High School Feedback Reports

Graduating Class of 2017

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 2017 high school graduating class who went on to enroll at a public college or university in Utah the following academic year (2017-18).

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:

STATE REPORT

DISTRICT REPORT

HIGH SCHOOL REPORT

DATA DEFINITIONS

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 2017:

45.5% attended college within one year of high school graduation.

Low-income students have to take remedial English courses at more than double the rate of the state average.

Few Utah high school graduates (4%) 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 (9%).

While 51% of all students enrolled in the first semester took or had already earned credit for college-level math, only 37% of low-income students did.

Only 77% 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). Utah continues to have the lowest FAFSA completion rate in the country.

Just 27% took 30 credits during their first year in college. 

The Board of Regents Completion Initiative (started in 2013) focuses on five proven strategies aimed at increasing college completion rates:

  1. Establish 15 credits per semester (30 credits per year) as full-time.
  2. Set plateau tuition levels, focusing on 12-15 credits.
  3. Create semester-by-semester degree program maps with specific recommended courses.
  4. Encourage students to enroll in math during their first year of college.
  5. Explore the feasibility of implementing reverse transfer/stackable credentials.