This paper examines the educational experience of students in their high school years and how this experience shapes their ability to be successful after high school. A study of research on high school students' educational experiences leads to the conclusion that the skills and knowledge needed by high school graduates who enter the workforce are the same as those needed by graduates who go directly to college. It is also evident that more collaboration is needed between high schools and colleges to produce a cohesive college preparatory curriculum. The evidence also suggests that virtually all students waste at least one year as they move from grades 11 through 13. Combining these assertions results in the development of a set of critical policy issues that must be addressed in order to create an education system that works for all students. These issues are: (1) high schools and colleges must collaborate to produce clear statements of where high school ends and college begins in each major field of study; (2) once high school graduation and college entrance standards are created, curricula that align with these standards must also be created; (3) middle school exit standards and curricula must be developed to mesh with high school standards; (4) students should develop a school completion plan before entering ninth grade; (5) students should be able to proceed at a pace appropriate to their achievement level; (6) to combat "senioritis," students should be offered education options that are appropriate to their level of attainment as soon as they have demonstrated the knowledge and skills necessary to graduate from high school; and (7) dual credit programs are a good interim way to meet the needs of a segment of high school students. (Contains 18 endnotes.) (SLD)