| Immediate
Transition From High School to Postsecondary Education
Access to Postsecondary Education: An International
Comparison
Remedial Education in College
Adequate preparation of high school graduates for their transition
to postsecondary education remains a concern. This section examines
data on the college enrollment rates of high school graduates, compares
postsecondary participation at the international level, and describes
remedial coursetaking by U.S. college students.
Immediate Transition From High School to Postsecondary
Education 
The percentage of high school graduates who enrolled in postsecondary
education immediately after graduation has increased over the past
3 decades, rising from 47 percent in 1973 to 62 percent in 2001
(figure 1-35 
and appendix table 1-19
 )
(NCES 2003a). The enrollment rate
of any particular cohort or subgroup depends on several factors,
including academic preparedness, access to financial resources (e.g.,
personal resources and financial aid), the value placed on postsecondary
education relative to alternatives such as working, and the job
market for high school graduates.
Sex, Race/Ethnicity, and Family Income
The immediate enrollment rate of high school graduates in 2- and
4-year colleges has increased more for females than males (figure
1-35
and appendix table 1-19
).
Between 1973 and 2001, the rate at which females enrolled in postsecondary
institutions increased from 43 to 64 percent, whereas the rate for
males increased from 50 to 60 percent.
The immediate enrollment rate for white high school graduates increased
from 48 percent in 1973 to 64 percent in 2001 (figure
1-35
and appendix table 1-19
).
For black graduates, the immediate enrollment rate increased from
32 percent in 1973 to 55 percent in 2001. Although enrollment rates
for blacks were generally lower than those for whites, the gap between
the two groups has diminished since 1983. Among Hispanics, immediate
enrollment rates remained relatively constant between 1973 and 2001;
thus, the gap between Hispanic students and white students has increased.
The gap in immediate postsecondary enrollment rates between high
school graduates from high- and low-income families persisted from
1973 to 2001 (figure 1-35
and appendix table 1-19
).
This gap reflects both differences in academic preparation and in
financial resources available to pay college costs. It also reflects
differences in the degree to which students take preparatory steps
that lead to college enrollment such as aspiring to a bachelor's
degree, taking a college admissions test, and applying for admission
(NCES 2002a).
Access to Postsecondary Education: An International
Comparison
Many countries have high rates of participation in education beyond
secondary school. In 2000, OECD countries had an average 45 percent
first-time entry rate into tertiary type A education programs leading
to the equivalent of a bachelor's or higher degree, and an average
15 percent first-time entry rate into tertiary type B programs that
focus on practical, technical, or occupational skills for direct
entry into the workforce (figure
1-36 ).
In 2000, U.S. students had entry rates of 43 and 14 percent for
tertiary type A and B programs, respectively, which are comparable
to the OECD country averages. Finland, New Zealand, Sweden, Iceland,
Hungary, and Poland had entry rates for tertiary type A education
of more than 60 percent, all significantly higher than the U.S.
entry rate. At one time, the United States had a higher entry rate
compared with most OECD countries (OECD
1992). However, many OECD countries have adopted policies to
expand postsecondary education during recent years, leading to substantially
increased participation. In OECD countries, the average 17-year-old
in 2000 could be expected to go on to complete approximately 2.5
years of tertiary education, of which 2 years would be full-time
study (OECD 2002).
Remedial Education in College
Despite the increasing number of graduates who enter college immediately
after high school, many college freshmen apparently lack adequate
preparation for higher education. Many postsecondary institutions
(78 percent in 1995, for example) offer remedial courses to those
needing assistance in doing college-level work (Lewis,
Farris, and Greene 1996). Participation in college-level remedial
education is widespread (Adelman,
Daniel, and Berkovitz forthcoming). About 4 out of 10 students
in the NELS:88 cohort who attended postsecondary institutions between
1992 and 2000 took at least one remedial course during their college
years: 16 percent took one remedial course, 15 percent took two
to three remedial courses, and 9 percent took four or more such
courses (figure 1-37
).
Remedial coursetaking was related to students' post-secondary attainment
level and the type of institution they first attended. Students
who had earned at least a bachelor's degree by 2000 took fewer remedial
courses than those who did not. Among those who did not earn any
degree but who did accumulate undergraduate credits, at least half
took a minimum of one remedial course. Remedial coursetaking occurred
more often at community colleges than at 4-year institutions. About
62 percent of students who first attended community colleges took
at least one remedial course compared with 20 percent of those who
first attended doctoral degree-granting institutions and 30 percent
of those who first attended other types of 4-year institutions (figure
1-37 ).
These participation rates may reflect the remedial course offerings
of different types of institutions, because 2-year community colleges
typically serve as important providers of remedations. In
1995, almost all public 2-year institutions offered remedial reading,
writing, and mathematics and 63 percent of private 4-year institutions
offered remedial courses in these subjects (Lewis,
Farris, and Greene 1996). In 2000, enrollment in remedial mathematics
courses accounted for 14 percent of total mathematics enrollment
in 4-year institutions and 60 percent in 2-year institutions (Lutzer,
Maxwell, and Rodi 2002). Although undergraduate enrollment in
remedial mathematics courses in 4-year institutions declined by
16 percent from 1990 to 2000, enrollment in remedial mathematics
courses in 2-year institutions increased by 5 percent during the
same period (Lutzer, Maxwell, and Rodi
2002). Enrollments in remedial S&E courses are not known.
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