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It highlights gaps in students’ core preparatory curricula, the prevalence and consequences of remedial coursework, and lower postsecondary persistence among students who require remediation. Drawing on ACT research and data comparisons across reading and mathematics, it argues that rigorous core preparation improves test performance, readiness for credit-bearing courses and workplaces, and increases the likelihood of degree completion and career success.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/college-readiness-ready-to-succeed-all-students-prepared-for-college-and-work/529318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/college-readiness-ready-to-succeed-all-students-prepared-for-college-and-work/529318.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-14","2026-10-09",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the report focus on college and workplace readiness together?","Question",{"text":112,"@type":113},"It states that workforce expectations are rising and the skills needed for success in work and college are converging, so readiness standards should prepare students for both postsecondary education and workforce training.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What problem does the report describe about high school preparation?",{"text":117,"@type":113},"It notes that many high school graduates do not take a core preparatory curriculum and that even students reporting adequate course-taking may still be unprepared for credit-bearing first-year courses.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report connect remedial courses to longer-term outcomes?",{"text":121,"@type":113},"It explains that postsecondary students who need extensive remediation graduate at significantly lower rates and that many do not return for a second year, leaving them unprepared for future lifelong learning and high-wage jobs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},529318,1791593424,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","COLLEGE READINESS  \nReady to Succeed  \n All Students Prepared   \nfor College and Work  \n© 2006 by ACT, Inc. All rights reserved. ACT® is a registered trademark of ACT, Inc. 7913 IC 0402SE060  \nTicket to the Future  \nOur nation’s social and economic future depends on our ability to increase the percentage of students who leave high school ready for college and work. The workplace is changing and demanding a higher level of skills than ever before. Though more and more of our young adults realize the importance of higher education and aspire to continue their education after high school, many of them are not prepared to do so.  \nNearly 75 percent of U.S. high school graduates enroll in college within two years of graduation,1 yet only 56 percent of 2005 high school graduates who took the ACT® test took a core preparatory curriculum in highschool.2 And even among those who report taking a core high school curriculum—four or more years of English and three or more years each of math, social sciences, and natural sciences—a significant number are still not prepared to succeed in credit-bearing firstyear courses. Not only is taking the right number of courses important, the right kind of courses, and the rigor of these courses, is critical to student readiness for college-level work.  \nNearly one-third of students entering some type of  \n60  \n55  \n50  \n45  \n40  \n35  \n30  \n25  \n20  \n15  \n10  \n5  \n0  \nPercentages of Students Taking One or More Remedial Courses  \n14%  \nReading Writing Math Reading,  \nWriting, or Math  \n22%  \nEvery student should leave highschool with a ticket to the future.  \npostsecondary education need to take remedial courses in  \none or more subjects because they lack the skills to take standard credit-bearing courses.3 This figure balloons to 43 percent for students entering predominantly minority colleges. Research has also shown that students who required extensive remediation graduated from college at significantly lower rates.4 More than one-quarter of first-year students at four-year colleges and close to half of those in community colleges do not return for a second year.5 These students end up unprepared for the future, especially for the lifelong learning required for high performance, high-wage jobs. Addressing this readiness crisis has become a national priority, as evidenced by the passage of the No Child Left Behind legislation.  \n1 NCES. Condition of Education. Washington, D.C.: US Department of Education, 1997.  \n2 ACT. ACT National Data Release. Iowa City, IA 2005.  \n3 National Center for Education Statistics. The Condition of Education 2004. Retrieved on March 6, 2006, from [http://nces.ed.gov/programs/coe/2004/section5/indicator31.asp](http://nces.ed.gov/programs/coe/2004/section5/indicator31.asp)  \n4 National Center for Education Statistics. The Condition of Education 2004. Retrieved on March 6, 2006, from [http://nces.ed.gov/programs/coe/2004/section3/indicator18.asp](http://nces.ed.gov/programs/coe/2004/section3/indicator18.asp)  \n5 Cambiano, R. , Denny, G. , Devore, J. College Student Retention at a Midwestern University: A Six-Year Study. Journal of College Admission, No. 166, Winter 2000.  \n70  \n65  \n60  \n55  \n50  \n45  \n40  \n35  \n30  \n25  \n20  \n15  \n0  \nPercentage of ACT-tested Graduates Reporting Taking Core Curriculum  \n52%  \n●  \n54%  \n●  \n56%  \n●  \n61%●  \n56%●  \nACT research confirms the results and benefits of a rigorous core preparatory curriculum for all students, whether they plan to go on to college or to work after high school. Students enrolled in such a curriculum earn higher scores on the ACT, are better prepared to enter the workplace and/or credit-bearing college courses, show increased persistence in postsecondary education, and have significantly greater chances of earning college degrees and succeeding in the workplace.  \nWe are convinced that college readiness for all students is an achievable national goal.  \n1993 1994 1995 2000 2005  \nEven though the number of college-bou","cbCaiqGLRA6e1AYX","https://ap.wps.com/l/cbCaiqGLRA6e1AYX","pdf",455162,"English","# College readiness and the national priority\n## Core curriculum, remediation, and student outcomes\n## Rigorous preparation and comparable readiness levels","[{\"question\":\"Why does the report focus on college and workplace readiness together?\",\"answer\":\"It states that workforce expectations are rising and the skills needed for success in work and college are converging, so readiness standards should prepare students for both postsecondary education and workforce training.\"},{\"question\":\"What problem does the report describe about high school preparation?\",\"answer\":\"It notes that many high school graduates do not take a core preparatory curriculum and that even students reporting adequate course-taking may still be unprepared for credit-bearing first-year courses.\"},{\"question\":\"How does the report connect remedial courses to longer-term outcomes?\",\"answer\":\"It explains that postsecondary students who need extensive remediation graduate at significantly lower rates and that many do not return for a second year, leaving them unprepared for future lifelong learning and high-wage jobs.\"}]","COLLEGE READINESS - Ready to Succeed - All Students Prepared for College and Work | PDF",1791520924]