I'm hope to be able to write a bit more on this subject when I have the time. I taught college-level classes to high school students for several semesters, and this summary matches my own experiences. Although I was teaching college-level courses, for dual college-high school credit to high school students, their administrations often didn't have a clue when it came to what actual college expectations were. I was told that requiring the standard amount of homework and study time from my students was "unrealistic in the high school environment" by a rather student-whipped principal. Again, this was a college-level class taught to "advanced," senior-level high school students who were, in the same semester, finally learning how to write a rhetorical document. Other classes from more rural schools simply weren't prepared for college-level work in any way and had also had administrators who seemed to be worried more about "feelings" than actual academic progress (unfortunately, the college administrators who were overseeing the program were worried about their pocketbooks more than actual academic progress, as well). I don't blame the students. They're only doing what students of that age do best--getting away with whatever adults will let them get away with...
Will write more on this later as I start clearing my own work out of the way.
From time-to-time I find interesting articles about the state of universities, the field of history, etc. I'll post them here just in case anyone else is interested.