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In the U.S., it is well documented that many students enter universities unprepared, lacking the basic academic skills necessary for optimal, or even positive, outcomes. However, less evidence has been reported on this problem in Canada, and there appears to be a public impression that Canada's universities have higher standards, on average, than American universities. This perception is reflected in documents produced by the Ontario Government, but documents prepared by independent sources, such as Statistics Canada and the Higher Education Quality Council of Ontario (HEQCO), suggest otherwise. The present article adds to this independent literature, reporting on a new empirical measure based on a suite of questions assessing the basic academic skills necessary to meet the challenges of higher education. Seven sets of skills were identified, and through exploratory and confirmatory factor analyses, two forms of academic capital were identified, as were three clusters of students. Evidence for the validity of these measures was found in terms of hypothesized associations with student grades, satisfaction, and thoughts of dropping out. Demographic differences (e.g., family background, gender) were minimal. The results suggest that a majority of Ontario's university students are at risk of sub-optimal academic outcomes, including a sizeable minority that is likely dysfunctional in contexts in which using basic academic skills would be necessary to pass courses if it were not for grade inflation. These students report lower grades, greater dissatisfaction with the university experience, and more frequent thoughts of dropping out. Policy implications are discussed in terms of what governments, secondary schools, and universities might do to reduce skill deficiencies and the associated negative experiences with post-secondary education.

This article examines the theory of emerging adulthood, introduced into the literature by Arnett (2000), in terms of its methodological and evidential basis, and finds it to be unsubstantiated on numerous grounds. Other, more convincing, formulations of variations in the transition to adulthood are examined. Most flawed academic theories are simply ignored by scientists. However, Arnett's unsubstantiated formulations have found their way to journalists, who are influencing public opinion, and policymakers, who are determining the fate of youth populations. As such, the article argues that an academic myth is being created that has serious economic and emotional repercussions for the many young people facing difficult circumstances in their transition to adulthood. Consequently, this myth requires corrections from the scientific community, one of which is provided here.