Freshmen are not ready for prime time

High school graduates may be walking away with diplomas, but that doesn’t mean they’re ready to tackle college-level work, a national achievement test shows. The ACT, the preferred college entrance exam in many parts of the U.S., tests high school students in English, math and science. In 2003, 1.2 million students—40 percent of all graduating seniors—took the test. Two states, Colorado and Illinois, require all public school 11th-graders to take it.

The ACT results show that students are getting a more effective grounding in English and communication skills than they are in math and the sciences. Sixty-seven percent of students received a grade of 18 or higher on the ACT English Test, indicating that they likely have the skills to earn at least a C in English college composition. That’s good news, but, in contrast, only 26 percent of students showed mastery of science skills—a score of 24 or higher on the ACT Science Test. And in math, 40 percent earned scores of 22 or higher. These benchmark scores are associated with a grade-C performance in college.

Most test-takers indicate that they hope to pursue careers in fields that require strong math and science skills, such as health sciences, engineering, business, computer science and so on. Yet, ACT notes, many students do not take the minimum number of core courses necessary to perform optimally, either on the ACT or in college. The core curriculum would include at least three years of science, including physics, and four years of math, starting with algebra. Only 45 percent of ACT-tested students took three or more courses in science and 39 percent took four courses in math.

In announcing these results, ACT cited data from the National Center for Education Statistics showing that up to half of students enrolled in college must take at least one remedial course. Richard Ferguson, ACT chief executive officer, notes “this disconnect between students’ career goals and their academic preparation demonstrates the importance of educational planning and assessment.” Young adults, he says, could use help in setting their academic goals.

Interestingly, in the two states that mandate the ACT for all high school students—including the non-college-bound—the results nearly matched the national composite average of 20.8. In Colorado, the average was 20.1 and in Illinois, it was 20.2.

African-Americans and Hispanics brought their composite scores up modestly from the year before, but still need to do better. African-Americans averaged 16.9 (up 0.1 percent) and Hispanics averaged 19.0 (up 0.2 percent). The discrepancy between these ethnic groups and Caucasians (21.7 average) and Asian-Americans (21.8 average), ACT notes, has to do with the courses they take in high school. “They are less likely than others to take rigorous, college-preparatory courses and they often don’t receive the information and guidance they need to properly plan for college,” says Ferguson.

The new at-risk group: men

In just under two generations, the gender gap that had women’s advocacy groups pulling their hair out has been reversed. Unfortunately, few are advocating for those left behind—boys and men. Using Department of Education survey data and statistics, researchers at Northeastern University’s Center for Labor Market Studies traced enrollment and graduation rates from the early 1970s through 2000. 

While female enrollments in 1970 lagged at 68 percent of men’s enrollments, women had achieved parity with men by 1978. Since then, the rate at which women achieved degrees has skyrocketed. Though more people of both genders have acquired more degrees in the past 25 years, women received 60 percent of associate’s degrees and 55 percent of bachelor’s and master’s degrees by 2000.

While women have not yet reached parity with men in professional degrees and Ph.D.s, they have traveled far. In 1977, women received 14 percent of professional degrees and 20 percent of Ph.D.s, while in 2000 they received 41 percent and 39 percent, respectively.

Today, more girls than boys graduate from high school, more enroll in college and more persist to earn their degrees. In 2000, 66.2 percent of female high school graduates enrolled in college compared with 59.9 percent of males. In total enrollment across the nation, the researchers found 129 women for every 100 men. Graduation rates tell the same story: each of the 50 states issued more bachelor’s degrees to women in 2000, from Utah’s 106:100 women-to-men ratio to the District of Columbia’s 162:100 women-to-men ratio.

The same trend applies across all races during this period. Hispanic, Caucasian and Asian women all had near parity in college completion in 1979; by 2000, 148 Hispanic women earned bachelor’s degrees for every 100 Hispanic men, 131 Caucasian women did so for every 100 Caucasian men, and 117 Asian women did the same for every 100 Asian men. African-American men did not have parity even in 1977: then, 144 African-American women earned a bachelor’s degree for every 100 men; in 2000, that number rose to 192.

The authors note the importance of increasing male college completion rates. If men become as well educated as women, the labor force will be larger and more productive, more tax revenue will develop from the increased earnings, and the crime rate will decrease.

The full report, “The Growing Gender Gaps in College Enrollment and Degree Attainment in the U.S. and Their Potential Economic and Social Consequences,” is posted on the Business Roundtable Web site at www.brtable.org/document.cfm/943.