High School Graduates' Preparation for College & Work

1. A S S O C I A T E S PUBLIC OPINION STRATEGIES P e t e r D & HART RESEARCH Rising to the Challenge Are High School Graduates Prepared For College & Work? Key findings from surveys among public high school graduates, college instructors, and employers Conducted December 2004–January 2005 for

2. Research Methods • Telephone surveys among the following populations: • 1,487 public high school graduates from Classes of 2002, 2003, 2004, conducted December 4–21, 2004, including: • 861 current students at two- and four-year colleges and universities (353 of whom have taken a remedial course) • 626 graduates who are not currently enrolled in college, including 267 who attended college in the past but withdrew • 303 African Americans and 287 Hispanic Americans • 400 employers who make personnel decisions (owners, CEOs, presidents, human resources professionals), conducted December 10–16, 2004 • 300 instructors who teach first-year students at two-year and four-year colleges and universities

3. Key Points • As many as four in ten graduates are not prepared: • 39% of college students and high school graduates with no further education say they have gaps in the skills and abilities expected today. • 35% of college students and 39% of non-students say they have large gaps in preparation in at least one crucial skill; 86% of both college students and non-students say they have some gaps. • College instructors estimate that 42% of their students are not adequately prepared. • Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are unprepared for advancement.

4. Key Points • All groups call for higher standards: • Only 24% of high school graduates say they faced high expectations and were challenged in high school. Those who faced high expectations in high school are much more likely to feel prepared for the expectations they now face. • Knowing what they know today, 65% of college students and 77% of non-students say they would have worked harder in high school. • 62% of college students and 72% of non-students would have taken at least one more difficult course. • High school graduates, college instructors, and employers strongly embrace reforms that raise standards and requirements for graduation.

5. Many Grads Cite Gaps In Preparation How well did your high school education prepare you for college-level work/jobs you hope to get in the future? 61% 53% 46% 39% Employers estimate that 45% of recent high school graduates are not prepared with skills to advance beyond entry level jobs. College instructors estimate that 42% of recent high school graduates are not prepared for college-level classes. College students Non-students

6. Most Grads Cite Gaps In At Least One Skill (In each area, % saying there are at least some gaps in their preparation) 35% of college students report large gaps in at least one area, 86% report some gaps in at least one area. Oral communication/public speaking Science Mathematics Doing research Quality of writing that is expected Reading/understandingcomplicated materials 12% large gaps/struggling15% large gaps/struggling 11%14% 13%16% 10%13% 9%10% 5%9%

7. Employers/College Instructors Say Many Not Prepared In Math/Writing (Employers’/instructors’ average estimates of percentages of public HS graduates NOT prepared in each subject) Employers Ability to do math Quality of writing Instructors Ability to do math Quality of writing

8. Few Employers Feel High School Graduates Prepared For Advancement Applicants with no high school degree Recent public high school grads who have no further education/training Recent grads of two-year college or training program Recent graduates of four-year colleges

9. College Instructors Are Harshest Critics Of High School Do public high schools adequately prepare graduates to meet the expectations they face in college In first-year classes, how much class time do you spend reviewing material and skills that should have been taught in high school? 70% Some class time Do not adequately prepare graduates 28% Very little class time Adequately prepare graduates Significant amount of class time (24%) Employers No class time

10. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep (In each area, % saying they are somewhat/very dissatisfied with the job public high schools are doing preparing graduates) Employers 25% very dissatisfied 22% very dissatisfied 24% very dissatisfied 20% very dissatisfied Reading/understandingcomplicated materials Quality of writing that is expected Doing research Mathematics Oral communication/public speaking Science

11. College instructors Employers/Instructors Dissatisfied With High Schools’ Skills Prep (In each area, % saying they are somewhat/very dissatisfied with the job public high schools are doing preparing graduates) Employers 29% very dissatisfied 22% very dissatisfied16% very dissatisfied 17% very dissatisfied Thinking analytically Work and study habits Applying what is learned in school to solving problems Computer skills

12. Few Say Expectations Were High Academic expectations of me in high school were: Expectations were high All HS graduates Below average incomeAverage incomeAbove average income CitySuburbsSmall town/rural General studies in HSCollege prep in HS 24% 23%23%24% 23%31%20% 17%30% All high school graduates College students Non-students

13. Grads Who Faced High Expectations Twice As Likely To Feel Prepared (% saying they were extremely/very well prepared for college/future job) College students whose high schools held them to: High expectations Moderate expectations Low expectations Non-students whose highschools held them to: High expectations Moderate expectations Low expectations

14. Challenging Courses = Better Prepared (% saying they were extremely/very well prepared for college) College students who took the following number of high school level math and science courses: Nine or ten Eight Seven Five or six Four or fewer

15. Algebra II Critical For Work World And College When it comes to mathematics, how well were you prepared inhigh school for the expectations you face in college/working world? Non-students College students Completed less than Algebra 2 Completed Algebra 2/more Completed less than Algebra 2 Completed Algebra 2/more

16. Lower Expectations For Writing Lead To Lower Confidence Writing expected of you in high school Graduates who wrote great deal Graduates who wrote fair amount/ not much 53% Students Feel somewhat/not prepared for college writing Fair amount English classes some emphasis on writing skills, papers for other classes 21% 49% Great deal high expectations, term papers, research reports, senior thesis Non-students Feel somewhat/not prepared for writing at work 24% 51% Not much All public HS graduates

17. Knowing What They Know Today, Grads Would Have Worked Harder Knowing what you do today about the expectations of college/the work world, if you were able to do high school over again, would you have worked harder and applied yourself more to your coursework even if it meant less time for other activities? College students Non-students

18. Had High School Demanded More, Grads Would Have Worked Harder 82% 80% If your high school had demanded more of students, set higher academic stand-ards, and raised the expec-tations of how much course work and studying would be necessary to earn a diploma, would you have worked harder to meet these expec-tations? College students Non-students

19. Majorities of Graduates Would Have Taken Harder Courses Knowing what you know today about the expectations of college/the work world, if you were able to do high school over again, when it comes to math/sciences/English would you have taken higher-level and more challenging courses if they were available? Would have taken more challenging courses in at least one area Math Science English Would have taken more challenging courses in:

20. Large Majorities Support All Reforms (% public high school graduates saying each would improve things in encouraging HS students to work harder/be better prepared) Real-world learning opportunities (internships) Early guidance on courses for career/college prep More honors, AP, IB courses available for free More tutoring, summer school, extra help Give juniors college place-ment tests to see if ready Require exams in math and English to graduate Smaller high schools, more contact with teachers Require four years’ math, biology, chemistry, physics 96% 93% 93% 88% 87% 81% 80% 74%

21. Overview Of Support For Reforms • Early guidance on the courses to take to prepare for career/college enjoys universal support, with 90% or more of public high school graduates, employers, and college instructors saying this would improve things a great deal or somewhat. • Opportunities for real-world learning receives high support from recent graduates (96% improve things a great deal/somewhat), employers (95%), and college instructors (76%). • More honors, AP, IB courses garners near universal support from recent graduates (93%), and nearly as much from employers (86%) and college instructors (85%). • Non-students are more likely than college students to strongly endorse proposals giving high school students more help/attention, including early placement tests to determine readiness for college (67% of non-students say this would improve things a great deal, 49% of college students say the same), tutoring, summer school, extra help (63% non-students, 55% students), and smaller high schools (58% non-students, 45% students).

22. Support For Math/Science Requirement (% who say requiring four years’ math, biology, chemistry, and physics to graduate would encourage HS students to work harder/be better prepared) All public high school graduates College students Non-students Employers College instructors 74% 77% 70% 83% 81%

23. Conclusions • Public high schools are failing to prepare a substantial minority of graduates for skills expected of them today. • Employers and instructors are the harshest critics and say many graduates come to them inadequately prepared. • More rigorous courses and higher expectations lead to better prepared graduates. • Graduates themselves say they would welcome more challenging requirements and raised expectations for high school graduation.