Does Raising High School Graduation Requirements Improve Student Outcomes?

Autor/in	Gao, Niu
Institution	Public Policy Institute of California (PPIC)
Titel	Does Raising High School Graduation Requirements Improve Student Outcomes?
Quelle	(2021), (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	COVID-19; Pandemics; Distance Education; Online Courses; High School Graduates; Graduation Rate; Graduation Requirements; College Attendance; Enrollment; Board of Education Policy; Equal Education; Mathematics Instruction; Science Instruction; Minority Group Students; Low Income Students; English Language Learners; Parent Background; Educational Attainment; At Risk Students; Low Achievement; Dropout Rate; Advanced Courses; Academic Standards; Technical Assistance; Educational Needs; Data Collection; Required Courses; Rural Schools; Urban Schools; College Entrance Examinations; Racial Differences; Ethnicity; Gender Differences; Standardized Tests; Academic Achievement; California; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Abschlussordnung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Einschulung; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elternhaus; Bildungsabschluss; Bildungsgut; Unterdurchschnittliche Leistung; Fortgeschrittenenunterricht; Technische Hilfe; Educational need; Bildungsbedarf; Data capture; Datensammlung; Pflichtkurs; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Aufnahmeprüfung; Rassenunterschied; Ethnizität; Geschlechterkonflikt; Standadised tests; Standardisierter Test; Schulleistung; Kalifornien
Abstract	The abrupt shift to distance learning at the onset of the COVID-19 crisis exacerbated inequalities in California's K-12 system and added urgency to an ongoing discussion about the role of high school graduation policy in promoting equitable student outcomes. More rigorous graduation requirements, particularly in math and science, can improve access to college by increasing enrollment in advanced courses, which might enhance college readiness and performance on standardized assessments. While high school graduation rates in California have increased in the past decade, nearly 40 percent of California high school graduates do not enroll in college; the disruptive impact of the pandemic has heightened this concern. In this report, the authors review district graduation policies for the 2018-19 school year and examine the relationship between math and science requirements and student outcomes. Given the disruption caused by COVID-19, the first priority should be for districts to set up support systems to mitigate learning loss and prevent backtracking on improvements in high school graduation and college enrollment. [This report was written with research support from Courtney Lee and Andrew Lee. For the technical appendices, see ED611479.] (ERIC).
Anmerkungen	Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01