Despite the rising percentage of working-age adults with a college degree, low college completion rates are still a major problem in the US and will have to rise much more to meet the demands of the future workforce. One problem, especially as workers have been displaced following the economic crisis, is that many students are arriving or returning to college underprepared for college work. Future of Children author Eric P. Bettinger, Angela Boatman, and Bridget Terry Long report that the number of high school graduates who are ready for college-level material may be as low as one-third, with even lower levels among some nontraditional students.

Colleges have adjusted to the needs of incoming students by offering greater access to developmental or remedial courses, placing close to 40 percent of incoming freshmen into such courses. Structure and quality vary widely, and they have shown mixed results in their effectiveness. Some argue that too many students are placed in remedial courses unnecessarily, with high costs to institutions and the public. Evidence suggests that remedial courses may have positive effects for those who need them, but may actually have negative consequences for those who don’t.

Bettinger, Boatman, and Long say one way colleges might improve the effectiveness of such programs is to reexamine placement procedures. For example, some states have begun offering placement exams to high school sophomores and juniors, as opposed to waiting until their college freshman year, to give students the opportunity to consult with parents, advisors, and educators about areas to focus on as they prepare for college. Some institutions are also making efforts to redesign their developmental programs, stressing remediation not as a curricular roadblock but as a means to launch students on to college-level work and give them the skills they need to succeed in a college major. For the best evidence for what works, read the latest research on this topic in the Future of Children issue on Postsecondary Education in the United States.

Many of this year’s graduating high school seniors already have their eyes set on a specific university, but others wonder if pursuing a postsecondary degree is really worth the time and cost. The public continues to debate whether college is a good investment, but in a review of the latest research, Future of Children authors Philip Oreopoulos and Uros Petronijevic find truth somewhere in the middle. They suggest that college can be a good investment if students prepare well and plan their studies and occupational pursuits carefully.

About 19 percent of 2011 high school graduates who took the ACT and were considered academically ready never enrolled in college or didn’t return to college after the first year. Some of these students may have had better alternatives, but many may have been unprepared in nonacademic ways, such as lacking information about college expenses and financial aid. Andrea Venezia and Laura Jaeger write that many students may not know enough about themselves or their future goals to know which college would be best. In addition, students from low-income and disadvantaged backgrounds may feel obliged to attend a less-selective program that is closer to home, even though they qualify academically for more selective institutions. Evidence suggests that such students are less likely to graduate.

In helping students prepare for postsecondary education, educators and policymakers should move beyond an academic focus. Precollege programs across the country have begun to emphasize guiding students through the decision making process and other nonacademic preparation. College is a better investment when students are well informed about the expenses and financial aid options associated with specific programs at specific schools. For more on this topic, check out the Future of Children issue on Postsecondary Education in the United States.