Predictor Preparation for college

Having a high school degree or other requisite education to enroll in and benefit from a two- or four-year college program allows students to build skills that can lead to sustained success in the labor market. College readiness is critical for students to attend, complete, and succeed at postsecondary institutions, which affects their economic success.

Evidence on the Relationship between Preparation for College and Upward Mobility Outcomes

As of December 2021, researchers have documented the following connections between this predictor and upward mobility. Asterisk (*) indicates primary reference. 

  • According to Kurlaender, Reed, and Hurtt (2019), the literature on college readiness has four facets: aspirations and beliefs, academic preparation, knowledge and information, and fortitude and resilience.
  • College readiness is a strong predictor of future educational outcomes, such as college performance and completion (Chingos 2018*; Destin 2018). Academic preparation—including more rigorous high school coursework, better performance on standardized tests, and higher GPA—can set up a student to attend and succeed in college. Furthermore, a student’s ability to complete coursework, achieve academically, graduate, and ultimately obtain gainful employment are all influenced by college readiness (Kless, Soland, and Santiago 2013).
  • Test scores, such as for SAT and ACT, are predictive of college GPA and (less consistently) college completion (Chingos 2018*). State standardized test scores have similar predictive power as SAT and ACT scores on college grades (Chingos 2018*; Fina, Dunbar, and Welch 2018). Although standardized test scores remain a common measure of college readiness, high school GPA is a stronger predictor of college completion (Chingos 2018*).
  • The course level in high school (e.g., AP class, level 1) and grade performance in courses affect secondary and postsecondary education outcomes (Chingos 2018*). Long, Conger, and Iatarola (2012) find that students who take more difficult math courses in 9th or 10th grade are more likely to graduate high school and attend a four-year college, even when controlling for socioeconomic status, race, and other school characteristics.
  • Another form of college readiness relates to psychological factors like student mind-sets and motives, which are important for college success. Motivation and resource interventions, such as peer learning and connecting students to role models or access to counseling about goals, can help students better understand, prepare, and persevere throughout college (Destin 2018; Kurlaender, Reed, and Hurtt 2019).
  • Another aspect of college readiness is knowing the institutional processes to apply and pay for college. Students interested in attending college may lack the necessary information about the application process and financial aid options, thereby decreasing their chances of attending college (Kless, Soland, and Santiago 2013).

Promising Local Policy Interventions

Research from both Urban and others in the field suggests the following policies could help communities improve this predictor. These suggestions are not exhaustive, and communities should work with residents and leaders to identify solutions that are best suited to their local contexts.

Mobility Metric(s) Used to Measure This Predictor

Share of 19- and 20-year-olds with a high school degree

High school completion is a widely used measure of basic educational attainment and readiness for postsecondary education.

View the full suite of metrics used to measure all the predictors in the Upward Mobility Framework.

Mobility Dimensions Engaged

  • Economic success