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Abstract
This review examines the application of insights derived from Frederick M. Hess's seminal report, "Still At Risk: What Students Don't Know, Even Now," to address the challenges of low numeracy and reading skills at Carol-an National High School. The introductory statement highlights the persistent nature of knowledge gaps in global educational systems and the need for targeted interventions to enhance student learning outcomes. The research questions inquire into the specific challenges faced by Carol-an National High School regarding low numeracy and reading skills and explore how insights from Hess's report can effectively inform interventions. Employing a qualitative approach, the methodology section outlines the design, participants, instruments, procedure, and ethical considerations of the study. Results demonstrate the implications of Hess's findings for low numeracy and reading skills, emphasizing the foundational role of these skills in academic success and the need for evidence-based strategies to address deficiencies. The discussion underscores the broader implications of Hess's report for learners, teachers, and other stakeholders, emphasizing the importance of collaboration and systemic change to promote educational equity. The conclusion and recommendations advocate for the implementation of targeted interventions informed by Hess's insights to empower students and foster a culture of excellence at Carol-an National High School.
