In the News

College Proficiency Score for High Schools

In December 2009, the U.S. Department of Education made a clarion call to high schools across the nation.  Presenting at the Center for American Progress in Washington, D.C., Under Secretary Martha J. Kanter introduced the “College Proficiency Score” to a packed audience. High schools, which have long posted their rates for high school graduation and college placement, will soon be required to identify the percentage of recent graduates who successfully complete the first year of college—“Year 13”—or a career-based program, and continue on to a second year at the same or a similar institution. 

Essentially, the College Proficiency Score is designed to help measure student preparedness for college and the workplace. This data will encourage high schools to improve their offerings based on whether, where (four-year colleges, two-year colleges, vocational programs, or apprenticeships), and how successfully their graduates enroll and perform in college or career-based programs the year after high school.

While the Department’s focus is on ensuring academic preparedness, Kanter admitted that survey data on why students drop out of college, while limited, indicates that personal reasons often prevail. These reasons include difficulties related to balancing coursework with jobs, living with others, and getting support for solving problems and other life skills.

One of the main obstacles to success is not knowing how to overcome obstacles or build a support system—both key life skills. A hypothetical (but typical) example involves “Matt,” who in high school was a B+ student and an admired athlete and senior leader.  During his first semester away at college, Matt underestimates the time needed for studying, struggles with finding his place socially, and does poorly on midterm exams. Embarrassed by his performance, he starts skipping classes, rather than seeking academic and emotional support, and spends hours playing video games in his dorm room. By the end of the semester, Matt feels alienated from his dorm mates and misses his family and friends back home. Over winter break he tells his family that the school is just not a good fit for him and he wants to drop out.

By viewing college proficiency as comprising both academic and life skills components, high schools can better prepare their graduates for the transition to college.