and English remedial classes that are required before taking college-level courses. According to Liz Bowe, “In
2013, the latest year for which data is available, 70 percent of Maryland students entering community college
and 21 percent of those at four-year institutions needed remedial education” (Bowe). Students with learning
disabilities that have an Individual Education Programs (IEPs) have it much worse than their non-disabled peers,
as they typically end up taking remedial courses in college, lengthening the time and cost to obtain a college
degree. Many students having to endure the extra time and financial burden of taking remedial classes in college
often fail their classes, struggle financially, and eventually dropout of college altogether. The chart below came
from Maryland’s Dept of Legislative Services and depicts the number