Postsecondary readiness

As postsecondary education becomes increasingly important, so does the affordability, preparedness and access to institutions of higher education. These figures provide information regarding Utah's students' preparedness in obtaining higher education after graduation.

Percent of students placed in remedial math or English in 2016

24%
University or college students who enroll in a remedial course
Enrollment over time (2012-2016)

Remedial courses are non-credit bearing courses designed to prepare students for college-level math and English. These courses are compulsory for students who do not meet the required scores in placement exams. The majority of remedial enrollment is in developmental math, rather than English. While students who require remedial math are overall more likely to drop out of college, those students who completed both their remedial and college-level math requirements were just as likely to complete a degree as students who did not require remedial math.

Enrollment by gender (2016)

Enrollment by race and ethnicity (2016)

Enrollment by institution (2016)

Enrollment by age group (2016)

Percent of students who graduate from high school in four years

86%
Graduation rate in 2017

The graduation rate captures students who have earned a high school diploma within four years of entering high school. Students who earn a General Equivalency Diploma (GED) or complete their primary education by alternative means are not included in this metric. Overall, graduation rates have increased by 5% over a five year period. All races and ethnicities have made gains in graduation over the last five years, as well as students who are economically disadvantaged, English language learners and students with disabilities.

Graduation rate over a five-year period (2013-2017)
Graduation rate by race and ethnicity (2017)
Graduation rate by group (2017)

Percent of students scoring 18 or above on the ACT

65%
Percent of students scoring 18 or above in 2016
Percent scoring 18 or above by race and ethnicity

The ACT is an entrance exam required by most colleges and universities in order to be considered for admission. The exam is comprised of four sections: English, math, science and reading, with an optional writing exam. The composite score is the average of these scores. The exam is designed to measure what a student has learned throughout high school. In 2016, 65% of students had a composite score of 18 or higher on the ACT, down 1% from 2015. English learners had the lowest percentage of students scoring 18 or above at 26%, followed by American Indians at 34%. Students who qualified for reduced price school lunch defines the economically disadvantaged group who had 17% fewer students scoring 18 or above compared to students who are not economically disadvantaged.

Percent scoring 18 or above by group

Economically disadvantaged

English learners

Percent of students who have earned credit in an advanced course

59%
Earned a credit in advanced coursework in 2017

Participation in advanced courses can not only help prepare high school students for employment, but help them earn college credit as well. The four options for advanced coursework are Advanced Placement courses (AP), International Baccalaureate courses (IB), Concurrent Enrollment (CE) and Career and Technical Education courses (CTE).

Both AP and IB courses allow students to pursue collegelevel studies while in high school, and can often be accepted as college credit. The AP program offers individual classes in a variety of subjects while the IB program offers a diploma program designed for the last two years of high school. CTE coursework is designed to give students experience in a particular field. Students may have the opportunity to receive industry certifications, summer internships and college credit.



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