In the wake of a new study conducted by ACT Inc. that found a gaping disparity between high school curricula and college expectations, many states are collaborating with college professors in an effort to refine middle and high school educational programs.

The study, which surveyed 6,568 middle and high school teachers and college faculty across the nation, revealed stark disagreements in nearly every college-preparatory subject. It found that colleges generally expect incoming students to have an in-depth understanding of select fundamental skills and knowledge from their high school courses, Meanwhile, high schools tend to provide less thorough instruction of a broader spectrum of subjects.

According to Cynthia B. Schmeiser, president and chief operating officer of ACT’s education division, the study has identified the problem to be the state’s education standards to which high school teachers are required to adhere, rather than the instructors themselves.

“”State learning standards are often too wide and not deep enough,”” Schmeiser said. “”They are trying to cover too much ground – more ground than colleges deem necessary – in the limited time they have with the students. As a result, key academic skills needed for success in college get short shrift.””

The study found that college instructors across the nation view the effectiveness of state learning standards grimly, believing that the standards fail to prepare students for college-level work.

In mathematics, the study’s conclusion stated that high schools tend to place greater emphasis on advanced content than college instructors do.

College officials say that a conscientious understanding of the fundamentals of math is more important than brief forays into higher-level material.

In science, high schools value the knowledge of specific facts as more important than an understanding of process and inquiry skills. Conversely, college instructors value inverse­–processing skills that hold greater significance than the knowledge of specific content.

In English and writing, college instructors expect students to have a sound grasp on basic grammar and usage skills. More importantly, students are expected to be able to think critically and analyze.

“”Students often seem to be at a loss when they’re asked to construct arguments of their own,”” said Madeleine Picciotto, the coordinator of the Earl Warren College Writing Center. “”Problems with issues such as focus, organization, development and support are more widespread in our general student population, and more crucial for us to address as university educators.””

There is tacit agreement among UCSD faculty that campus support centers play an integral part in improving student performance. According to Agustin Orozco, the assistant director of the Office of Academic Support and Instructional Services, placing considerable time and value into seeking academic assistance through campus resources can help to develop and maximize individual capabilities.

“”O.A.S.I.S. is not just a center for remedial help, as many students believe it to be,”” Orozco said. “”It is a resource center that helps students by encouraging them to work together in groups, allowing them to collaboratively solve problems. Not only do students who come in for help benefit from the program, but the tutors excel as well because they reinforce the knowledge by teaching the material.””

Bridging the gap between high school and college education is a task that requires a great deal of correspondence and coordination between high schools and colleges, the study said.

It also requires states to take initiative to address the issue of college-preparatory misalignment. According to ACT’s Web site, many states have already taken steps to improve the alignment of their learning standards with college expectations, but more needs to be done to ensure incoming freshmen are adequately prepared for entrance into a four-year university.

On a smaller scale, there are avenues to solve the issue of ill-prepared college students. Students seeking help or tutoring can find numerous resources at UCSD to accommodate their needs.

For example, the writing center in Warren College provides undergraduate writing mentors who work with students from that college, while O.A.S.I.S. provides a tutoring center where students can participate in one-on-one tutoring or group sessions for a wide array of academic subjects.

Many UCSD academic resources – such as teaching assistants – remain underutilized. According to Joel Dodge, a graduate student and teaching assistant for MATH 20E, students need to be motivated to seek help when they need it and not be daunted by their coursework.

“”Learning how to be successful in school lies within taking advantage of your resources,”” Dodge said. “”Ask questions. Come to office hours, talk to your professors – even if you’re scared. We all have to do things we’re scared of and often it’s those things that bring us success.””