The first in a series, this study uses newly available data to describe the measurable changes in coursetaking, academic achievement, educational aspirations, and college enrollment rates of American high school students in the decade since the 1983 publication of "A Nation At Risk." The study's principal findings are: (1) high school students are taking more courses, particularly in academic areas; (2) students are taking more difficult courses as well as a greater number of courses; (3) according to the National Assessment of Educational Progress, students appear to be learning more in mathematics and science; (4) the increase in academic course-taking does not appear to have adversely affected the achievement of advanced students; (5) for the most part, students with lower abilities do not appear to have suffered as a result of curricular reforms instituted since the publication of "A Nation At Risk"; (6) fewer students are dropping out of high school between 10th and 12th grade than were dropping out a decade ago; (7) students' educational aspirations are increasing; (8) the percentage of graduates going immediately on to college continues to rise; (9) enrollment in college over the past decade has increased despite dramatic increases in college costs between 1982 and 1992; (10) it is difficult to assess how increases in the academic proficiency of 17-year-olds and the percentage of high school graduates going to college affect the academic preparedness of college freshmen--that is, whereas SAT and ACT math scores increased and verbal scores decreased, the percentage of colleges and universities offering remedial instruction or tutoring increased. (Contains 12 references.) (TM)