The problems of underprepared high school graduates and college admissions standards are addressed in a historical context by a Marquette University administrator. The basic skills of listening, speaking, writing, reading, and reasoning have been identified as critical for college work. There has been a lack of consensus on the role of universal, comprehensive secondary schooling and on the relative importance of college preparation to the high school curriculum. Problems of college preparation have been linked to a broader and more complex set of issues, including secondary school finance, the limited influence of unilateral college admission criteria on the rest of education, and the important role of the university that goes beyond defining or measuring the preconditions for excellence in higher studies. Societal needs for college-trained individuals indicates the need for incorporating college requirements into the high school curriculum. It is suggested that restrictions on college admissions will lessen rather than improve the overall academic quality of public education. Colleges need to emphasize that academic excellence is not a fixed criterion or level of performance but an open-ended continuum of ability and output. The press for excellence will be stifled if college doors are closed. (SW)