the undocumented immigrants an opportunity at higher education means they will be more self-sufficient in the future, contributing more to taxes and relying less on state resources. They also claim that children should not be punished for the actions of their parents and that giving them this opportunity would encourage them to be contributing and law-abiding citizens. Whether this act would have positive effects on undocumented immigrants attending college is still hard to see since not many states have actually done it and the time span has not been enough for thorough research. Rural, urban, and suburban A slightly lower percentage of college-age Americans from rural areas go to college: in 2015, 67% from suburban high schools, 62% from urban high schools, and 59% from rural high schools. The difference is even larger for higher-income schools (73% suburban, 72% urban, 61% rural). Demonstrated ability in reading, mathematics, and writing, as typically measured in the United States by the SAT or similar tests such as the ACT, have often replaced colleges' individual entrance exams, and is often required for admission to higher education. There is some question as to whether advanced mathematical skills or talent are in fact necessary for fields such as history, English, philosophy, or art.--> Graduation rates Six years after entering a four-year program, 58% of students at public colleges will have graduated, 65% of students at private non-profit colleges will have graduated, while 27% of students at for-profit colleges will have graduated. Six-year graduation rates of four-year programs depend to a great extent on a college's entrance requirements, ranging from 89% at those which accept less than one-quarter of applicants to 36% at those with an open admissions policy. Academic standards Grade inflation has been a pernicious aspect of American college life since the 1960s. Between 1965 and 1975, GPAs sharply increased so that the most common letter grade went from a long-standing C to a B. Since the mid-1990s it has been an A. On average, private colleges have been more subject to this phenomenon than public colleges, as have the liberal arts compared to science, technology, engineering, and mathematics (STEM) courses, post-graduate courses compared to undergraduate courses, and courses taught by women compared to courses taught by men. Although standardized tests are certainly imperfect measures of aptitude, comparing trends in scoring with those in grades is revealing. Unlike GPAs, overall test scores have remained relatively