The Difference in High School Quality: How Academic Preparedness in High School Affects the Student Experience at an Elite University

This paper examines how variation in high school academic preparedness shapes students’ experiences at an elite university. Drawing on original survey data and nine in-depth interviews with current students at the University of Chicago, the study analyzes how differences in high school background influence both academic performance and student adaptation to a rigorous college environment. The findings reveal a partial convergence in academic outcomes once students matriculate at an elite institution; however, meaningful differences persist in how students navigate academic demands. In particular, students from public high schools report greater academic challenges and require more time to complete coursework relative to their peers from private and other high school backgrounds. Beyond measurable academic outcomes, interview data highlight disparities in non-cognitive skills and forms of cultural capital (i.e. help-seeking behaviors, time management, and familiarity with institutional expectations) that shape students’ ability to succeed. These results suggest that academic inequality is not fully mitigated by access to elite higher education, but rather reconfigured within it. The paper therefore argues for a broader reconceptualization of college preparation, emphasizing the need for high school curricula, and earlier educational interventions, to move beyond traditional cognitive skill development and incorporate non-cognitive and institutional competencies. The preceding policy actions are essential to ensure that students enter college not only as college-eligible, but as fully college-ready.