Abstract
The readability of university-authored websites is an area wholly unexplored by higher education research and constitutes a crucial gap in the literature. The purpose of this study was to examine the readability of university-sponsored webpages of 30 four-year public American universities (n = 300), comprising three of the largest university systems in the country. The results suggest that the vast majority of university-authored webpages are unreadable by prospective postsecondary students, and institutions in the same university system wildly vary the readability of their documents. Implications for policy, practice, and future research are addressed.
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