1. The Access Challenge
in the United States:
Demographics, Preparation,
Information, & Affordability
Jacqueline E. King, PhD
Assistant Vice President
July 16, 2008

2. The Problem: Differential
Attainment by Race & Income
56%
38%
24%
21%
18%
White African American Hispanic Asian American American Indian
Source: U.S. Census Bureau, American Community Survey, 2006.

3. The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Overload
• Financial Barriers

4. Public High School Graduates,
by Race/Ethnicity, 2001 to 2021
2,000,000
1,859,514
1,588,455
1,500,000 White
African American
Asian American
1,000,000 Hispanic
780,268
480,187
500,000
434,234 393,363
244,143
161,093
0
2000-01 2003-04 2006-07 2009-10 2012-13 2015-16 2018-19 2021-22
Source: WICHE, Knocking at the College Door.

5. Educational Progress of 2002 10th
Graders (15 years old) as of 2006
88% 93% 91%
82% 82% 81%
77% 75%
70% 67%
60% 62%
59%
54%
46% 49% 45%
40%
33%
22%
All Students Asian American White African American Hispanic
High School Diploma Any Postsecondary Enrollment Immediate Enrollment University
Source: NCES, Education Longitudinal Study: 2002/06.
NCES

6. Educational Progress of 2002 HS
Sophomores as of 2006,
by Family Income
92% 96%
88% 91%
85% 84%
78% 78%
70% 70% 70%
60% 63%
52% 52% 49%
40% 40%
31%
21%
All Students Income $20,000 $20,001 to $50,001 to $100,001 or more
or Less $50,000 $100,000
High School Diploma Any Postsecondary Enrollment Immediate Enrollment University
Source: NCES, Education Longitudinal Study: 2002/06.
NCES

7. Undergraduates with Nontraditional
Characteristics
Any characteristic 70
Attends part time 51
Financially independent 50
Delayed enrollment 38
Works full time 34
Has dependents 27
Single Parent 13
No HS Diploma 9
Source: NCES, National Postsecondary Student Aid Study: 2003-04.

8. The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Overload
• Financial Barriers

9. High School Does Not Prepare Many
Students for Higher Education
• 30% of students do not complete high
school.
• 40% to 45% of recent high school
graduates report significant skill gaps.
• 30% of first-year college students must
take remedial courses.
• Faculty estimate 42% of first-year
students are unprepared.
• Employers estimate 45% of recent high
school graduates lack skills to advance.
Source: Achieve.

10. Students Completing College Prep Math,
by Income and Race-Ethnicity
Trigonometry or Higher
Algebra II
68%
63% 50%
33%
26%
25%
23% 23% 26% 25%
18% 17%
Low-income High-income Asian White African Hispanic
American American
Source: NCES, Education Longitudinal Study: 2002/06.

11. Expectations Gap Between High
School & Higher Education
• Academic standards in HS not aligned
with postsecondary requirements.
• HS graduation requirements set too low.
• No connection between HS tests and
college entrance or course placement.
• RESULT: Students often earn a high
school diploma without the skills
necessary for success in higher
education.

12. American Diploma Project
Policy Agenda
1. Align high school and higher education
standards.
2. Require students to take a college-ready
curriculum to earn a high school diploma.
3. Build college readiness measures into
statewide high school assessment
systems.
4. Hold high schools and postsecondary
institutions accountable for student
preparation and success.

13. State Progress
Aligning Standards 11 8 13 13
Aligning Graduation
13 6 12
Requirements
Aligning Assessments 8 1 23
Aligning Data Systems 5 4 2 36
Aligning Accountability 4 7
In place by 2007 In place by 2008 Anticipate in place by 2009 In process/planned
Source: Achieve. Closing the Expectations Gap: 2008.

14. The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Gap
• Financial Barriers

15. 10th Graders Who Completed
at Least Algebra II by Postsecondary
Participation, Income and Race/Ethnicity
4 8
7 12
25 9 19 20
13
Never attended
19 17
18
89 Enrolled, then Left
83
76
57 62 63
Enrolled
Low- High- Asian White African Hispanic
income income American American
Source: U.S. Department of Education, Education Longitudinal Study: 2002/06.

16. Admissions and Financial Aid
• 6,500 institutions, most with unique admissions requirements
& applications.
• Tuition ranging from $0 to more than $40,000.
• Hundreds of federal, state, institutional and private grant and
loan programs, all with
unique criteria and many
with their own application.
• The main financial aid form
has more than 100 questions
and requires information
from parent’s income tax forms.

17. Enrolled Students Often Do Not
Apply for Financial Aid
• 41% of all students do not file the main financial aid form.
• 1.8 million low- and moderate-income students do not apply.
• 1.5 million of these students miss out on the largest federal
grant program.
Source: King, J. Missed Opportunities Revisited: New Information on Students Who Do Not Apply for
Financial Aid. February 2006 ACE Issue Brief.

18. A Patchwork of Programs Provide
Information & Guidance

19. The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Gap
• Financial Barriers

20. Average Tuition and Fees
Before and After Gift Aid
Tuition and Fees
$23,712
Tuition and Fees
Less Grants & Tax
Credits
$14,400
$6,185
$2,361 $2,577
$323
Public Community College Public University Private University
Source: College Board. Trends in College Pricing: 2007.

21. Percentage of BA Completers
with Debt, by Income
Median Debt of All Borrowers: $16,432
69%
63% 61% 58%
48%
Less than $30,000 to $50,000 to $70,000 to $100,000 or
$30,000 $49,999 $69,999 $99,999 more
Source: King, J. Federal Student Loan Debt: 1993 to 2004. June 2005 ACE Issue Brief.

22. Undergraduates
by Role and Workload
Employees
Did Not Work
who Study
22%
26%
Avg Hrs/Wk=38
Students
who Work
52%
Avg Hrs/Wk=25

23. A Cautionary Tale
• California Community Colleges offer
open admission and very low tuition
($480/year).
• Fantastic access, but very low success
rates.
• When low tuition means low service
levels, it is counter-productive.
• Students still need aid to cover living
expenses and forgone income.

24. Some Lessons from U.S. Experience
• One size will not fit all: As population becomes
more diverse, institutions and public policy must
adapt.
• Rigorous, consistent and relevant standards are a
necessity in elementary/secondary education.
• Simplicity matters: In aid and admissions, there
can be too much of a good thing.
• Affordability is a real problem – but it is not the only
problem.

25. Jacqueline King, PhD.
Assistant Vice President
American Council on Education
Washington, DC
www.acenet.edu
policy@ace.nche.edu