To show how Utah’s high school graduates are making the transition from high school to higher education, the Utah System of Higher Education (USHE) created the High School Feedback Reports. These reports show the college performance of the 2016 high school graduating class who went on to enroll at a public college or university in Utah the following academic year (2016-17).
This report shows actual student outcomes rather than predictors of success, differentiating it from other reports such as the ACT college readiness report and the Utah state school grading system.
Click on the links below for the state report and district report, as well as the data definitions guide:
The High School Feedback Report was compiled through a data partnership with the Utah State Board of Education. USHE provided these reports with special attention to the requirements of federal and state law related to the sharing of student information; any category containing fewer than 30 individuals was suppressed for data security purposes, with the exception of enrollment figures. For additional district-specific information, please contact the associated district superintendent.
Key takeaways about the college performance of the Utah high school graduating class of 2016:
41% attended college within one semester of high school graduation.
34% of Utah high school graduates attended a USHE institution within their first semester post-high school graduation, with most high school graduates attending the higher ed institution closest to home.
77% completed or started on their math track by the end of their first year in college.
It has been shown that students who take math during their first year of college—even remedial math—are three times more likely to complete their math requirement within five years.
Low-income students have to take remedial English courses at more than double the rate of the state average.
Few Utah high school graduates (7%) need to take remedial English courses, showing Utah students are generally prepared for college-level English work. One exception is low-income students, more than twice as many of whom need to take remedial English courses (16%).
While 51% of all students enrolled in the first semester took or had already earned credit for college-level math, only 36% of low-income students did
Only 76% of low-income students, enrolled at USHE 1st semester, qualified for Pell grants.
This could be due to various reasons, including students not completing the Free Application for Federal Student Aid (FAFSA). As of the 2016-17 cycle, Utah has the lowest FAFSA completion rate in the country.
Just 28% took 30 credits during their first year in college. This is up 2.5% from last year.
The Board of Regents Completion Initiative (started in 2013) focuses on five proven strategies aimed at increasing college completion rates:
- Establish 15 credits per semester (30 credits per year) as full-time.
- Set plateau tuition levels, focusing on 12-15 credits.
- Create semester-by-semester degree program maps with specific recommended courses.
- Encourage students to enroll in math during their first year of college.
- Explore the feasibility of implementing reverse transfer/stackable credentials.