ACT on course taking

There is only one proven path to earning top scores on college entrance exams such as the ACT or the SAT — a rigorous high school schedule. That means more higher-level math and science courses and tougher English classes. It means keeping one's nose to the grindstone while schoolmates immerse themselves in extra-curricular activities.

In the long run, the payoff transcends high scores on entrance exams. Top students will likely be accepted at more prestigious, more selective colleges and universities. More importantly, these students are far better prepared for the rigors of college work.

Statewide, Utah test takers ordinarily score above the national average on the ACT, but only 23 percent of them are prepared for college in every subject. This phenomenon not only impacts individuals' likelihood of success in college, it requires colleges and universities to provide remedial classes. Some university leaders, rightly, question if that is the proper role for an institution of higher education. The exception would be open-entry community colleges that cater to learners at all stages in life.

Utah students who are ill-prepared for college are hardly the exception. Nearly one-third of college students nationwide take a remedial class in at least one subject, although many take refresher courses in multiple subjects. ACT chief executive officer Richard L. Ferguson told the Chicago Tribune that a major national initiative may be needed to increase the percentage of test takers who take upper-level classes.

Utah students are far better prepared for college course work in English composition than algebra, where only 43 percent were prepared, and biology, where just 30 percent of test takers were ready for college biology. Obviously, schools and parents need to place a higher emphasis on students taking more rigorous classes.

This is particularly true among minority students, who posted considerably lower composite scores than their white counterparts but slightly higher than the national average among minority students nationwide. But Utah students of color are ill-prepared for college work. Just 10 percent of blacks, 18 percent of American Indian/Alaska natives and 21 percent of Hispanics are ready for college-level mathematics, compared to 44 percent of whites.

ACT's Ferguson says he believes a national initiative is needed to reverse these trends. What is most needed is a recognition of Utah's achievement gap and a plan of action to attack it. If students could be convinced to do the heavy lifting in high school, academically speaking, they would have far more opportunities upon graduation. That starts with high expectations for all students.