Characteristics of U.S. High Schools and the College Preparation Process

Of the roughly 12.5 million students who were enrolled in public high  schools during the 2015-16 school year, about 87 percent attended  traditional public schools, according to Education data; the remaining  students were enrolled at charters, magnets, and other types of public  schools (see table 2). Larger high schools offered more advanced math and science  courses than smaller schools, regardless of poverty level. 3). Access to Advanced High School Courses Varies Based on School Poverty Level, Size, and Type

			Poverty Level

Our analysis of Education data for school year 2015-16 showed that  students’ access to more advanced high school courses decreased as  the level of school poverty increased. 9). For full results by  school locale, see appendix V.

		High-Poverty Schools Were Less Likely to Offer Math and Science Courses Needed for College Admission

Colleges often look for students to have completed multiple credits of a  subject in high school, such as math or science; however, our analysis  suggests that some high-poverty schools may not offer the math and  science courses needed to meet basic admission expectations for public  4-year colleges. Officials from All 12 High-Poverty Schools Stated That Their Students Face Multiple, Complex Challenges to Prepare for College, and Some Had Efforts in Place to Help

		Students in High-Poverty Schools Confront Complex Challenges to Prepare for College

Across the three selected states, officials representing the 12 high- poverty schools we visited consistently reported that students confront  multiple challenges to being prepared to attend college. They cited a  range of academic roadblocks to college, including that students are  behind academically before they get to high school; that the schools they  attend lack rigorous courses, such as AP courses; and that students  struggle to attain grade point averages (GPA) high enough for admission  to some 4-year colleges. In addition, officials in six schools said that the cost of college can deter  low-income students. Barriers to Navigating College Processes

A variety of factors—from the availability of high school counselors to  taking college entrance exams—can make the college admissions and  enrollment processes difficult for students in high-poverty schools,  according to school, college, and college advising organizations in the  communities we visited (see fig. Free access to college courses. Outside supports for college advising. Appendix I: Objectives, Scope, and Methodology

	Overview

The objectives of this report were to (1) examine the extent to which high  schools of different poverty levels offer courses to prepare students  academically for college and (2) describe challenges that students in  high-poverty schools face in being prepared to attend college. We focused on public 4-year  colleges because these institutions offer a bachelor’s degree and are  generally a more affordable 4-year option, compared to private colleges. The course offering variables we used  in our analysis are for those courses typically associated with and  reported by high schools. The CRDC also collected data on a  number of variables related to Advanced Placement (AP) course offerings  as well as other course offerings that potentially offer students college  credit. Regression Analysis

We conducted a generalized linear regression with a logistic regression  model using the 2015-16 CRDC and CCD data to explore whether and to  what extent certain school-level characteristics were associated with  higher rates of college preparatory course offerings, while controlling for  other factors. Instead,  this review was intended to better understand the courses that colleges  expect students to take in high school. Departments of  Education and Justice to gather information on their programs supporting  access to college preparation opportunities.
Why GAO Did This Study

Poverty can have a profound effect on academic outcomes and college readiness and students from low-income families are less likely to go to college. The low rates of degree attainment for low-income students raises questions about whether the students who wish to pursue higher education have access to courses that support their readiness for college. GAO was asked to review college preparatory course offerings in U.S. high schools.
This report (1) examines the extent to which high schools of different poverty levels offer courses to prepare students academically for college, and (2) describes the challenges students in high-poverty schools face being prepared to attend college. GAO analyzed 2015-16 Education data on course offerings by school poverty level, type, and size, and developed a generalized linear regression model to explore whether certain school-level characteristics may be associated with course offerings; reviewed a generalizable sample of public 4-year college websites for course requirements for admission; and interviewed officials from Education and the Department of Justice. GAO also conducted site visits to 12 high-poverty high schools in 3 states selected to provide variation in course offerings, among other things. In this review, GAO focused on public 4-year colleges because they offer a bachelor's degree and are generally a more affordable 4-year option.

What GAO Found

Students in relatively poor and small schools had less access to high school courses that help prepare them for college, according to GAO's analysis of Department of Education (Education) data for school year 2015-16 (the most recent available). While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses (see figure). High-poverty schools were less likely to offer the math and science courses that most public 4-year colleges expect students to take in high school, according to GAO's analysis of college websites. GAO's regression analysis also showed that smaller schools and certain types of schools, like charter schools, are less likely to offer the college preparatory math or science courses that many colleges look for during the admissions process.
Officials GAO interviewed in selected high-poverty high schools said their students can face a number of complex challenges in preparing for college. For instance, officials said that many students are academically behind when they enter high school and are unable to progress to more advanced courses. Further, high-poverty schools may not offer rigorous courses, such as AP courses, due to lack of resources or teaching staff. Students in high-poverty schools also face other stressors that can make going to college challenging. Officials at 9 of the 12 schools GAO visited cited the effects of poverty on their students, such as homelessness, hunger, and trauma, that make preparing for college difficult. School officials also said the steps involved in applying to and enrolling in college can be difficult to navigate for many students in high-poverty schools. Officials in selected schools reported efforts to address these challenges, such as offering free college courses and obtaining outside supports to assist with college advising.