BY: Beanie Geoghegan

Thanks in large part to the Obama Administration’s Race to the Top initiative, the term “college and career readiness” became increasingly popular in the K-12 education community around 2010. But what does it actually mean to be “college and career ready”? When most people hear that phrase, they likely assume it refers to young adults who are literate and numerate, with at least a basic knowledge and understanding of history and science. Those people might be surprised to learn that their assumptions are often wrong. 

While states were given certain requirements to meet when creating their “college and career readiness” standards, those requirements were vague and left considerable room for interpretation. School districts in some states could claim that they met or exceeded the standards, even as student achievement in core subjects like math and reading actually declined.

One school district in Kentucky defines College and Career Ready as “students graduate equipped with the skills, knowledge, and experiences (academic, technical, and “soft skills”) to succeed in post-high school paths, whether that’s immediate work, an apprenticeship, or further education.” This district has an almost 90% graduation rate. In comparison, only 34% of high school students performed at the Proficient or Distinguished level in Reading, and only 31% scored at the Proficient or Distinguished level in Math. 

While the other 66% of high school students aren’t necessarily illiterate, they are also not entirely prepared to “succeed in post-high school paths.” As Robert Pondiscio stated, “Reading at only a Basic level leaves you unable to parse complex evidence, weigh competing arguments or judge credibility. You live… in a state of intellectual second-class citizenship — with no option other than to defer to authority or rely on third parties, forever vulnerable to those whose political or financial interests may or may not align with your own.”

One would think that high schools would bristle at the thought of sending young adults into the world who believe they are fully equipped for college or careers, only to discover that they lack the necessary knowledge and skills to succeed in either. Because No Child Left Behind incentivizes graduation rates, too many high schools are happy to distribute diplomas that are nothing more than participation trophies. Not only do they not bristle at giving unprepared young people a false sense of achievement, but they are also rewarded for doing so. 

Allowing states to establish vague standards for defining college and career readiness based on subjective “soft skills” rather than objective, measurable metrics has had far-reaching implications beyond individual student frustration. Colleges now face the challenge of educating unprepared students, and corporations face the challenge of developing a workforce from an inadequately prepared pool of candidates. 

According to some reports, Elite universities like Harvard and MIT, once known for their rigorous academic standards, now face the pressing need to offer remedial math programs to incoming students. Additionally, nearly 12% of the 2025 incoming freshman class at UC San Diego required remedial math courses. Not only were these students assured by their graduating high schools that they were “college and career ready,” 25% of the students in those remedial classes at UCSD had 4.0 GPAs. 

In recent months, Ford CEO Jim Farley expressed concern about the company’s inability to fill nearly 5,000 technician vacancies. There are myriad reasons for these vacancies, but one is the lack of prepared candidates. If high school graduates who go on to some of the most elite colleges and universities in the country are deficient in math skills, it can be assumed that those who opt to go directly into the workforce are no better off. 

Given the substantial resources invested in educating students for 13 years in our public school system, it is reasonable to assume that the majority would graduate fully prepared to enter the workforce or continue their education. Discovering that the term “college and career readiness” is nothing more than a myth for many students is deeply frustrating. It’s time for schools to report and the government to incentivize real learning metrics so students are truly prepared to succeed on whichever path they choose to take.