Three of Four Grads Not Ready for College: Will Yours Be?

Recent college admissions test results show that three-quarters of the state's high school graduates aren't ready for college.

Only 23 percent of Illinois’ 2011 high school graduating class — both public and private — met college readiness standards in all four ACT subjects tested: English, reading, math and science, Sun-Times Media reported last week.

At that rate, an estimated 78 students of 's 2011 graduating class of 340 were prepared for college.

Before the start of the 2011–2012 school year, social studies teachers Eric Mollin and Ed Lipowski frowned at the results.

The two admit the burden of preparing students for college falls on teachers and staff.

"That's a disappointing number," said Lipowski. "I want to believe that more than 25 percent of my students walk out of my classroom ready for college.

"If they're not prepared, it's my fault," said Lipowski.

Social studies teachers, specifically, need to focus on the task at hand, Mollin said.

"We need to continue to make students better readers," he said. "Take subject matters and use reading strategy that will make students successful on the ACT.

"It's going to prepare them for the world, and the ACT."

The report also noted that Illinois’ overall composite score on the 36-point ACT rose to 20.9 in 2011, up from 20.7 the year before.

The composite score for students in Illinois, one of only four states that require all public high school students to take the ACT, is not that far from the national average of 21.1, noted Mary Fergus, spokeswoman for the Illinois State Board of Education, in the Sun-Times report.

Illinois’ average ACT score of 20.9 also beat that of the three other states that mandate the ACT — Colorado (20.7), Michigan (20.0) and Kentucky (19.6).

"I was happy to see that, as a state, we were close to the average," Mollin said.

"As teachers, our curriculum constantly touches on skills for the ACT."

What They Tell Their Students

Mollin and Lipowski offer two drastically different academic and test-taking personal histories.

Mollin's high school grades were impressive, but he posted a lackluster ACT score. He attended the college of his choice (Knox College) followed by the University of Illinois at Chicago, where he obtained a bachelor's degree in psychology. He went on to achieve a master's degree from DePaul University, and another master's degree in administration from Lewis University.

Lipowski, on the other hand, had a less-than-sparkling transcript, but outstanding ACT results. He also attended the college of his choice, the University of Illinois at Chicago, where he obtained his bachelor's degree in teaching of history, followed by a master's degree in educational leadership from National Louis University, and another in political justice from Governors State University.

How students perform on the ACT is also contingent on their study habits and dedication.

The school offers courses in ACT preparation, and student resource centers to assist with tougher class material. 

"You have to take advantage of what the school offers, to leave prepared," Mollins said.

"Ask for help, seek help," Lipowski said. "We offer programs for at-risk students.

"If you want to be successful here, the tools are here."

Mollin is not buying the results.

"Regardless of what the ACT results say, I feel this high school produces students who are ready, prepared for college," he said. "I've never had a senior come back after their freshman year [in college] saying they didn't feel prepared."