A growing body of research and firsthand reports suggests an unsettling pattern: students who leave high school with solid grades are arriving at university underprepared for the academic demands of college. A Slate parenting column that opened with a family’s struggle — where a daughter with strong high‑school marks lost her scholarship after a difficult first semester and a sibling now faces uncertainty — reflects a wider trend educators and researchers are sounding the alarm about (Slate advice column). ( There’s an Alarming Trend Happening at Our Kids’ High School. I Need to Stop It. )
Why this matters now is straightforward: for many families the promise of a college degree is tied to social mobility, stable careers and family expectations. When students appear ready on transcripts but struggle with first‑year coursework, the consequences include lost scholarships, academic probation, transfers, debt from repeat courses, damaged confidence and delayed graduation. That pattern is showing up in research and national testing data, and it has clear implications for Thai parents and students navigating university choices at home and abroad.
Research and national testing data point to a gap between high‑school credentials and college performance. The College Board’s recent analysis of trends in first‑year college grade point averages found that while high‑school GPAs rose broadly after the pandemic, standardized test scores fell and faculty reported that the incoming students’ academic skills and content knowledge were weaker than before the pandemic. The study also found that first‑year GPAs increased mainly at more selective institutions, while less selective colleges saw little change — a divergence that hides deeper readiness problems for many students ( Recent Trends in College Readiness and Subsequent College Performance, College Board Research ). ( Recent Trends in College Readiness and Subsequent College Performance )
Other national indicators reinforce the concern. The ACT reported that average national test scores dropped to their lowest levels in decades for the pandemic cohort, and analysts flagged rising high‑school GPAs alongside falling achievement as evidence of grade inflation that weakens GPA’s usefulness as a predictor of college success ( ACT leadership blog on score declines ). ( Fewer High School Seniors Ready for College as ACT Scores Decline ) The National Assessment of Educational Progress has documented declines in reading and mathematics since 2019, giving more weight to the view that “Swiss‑cheese” learning gaps remain in cohorts who experienced remote schooling ( NAEP highlights and trend pages ). ( NAEP Long-Term Trend Assessment Results: Reading and Mathematics )
College admissions officers and faculty describe the practical consequences in clear terms. Admissions leaders say they can no longer rely solely on GPA and, with many institutions going test‑optional, are experimenting with alternative evidence such as portfolios or external assessments to judge readiness. Faculty and student‑support officers warn that students who were not identified for pre‑semester support are turning up on academic probation in greater numbers because grades no longer flag who needs help in time ( Inside Higher Ed reporting on pandemic generation readiness ). ( Assessing college readiness for the pandemic generation, Inside Higher Ed )
What does this mean for Thai families and students who face similar choices — whether applying abroad, considering private or public universities in Thailand, or weighing vocational paths? The core takeaway is that a transcript alone may not tell the full story, and proactive planning is essential.
First, school‑to‑college transitions are shaped by local and institutional differences. The College Board report shows that selective institutions can both attract stronger applicants and still display rising first‑year GPAs, whereas less selective colleges — where many Thai students studying overseas or in regional institutions may end up — have not seen the same cushion ( College Board report ). ( Recent Trends in College Readiness and Subsequent College Performance ) In Thailand, higher‑education analysts and commentators have already raised concerns about quality, demographic shifts and the pressure on universities to adapt, which can influence how well incoming students are supported. The Thailand Development Research Institute has warned that shrinking youth populations and changing demand are forcing Thai universities to rethink admissions, programming and student support — a context that matters if students must repeat introductory courses or seek remedial help ( Thai PBS summary of TDRI warning on universities ). ( From boom to bust: what happens when Thai universities run out of students? — Thai PBS World )
Second, university systems differ in how they screen and support students. Some institutions use foundation or “bridge” years, mandatory placement testing, or early intervention classes to help students caught between high‑school expectations and college demands. Research from Thai higher‑education proceedings notes that remedial courses are used to compensate for shortfalls, but they also consume resources and can deter students from continuing — emphasising the need for targeted pre‑entry support and careful design of bridging programs ( Proceedings paper on Thai university students and remedial courses ). ( Understanding Thai university students; remedial courses and outcomes )
Experts quoted in international reporting offer practical framing and warnings. An admissions official at a selective US university described the difficulty of assessing applicants who experienced remote learning, saying there’s “no simple answer” and noting institutions must rethink long‑standing evaluation heuristics. Researchers called the situation a “perfect storm” of lower test scores, grade inflation and fewer objective measures, with the potential to widen attainment gaps if K‑12 and higher education do not coordinate responses ( Inside Higher Ed quotes and analysis ). ( Assessing college readiness for the pandemic generation, Inside Higher Ed )
What can Thai families do now? Practical steps can reduce the odds of surprises like lost scholarships or academic probation.
Encourage active self‑advocacy and early outreach. Students benefit when they learn to contact guidance counselors, admissions or academic services at prospective universities and ask specific questions about course expectations, placement testing and tutoring. Research and higher‑education practitioners stress that students who practice asking for help are more likely to find and use support when they need it ( Slate parenting column example of self‑advocacy ). ( There’s an Alarming Trend Happening at Our Kids’ High School. I Need to Stop It. )
Assess foundational skills, not just grades. Students planning to apply to university should take honest, diagnostic checks of writing, reading comprehension and quantitative reasoning. Where gaps appear, targeted short courses or tutoring focused on study skills, academic reading and writing can yield large returns. Programs that teach how to read dense academic texts, structure essays and manage time often produce faster gains than additional content‑only lessons ( College Board findings on skill gaps and faculty perspectives ). ( Recent Trends in College Readiness and Subsequent College Performance )
Use local university bridge programs strategically. Many Thai universities and private colleges offer foundation or pathway courses to bring students up to speed. These can be a sound investment when they include robust academic advising and active learning. Families should ask whether credits transfer and whether the program offers skills‑focused modules in academic English, math fundamentals and research methods ( Proceedings paper on remedial courses and Thai outcomes ). ( Understanding Thai university students; remedial courses and outcomes )
Consider controlled exposure to college‑level work in high school. Advanced Placement, International Baccalaureate or dual‑enrolment options can give students practice with college expectations. If those options aren’t available locally, enrolling in a single credit‑bearing course at a nearby college or via a reputable online provider — with clear assessment and instructor feedback — can be useful. But choose assessments that include graded writing and problem‑solving components rather than passive, multiple‑choice formats. Admissions officers report that “external assessment” such as AP scores or representative classwork can help supplement a GPA during admissions and point to readiness ( Inside Higher Ed on external assessments and portfolios ). ( Assessing college readiness for the pandemic generation, Inside Higher Ed )
Pay attention to mental health and social readiness. Many students who struggled with remote learning also report lower confidence and social‑emotional setbacks. Counselors and psych‑educational services can help students build resilience and self‑management strategies that support academic work. Research and reporting emphasize that readiness is not purely academic; social and emotional preparedness matters for persistence and performance ( Inside Higher Ed on social and emotional setbacks ). ( Assessing college readiness for the pandemic generation, Inside Higher Ed )
For Thai parents, cultural values provide a helpful frame. Thailand’s family‑centred decision‑making and emphasis on collective wellbeing can be a strength: parents who work with school counselors, teachers and university advisors — and who support children in learning to seek help independently — can create a bridge between expectation and reality. Buddhist values of mindfulness and steady effort also align with the slow, skills‑based approach needed when students must fill learning gaps. Frame remediation as a responsible step rather than a failure; in Thai culture, the language of “mae jie” (care and attention within the family) and the idea of merit through diligence can make sustained catch‑up work feel culturally consonant and socially supported.
There are potential policy and system responses worth watching. The College Board calls for more nuanced K‑12 and higher‑education conversations about preparing students, including better diagnostic assessments and coordinated bridge programs ( College Board recommendations ). ( Recent Trends in College Readiness and Subsequent College Performance ) In Thailand, as universities adapt to demographic shifts and international competition, policymakers and institutions could prioritise scalable foundation modules and stronger collaboration with upper‑secondary schools to align curricula with university expectations ( Thai PBS report on higher‑education pressures ). ( From boom to bust: what happens when Thai universities run out of students? — Thai PBS World )
Looking ahead, the “pandemic generation” will continue to move through tertiary systems for years, and the effects may compound if elementary and middle grades suffered extended disruption. National assessments already show reading and math declines, and researchers warn that without intentional interventions, gaps will persist and widen ( NAEP trends and concerns ). ( NAEP Long-Term Trend Assessment Results: Reading and Mathematics ) For families, the prudent approach is anticipatory rather than reactive: assess skills early, seek targeted support, and view bridge programs as investments in a student’s long‑term trajectory rather than as stopgaps.
For the family in the Slate column — and for Thai families facing similar choices — here are specific, actionable recommendations:
Start conversations early. Have your child meet with their high‑school guidance counselor to review course rigor and discuss college expectations. If possible, bring the college‑going sibling’s experience as an example to guide planning ( Slate column advice to meet counselors ). ( There’s an Alarming Trend Happening at Our Kids’ High School. I Need to Stop It. )
Seek external, skills‑based diagnostics. Test reading comprehension, academic writing and quantitative reasoning using reputable, formative assessments; use the results to target tutoring or short courses.
Consider a controlled dual‑enrolment or foundation course. Where possible, register for a single university module with graded writing and faculty feedback, or join a well‑run pathway program that guarantees credit transfer.
Build study and self‑management skills. Enrol in workshops for time management, academic reading and exam strategies; these often have outsized benefits compared with subject tutoring alone.
Prioritise mental health and social readiness. If the pandemic affected confidence or motivation, consult school counselors or youth mental‑health services early.
If applying abroad, ask universities about placement testing, credit transfer, academic advising and the availability of intensive first‑semester support. Invite your prospective program to spell out which courses are considered gateway requirements.
Keep financial planning flexible. Understand scholarship terms and how academic probation policies work so families can plan alternatives like local retake options or transfer pathways.
We cannot guarantee every student will avoid difficulty, but research and practitioners agree on one point: transparency, early assessment and coordinated supports reduce the chance of surprise failure. For Thai families balancing expectations, finances and cultural hopes for higher education, the best defence is a practical, skills‑focused plan that treats readiness as a process rather than a single number on a transcript.