I apologize for misquoting you. I think your solution sounds like a reasonable way for universities to allow students to recover from a poor high school educati

I apologize for misquoting you. I think your solution sounds like a reasonable way for universities to allow students to recover from a poor high school education. As I type that, I realize that's important. My concern is it draws out the education period of someone's life even further. I'm looking at this from the perspective that people should have a solid grasp of calculus and the other fundamentals you mention in high school. Currently many do not. One solution is to fix the problem at the university by giving students extra time to learn the fundamentals there. The other solution is to find a way for students to learn them back in high school. What happens in your plan if someone still doesn't learn the fundamentals when they're given the extra semesters in your long-cycle plan? Are they dropped from the program? Are they given extra tutoring? Why can't these things happen earlier, and if so, isn't that similar to the system we have now?